Board Endorsed January 2014
Wood Technology
A/M
Type 2
Accredited from 2014 –
2018
Written under the Design and
Technology Framework 2012
1
Board Endorsed January 2014
Student Capabilities
The Student Capabilities (Year 11-12), as shown below, can be mapped to the essential Learning
achievements in the Curriculum Renewal (P-10) showing a strong relationship. Student capabilities are
supported through course and unit content and through pedagogical and assessment practices.
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
2
Board Endorsed January 2014
Course Adoption Form for Accredited Courses A
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 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: Wood Technology
Classification: A
Framework: Design and Technology 2012
Course Area: 8230
Course Code:
Dates of Course Accreditation:
From
to
2014
2018
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

Introduction to Wood Technology
1.0
S

Basic Wood Technology
0.5
Q

Wood Technology Consolidation
0.5
Q

Wood Technology
1.0
S

Wood Technology Techniques
0.5
Q

Wood Technology Skills
0.5
Q

Wood Technology Design
1.0
S

Wood Technology Design Techniques
0.5
Q

Wood Technology Design Skills
0.5
Q

Wood Technology Project
1.0
S

Wood Technology Project Development
0.5
Q

Continued Wood Technology Project
0.5
Q
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:
3
/
/20
Board Endorsed January 2014
Supporting Statement
Reasons for Adoption of the course
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.
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.
4
Board Endorsed January 2014
Course Adoption Form for Accredited Courses M
B S S S
AUSTRALIAN CAPITAL TERRITORY
Choose one of the following:
 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: Wood Technology
Classification: M
Framework: Design and Technology 2012
Course Area: 8230
Course Code:
Dates of Course Accreditation:
From
to
2014
2018
Identify units to be adopted by ticking the check boxes
Adopt
Unit Title
Value
(1.0/0.5)
Length

Introduction to Wood Technology
1.0
S

Basic Wood Technology
0.5
Q

Wood Technology Consolidation
0.5
Q

Wood Technology
1.0
S

Wood Technology Techniques
0.5
Q

Wood Technology Skills
0.5
Q
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:
5
/
/20
Board Endorsed January 2014
Supporting Statement
Reasons for Adoption of the course
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.
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.
6
Contents Page
Course Adoption Form for Accredited Courses A ................................................................................... 3
Course Adoption Form for Accredited Courses M .................................................................................. 5
Contents Page
......................................................................................... 7
Course Name
......................................................................................... 8
Course Classification
......................................................................................... 8
Course Framework
......................................................................................... 8
Course Developers
......................................................................................... 8
Evaluation of Previous Course
......................................................................................... 8
Course Length and Composition
......................................................................................... 9
Implementation Guidelines
......................................................................................... 9
Duplication of Content
....................................................................................... 10
Subject Rationale
....................................................................................... 11
Goals
....................................................................................... 11
Student Group
....................................................................................... 12
Content
....................................................................................... 12
Teaching and Learning Strategies
....................................................................................... 12
Assessment
....................................................................................... 13
Guide to Assessment Tasks
....................................................................................... 15
Student Capabilities
....................................................................................... 17
Moderation
....................................................................................... 20
Bibliography
....................................................................................... 21
Physical Resources
....................................................................................... 23
Proposed Evaluation Procedures
....................................................................................... 23
Introduction to Wood Technology A/M
Value 1.0 ........................................................................ 24
Basic Wood Technology A/M
Value 0.5 ........................................................................ 29
Wood Technology Consolidation A/M
Value 0.5 ........................................................................ 33
Wood Technology A/M
Value 1.0 ........................................................................ 37
Wood Technology Techniques A/M
Value 0.5 ........................................................................ 42
Wood Technology Skills A/M
Value 0.5 ........................................................................ 46
Wood Technology Design A
Value 1.0 ........................................................................ 49
Wood Technology Design Techniques A
Value 0.5 ........................................................................ 54
Wood Technology Design Skills A
Value 0.5 ........................................................................ 57
Wood Technology Project A
Value 1.0 ........................................................................ 60
Wood Technology Project Development A Value 0.5 ........................................................................ 64
Continued Wood Technology Project A
Value 0.5 ........................................................................ 67
7
Course Name
Wood Technology
Course Classification
A/M
Course Framework
This course is presented under the 2012 Design and Technology Course Framework.
Course Developers
Name
College
Allen Luhrs
Dickson College
Eddy Hoek
Erindale College
This group gratefully acknowledges the work of previous developers.
This course has been informed by senior Design and Technology curriculum in the other jurisdictions
throughout Australia.
Evaluation of Previous Course
The previous course was found to be very effective in skilling students for a range of career pathways in the
wood technology trades. The course provided scope for individual colleges to develop a broad range of
complex and challenging projects based on student interest and the facilities available. The project unit
allowed students to design, manufacture and evaluate a larger project that they had to sustain over a
longer period of time. It also allowed them to put all their skills and knowledge into the resolution of major
project that they documented in a design folio.
Feedback on the course also indicated that colleges need the half standard units to provide the flexibility
for students leaving college early to join the workforce or for those that want to come into the course in
term 2 of year 11.
In addition we have developed a minor M course for students with disabilities.
8
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 Wood Technology A/M
1.0
Basic Wood Technology A/M
0.5
Wood Technology Consolidation A/M
0.5
Wood Technology A/M
1.0
Wood Technology Techniques A/M
0.5
Wood Technology Skills A/M
0.5
Wood Technology Design A
1.0
Wood Technology Design Techniques A
0.5
Wood Technology Design Skills A
0.5
Wood Technology Project A
1.0
Wood Technology Project Development A
0.5
Continued Wood Technology Project A
0.5
The units Introduction to Wood Technology 1.0, Wood Technology 1.0 includes 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
Nil.
It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
9
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
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
Nil
Units from other courses
Nil
Relationship to other courses
This course contains significant content that overlaps with content in other BSSS accredited courses:
Furniture Construction A/V. Students who study this course cannot also study Furniture Construction A/V.
Suggested Implementation Patterns
Implementation Pattern
Semester 1, Year 11
Units
Introduction to Wood Technology (1.0)
Basic Wood Technology (0.5)
Wood Technology Consolidation (0.5)
Semester 2 , Year 11
Wood Technology (1.0)
Wood Technology Techniques (0.5)
Wood Technology Skills (0.5)
Semester 1, Year 12
Wood Technology Design (1.0)
Wood Technology Design Techniques (0.5)
Wood Technology Design Skills (0.5)
Semester 2, Year 12
Wood Technology Project (1.0)
Wood Technology Project Development (0.5)
Continued Wood Technology Project (0.5)
10
For M Course
Semester 1, Year 11
Introduction to Wood Technology (1.0)
Basic Wood Technology (0.5)
Wood Technology Consolidation (0.5)
Semester 2 , Year 11
Wood Technology (1.0)
Wood Technology Techniques (0.5)
Wood Technology Skills (0.5)
Subject Rationale
This course explores the purposeful use of technologies, creative processes and design solutions. Students
acquire knowledge and develop skills using technologies including tools, materials, and processes
appropriately, safely and competently to design and create products, systems and built environments.
The study of Wood Technology provides opportunities for students to engage with emerging technologies,
make connections with industry, apply standards and practices through the development of their projects.
A design literate student will solve problems through investigation and analysis, creativity and innovation,
planning and production, synthesis and evaluation, communication and marketing. Students develop
insights into how design is culturally, socially and ethically constructed with an environmentally sustainable
approach to a product life cycle.
This course provides pathways in a range of related fields such as industrial design, interior design,
furniture design and trade based careers and recreation activities.
Goals
This course should enable students to demonstrate:

