Board Endorsed 2013 Amended March 2014
Metal Technology
A/M
Type 2
Written under the Industrial
Trades Technology Framework
2011
Accredited from 1/1/2014 –
31/12/2016
Amended March 2014
1
Board Endorsed 2013 Amended March 2014
Student Capabilities
All programs of study for the ACT Year 12 Certificate should enable students to become:
 creative and critical thinkers
 enterprising problem-solvers
 skilled and empathetic communicators
 informed and ethical decision-makers
 environmentally and culturally aware citizens
 confident and capable users of technologies
 independent and self-managing learners
 collaborative team members
and provide students with:
 a comprehensive body of specific knowledge, principles and concepts
 a basis for self-directed and lifelong learning
 personal attributes enabling effective participation in society
The Student Capabilities (Year 11-12), can be mapped to the Essential Learning Achievements in
Every Chance to Learn: the curriculum framework for ACT Schools (P-10). Student capabilities are
supported through course and unit content, and through pedagogical and assessment practices.
2
Board Endorsed 2013 Amended March 2014
Course Adoption Form for Accredited Courses
Choose one of the following:
B S S S
AUSTRALIAN CAPITAL TERRITORY
 adoption of units as per course document
 adoption of units with a different combination of units
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No
College:
Course Title: Metal Technology
Classification: A
Framework: Industrial Trades Technology 2011
Course Area: 8240
Course Code:
Dates of Course Accreditation:
From
to
2014
2016
Identify units to be adopted by ticking the check boxes
Adopt
Value
(1.0/0.5)
Unit Title

Introduction to Metal Technology
1.0

Metal Hand and Power Tools
0.5

General Metal Machining
0.5

Metal Light Fabrication
1.0

Metal Welding and Thermal Cutting
1.0

Metal Welding
0.5

Thermal Cutting
0.5

Metal Machining
1.0

Introduction to Metal Machining
0.5

Advanced Metal Machining
0.5
3
Length
Board Endorsed 2013 Amended March 2014
Supporting Statement
Reasons for Adoption of the course
For V courses indicate the certificate the college will award.
Course Length and Composition
Number and Length of Units
Which units will your college deliver?
Duration of Units and Available Course Patterns
Must be consistent with Table 1.1 in the Guidelines.
Implementation Guidelines
Must be consistent with the original course document.
Compulsory Units
Must remain the same as original document.
Prerequisites for the course or units within the course
Must remain the same as original document.
Arrangements for students who are continuing to study a course in this subject
The adopting college may customize this to suit their individual needs.
Negotiated Units
The adopting college may customize this to suit their individual needs but within policy and with panel
approval. Refer to Board Policy 3.3.5.6 if considering including Independent Study units within this
course.
Suggested Implementation Patterns
This must be in line with the original course document.
Please indicate any specific needs for your college when adopting this course.
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
4
/
/20
Board Endorsed December 2013
Course Adoption Form for Accredited Courses
Choose one of the following:
B S S S
AUSTRALIAN CAPITAL TERRITORY
 adoption of units as per course document
 adoption of units with a different combination of units
The college is entered on the National Register to award Certificates delivered by this course.
 Yes  No
College:
Course Title: Metal Technology
Classification: M
Framework: Industrial Trades Technology 2011
Course Area: 8240
Course Code:
Dates of Course Accreditation:
From
to
2014
2016
Identify units to be adopted by ticking the check boxes
Adopt
Value
(1.0/0.5)
Unit Title