analysis, synthesis and evaluation design needs and situations

ethical decision making, cultural and environmental awareness

organisational skills, the ability to work independently and collaboratively

the use of technology skills, materials and processes and apply occupational health and safety
principles and industry standards

application of the design process to produce a creative and innovative outcome

communication skills using oral, written or graphical techniques to enhance their design and
technological capacity

knowledge and understanding of existing and emerging technologies, links to industry and career
pathways.
11
Student Group
This 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 workshop. The course provides opportunities for students to
work individually or cooperatively in the designing, construction and evaluation of projects. Students who
are looking to enter trade or design courses through CIT or similar institutions will benefit from experiences
offered in this course.
Content
Concepts

the design process (defining design criteria, analysing the design brief, researching, development of
ideas, planning and producing the most suitable solution, testing, evaluating, and marketing)

relationship of designer, manufacturer and client/user

production and consumption of resources and environmental issues

environmental, cultural and ethical issues in design and manufacture

innovation and enterprise

technologies (these may include a combination of technologies in the areas of Wood, Metal,
Composites)

properties of materials

design metalanguage

workplace, health & safety (WHS)
Skills

technologies skills (hand tools, power tools, Machinery, ICT, drafting equipment)

materials use and manipulation

ability to use tools and materials appropriately and safely

planning and organisational skills

problem solving and decision making

research, analysis and evaluative skills

creation, experimentation and synthesis

ability to work independently and collaboratively

literacy and numeracy skills

multimodal communication including oral, graphic, visual and written forms
Teaching and Learning Strategies
Review prior learning

brainstorming individual pair and group work

student reflection of relevant concepts and skills
12
Introduce new material

exposure to quality visual imagery/materials through a variety of media

industry and tertiary excursions

material use, testing and manipulation

emerging technologies
Provide demonstration, guided practice and application

teacher demonstration, modelling and peer tutoring

teacher scaffolding to facilitate analysis of visual material

engagement of industry professionals, including guest speakers, demonstrators and mentors

establish links with relevant industry individuals and groups

simulated real life and work scenarios e.g. a small business simulation

digital delivery of information and content
Promote independent practice and application

research strategies and time management

problem solving strategies

mentoring

practice and reinforcement of learning by way of revision, worksheets, tests and demonstrations

regular and meaningful feedback

discussions, debates and student presentations
Link to next task or skill area

links with the design, manufacturing and tertiary communities through excursions, field trips,
gallery, exhibition and industry visits, and engagement with designers and craftsman in the
classroom
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.
13
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
Students will be assessed on the degree to which they demonstrate:

knowledge , understanding and application

design process, analysis, synthesis and evaluation

technology and communication skills

planning and organisation skills.
14
Guide to Assessment Tasks
Assessment Task Types (A Courses)
To demonstrate knowledge and understanding in A courses, students will:
Identify and explain e.g. techniques, theories, materials performance, events, plans and practical
outcomes
Describe and explore e.g. concepts, issues, theories and principles
Examine e.g. advantages and disadvantages
Recommend e.g. products, materials, techniques and strategies
Justify e.g. points of view with evidence and reasons
Describe, explore and apply e.g. problem solving, initiative and decision making skills
Summarise e.g. videos/DVDs/photos
Task Type
Description
Weightings
1.0 units
0.5 units
15%-25%
15%-25%
15%-30%
15%-30%
50%-70%
50%-70%
Written and/or Oral
* Written report: (500-1000 words)
Tasks may include research/investigation report, test,
product review, advertising / marketing plan.
* Oral Presentation/Digital Presentation: (4 – 6
minutes)
Tasks may include PowerPoint (or similar) presentation
or, podcast, tutorial, interview, online discussion.
Theoretical
Tasks using ICT may include web pages, CADD, podcasts,
etc.
Design Development
The design portfolio should outline and explain the
design process of products and must reflect:
 a design brief (background, requirements and
limitations)

research (analysis/comparison, survey,
feedback)

concept sketches (isometric and orthographic)

tools, materials, techniques and
experiments/testing

production stages

evaluation of outcomes (of requirements from
initial design brief).
Practical
work
This diary may be supported with storyboards, concept
boards, mood boards and digital process diary.
Practical work may include: products/prototypes,
technical drawings/presentations, scale models,
computer modelling, practical test
15
Assessment Task Types (M Courses)
To demonstrate knowledge and understanding in M courses, students will:
Recall, Classify and Outline e.g. facts, techniques, WHS policies
Demonstrate and apply e.g. skills and techniques
Communicate: e.g. a basic sketch, confidence with task
Recount e.g. ideas
Identify e.g. material properties
Distinguish e.g. safety issues
State, recount and practice e.g. personal and interpersonal skills
Design Development
Theoretical
Written and/or Oral
Task Type
Description
Weightings
1.0 units
0.5 units
10% - 80%
10% - 80%
10% - 80%
10% - 80%
10% - 80%
10% - 80%
Tasks may include:
 informal oral explanation

research/investigation report

product review

advertising

marketing plan
Tasks may include:
 Design choices

a design brief

research

concept sketches

tools, materials, techniques and
experiments/testing

production stages
Practical work may include:
Practical work
products
drawings
models
Board Recommendations
The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit (0.5).
Assessment tasks in all courses need to be appropriate to the classification and cater for the needs of
students. Creative, open-ended and rich learning tasks are recommended.
16
Assessment in A courses should typically reflect the following:
Theoretical
Tasks allow students to apply their understanding through identifying,
explaining, describing, exploring, examining, recommending and justifying.
Practical
Tasks allow students to demonstrate their design skills through identifying,
describing, exploring, explaining, using, applying and justifying.
Assessment in M courses should typically reflect the following:
Theoretical
Tasks allow students to demonstrate their understanding through recalling,
classifying, outlining, identifying, describing, demonstrating, recounting,
distinguishing and predicting.
Practical
Tasks allow students to demonstrate their design skills through using, applying
and practising.
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.
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 task and the design process.
Collaborative team members
Students will have the opportunity to contribute to group work which will build skills in negotiation and
compromise.
17
Planning and
Organisation Skills
Technology and
communication skills
Design process,
analysis, synthesis and
evaluation
Knowledge,
understanding and
application
Unit Grade Descriptors for A Course
A student who achieves the grade A
typically
 demonstrates comprehensive
knowledge and applies understanding
of design theory and technology skills
(including related industry standards)
A student who achieves the grade
B typically
 demonstrates relevant
knowledge and applies
understanding of design theory
and technology skills
A student who achieves the
grade C typically
 applies essential technology
skills and demonstrates some
knowledge of design theory
A student who achieves the
grade D typically
 applies limited technology
skills and demonstrates
minimal knowledge of design
theory
A student who achieves the
grade E typically
 applies inconsistent
technology skills and
demonstrates minimal
knowledge of design theory
 applies sustainable design
practices in a range of contexts and
understands how choices impact upon
society and the environment
 applies sustainable design
practices and understands how
choices impact upon society and
the environment
 applies sustainable design
practices with some
understanding of the impact upon
society and the environment
 selects relevant information from
a wide range of appropriate sources
and examine existing designs, to solve
problems and develop suitable creative
design solutions independently
 demonstrates the ability to
accurately identify, explain and
examine criteria affecting design and
apply these to assessing a solution
 demonstrates the ability to
develop and apply a repertoire of
technology skills, processes and
systems to enable the realisation of
quality design solutions and
consistently maintains appropriate
WHS procedures
 communicates visual, written and
oral information with clear and concise
control of the medium and applies
appropriate industry standards to
technical information
 demonstrates initiative and ability
to independently develop and
implement effective project plans
 selects information from a
range of appropriate sources and
explore existing designs, to solve
problems and develop creative
design solutions
 demonstrates the ability to
identify and explain criteria
affecting design and apply these to
assessing a solution
 demonstrates the ability to
apply a range of technology skills,
processes and systems to enable
the realisation of design solutions
and maintains appropriate WHS
procedures
 applies minimal design
practices with little or no
understanding of the impact
upon society and the
environment
 makes simple design
choices with direction
 demonstrates some ability
to describe criteria affecting
design
 demonstrates limited
ability to identify criteria
affecting design
 demonstrates with
assistance limited ability to use
technology skills, processes
and systems and inconsistently
demonstrates WHS procedures
 demonstrates with direct
instruction minimal ability to
use technology skills, processes
and systems and inconsistently
demonstrates WHS procedures
 communicates visual, written
and oral information with control
of the medium and applies
appropriate industry standards to
technical information
 demonstrates initiative and
ability to develop and implement
project plans
 locates information from
appropriate sources and describe
existing designs, to solve
problems and develop creative
design solutions
 demonstrates the ability to
identify and describe criteria
affecting design and apply these
to assessing a solution
 demonstrates the ability to
use technology skills, processes
and systems, with some
assistance, to enable the
realisation of design solutions and
maintains appropriate WHS
procedures
 communicates visual, written
and oral information clearly and
applies fundamental industry
standards to technical
information
 demonstrates some initiative
to develop and implement simple
project plans
 applies limited design
practices with minimal
understanding of the impact
upon society and the
environment
 make design choices with
assistance using information
from a narrow range of sources
 communicates visual,
written and oral information to
an elementary level and
applies fundamental industry
standards with assistance
 demonstrates limited
ability to develop and
implement simple project plans
 communicates
fundamental visual, written and
oral information to an
elementary level with
assistance
 demonstrates minimal
ability to develop and
implement simple project plans
 demonstrates the ability to work
collaboratively, showing leadership
and respect for others and the work
environment
 demonstrates the ability to
work collaboratively, respecting
others and the work environment
 demonstrates some ability to
work collaboratively, respecting
others and the work environment
 demonstrates awareness
and respect for others and the
work environment
 demonstrates minimal
awareness and respect for
others and the work
environment
18
Planning and
Organisation Skills
Communicatio
n Skills
Technology
Skills
Designing, analysing,
evaluating and
problem solving
Knowledge and
understanding
Unit Grade Descriptors for M Course
A student who achieves the
grade A typically
 demonstrates sound
understanding of fundamental
concepts underpinning design
theory and processes
A student who achieves the
grade B typically
 demonstrates basic
understanding of fundamental
concepts underpinning design
theory and processes
A student who achieves the
grade C typically
 demonstrates some
understanding of fundamental
concepts underpinning design
theory and processes
 displays independence in
locating and selecting relevant
information for the development
of design solutions
 demonstrates a sound ability
to identify and explain criteria
influencing design and solutions
 locates and selects relevant
information for the development
of design solutions with
assistance
 demonstrates a basic ability
to identify and explain criteria
influencing design and solutions
 locates some information for
the development of design
solutions with assistance
 demonstrates some ability to
identify criteria influencing
design and solutions
 demonstrates limited ability
to identify criteria influencing
design and solutions
 demonstrates minimal ability
to identify criteria influencing
design and solutions
 demonstrates a sound ability