Introduction to Metal Technology (M)
1.0

Metal Hand and Power Tools (M)
0.5

General Metal Machining (M)
0.5

Metal Light Fabrication (M)
1.0
5
Length
Board Endorsed December 2013
Supporting Statement
Reasons for Adoption of the course
For V courses indicate the certificate the college will award.
Course Length and Composition
Number and Length of Units
Which units will your college deliver?
Duration of Units and Available Course Patterns
Must be consistent with Table 1.1 in the Guidelines.
Implementation Guidelines
Must be consistent with the original course document.
Compulsory Units
Must remain the same as original document.
Prerequisites for the course or units within the course
Must remain the same as original document.
Arrangements for students who are continuing to study a course in this subject
The adopting college may customize this to suit their individual needs.
Negotiated Units
The adopting college may customize this to suit their individual needs but within policy and with panel
approval. Refer to Board Policy 3.3.5.6 if considering including Independent Study units within this
course.
Suggested Implementation Patterns
This must be in line with the original course document.
Please indicate any specific needs for your college when adopting this course.
Adoption The course and units named above are consistent with the philosophy and goals of the college
and the adopting college has the human and physical resources to implement the course.
Principal:
/
/20
BSSS Office Use
Entered into database:
/
/20
College Board Chair:
6
/
/20
Board Endorsed December 2013
Table of Contents
Course Adoption Form for Accredited Courses........................................................................................3
Course Adoption Form for Accredited Courses........................................................................................5
Course Name
..........................................................................................8
Course Classification
..........................................................................................8
Course Framework
..........................................................................................8
Course Developers
..........................................................................................8
Evaluation of Previous Course
..........................................................................................8
Course Length and Composition
..........................................................................................8
Implementation Guidelines
..........................................................................................9
Suggested Implementation Patterns
........................................................................................10
Subject Rationale
........................................................................................10
Goals
........................................................................................11
Content
........................................................................................11
Teaching and Learning Strategies
........................................................................................12
Assessment
........................................................................................12
Student Capabilities
........................................................................................14
Unit Grades
........................................................................................14
Unit Grade Descriptors for A Course
........................................................................................15
Unit Grade Descriptors for M Course
........................................................................................17
Moderation
........................................................................................18
Resources
........................................................................................19
Physical Resources
........................................................................................21
Proposed Evaluation Procedures
........................................................................................22
Introduction to Metal Technology Value 1.0 ........................................................................................23
Metal Hand and Power Tools
Value 0.5 ........................................................................................26
General Metal Machining
Value 0.5 ........................................................................................29
Metal Light Fabrication
Value 1.0 ........................................................................................31
Metal Welding and Thermal CuttingValue 1.0 .......................................................................................33
Metal Welding
Value 0.5 ........................................................................................35
Thermal Cutting
Value 0.5 ........................................................................................37
Metal Machining
Value 1.0 ........................................................................................39
Introduction to Metal Machining Value 0.5 ........................................................................................41
Advanced Metal Machining
Value 0.5 ........................................................................................43
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Board Endorsed December 2013
Course Name
Metal Technology
Course Classification
A/M
Course Framework
This course is presented under the 2011 Industrial Trades Technology Course Framework.
Course Developers
Name
College
Glen Shipton
Dickson College
Eddy Hoek
Erindale College
This group gratefully acknowledges the work of previous developers including Daryn Nixon and Stewart
Clode from Lake Tuggeranong College.
Evaluation of Previous Course
The previous course was found to be very effective in skilling students for a range of career pathways in
the metal technology trades area. Students were able to study a wide range of areas in metal
technology including sheet metalwork, machining, welding etc. The course worked well with specific
units for metal as compared to the previous course which had generic names and was confusing.
Colleges were able to adopt units that were relevant to their students and facilities.
Course Length and Composition
The following combinations of 0.5 units that have been approved by the Industrial Trades Technology
panel as having coherence of purpose and clarity. No other combinations of 0.5 units have been
accredited.
Unit Titles
Unit Value
Introduction to Metal Technology
1.0
Metal Hand and Power Tools
0.5
General Metal Machining
0.5
Metal Light Fabrication
1.0
Metal Welding and Thermal Cutting
1.0
Metal Welding
0.5
Thermal Cutting
0.5
Metal Machining
1.0
Introduction to Metal Machining
0.5
Advanced Metal Machining
0.5
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Board Endorsed December 2013
The units Introduction to Metal Technology, Metal Hand and Power Tools, General Metal Machining,
and Metal Light Fabrication include modifications, creating M units to cater for students with mild to
moderate intellectual disability. The other units in the course are considered not suitable for
modification.
Available course pattern
A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To receive a
course, students must complete at least the minimum number of hours and units over the whole minor,
major, major/minor or double major – both requirements must be met. The number of units may vary
according to the school timetable.
Course
Number of standard units to meet course requirements
Minor
Minimum of 2 units
Major
Minimum of 3.5 units
Major Minor
Minimum of 5.5 units
Double Major
Minimum of 7 units
Implementation Guidelines
Compulsory units
It is advised that students study the unit Introduction to Metal Technology 1.0 unit at the beginning of
the course.
Arrangements for students continuing study in this course
Students continuing in this course from the previous course must study units not previously undertaken.
Please refer to Duplication of Content rules below.
Duplication of Content
Duplication of Content Rules
Students cannot be given credit towards the requirements for a Year 12 Certificate for a unit that
significantly duplicates content in a unit studied in another course. The responsibility for preventing
undesirable overlap of content studied by a student rests with the principal and the teacher delivering
the course. Substantial overlap of content is not permitted and students will only be given credit for
covering the content once.
Duplication of Units
The half unit Introduction to Metal Technology (0.5) combines with Metal Hand and Power Tools (0.5) to
equate to one standard unit – these should be delivered together as a semester unit. Students are
expected to study the accredited semester unit Introduction to Metal Technology (1.0) unless enrolled
in a 0.5 unit due to late entry or early exit in a semester. The same is the case for the half units
Introduction to Metal Machining (0.5) and Advanced Metal Machining, which should be delivered as
Metal Machining (1.0).
Units from other courses
Nil.
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Board Endorsed December 2013
Relationship to other courses
Nil.
Suggested Implementation Patterns
Implementation Pattern
Units
Semester 1, Year 11
Introduction to Metal Technology 1.0
Metal Hand and Power Tools 0.5
General Metal Machining 0.5
Semester 2 , Year 11
Metal Light Fabrication 1.0
Semester 1, Year 12
Metal Welding and Thermal Cutting 1.0
Metal Welding 0.5
Thermal Cutting 0.5
Semester 2, Year 12
Metal Machining 1.0
Introduction to Metal Machining 0.5
Advanced Metal Machining 0.5
Subject Rationale
This course is intended to meet the needs of students who have a general interest in industrial
technology trades as well as those intending to choose a career pathway into traditional metal trades
and related service industries.
Australia is currently experiencing a skills shortage in traditional trade areas. There is also an increasing
demand in Australia and elsewhere for people able to assume highly skilled roles in areas deploying
rapidly developing technologies. There is a need for more highly trained new workers and up-skilling of
existing workers in the manufacturing and service industries as the levels of newer technologies are
increased. For example, there are vastly more complex electronics systems to be fitted and serviced in
the automotive industry and new materials and techniques in the building industry. Everybody is
affected to some degree by the need to understand and effectively use advancing technology in the
workshop, the construction site, the factory, office, home or farm.
This course provides opportunities for students to develop relevant technical, vocational and
interpersonal competencies suitable for employment and further training. They can also develop skills,
knowledge and experiences - such as teamwork, communication and occupational health and safetythat are transferable to other industries.
The range of skills and knowledge in the manufacturing and service industries has increased and will
continue to increase. New technologies are constantly replacing recent ones so there is a great need for
people involved at any level in the production or use of them to be adaptable. Students and workers
need to be able to acquire knowledge quickly and to develop and apply new skills effectively. These
skills are transferable so can be used across a wide range of trades and industries. It is also important to
maintain traditional skills and attitudes used with older technologies where they underpin and support
the newer technologies.
There is an increasing tendency for workers to have several career changes during their lifetime and
there are pressures on people to extend their working lives. These changes require retraining that may
be funded by industry, but is very often the responsibility of the individual. It is therefore valuable for
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Board Endorsed December 2013
people to have an education that includes Metal Technology at the senior secondary level. This could
provide them with the best possible base for lifelong learning and for pursuing relevant career choices.
Goals
This course should enable students to:
 understand the concepts, techniques, terminology and content appropriate to metal industry
trades

demonstrate employment related practical skills and workplace best practice
 demonstrate problem solving ability incorporating evaluation techniques and skills
 relate basic numeracy and scientific principles to practical applications

demonstrate oral, written and graphical communication skills
 work independently and collaboratively in accordance with workplace health and safety principles
and industry standards
 demonstrate an awareness of existing and emerging technologies and career pathways in metal
industry trades
Student Group
The course has been developed to cater for all students at year 11 and 12 who have an interest in
developing skills in the context of a practical metal technology workshop. The course provides
opportunities for students to work individually or cooperatively in the designing, construction and
evaluation of metal projects. Students who are looking to enter trade or design courses through the
Canberra Institute of Technology or similar institutions will benefit from experiences offered in this
course.
Content
Concepts
 relationship of designer, manufacturer and client/user in the Metal Industry
 the design process (brief, specification, research and analysis, communication and development
of ideas)
 production and consumption of resources in the Metal Industry
 environmental sustainability and ethical issues in design, manufacture and Metal Industries
 innovation and enterprise in the Metal Industry
Skills
 industry specific skills such as fine motor and physical

literacy such as reading, comprehension, writing
 communication including written, oral and visual
 numeracy such as costing, quantities, measurement, time, mathematical techniques
 problem solving such as collecting, organising and analysing
 teamwork such as sharing, defining roles and responsibilities, recognising and responding to
individual’s strengths and weaknesses
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Board Endorsed December 2013
 planning and organising
 ability to work safely
 ability to work independently
Teaching and Learning Strategies