to apply appropriate technology
skills with attention to detail
(including industry standards)
and always maintains appropriate
WH&S procedures
 communicates visual, written
and oral information with sound
control of the medium and
applies appropriate industry
standards to technical
information
 demonstrates sound ability
to independently develop and
implement effective project plans
 demonstrates a basic ability
to apply appropriate technology
skills (including industry
standards) and always maintains
appropriate WH&S procedures
 demonstrates some ability to
apply appropriate technology
skills and maintains appropriate
WH&S procedures with
assistance
 demonstrates limited ability
to apply technology skills and
maintains appropriate WH&S
procedures with guidance
 requires supervision to apply
technology skills and appropriate
WH&S procedures
 communicates visual, written
and oral information with basic
control of the medium and
applies appropriate industry
standards to technical
information
 demonstrates basic ability to
develop and implement project
plans
 communicates visual, written
and oral information with
inconsistencies and applies some
industry standards to technical
information with assistance
 communicates visual, written
and oral information with
assistance with guidance
 communicates visual, written
and oral information to an
elementary level with guidance
using modelling and scaffolding
 demonstrates foundation
skills to develop and implement
simple project plans
 demonstrates limited ability
to develop and implement simple
project plans
 demonstrates minimal ability
to develop and implement simple
project plans
 demonstrates ability to work
collaboratively and display
respect for others and the work
environment
 demonstrates some ability to
work collaboratively and display
respect for others and the work
environment
 demonstrates respect for
others and the work environment
 demonstrates some
awareness and respect for others
and the work environment with
guidance
 demonstrates minimal
awareness and respect for others
and the work environment
19
A student who achieves the
grade D typically
 demonstrates limited
understanding of fundamental
concepts underpinning design
theory and processes
 locates limited information
for the development of design
solutions with assistance
A student who achieves the
grade E typically
 demonstrates minimal
understanding of fundamental
concepts underpinning design
theory and processes
 locates minimal information
with assistance
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.
20
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.
Bibliography
Adamthwaite, K et al, 2006, Senior Design and Technology second edition, Cambridge University Press,
Melbourne.
Baker, S.D. and Schlyder, D.A. 2011, Workshop technologies for schools: wood and plastics, PCS,
Toowoomba.
Bailey, A. 2012, Routing for beginners, Guild of Master Craftsman, Lewes.
Bird, L. et al 2011, Taunton’s complete illustrated guide to woodworking, Taunton, Newtown, CT.
Blandford, P. 2007, 1001 tips for woodworkers, Stobart Davies, Ammanford.
Building cabinets, bookcases and shelves 2012, Popular Woodworking, Cincinnati, OH.
Bridgewater, A. and G. 2007, Encyclopedia of woodworking, New Holland, London.
Bridgewater, A. and G. 2007, Mastering hand tool techniques: a comprehensive guide on how to sharpen,
tune and use classic hand tools to add power to your woodworking, Quantum, London.
Cambridge senior design and technology 2013, Cambridge University Press, Cambridge.
Carpenter, T. 2009, The complete book of woodworking, Landauer, Urbandale, Iowa.
Corbett, S. And Freeman, J. 2012, The practical woodworker: a comprehensive step-by-step course in
working with wood, Southwater, London.
Fairham, W. 2011, Woodwork joints: how to make and where to use them, Skyhorse, London.
Fine woodworking: best tips on finishing, sharpening, gluing, storage and more 2011, Taunton Press,
Newtown, CT.
Flexner, B. 2011, Wood finishing 101: the step-by-step guide, Popular Woodworking, Cincinnati, OH.
Horwood, R. 2005, The woodworker’s handbook, New Holland, London.
I can do that! : woodworking projects 2012, Popular Woodworking, Cincinnati, OH.
Jackson, A. and Day, D. 2005, Collins complete woodworker’s manual, HarperCollins, London.
Joinery tips & techniques: how to cut perfect wood joints every time 2012, Popular Woodworking,
Cincinnati, OH.
Korn, P. 2003, Woodworking basics: mastering the essentials of craftsmanship, Taunton, Newtown, CT.
Leadbeatter, M. and B. 2012, Woodworking. Part 2, Cengage, Melbourne.
Livett, J and O'Leary, J (2007) Secon Edition Design and technology : VCE units 1-4, Thomson Social Science
Press, South Melbourne.
Metcalfe, P. 2004, The woodworker’s handbook, Quantum, London.
21
Miller, J. 2012, Foundations of good woodworking : how to use your body, tools and materials to do your
best work, Popular Woodworking, Cincinnati, OH.
Newman, F. (2004) HI Tech Wood Stage 4, Heinemann Harcourt Education, Melbourne
Noll, T. 2010, The joint book, Chartwell, Bel Air, CA.
O’Leary, J. 2012, Design and technology workbook: wood, metal, plastics, Nelson Cengage Learning,
Melbourne.
Popular woodworking's book of joinery 2012, Betterway, Blue Ash, OH.
Raffan, R. 2008, Turning with wood, Taunton, Newtown, CT.
Shaper: the tool information you need at your fingertips 2011, Fox Chapel, East Petersburg, PA.
Simpson, C. And Eslick, C. 2008, The essential guide to woodwork, Murdoch, Millers Point, NSW.
Smith, T. and Haines, B. 2004, The complete book of woodworking and carpentry, New Holland, Sydney.
Sprouster, J. et al 2005, Hi tech: wood projects: stage 5, Heinemann, Port Melbourne.
The ultimate guide to woodworking: what’s what: wood classification, furniture making, tool classification
2006, Rebo, Netherlands.
Wesley, A et al, (2010) Cambridge Senior Design and Technology, second edition, Cambridge University
Press, Melbourne.
Wesley, A and Rocca, R (2010) Cambridge Senior Design and Technology Toolkit, Cambridge University
Press, Melbourne.
White, A. 2012, The handbuilt home: 34 simple, stylish & budget-friendly woodworking projects for every
room, Potter Craft, New York.
Websites
14.01 Numbers - Construction, Plumbing and Services – Flexible Learning Toolbox
http://toolboxes.flexiblelearning.net.au/demosites/series14/14_01/content/home.htm
14.02 Build Green - Construction, Plumbing and Services – Flexible Learning Toolbox
http://toolboxes.flexiblelearning.net.au/demosites/series14/14_02/content_sections/home.htm
802 Custom Made Furniture – Furnishing Industry – Flexible Learning Toolbox
http://toolboxes.flexiblelearning.net.au/demosites/series8/802/index.htm
803 Furniture Making and Design – Furnishing Industry – Flexible Learning Toolbox
http://toolboxes.flexiblelearning.net.au/demosites/series8/803/index.htm
401 Building and Construction – General Construction – Flexible Learning Toolbox
http://toolboxes.flexiblelearning.net.au/demosites/series4/401/index.htm
517 Building Skills – General Construction – Flexible learning Toolboxes
http://toolboxes.flexiblelearning.net.au/demosites/series5/517/default.htm
10.01 BuildRight – General Construction – Flexible learning Toolboxes
http://toolboxes.flexiblelearning.net.au/demosites/series10/10_01/index.htm
Centre for Design at RMIT – http://www.rmit.edu.au/cfd
The Powerhouse Museum official web page – http://www.powerhousemuseum.com/
http://cfsd.org.uk/ (UK, Centre for Sustainable Design)
DVDs and Television
ABC TV Schools series, Designers, (Shopping Complex), ABC, 2003. http://www.abc.net.au/schoolstv
22
Constructing Australia, ABC DVD, ABC Shops, www.abc.net.au
Designing a Workshop Project: Planning, Designing and Costing in the Workshop, Classroom Video
Hand tools for woodworking 2009, DVD, VEA, Bendigo.
Inside the carpenter’s toolbox 2007, DVD, VEA, Bendigo.
Preparing wood: FEWTEL 2001, DVD, VEA, Bendigo.
Scrapheap Challenge, SBS TV
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

provision of personal protective equipment (PPE) for each student.
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 Wood 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?
23
Introduction to Wood Technology
Value 1.0
This unit combines Basic Wood Technology 0.5 with Wood Technology Consolidation 0.5
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 10.
Specific Unit Goals
This unit should enable students to:
A
M

Apply knowledge of Workplace Health and
Safety

Apply Workplace Health and Safety skills

Follow workshop organisation and
procedures

Follow basic workshop organisation and
procedures

Apply drawing and sketching skills

Apply basic drawing and sketching skills

Apply technical skills to produce a variety of
wood projects

Apply basic technical skills to produce
selected wood projects

Use of a range of hand and power tools

Use of selected hand and power tools

Produce wooden products using a design
brief.

Produce simple wooden products.
Content
This is an introductory unit designed to familiarise students, through the use of wood.
A
M

Workplace, Health and Safety (WHS) - basic
workshop safety and layout, selfmanagement

Workplace, Health and Safety (WHS) - basic
workshop safety and layout, selfmanagement

Correct use of personal protective
equipment (PPE)

Correct use of personal protective
equipment (PPE)

Requirements to have and use Material
Safety Data Sheets (MSDS) in the workshop

Requirements to have and use Material
Safety Data Sheets (MSDS) in the workshop

Workshop clean-up procedures

Workshop clean-up procedures

Workshop terminology

Basic workshop terminology

Workshop - procedures, measuring and
marking out techniques, basic hand tools

Workshop - procedures, measuring and
marking out techniques, basic hand tools

Reading and interpreting and/or modifying

Reading and interpreting and/or modifying
24
plans, patterns and templates



Selecting appropriate materials and
calculating costing for solid timbers and/or
sheet materials
Identification, use and clean up PVA
adhesive, two pack epoxy and contact
cement adhesives
Identification , use and clean-up of water
and turpentine based products including
stains and waxes

Preparation of surfaces for finishing

Basic procedures to remove imperfections
in timber

Identification and use different grades of
abrasive paper

Applying multiple coat finishes by brush,
cloth and/or spray gun followed by correct
clean up procedures

plans, patterns and templates

Selecting appropriate materials

Use and clean-up of adhesives

Use and clean-up of water and turpentine
based products including stains and waxes

Preparation of surfaces for finishing

Basic procedures to remove imperfections
in timber

Use of different grades of abrasive paper

Applying coat finishes by brush, cloth and/or
spray gun followed by correct clean up
procedures

Drawing - basic drawing and sketching
techniques for project development
Drawing - drawing and sketching techniques
for project development
Technical skills in setting-up and using a range
of tools and machinery that include:
Technical skills in using selected tools and
machinery

Band saw

Band saw

Belt/disc sander or orbital sander

Belt/disc sander or orbital sander

Biscuit cutter

Electric hand drill

Dowelling jig

Jack plane

Electric hand drill

Mallet and chisels

Jack plane

Measuring tools

Mallet and chisels

Pedestal drill/drill press

Measuring tools

Portable saws

Pedestal drill/drill press

Quick grip and g clamps

Portable saws

Sanding machines

Quick grip and g clamps

Tenon saw

Radial arm or drop saw or compound mitre
saw

Sanding machines

Tenon saw
25
Identification of parts and safe use of a range of
drill bits that include:
Identification of parts and safe use of at least two
drill bits that include:

Countersink bits

Countersink bits

Forstner bits

Forstner bits

Plug cutters

Plug cutters

Spade bits or centre bits

Spade bits or centre bits

Twist drills

Twist drills
Use of hand tools to fabricate at least two of the
following joints:
Use of hand tools to fabricate at least one of the
following joints:

Biscuit joint

Biscuit joint

Bridle joint

Bridle joint

Cross-halving joint

Cross-halving joint

Dovetail joint

Dovetail joint

Finger joint

Finger joint

Housing joint

Housing joint

Mortise and tenon

Mortise and tenon

Widening joint

Widening joint
Nature and properties of materials include:

Classification of wood as either natural
timber or manufactured board

common materials used in the workshop

Differences in materials based on the basic
physical and aesthetic properties, by
hardness, colour, rough sawn and DAR
timbers.
Drawing and Design skills that include:

Drawing - basic drawing and sketching
techniques for project development,
orthogonal drawing in 3rd angle for working
drawing

Designing - the design process, design brief,
bringing design elements and drawing skills
together, working to a design brief, graphic
communication skills
Drawing and Design skills that include:

Design fundamentals and skills include:

Investigating:
o
design needs and wants
26
Drawing - basic drawing and sketching
techniques for project development,
orthogonal drawing in 3rd angle for working
drawing


o
design fundamentals – aesthetics,
function, safety
o
factors affecting design – aesthetics,
function, social requirements,
environmental requirements
o
existing products
Devising:
o
using communication techniques –
sketching, annotating, sampling,
modelling
o
sketches of personal product ideas
with development of images to a final
solution
Evaluating:
o
when investigating and devising
o
product against initial design

Introduction to project costing

Final solution to a design brief, analysis of a
product, evaluation
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small timber item that allows students
to acquire basic skills.
This introductory unit should be a small timber
item that allows students to acquire basic skills.

Clocks

Display/photo frames


Jewellery box
Clocks


Small personalised furniture
Display/photo frames


Small step/seat
Jewellery box

Small personalised furniture

Small step/seat
(The suggested list of projects is not exhaustive)
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
27
Resources
Refer to bibliography on pages 21-23.
28
Basic Wood Technology
Value 0.5
Prerequisites
Nil.
Duplication of Content Rules
Refer to page 10.
Specific Unit Goals
This unit should enable students to:
A
M

Apply knowledge of Workplace Health and
Safety

Apply Workplace Health and Safety skills

Follow workshop organisation and
procedures

Follow basic workshop organisation and
procedures

Apply drawing and sketching skills

Apply basic drawing and sketching skills

Apply technical skills to produce a variety of
wood projects

Apply basic technical skills to produce
selected wood projects
Content
This is an introductory unit designed to familiarise students, through the use of wood.
A
M

Workplace, Health and Safety (WHS) - basic
workshop safety and layout, selfmanagement

Workplace, Health and Safety (WHS) - basic
workshop safety and layout, selfmanagement

Correct use of personal protective
equipment (PPE)

Correct use of personal protective
equipment (PPE)

Requirements to have and use Material
Safety Data Sheets (MSDS) in the workshop

Requirements to have and use Material
Safety Data Sheets (MSDS) in the workshop

Workshop clean-up procedures

Workshop clean-up procedures

Workshop terminology

Basic workshop terminology

Workshop - procedures, measuring and
marking out techniques, basic hand tools

Workshop - procedures, measuring and
marking out techniques, basic hand tools

Reading and interpreting and/or modifying
plans, patterns and templates

Reading and interpreting and/or modifying
plans, patterns and templates

Selecting appropriate materials and
calculating costing for solid timbers and/or
sheet materials

Drawing - basic drawing and sketching
techniques for project development
29
Technical skills in setting-up and using a range
of tools and machinery that include:
Technical skills in using selected tools and
machinery