In-class exercises and class discussions
 Quizzes

Individual and group demonstrations
 Individual tutorials
 Regular and meaningful feedback
 Open-ended design tasks
 Research assignments
 Experimentation with materials and processes
 Use of information and communication technologies
 Questionnaires
 Practical projects
 Industry visits
 Guest speakers
 Work placements
 Establishing industry links with individuals or groups
Assessment
The identification of assessment task types, together with examples of tasks, provides a common and
agreed basis for the collection of evidence of student achievement. This collection of evidence enables
a comparison of achievement within and across colleges, through moderation processes. This enables
valid, fair and equitable reporting of student achievement on the Year 12 Certificate.
 Assessment Tasks elicit responses that demonstrate the degree to which students have achieved
the goals of a unit (and the course as a whole).
 Assessment Task Types (with weightings) group assessment tasks in ways that reflect agreed
shared practice in the subject area and facilitate the comparison of student work across different
assessment tasks.
 Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work)
provide a common and agreed basis for judgement of performance against unit and course goals,
within and across colleges. Over a course, teachers use all of these criteria to assess students’
performance, but do not necessarily use all criteria on each task. Assessment criteria are to be
used holistically on a given task and in determining the unit grade.
 Assessment Rubrics are used to develop criteria for a task type and a continuum that indicates
levels of student achievement against each criterion.
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Board Endorsed December 2013
Board requirements
Students are expected to study the accredited semester 1.0 units unless enrolled in a 0.5 unit due to late
entry or early exit in a semester.
Where a 1.0 unit is delivered as a combination of two 0.5 units, the same percentage weighting for task
types should be used. If not, separate mark books must be maintained and the 0.5 units must be
meshed with the 1.0 standard unit following documented meshing procedures. These meshing
procedures must be provided to students as part of the Unit Outline.
General Assessment Criteria for A and M
Students will be assessed on the degree to which they demonstrate:
 industry specific skills