Band saw

Band saw

Belt/disc sander or orbital sander

Belt/disc sander or orbital sander

Biscuit cutter

Electric hand drill

Dowelling jig

Jack plane

Electric hand drill

Mallet and chisels

Jack plane

Measuring tools

Mallet and chisels

Pedestal drill/drill press

Measuring tools

Portable saws

Pedestal drill/drill press

Quick grip and g clamps

Portable saws

Sanding machines

Quick grip and g clamps

Tenon saw

Radial arm or drop saw or compound mitre
saw

Sanding machines

Tenon saw
Identification of parts and safe use of a range of
drill bits that include:
Identification of parts and safe use of at least two
drill bits that include:

Countersink bits

Countersink bits

Forstner bits

Forstner bits

Plug cutters

Plug cutters

Spade bits or centre bits

Spade bits or centre bits

Twist drills

Twist drills
Use of hand tools to fabricate at least two of the
following joints:
Use of hand tools to fabricate at least one of the
following joints:

Biscuit joint

Biscuit joint

Bridle joint

Bridle joint

Cross-halving joint

Cross-halving joint

Dovetail joint

Dovetail joint

Finger joint

Finger joint

Housing joint

Housing joint

Mortise and tenon

Mortise and tenon

Widening joint

Widening joint
30
Nature and properties of materials include:

Classification of wood as either natural
timber or manufactured board

common materials used in the workshop

differences in materials based on the basic
physical and aesthetic properties, by
hardness, colour, rough sawn and DAR
timbers.
Drawing and Design skills that include:

Drawing - basic drawing and sketching
techniques for project development,
orthogonal drawing in 3rd angle for working
drawing

Designing - the design process, design brief,
bringing design elements and drawing skills
together, working to a design brief, graphic
communication skills
Drawing and Design skills that include:

Design fundamentals and skills include:



Investigating:
o
design needs and wants
o
design fundamentals – aesthetics,
function, safety
o
factors affecting design – aesthetics,
function, social requirements,
environmental requirements
o
existing products
Devising:
o
using communication techniques –
sketching, annotating, sampling,
modelling
o
sketches of personal product ideas
with development of images to a final
solution
Evaluating:
o
when investigating and devising
o
product against initial design

Introduction to project costing

Final solution to a design brief, analysis of a
product, evaluation
31
Drawing - basic drawing and sketching
techniques for project development,
orthogonal drawing in 3rd angle for working
drawing
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small timber item that allows students
to acquire basic skills.
This introductory unit should be a small timber
item that allows students to acquire basic skills.

Clocks

Display/photo frames


Jewellery box
Clocks


Small personalised furniture
Display/photo frames


Small step/seat
Jewellery box

Small personalised furniture

Small step/seat
(The suggested list of projects is not exhaustive)
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
32
Wood Technology Consolidation
Value 0.5
Prerequisites
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:
A
M

Use of a range of hand and power tools

Use of selected hand and power tools

Produce wooden products using a design
brief.

Produce simple wooden products.
Content
This is an introductory unit designed to familiarise students, through the use of wood. Teachers must
select content from the areas defined based on the hand and power tools, machinery, joints and the
design process relevant to the projects undertaken in this unit.
A
M


Identification, use and clean up PVA
adhesive, two pack epoxy and contact
cement adhesives
Identification , use and clean-up of water
and turpentine based products including
stains and waxes

Selecting appropriate materials

Use and clean-up of adhesives

Use and clean-up of water and turpentine
based products including stains and waxes

Preparation of surfaces for finishing

Preparation of surfaces for finishing


Basic procedures to remove imperfections
in timber
Basic procedures to remove imperfections
in timber

Use of different grades of abrasive paper

Use of different grades of abrasive paper


Applying multiple coat finishes by brush,
cloth and/or spray gun followed by correct
clean up procedures
Applying coat finishes by brush, cloth and/or
spray gun followed by correct clean up
procedures
33
Technical skills in setting-up and using a range of
tools and machinery that include:

Band clamps

Band saw

Belt/disc sander or orbital sander

Biscuit cutter

Cabinet scraper

Carving tools

Dowelling jig

Electric hand drill

Jack plane

Mallet and chisels

Measuring tools

Pedestal drill/drill press

Portable and fixed routers

Portable saws

Quick grip and g clamps

Radial arm or drop saw or compound mitre
saw

Sanding machines

Sash clamps

Scroll saw

Tenon saw

Various grinders

Wood lathe operations
Technical skills in using selected tools and
machinery
Tools and machinery will be selected to maximise
opportunities for students to develop new technical
skills. It is important that safety and risk
management processes be implemented based on
the specific needs of each student studying this M
unit.
Identification of parts and safe use of a range of
drill bits that include:

Auger bits

Countersink bits

Forstner bits

Plug cutters

Sawtooth bits or hole saws

Spade bits or centre bits

Twist drills
Use of hand tools to fabricate at least one of the
following joints not covered in the previous unit:

Biscuit joint
34

Bridle joint

Cross-halving joint

Dovetail joint

Finger joint

Housing joint

Mortise and tenon

Widening joint
Nature and properties of materials include:
Classification of wood as either natural timber or
manufactured board , identification of common
materials used in the workshop, identification of
differences in materials based on the basic physical
and aesthetic properties, by hardness, colour, rough
sawn and DAR timbers.
Design fundamentals and skills include:

The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small timber item that allows students
to acquire basic skills.
Evaluating:
o
when investigating and devising
o
product against initial design

Introduction to project costing


Clocks
Final solution to a design brief, analysis of a
product, evaluation

Display/photo frames

Jewellery box

Small personalised furniture

Small step/seat
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small timber item that allows students
to acquire basic skills.

Clocks

Display/photo frames

Jewellery box

Small personalised furniture

Small step/seat
(The suggested list of projects is not exhaustive)
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
35
Refer to Assessment Types Guide on pages 13-15
Resources
Refer to bibliography on pages 21-23.
36
Wood Technology
Value 1.0
This unit combines Wood Technology Techniques 0.5 with Wood Technology Skills 0.5
Prerequisites
It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Refer to page 10.
Specific Unit Goals
This unit should enable students to:
A
M

Apply knowledge of Workplace Health and
Safety and workshop procedures

Apply Workplace Health and Safety and
workshop procedures

Use a range of simple fabrication techniques

Apply 2-3 simple fabrication techniques

Describe the properties and limitations of
materials

Apply a basic understanding of the
properties of materials

Identify a range of natural and
manufactured materials

Manufacture simple wood products using
appropriate hand and power tools

Investigate, devise and evaluate their
projects

Manufacture wood products using
appropriate hand and power tools.