understanding and application of knowledge
 understanding and use of Occupation Health and Safety procedures
 communication skills
Guide to Assessment Tasks
Task Types
Practical
Theory
Examples
Practical test
Individual project
Group project
Continuous observation (eg
skills, WHS)
Folio
Written test
Assignment
Research project
Cooperative tasks
Planning tasks
Risk assessments
Presentations
A Weightings
60 - 70%
30 - 40%
M Weightings
10 - 90%
10 - 90%
Assessment Requirements:
Assessments will involve aspects of problem solving and WHS.
Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit
(0.5).
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Board Endorsed December 2013
Student Capabilities
Creative and critical thinkers
Students will follow the design process and develop creative responses to a design brief. They will be
encouraged to develop skills in creative thinking, developing original and innovative ideas. They will
appraise, evaluate and justify their ideas, design processes and products.
Enterprising problem-solvers
Throughout this course, students will develop skills that encourage them to be resourceful, to show
initiative and take risks to find solutions to design briefs.
Skilled and empathetic communicators
In this course, students will communicate their design ideas in written, graphic and three dimensional
forms. Students will be encouraged to develop skills in communicating in an articulate and concise
manner. Students will develop skills in communicating with a range of audiences in an empathetic way.
Informed and ethical decision-makers
Students will be encouraged to consider the variety of ethical issues pertinent to design and technology.
Students will critically examine their own values and beliefs in regard to making informed decisions in
relation to design and manufacturing.
Environmentally and culturally aware citizens
Students will show an awareness of sustainability in the selection and use of resources. Greater cultural
awareness will be developed through the exposure to a variety of cultures and the role that design and
technology plays in their society.
Confident and capable users of technologies
Students will be exposed to and develop their confidence and competence in using a variety of
technologies relevant to their study. Students should display a willingness to embrace the challenges of
new technologies.
Independent and self-managing learners
This course is designed to encourage and develop skills in independent learning and resource
management to achieve the desired outcomes of the course. Students will be given guidance and
support into how to manage time and outcomes to achieve the requirements of set tasks and the design
process.
Collaborative team members
Students will have the opportunity to contribute to group work which will build skills in negotiation and
collaboration.
Unit Grades
Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the
assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and
represent standards of achievement.
Grades are awarded on the proviso that the assessment requirements have been met. When allocating
grades, teachers will consider the degree to which students demonstrate their ability to complete and
submit tasks within a specified time frame.
The following descriptors are consistent with the system grade descriptors, which describe generic
standards of student achievement across all courses.
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Board endorsed December 2013
Unit Grade Descriptors for A Course
Communication
Skills
Understanding and
use of WHS
procedures
Understanding and
application of knowledge
Industry specific skills
A student who achieves an
A grade typically
A student who achieves a B
grade typically
A student who achieves a C
grade typically
A student who achieves a D
grade typically
A student who achieves an
E grade typically
 Proficiently and effectively
performs all technical skills
to a very high standard
 Effectively performs
technical skills to a high
standard.
 Performs technical skills to a
satisfactory standard
 Performs some technical
skills to a satisfactory
standard
 Performs some basic skills
 Demonstrates excellent
time management skills
 Demonstrates good time
management skills
 Demonstrates adequate
time management skills
 Demonstrates some time
management skills
 Demonstrates very few time
management skills
 Demonstrates a thorough
understanding and
knowledge of workplace
best practice and all key
concepts
 Demonstrates a good
understanding and
knowledge of workplace
best practice and key
concepts
 Demonstrates an
understanding and
knowledge of workplace
best practice and some key
concepts
 Demonstrates limited
understanding and
knowledge of workplace
best practice
 Demonstrates very limited
understanding and
knowledge of workplace
best practice
 Effectively applies the
knowledge throughout the
unit
 Mostly applies the
knowledge throughout the
unit
 Satisfactorily applies the
knowledge throughout the
unit
 Sometimes applies the
knowledge throughout the
unit
 Applies injury prevention
management strategies and
consistently identifies risks
 Applies injury prevention
management strategies and
sometimes identifies risks
 Applies injury prevention
management strategies
Demonstrates WHS
practices
 Usually demonstrates WHS
practices
 May require support to
demonstrate WHS practices
 Consistently demonstrates
WHS practices
 Consistently demonstrates
WHS practices
 Consistently demonstrates
knowledge and
understanding clearly and
accurately through various
communication forms (e.g.
written, oral, visual)
 Demonstrates knowledge
and understanding clearly
and accurately through
various communication
forms (e.g. written, oral,
visual)
 Demonstrates knowledge
and understanding
satisfactorily through
various communication
forms (e.g. written, oral,
visual)
 Demonstrates limited
knowledge and
understanding through
some communication forms
(e.g. written, oral, visual)
 Demonstrates very limited
knowledge and
understanding through few
communication forms (e.g.
written, oral, visual)
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Board endorsed December 2013
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Board endorsed December 2013
Unit Grade Descriptors for M Course
Grade
Descriptor
 demonstrates high level of ability in the modified assessment criteria
A student who
achieves the grade  achieves all of the assessable goals of the unit
 shows a consistent ability to transfer knowledge and apply skills in familiar and unfamiliar situations
A typically
 demonstrates sound ability in the modified assessment criteria
A student who
achieves the grade  achieves most of the assessable goals of the unit
 shows an ability to transfer knowledge and apply skills in familiar situations
B typically
 demonstrates satisfactory ability in the modified assessment criteria
A student who
achieves the grade  achieves some of the assessable goals of the unit
 shows an awareness of the need to transfer knowledge and skills
C typically
 demonstrates limited ability in the modified assessment criteria
A student who
achieves the grade  achieves few of the assessable goals of the unit
 shows limited awareness of the need to transfer knowledge and skills
D typically
 has met the minimum requirements for attendance and assessment.
A student who
achieves the grade
E typically
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Board Endorsed December 2013
Moderation
Moderation is a system designed and implemented to:
 provide comparability in the system of school-based assessment
 form the basis for valid and reliable assessment in senior secondary schools
 involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership
 maintain the quality of school-based assessment and the credibility, validity and acceptability of
Board certificates.
Moderation commences within individual colleges. Teachers develop assessment programs and
instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course
Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking
or grading of individual assessment instruments and unit grade decisions.
The Moderation Model
Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all
accredited courses, as well as statistical moderation of course scores, including small group procedures, for
T courses.
Moderation by Structured, Consensus-based Peer Review
Review is a subcategory of moderation, comprising the review of standards and the validation of Unit
Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment
portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer
review against system wide criteria and standards. This is done by matching student performance with the
criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is
then given to colleges to assist teachers with, and/or reassure them on, their judgments.
Preparation for Structured, Consensus-based Peer Review
Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work
completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of
student work completed in Semester 1. Assessment and other documentation required by the Office of the
Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2 of the previous year
is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for
review at Moderation Day 2 in August.
In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set
of student portfolios) is prepared for each A, M and T course/units offered by the school, and is sent in to
the Office of the Board of Senior Secondary Studies.
The College Course Presentation
The package of materials (College Course Presentation) presented by a college for review on moderation
days in each course area will comprise the following:
 a folder containing supporting documentation as requested by the Office of the Board through
memoranda to colleges
 a set of student portfolios containing marked and/or graded written and non-written assessment
responses and completed criteria and standards feedback forms. Evidence of all assessment
responses on which the unit grade decision has been made is to be included in the student review
portfolios.
Specific requirements for subject areas and types of evidence to be presented for each Moderation Day will
be outlined by the Board Secretariat through memoranda and Information Papers.
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Board Endorsed December 2013
Visual evidence for judgements made about practical performances
(also refer to BSSS Website Guidelines)
It is a requirement that schools’ judgements of standards to practical performances (A/T/M) be supported
by visual evidence (still photos or video).
The photographic evidence submitted must be drawn from practical skills performed as part of the
assessment process.
Teachers should consult the BSSS guidelines at
http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing photographic
evidence.
Resources
Books
Ares, Antonio 2006, Metal: forming, forging and welding techniques, Barron’s, New York.
Boundy, A.W. 2010, Engineering drawing, 6th edn., McGraw-Hill, Sydney.
Bray, Stan 2010, Basic lathework, Special Interest Model Books, Poole, Dorset.
Bridigum, Todd 2008, How to weld, MBI, St Paul, MN.
Cambridge senior design and technology 2013, Cambridge University Press, Cambridge.
Culley, R. 2008, Fitting and machining technical book, TAFE Publications, Sydney.
Design and Technology second edition, Thomson-Social Science Press, 2007
Design and visual communication: book 4 2012, Hawker Brownlow, Melbourne.
Eddie, Paul 2008, Sheet metal fabrication: techniques and tips for beginners and pros, Motorbooks,
Minneapolis, MN.
Farnsworth, S. 2010, Welding for dummies, Wiley, Hoboken.
Finch, Richard 2007, Welder’s handbook, HPBooks, New York.
Forming and shaping metal : heating, cold forming & milling 2002, Classroom Video, Bendigo.
Geary, Don 2011, Welding, McGraw-Hill, New York.
Hall, Harold 2007, Lathe work: a complete course, Special Interest Model Books, Poole, Dorset.
Hall, Harold 2004, Milling: a complete course, Special Interest Model Books, Poole, Dorset.
Hudson, J. 2011, Process: 50 product designs from concept to manufacture, Laurence King, London.
Joseph, Matt 2011, Automotive sheet metal forming & fabrication, Car Tech, North Branch, MN.
Magic of stainless steel: the new age metal 2007, Roli, New Delhi.
Matin, Kimberli 2009, Ready, set, weld!: beginner-friendly projects for the home and garden, Lark, New
York.
McKissock, Stewart 2012, Level 1 design and visual communication study guide, ESA, Auckland.
Metals and fabrication: perform calculations: learning resource 2010, WestOne Services, Perth.
O’Leary, Jacinta 2012, Design and technology workbook: wood, metal, plastics, Nelson Cengage Learning,
South Melbourne.
Pipes, Alan 2007, Drawing for designers, Laurence King, London.
Product design sketches 2012, BooQs, Antwerp.
Remus, Timothy 2003, Advanced sheet metal fabrication, Wolfgang Publications, Stillwater, MN.
19
Board Endorsed December 2013
Remus, Timothy 2007, Sheet metal fabrication basics, Stillwater, MN.
Rochford, J. 2011, Stage 6 design and technology: a student’s workbook, KJS, Tumbi Umbi, NSW.
Rogers, Paul 2011, Product design, Laurence King, London.
Ruth, Karen 2006, Practical welding projects : 25 innovative metal-work projects for hobby welders, Apple
Press, Hove.
Slack, L. 2010, What is product design?, RotoVison, Mies, Switzerland.
Spilsbury, Richard 2008, Design and technical art, Heinemann, Lewes.
Trevallion, D. And Trimmer, R. 2011, Excel HSC and preliminary design and technology, Pascal, Glebe.
Walker, J. and Robinson, K. 2010, Product design, Blake, Melbourne.
Zurschmeide, Jeff 2009, Automotive welding: a practical guide, Car Tech, North Branch, MN.
CD ROM / DVD
Covell, Ron 2007, Basic techniques for working with steel, DVD, Freedom, California.
Covell, Ron 2005, Creative metalworking: chopping and sectioning, DVD, Freedom, California.
Covell, Ron 2003, Hammerforming techniques, DVD, Fournier Enterprises, Shelby Township, USA.
Covell, Ron 2008, MIG welding made easy, DVD, Freedom, California.
Covell, Ron 2005, Shaping aluminium with hand tools, DVD, Freedom, California.
Covell, R, 2006 - Tig Welding Basics
Cutting metal: methods used during manufacturing of products 2002, DVD, Classroom Video, Warriewood,
NSW.
Design and technology resource pack 2012, Kit, VEA, Bendigo. 5 DVDs – managing a design project;
practical use of materials (metal, plastics).
Developing a design brief 2010, DVD, Classroom Video, Bendigo.
Duffy, James 2011, Metalworking safety, DVD, Shopware, New York.
Duffy, James 2011, Welding safety, DVD, Shopware, New York.
ICAC, 1996, Ethics in Design and Technology, CD-ROM and teacher handbook.
Joining metals 2006, DVD, Classroom Video, Bendigo.
Metal shop safety 2006, DVD, Marcom Projects, Eight Mile Plains, Queensland.
Oxy-acetylene cutting and safety 2010, DVD, Safetycare Australia, Melbourne.
Oxy-acetylene welding and safety 2010, DVD, SafetyCare Australia, Melbourne.
Understanding welding hazards 2010, DVD, SafetyCare Australia, Melbourne.
20
Board Endorsed December 2013
Websites
511 The Turning Force Flexible learning Toolbox: Metal and Engineering Industry
http://toolboxes.flexiblelearning.net.au/demosites/series5/511/index2.htm
905 Fabrication Flexible learning Toolbox: Metal and Engineering Industry
http://toolboxes.flexiblelearning.net.au/demosites/series9/905/index.htm
Centre for Design at RMIT – http://www.rmit.edu.au/cfd
Edsonic Teaching Resources http://www.edsonicpublications.com.au/MetalEngineer
HSC Online Industrial Technology http://www.hsc.csu.edu.au/ind_tech/
HSC Online Metal and Engineering http://www.hsc.csu.edu.au/metals_engineering/
Metal projects Online - http://www.metalprojects.no-ip.com
The Powerhouse Museum – http://www.powerhousemuseum.com/
Audio Visual Materials
ABC TV Schools Series, Designers, 2003.
ABC Constructing Australia
These were accurate at the time of publication.
Physical Resources
To achieve the unit goals the following physical resources are mandatory:

a workshop that complies with the WHS requirements

an appropriately equipped workstation per student

hand tools, power tools and fixed machinery
 personal protective equipment for each student
 benches with vices, lathes & accessories, grinder, hearing protection, eye/face protection, drill press,
welding safety equipment, bench shear, pan brake, sheet metal guillotine, power hacksaw or similar,
spot welder, ‘oxy’ welding equipment, ‘arc’ welding equipment, ‘MIG’ welding equipment
21
Board Endorsed December 2013
Proposed Evaluation Procedures
Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content of the
course and any requirements for modification of activities, teaching strategies and assessment instruments.
The current trends and innovations in the teaching of Metal Technology will be considered as teachers
attend workshops, seminars and participate in discussion groups with other teachers such as on
Moderation Day.
Teachers will monitor student performance and progress and student responses to various teaching,
learning and assessment strategies. Students and teachers will complete evaluation questionnaires at the
end of each unit. The results of these will be collated and reviewed from year to year. There will also be a
continuous monitoring of student numbers between Years 11 and 12.
Informal discussions between teachers and students, past students, parents and other teachers will
contribute to the evaluation of the course.
In the process of evaluation; students, teachers and others should, as appropriate, consider:
 Are the course and Course Framework still consistent?
 Were the goals achieved?
 Was the course content appropriate?
 Were the teaching strategies used successful?
 Was the assessment program appropriate?
 Have the needs of the students been met?
 Was the course relevant?
 How many students completed the course in each of the years of accreditation?
22
Board Endorsed December 2013
Introduction to Metal Technology
Value 1.0
This unit combines General Metal Machining 0.5 with Metal Hand and Power Tools 0.5
Prerequisites
Nil, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
A unit
M unit
 explain the need for industrial housekeeping
and orderly work practices
 follow industrial housekeeping and orderly
work practices
 work in a safe and productive routine in the
metal workshop environment
 work in a safe and productive routine in the
metal workshop environment
 identify hand and power tools and safety
equipment
 identify hand and power tools
 correctly select and operate hand tools
 correctly select and operate hand tools
 develop skills and proficiency in the use of
basic hand and power tools
 develop basic skills and proficiency in the use
of hand and power tools
 complete tasks through the interpretation of
information from workshop engineering
drawings
 complete basic drawing tasks
 develop basic skills in general machining and
fitting
 develop basic skills in general machining and
fitting
 apply basic drawing/sketching skills
 apply basic drawing/sketching skills
 apply a problem solving design approach to
project work
 apply a simple problem solving design
approach to their project work
 produce design solutions in response to a
brief in preparation for the production of a
self-directed major project
 produce basic metal projects
 environmentally sustainable work practices
23
Board Endorsed December 2013
Content
A content
M content
Principles of Industrial Housekeeping
Principles of Industrial Housekeeping
 Maintaining cleanliness, tidiness and use of
safety signage and markings in the mechanical
engineering workplace – for example personal
hygiene, clean and orderly workplace, storage
of equipment and materials, disposal of waste
materials, signage (eg machinery, operational,
substances), markings (eg walkways, vehicular
areas, storage, work areas)
Principles of Personal Safety
 Maintaining cleanliness, tidiness and use of
safety signage – for example personal
hygiene, clean and orderly workplace, storage
of equipment and materials, disposal of waste
materials, signage (eg machinery, operational,
substances), markings (eg walkways, vehicular
areas, storage, work areas)
 Identification of personal hazards – such as
chemical, biological, physical, ergonomic and
psychological – the likely health effects and
personal safety recommendations applicable
to the mechanical engineering environment
Hand Tools
 Identification of personal hazards –such as
chemical, biological, physical, ergonomic and
psychological and safe practices
 Appropriate hand tools selected according to
the task requirements – eg measuring,
marking out, cutting, filing, threading,
bending etc.
 Appropriate hand tools selected according to
the task requirements – eg measuring,
marking out, cutting, filing, threading,
bending etc.
 Hand tools used correctly to produce desired
outcomes to job specifications that may
include size, shape, tolerance and finish.
 Hand tools used correctly to produce desired
outcomes to job specifications that may
include size, shape, tolerance and finish.
 All safety requirements are adhered to
before, during and after use
 All safety requirements are adhered to
before, during and after use
 Hand tools are stored safely and orderly in
appropriate location
 Hand tools are stored safely and orderly in an
appropriate location
 Appropriate measuring and marking out tools
selected for task at hand
 Appropriate measuring and marking out tools
selected for task at hand
 Marking out techniques to enable desired
outcomes of job specifications – may include
datum lines and surfaces, outlines and centre
lines
Machining
 Marking out techniques to enable desired
outcomes of job specifications – may include
templates, datum lines and surfaces, outlines
and centre lines
Machining
 Simple marking out techniques used and
machining parameters set for job
requirements and maximum tool life
 Simple marking out techniques used and
machining parameters set for job
requirements
 Work correctly held or clamped without
damage to product and all safety
requirements met
 Work correctly held or clamped without
damage to product and all safety
requirements met
 Machining performed in a safe manner
utilising all guards, safety procedures and
personal protective clothing and equipment
 Machining performed in a safe manner
utilising all guards, safety procedures and
personal protective clothing and equipment
 Set up machines correctly and use machine
cutting tools efficiently.
 Set up machines correctly and use machine
cutting tools efficiently.
Principles of Personal Safety
Hand Tools
24
Board Endorsed December 2013
Power Tools
Power Tools
 Appropriate power tools selected according
to the task requirements – eg drilling, cutting,
grinding.
 Appropriate power tools selected according
to the task requirements – eg drilling, cutting,
grinding.
 Correct technique understood before
commencing work with any power tool
 Correct technique understood before
commencing work with any power tool
 Power tools used following a determined
sequence of operations that may include
clamping, alignment and adjustment to
produce desired outcomes to job
specifications and may include finish, size or
shape
 Power tools used following a determined
sequence of operations that may include
clamping, alignment and adjustment to
produce desired outcomes to job
specifications and may include finish, size or
shape
 All safety requirements are adhered to
before, during and after use
 All safety requirements are adhered to
before, during and after use
 Power tools stored safely in appropriate
location and in an orderly manner.
Design Drawing Interpretation
 Power tools stored safely in appropriate
location and in an orderly manner.
Design Drawing Interpretation
 Identifying and interpreting information to
enable job specifications to be met, identify
drawing views and datum, read dimensions.
Design Process
 Identify drawing views, read dimensions.
 Introduction to a basic design process
commonly employed in an engineering
workshop environment
apply basic drawing/sketching skills
 Introduction to a basic design process
commonly employed in an engineering
workshop environment
Design Process
 apply basic drawing/sketching skills
Environmentally sustainable work practices
 Introduction to using environmentally
sustainable work practices in an engineering
workshop environment
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
25
Board Endorsed December 2013
Metal Hand and Power Tools
Value 0.5
This half unit (0.5) combines with General Metal Machining (0.5) to equate to one standard unit – these
should be delivered together as a semester unit. Students are expected to study the accredited semester
unit Introduction to Metal Technology (1.0) unless enrolled in a 0.5 unit due to late entry or early exit in a