Design and manufacture wood products
using appropriate hand and power tools.
Content
A
M
Safety
Safety

Use of Personal Protective Equipment (PPE)


Workplace Health and Safety (WHS)
practices appropriate to tasks being
undertaken in workshops
Use of Personal Protective Equipment (PPE)
for different fabrication processes

Risk management strategies in the
workshop to determine potential dangers
Workplace Health and Safety (WHS)
practices appropriate to tasks being
undertaken in workshops

Application of information contained in
Materials Safety Data Sheets (MSDS) with
regard to storage and handling of hazardous
Use of risk management matrices in the
workshop to identify potential dangers in
the workshop

How to safely store and handle hazardous


37
substances appropriate to situation.
substances in the workshop

Performing basic calculations for costing of
project timber

Selecting and applying appropriate and
accurate marking out tools and techniques

Identifying and using different methods of
fastening timbers

Selecting and using the correct type and
grade of abrasive paper

Applying multiple coats of a finish by brush,
cloth and/or spray gun followed by correct
clean up procedures.
Skills and techniques that include:

Skills and techniques that include:
Using graphic communication skills:
o
o
isometric and pictorial hand sketches
for project development
dimensioned orthogonal drawing in 3
angle for working drawing

Reading and correctly interpreting plans/
patterns/templates

Appropriate conventions and workroom
terminology
rd

Reading and correctly interpreting plans/
patterns/templates

Accurate marking out tools and techniques


Different methods of fastening timbers
Appropriate conventions and workroom
terminology


Using the correct type and grade of abrasive
paper
Calculate the correct amount of materials
required to complete the project


Finish by brush, cloth and/or spray gun
followed by correct clean up procedures.
Basic calculations for costing of project
timber

Accurate marking out tools and techniques

Different methods of fastening timbers

Using the correct type and grade of abrasive
paper

Finish by brush, cloth and/or spray gun
followed by correct clean up procedures.
Technical skills in setting-up and using a range of
tools and machinery that include:
Technical skills in setting-up and using a range of
tools and machinery that include:
o
belt/disc sander
o
belt/disc sander
o
biscuit cutter
o
drill press
o
drill press
o
jig saw
o
electric router
o
orbital sander
o
jig saw
o
carving tools
o
orbital sander
o
wood lathe operations
38
o
radial arm saw or drop saw or
compound mitre saw
o
trimming router
o
carving tools
o
wood lathe operations

Disassembling, reassembling a plane and set
a plane blade to fine tolerances

Production techniques and skills:
o
use of templates and/or jigs where
appropriate
o
application of edge veneers or
treatments

Production techniques and skills:
o
Using hand tools and/or machinery to fabricate at
least two of the following joints not covered in the
previous unit:
use of templates and/or jigs where
appropriate
Using hand tools and/or machinery to fabricate at
least two of the following joints not covered in the
previous unit:

Bridle joint

Bridle joint

Butt joint

Butt joint

Dowel

Dowel

Housing

Housing

Mitre

Mitre

Mortise and tenon

Mortise and tenon

Rebate joint

Rebate joint
Nature and properties of materials includes:

Differences between plywood, MDF, particle
board

Classifying manufactured board by type,
appearance and workability

Use for manufactured board

Differences in materials based on the basic
physical and aesthetic properties related to
function

Naming common sheet sizes

Veneers

Common associated materials used with
wood:
o
adhesives
o
fixings
o
abrasives
39
o

fillers and finishes
Timbers recovered through recycling.
Design fundamentals and skills that include:



Investigating:
o
personal or others’ design needs and
values
o
design fundamentals – aesthetics,
function, safety, cost
o
factors affecting design – aesthetics,
function, social requirements,
environmental requirements
o
existing ideas and products
Devising:
o
design ideas using annotated sketches
o
using communication techniques –
sketching, annotation, samples,
models
o
solution drawings or sketches with
measurements or dimensions
o
production plan - materials list,
materials costing
Evaluating:
o
design concepts against design brief
o
finished product against initial design
criteria.
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this unit should be an
item that allows students to acquire basic skills.
This unit must include an item that allows students
to acquire basic skills.

Household products

Personal items

Household products

Sheet construction projects

Personal items

Storage/shelving

Sheet construction projects

Toys

Storage/shelving

Toys
(The suggested list of projects is not exhaustive)
(The suggested list of projects is not exhaustive)
40
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
41
Wood Technology Techniques
Value 0.5
Prerequisites
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:
A
M

Apply knowledge of Workplace Health and
Safety and workshop procedures

Develop Workplace Health and Safety and
workshop procedures

Identify and use a range of simple
fabrication techniques

Develop a basic understanding of the
properties of materials.

Develop a basic understanding of the
properties and limitations of materials

Identify a range of natural and
manufactured materials
Content
Teachers must select content from the areas defined based on the hand and power tools, machinery,
joints and the design process relevant to the projects undertaken in this unit.
A
M
Safety
Safety

Use of Personal Protective Equipment (PPE)


Workplace Health and Safety (WHS)
practices appropriate to tasks being
undertaken in workshops
Use of Personal Protective Equipment (PPE)
for different fabrication processes

Risk management strategies in the
workshop to determine potential dangers
Workplace Health and Safety (WHS)
practices appropriate to tasks being
undertaken in workshops

Application of information contained in
Materials Safety Data Sheets (MSDS) with
regard to storage and handling of hazardous
substances appropriate to situation.
Use of risk management matrices in the
workshop to identify potential dangers in
the workshop

How to safely store and handle hazardous
substances in the workshop


Skills and techniques that include:

Skills and techniques that include:

Using basic ICT skills
42
Reading simple plans/ patterns/templates

Using graphic communication skills:
o
o
isometric and pictorial hand sketches
for project development
dimensioned orthogonal drawing in 3rd
angle for working drawing

Reading and correctly interpreting plans/
patterns/templates

Using appropriate conventions and
workroom terminology

Selecting appropriate materials and
calculate the correct amount required to
complete the project
Technical skills in setting-up and using a range of
tools and machinery that include:
o
belt/disc sander
o
biscuit cutter
o
drill press
o
electric router
o
jig saw
o
orbital sander
o
portable circular saw
o
radial arm saw or drop saw or
compound mitre saw
o
trimming router
o
various grinders or carving tools
o
wood lathe operations

Identifying, removing and reporting blunt,
dull or damaged router cutters and drill bits

Identifying, removing and replacing worn or
damaged portable sanding belts/discs and
jigsaw blades

Identifying and correctly honing or grinding
and honing worn or damaged chisels and
plane blades

Disassembling, reassembling a plane and set
a plane blade to fine tolerances

Selecting and developing appropriate
production techniques and skills:
o
marking out in pairs
o
use of templates and/or jigs where
appropriate