semester.
Prerequisites
Nil, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
A unit
M unit
 explain the need for industrial housekeeping
and orderly work practices
 follow industrial housekeeping and orderly
work practices
 work in a safe and productive routine in the
metal workshop environment
 work in a safe and productive routine in the
metal workshop environment
 identify hand, power tools and safety
equipment.
 identify hand and power tools
 develop skills and proficiency in the use of
basic hand and power tools
 develop basic skills and proficiency in the use
of hand and power tools
 complete tasks through the interpretation of
information from workshop engineering
drawings
 complete basic drawing tasks
 produce design solutions in response to a
brief in preparation for the production of a
self-directed major project
 produce basic metal projects
 environmentally sustainable work practices
26
Board Endorsed December 2013
Content
Principles of Industrial Housekeeping
A unit
M unit
 Maintaining cleanliness, tidiness and use of
safety signage and markings in the mechanical
engineering workplace – for example personal
hygiene, clean and orderly workplace, storage of
equipment and materials, disposal of waste
materials, signage (eg machinery, operational,
substances), markings (eg walkways, vehicular
areas, storage, work areas)
Principles of Personal Safety
 Maintaining cleanliness, tidiness and use of
safety signage – for example personal hygiene,
clean and orderly workplace, storage of
equipment and materials, disposal of waste
materials, signage (eg machinery, operational,
substances), markings (eg walkways, vehicular
areas, storage, work areas)
 Identification of personal hazards – such as
chemical, biological, physical, ergonomic and
psychological – the likely health effects and
personal safety recommendations applicable to
the mechanical engineering environment
 Identification of personal hazards –such as
chemical, biological, physical, ergonomic and
psychological and safe practices
Hand Tools
Hand Tools
 Appropriate hand tools selected according to the
task requirements – eg measuring, marking out,
cutting, filing, threading, bending etc.
 Appropriate hand tools selected according to the
task requirements – eg measuring, marking out,
cutting, filing, threading, bending etc.
 Hand tools used correctly to produce desired
outcomes to job specifications that may include
size, shape, tolerance and finish.
 Hand tools used correctly to produce desired
outcomes to job specifications that may include
size, shape, tolerance and finish.
 All safety requirements are adhered to before,
during and after use
 All safety requirements are adhered to before,
during and after use
 Hand tools are stored safely and orderly in
appropriate location
 Hand tools are stored safely and orderly in
appropriate location
 Appropriate measuring and marking out tools
selected for task at hand
 Appropriate measuring and marking out tools
selected for task at hand
 Marking out techniques to enable desired
outcomes of job specifications – may include
datum lines and surfaces, outlines and centre
lines
 Marking out techniques to enable desired
outcomes of job specifications – may include
templates, datum lines and surfaces, outlines
and centre lines
Power Tools
Power Tools
 Appropriate power tools selected according to
the task requirements – eg drilling, cutting,
grinding.
 Appropriate power tools selected according to
the task requirements – eg drilling, cutting,
grinding.
 Correct technique understood before
commencing work with any power tool
 Correct technique understood before
commencing work with any power tool
 Power tools used following a determined
sequence of operations that may include
clamping, alignment and adjustment to produce
desired outcomes to job specifications and may
include finish, size or shape
 Power tools used following a determined
sequence of operations that may include
clamping, alignment and adjustment to produce
desired outcomes to job specifications and may
include finish, size or shape
 All safety requirements are adhered to before,
 All safety requirements are adhered to before,
Principles of Personal Safety
27
Board Endorsed December 2013
during and after use
during and after use
 Power tools stored safely in appropriate location
and in an orderly manner.
 Power tools stored safely in appropriate location
and in an orderly manner.
Design Drawing Interpretation
Identify drawing views, read dimensions.
Design Drawing Interpretation
 Identifying and interpreting information to
enable job specifications to be met, identify
drawing views and datum, read dimensions
Environmentally sustainable work practices
 Introduction to using environmentally
sustainable work practices in an engineering
workshop environment
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
28
Board Endorsed December 2013
General Metal Machining
Value 0.5
This half unit (0.5) combines with Metal Hand and Power Tools (0.5) to equate to one standard unit – these
should be delivered together as a semester unit. Students are expected to study the accredited semester
unit Introduction to Metal Technology (1.0) unless enrolled in a 0.5 unit due to late entry or early exit in a
semester.
Prerequisites
Nil, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
A unit
M unit
 work in an appropriate and safe manner in a
metal machining workshop environment
 work in an appropriate and safe manner in a
metal machining workshop environment
 develop basic skills in general machining and
fitting
 develop basic skills in general machining and
fitting
 correctly select and operate hand tools
 correctly select and operate hand tools
 interpret engineering drawings for project
construction
 apply basic drawing/sketching skills
 apply basic drawing/sketching skills
 apply a problem solving design approach to their
project work
 apply a simple problem solving design approach
to their project work
 produce design solutions in response to a brief in
preparation for the production of a self-directed
major project
 produce basic set project
Content
A unit
M unit
Principles of Industrial Housekeeping
Principles of Industrial Housekeeping
 Continue to maintain cleanliness, tidiness and
use of safety signage and markings in the
mechanical engineering workplace – for example
personal hygiene, clean and orderly workplace,
storage of equipment and materials, disposal of
waste materials, signage (eg machinery,
operational, substances), markings (eg walkways,
vehicular areas, storage, work areas)
Machining
 Continue to maintain cleanliness, tidiness and
use of safety signage – for example personal
hygiene, clean and orderly workplace, storage of
equipment and materials, disposal of waste
materials, signage (eg machinery, operational,
substances), markings (eg walkways, vehicular
areas, storage, work areas)
 Simple marking out techniques used and
machining parameters set for job requirements
and maximum tool life
 Simple marking out techniques used and
machining parameters set for job requirements
Machining
 Work correctly held or clamped without damage
29
Board Endorsed December 2013
to product and all safety requirements met
 Work correctly held or clamped without damage
to product and all safety requirements met
 Machining performed in a safe manner utilising
all guards, safety procedures and personal
protective clothing and equipment
 Machining performed in a safe manner utilising
all guards, safety procedures and personal
protective clothing and equipment
 Set up machines correctly and use machine
cutting tools efficiently.
 Set up machines correctly and use machine
cutting tools efficiently.
Hand Tools
Hand Tools
 Appropriate hand tools selected according to the
task requirements – eg measuring, marking out,
cutting, filing, threading, bending etc.
 Appropriate hand tools selected according to the
task requirements – eg measuring, marking out,
cutting, filing, threading, bending etc.
 Hand tools used correctly to produce desired
outcomes to job specifications that may include
size, shape, tolerance and finish.
 Hand tools are used correctly to produce desired
outcomes to job specifications that may include
size, shape, tolerance and finish.
 All safety requirements are adhered to before,
during and after use
 All safety requirements are adhered to before,
during and after use
 Hand tools are stored safely and orderly in
appropriate location
 Hand tools are stored safely and orderly in
appropriate location
 Appropriate measuring and marking out tools
selected for task at hand
 Appropriate measuring and marking out tools
selected with support for task at hand
 Marking out techniques to enable desired
outcomes of job specifications – may include
datum lines and surfaces, outlines and centre
lines
Design Drawing Interpretation
 Marking out techniques to enable desired
outcomes of job specifications – may include
templates, datum lines and surfaces, outlines
and centre lines
 Identifying and interpreting information to
enable job specifications to be met, identify
drawing views and datum, read dimensions
Design Process
 Identify drawing views and read dimensions.
 Introduction to a basic design process commonly
employed in an engineering workshop
environment.
 Introduction to a basic design process commonly
employed in an engineering workshop
environment
 apply basic drawing/sketching skills
 apply basic drawing/sketching skills
Design Drawing Interpretation
Design Process
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
30
Board Endorsed December 2013
Metal Light Fabrication
Value 1.0
Prerequisites
Nil, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
A unit
M unit
 explain the principles involved in working safely
with workplace material hazards
 follow safety procedures with workplace material
hazards
 use light fabrication tools and equipment in a
safe and appropriate manner
 use light fabrication tools and equipment in a
safe and appropriate manner
 select and use light fabrication marking out tools
and techniques
 select and use light fabrication marking out tools
and techniques
 interpret information from workshop
engineering drawings
 interpret basic information from workshop
engineering drawings
 identify the range and types of metals and
fasteners used in light fabrication
 identify a range and types of metals and
fasteners used in light fabrication
 produce a series of design solutions in response
to a brief in preparation for the production of a
self-directed major project
Content
A Unit
M Unit
Working safely with Workplace Material Hazards
Working safely with Workplace Material Hazards
 Workplace material hazards in the mechanical
engineering environment – Material Safety Data
Sheets; purpose, information contained on,
source of MSDS
 Workplace material hazards in the mechanical
engineering environment
Tools, Equipment and Skills
Tools, Equipment and Skills
 appropriate sheet fabrication hand tools and
equipment to suit task requirements – eg.
guillotine, pan brake, spot welder, rivet gun,
bender, bench shears, shop press, tin snips,
nibbler, mallet
 appropriate sheet fabrication hand tools and
equipment to suit task requirements – eg.
guillotine, pan brake, spot welder, rivet gun,
bender, bench shears, shop press, tin snips,
nibbler, mallet
 Use sheet fabrication hand tools and equipment
in a determined sequence to produce desired
outcomes to job specifications that may include
dimensions, shape and joining – bending and
joining allowances and bending sequences
 Use sheet fabrication hand tools and equipment
in a determined sequence to produce desired
outcomes to job specifications that may include
dimensions, shape and joining – bending and
joining allowances and bending sequences
 All safety requirements are adhered to before,
during and after use Marking Out
 All safety requirements are adhered to before,
during and after use Marking Out
31
Board Endorsed December 2013
 Appropriate marking out equipment selected and  Appropriate marking out equipment selected and
used correctly to suit task requirements – eg
used correctly to suit task requirements – eg
rule, tape measure, scriber, try square, dividers,
rule, tape measure, scriber, try square, dividers,
trammels, marking medium, surface plate, V
trammels, marking medium
block, surface gauge
 Marking out equipment used in a determined
sequence to produce desired outcomes to job
 Marking out equipment used in a determined
sequence to produce desired outcomes to job
specifications that may include size, shape,
specifications that may include size, shape,
height – templates, datum edges and lines,
height – datum edges and lines, cumulative
cumulative measuring, lines perpendicular and
measuring, lines perpendicular and parallel to
parallel to edges.
edges.
Drawing Interpretation
Drawing Interpretation
 The use of various drawing types (orthographic,
pictorial – isometric) to assist in the planning and
production of the job
 interpret various drawing types (orthographic,
pictorial – isometric) to assist in the planning and
production of the job
 Symbols recognised, dimensions identified and
calculated as necessary to produce desired
outcomes to job
Fabrication metals
Fabrication metals
 Sheet metals: types, properties and use – steel
(hot and cold rolled), aluminium, stainless steel,
copper, brass, coated metals (Colorbond,
galvanised iron, zincalume, zincanneal, tinplate,
terne plate, alclad)
 Sheet metals: types, properties and use – steel
(hot and cold rolled), aluminium, stainless steel,
copper, brass, coated metals (Colorbond,
galvanised iron, zincalume, zincanneal, tinplate,
terne plate, alclad)
Design Theory
Design Theory
 The purpose of designing.
 Exploring ideas and solutions using sketching.
 Exploring ideas and solutions using sketching and
engineer drawing.
Formulating material cut lists.
Formulating material cut lists.
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
32
Board Endorsed December 2013
Metal Welding and Thermal Cutting
Value 1.0
This unit combines Metal Welding 0.5 and Thermal Cutting 0.5.
Prerequisites
It is recommended that all students have completed either Introduction to Metals or Light Fabrication
units, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
 identify the safety risks and hazards associated with welding and thermal cutting
 develop basic skill proficiency in thermal cutting of mild steel
 explain the process of manual arc and/or metal arc welding
 provide an overview of the production of ferrous metals
 interpret and make simple detail and assembly drawings
 prepare a materials list for workshop projects, produce quantity and cost estimates from workshop
drawings
 produce design solutions in response to a brief in preparation for the production of a self-directed
major project.
Content
Working safely with Workplace Material Hazards
 Workplace material hazards in the mechanical engineering environment – Material Safety Data
Sheets; purpose, information contained on, source of MSDS
 Pollution in Engineering
 Pollution in the engineering environment (types, causes, effect on personal health and methods of
prevention and/or control).
Thermal Cutting
 Accessories and equipment correctly selected and assembled
 All safety procedures observed and equipment start up procedures followed correctly to standard
operating procedures
 Equipment adjustments made correctly using standard operating procedures
 Appropriate cutting allowances made, material is used in an economical way and cut to shape and to
acceptable workplace standards
 Plasma Cutters, Laser Cutters.
Manual Arc Welding and/or Gas Metal Arc Welding
 Weld requirements are determined in accordance with job specifications
 Location and size of welds are determined in accordance with standard operating procedures and
specifications
33
Board Endorsed December 2013
 Material is cleaned and prepared using appropriate tools and techniques
 Welding machine settings and electrodes are correctly set and selected in accordance with
established workplace and/or manufacturer’s specifications
 Construct welding project correctly with joints square and flush
Production of Ferrous Metals
 Raw materials and sources
 Production of Iron
 Converting iron to steel
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
34
Board Endorsed December 2013
Metal Welding
Value 0.5
Prerequisites
It is recommended that all students have completed either Introduction to Metals or Light Fabrication
units, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
 identify the safety risks and hazards associated with welding
 develop basic skill proficiency in thermal cutting of mild steel
 explain the process of manual arc and/or metal arc welding
 interpret and make simple detail and assembly drawings
 prepare a materials list for workshop projects, produce quantity and cost estimates from workshop
drawings
 produce design solutions in response to a brief in preparation for the production of a self-directed
major project.
Content
Working safely with Workplace Material Hazards
 Workplace material hazards in the mechanical engineering environment – Material Safety Data
Sheets; purpose, information contained on, source of MSDS
 Pollution in Engineering
 Pollution in the engineering environment (types, causes, effect on personal health and methods of
prevention and/or control).
Manual Arc Welding and/or Gas Metal Arc Welding
 Weld requirements are determined in accordance with job specifications
 Location and size of welds are determined in accordance with standard operating procedures and
specifications
 Material is cleaned and prepared using appropriate tools and techniques
 Welding machine settings and electrodes are correctly set and selected in accordance with
established workplace and/or manufacturer’s specifications
 Construct welding project correctly with joints square and flush
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Board Endorsed December 2013
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
36
Board Endorsed December 2013
Thermal Cutting
Value 0.5
Prerequisites
It is recommended that all students have completed either Introduction to Metals or Light Fabrication
units, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
 identify the safety risks and hazards associated thermal cutting
 develop basic skill proficiency in thermal cutting of mild steel
 provide an overview of the production of ferrous metals
 prepare a materials list for workshop projects, produce quantity and cost estimates from workshop
drawings
 produce design solutions in response to a brief in preparation for the production of a self-directed
major project.
Content
Working safely with Workplace Material Hazards
 Workplace safety associated with thermal Cutting in an engineering enviornment
Thermal Cutting
 Accessories and equipment correctly selected and assembled
 All safety procedures observed and equipment start up procedures followed correctly to standard
operating procedures
 Equipment adjustments made correctly using standard operating procedures
 Appropriate cutting allowances made, material is used in an economical way and cut to shape and to
acceptable workplace standards
 Plasma Cutters, Laser Cutters.
Production of Ferrous Metals
 Raw materials and sources
 Production of Iron
 Converting iron to steel
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Board Endorsed December 2013
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
38
Board Endorsed December 2013
Metal Machining
Value 1.0
This unit combines Introduction to Metal Machining 0.5 with Advanced Metal Machining 0.5
Prerequisites
It is recommended that all students have completed either Introduction to Metals or Light Fabrication
units, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
 identify the safety risks and hazards associated with metal machining
 explain the various of operations of turning and machining
 apply a range of machining and turning operations
 use and select precision measuring devices, perform calculations, evaluate measurements and adjust
operations to achieve set parameters
 produce design solutions in response to a brief in preparation for the production of a self-directed
major project
Content
Workplace material hazards in the mechanical engineering environment
 Material Safety Data Sheets; purpose, information contained on, source of MSDS
WHS Legal Requirements, Representatives, Committees
 Requirements of WHS in the workplace—main provisions of the WHS Act (manufacturer, employer
and employee fundamental responsibilities), WHS committees, (general role and responsibilities).
Turning and Machining
 Machined component drawings, instructions and specifications interpreted and understood,
 Appropriate material selected and datum established as required
 Appropriate tools for job selected, mounted and positioned correctly
 Sequence of operations including job set up is determined for maximum efficiency and to meet job
 Calculate machining parameters for job requirements to achieve job specifications and maximum
tool life – may include determinations of spindle speed, feed rate and depth of cut.
 Essential routine maintenance and adjustments carried out as required that may include slide and
collar adjustment, cleaning and lubrication and the like
 Components checked with appropriate instruments or gauges to ensure compliance with
specification
39
Board Endorsed December 2013
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
40
Board Endorsed December 2013
Introduction to Metal Machining
Value 0.5
This half unit (0.5) combines with Advanced Metal Machining (0.5) to equate to one standard unit – these
should be delivered together as a semester unit. Students are expected to study the accredited semester
unit Metal Machining (1.0) unless enrolled in a 0.5 unit due to late entry or early exit in a semester.
Prerequisites
Nil, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
 work according to WHS procedures and a productive workshop routine using associated tools and
equipment correctly
 develop and apply knowledge and skills of basic machining and turning
 use and select precision measuring devices
 continue acquiring and interpreting information on workshop drawings
 produce design solutions in response to a brief in preparation for the production of a self-directed
major project
 environmentally sustainable work practices
Content
Workshop Environment
 requirements/documentation Workplace Health and Safety (WHS)
 workplace hazards, MSDS Materials Safety Data Sheets
 industrial housekeeping, personal safety
 tools, equipment and machinery
Machining
 Machined component drawings, instructions and specifications interpreted and understood,
 Appropriate material selected and datum established as required
 Tools and projects mounted and positioned correctly
 Machining undertaken using the demonstrated techniques
 Machining parameters set for job requirements and maximum tool life
 Components checked with appropriate instruments or gauges to ensure compliance with
specification
Turning operations
 Use a range of accessories on a centre lathe including 3 jaw chuck, live centres, drill chuck, cross
slide, tail stock, thread chasing dial and ‘form’ tools
 Parallel turning, single start screw cutting, parting off, centre drilling. Operations are performed to
specifications
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Board Endorsed December 2013
Machining calculations
 Calculate machining parameters for job requirements to achieve job specifications and maximum
tool life – may include spindle speed, feed rate and depth of cut
Environmentally sustainable work practices
 Introduction to using environmentally sustainable work practices in an engineering workshop
environment
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-16.
Resources
Refer to bibliography on page 20.
42
Board Endorsed December 2013
Advanced Metal Machining
Value 0.5
This half unit (0.5) combines with Introduction to Metal Machining (0.5) to equate to one standard unit –
these should be delivered together as a semester unit. Students are expected to study the accredited
semester unit Metal Machining (1.0) unless enrolled in a 0.5 unit due to late entry or early exit in a
semester.
Prerequisites
Nil, however, students must complete appropriate WHS material for the course before starting.
Duplication of Content Rules
See Page 9
Specific Unit Goals
This unit should enable students to:
 identify dangers and follow WHS procedures in a metal workshop environment
 demonstrate advanced machining and turning operations
 appropriately select, use and care for graduated measuring devices
 develop and demonstrate knowledge of the production of metal alloys
 apply the principles of design in the process of developing their own projects
 produce design solutions in response to a brief in preparation for the production of a self-directed
major project.
Content
Machining and Turning
 Appropriate material selected and datum established as required
 Sequence of operations including job set up is determined for maximum efficiency and to meet job
specifications
 Appropriate tools for job selected, mounted and positioned correctly
 Routine maintenance and adjustments carried out as required that may include slide and collar
adjustment, cleaning and lubrication and the like
 Correct clamping techniques using when fixing projects to the mill table.
Turning operations
 Use a range of accessories on a centre lathe including accessory chucks, compound slide, reamers,
‘tipped’ tool holders and boring bars
 Taper turning, turning between centres, drilling, tapping, boring, reaming and knurling operations
are performed to specifications
Measure with graduated devices, perform calculations and evaluate
 Selects appropriate device to achieved required outcome – may include vernier caliper, dial caliper,
digital caliper and outside micrometer
 Routine care and storage of devices undertaken to manufacturer’s specification or standard
operating procedure
Alloy production
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Board Endorsed December 2013
 Raw materials, refining, adding elements to create an improved material
Advanced Machining
 Brief overview of CNC lathes and milling centres, EDM and CAD/CAM
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to pages 12-14.
Resources
Refer to bibliography on page 20.
44