Using basic workshop conventions and
terminology

Selecting appropriate materials

Selecting and using accurate marking out
tools and techniques
Technical skills in using selected tools and
machinery
Tools and machinery will be selected to maximise
opportunities for students to develop new technical
skills. It is important that safety and risk
management processes be implemented based on
the specific needs of each student studying this M
unit.
43
o
application of edge veneers or
treatments
Use of hand tools to fabricate at least two of the
following joints:
o
bridle joint
o
butt joint
o
dowel
o
housing
o
mitre
o
mortise and tenon
o
rebate joint
Nature and properties of materials

Identifying and understanding the
differences between plywood, MDF, particle
board

Classifying manufactured board by type,
appearance and workability

Identifying the areas of use for
manufactured board

Identifying differences in materials based on
the basic physical and aesthetic properties
related to function

Identifying and naming common sheet sizes

Explaining veneers
Design fundamentals and skills that include:


Investigating:
o
personal or others’ design needs and
values
o
design fundamentals – aesthetics,
function, safety, cost
o
factors affecting design – aesthetics,
function, social requirements,
environmental requirements
o
existing ideas and products
Devising:
o
design ideas using annotated sketches
o
using communication techniques –
44
sketching, annotation, samples,
models
o
solution drawings or sketches with
measurements or dimensions
o
production plan - materials list,
materials costing
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small item that allows students to
acquire basic skills.
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small item that allows students to
acquire basic skills.

Household products

Household products

Personal items

Personal items

Sheet construction projects

Sheet construction projects

Storage/shelving

Storage/shelving

Toys

Toys
(The suggested list of projects is not exhaustive)
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
45
Wood Technology Skills
Value 0.5
Prerequisites
It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Refer to page 10.
Specific Unit Goals
This unit should enable students to:
A
M


Investigate, devise and evaluate their
projects

Use 2-3 simple fabrication techniques

Manufacture simple wood products using
appropriate hand and power tools.
Design and manufacture wood products
using appropriate hand and power tools.
Content
Teachers must select content from the areas defined based on the hand and power tools, machinery,
joints and the design process relevant to the projects undertaken in this unit.
A
M
Skills and techniques that include:
Skills and techniques that include:

Performing basic calculations for costing of
project timber

Identifying and using 2-3 methods of
fastening timbers

Selecting and applying appropriate and
accurate marking out tools and techniques

Selecting and using the correct type and
grade of abrasive paper

Identifying and using different methods of
fastening timbers


Selecting and using the correct type and
grade of abrasive paper
Applying coats of a finish by brush, cloth
and/or spray gun followed by correct clean
up procedures.

Applying multiple coats of a finish by brush,
cloth and/or spray gun followed by correct
clean up procedures.
Technical skills in setting-up and using a range of
tools and machinery that include:
o
belt/disc sander
o
biscuit cutter
Technical skills in using selected tools and
machinery
Tools and machinery will be selected to maximise
opportunities for students to develop new technical
skills. It is important that safety and risk
46
o
drill press
o
electric router
o
jig saw
o
orbital sander
o
portable circular saw
o
radial arm saw or drop saw or
compound mitre saw
o
trimming router
o
various grinders or carving tools
o
wood lathe operations

Identifying, removing and reporting blunt,
dull or damaged router cutters and drill bits

Identifying, removing and replacing worn or
damaged portable sanding belts/discs and
jigsaw blades

Identifying and correctly honing or grinding
and honing worn or damaged chisels and
plane blades

Disassembling, reassembling a plane and set
a plane blade to fine tolerances

Selecting and developing appropriate
production techniques and skills:
o
marking out in pairs
o
use of templates and/or jigs where
appropriate
o
application of edge veneers or
treatments
management processes be implemented based on
the specific needs of each student studying this M
unit.
Use of hand tools to fabricate at least two of the
following joints:
o
bridle joint
o
butt joint
o
dowel
o
housing
o
mitre
o
mortise and tenon
o
rebate joint
47
Nature and properties of materials

Identifying and naming common associated
materials used with wood:
o
adhesives
o
fixings
o
abrasives
o
fillers and finishes

Exploring methods for reducing waste
through good design and production
processes

Identifying timbers and hardware recovered
through recycling.
Design fundamentals and skills that include:

Evaluating:
o
design concepts against design brief
o
finished product against initial design
criteria.
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small item that allows students to
acquire basic skills.
The design brief brings together the design
elements and drawing skills, along with the
investigation of the materials and processes to be
used. The design brief for this introductory unit
should be a small item that allows students to
acquire basic skills.

Household products

Household products

Personal items

Personal items

Sheet construction projects

Sheet construction projects

Storage/shelving

Storage/shelving

Toys

Toys
(The suggested list of projects is not exhaustive)
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
48
Wood Technology Design
Value 1.0
This unit combines Basic Wood Technology Design 0.5 and Wood Technology Design Consolidation 0.5
Prerequisites
It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Refer to page 10.
Specific Unit Goals
This unit should enable students to:

Apply knowledge of Workplace Health and Safety and workshop procedures

Apply joining techniques

Select appropriate materials

Apply advanced technical skills in the production of timber projects

Describe the correct maintenance of tools and equipment.
Content

Workplace Health and Safety (WHS), recognition of potential dangers in the workshop

Joining of materials

Furniture design

Maintenance and repairs

Project/s construction

Fabrication - selection of appropriate material, economical marking out, cutting, joining, shaping
and finishing techniques

Materials - properties (suitability/specifications), sources (natural and manufactured), costing,
purchasing, availability

Preparation of surfaces for finishing

Basic procedures to remove imperfections in timber

Selecting and using the correct type and grade of abrasive paper

Apply the design process

Finishing techniques using brush or cloth and/or spray gun followed by correct clean up
procedures.
49
Skills and techniques that include:

Manual graphic communication skills related to design development and presentation including:
o
drawing, reading and interpreting plans/ patterns/templates
o
isometric and pictorial hand sketches for project development
o
dimensioned orthogonal drawing in 3rd angle for working drawing
o
presentation skills

Selecting appropriate materials and calculating the correct amount required for ordering

Appropriate industry-related workroom terminology
Technical skills using a range of tools and machinery that include:

o
bandsaw
o
biscuit cutter
o
drill press
o
mortise machine (optional)
o
pneumatic tools
o
portable or fixed routers
o
portable saws
o
radial arm saw or drop saw or compound mitre saw
o
sanding machines
o
table saw
o
carving tools
o
wood lathe
Correctly adjust a belt sander
Using hand tools and/or machinery to fabricate at least two of the following joints not covered in
previous units:
o
biscuit joint
o
bridle joint
o
cross-halving joint
o
dovetail joint
o
finger joint
o
housing joint
o
mortise and tenon
o
widening joint

Remove and report blunt, dull or damaged router cutters and drilling bits

Using different methods of fastening timbers
Nature and properties of materials that include:

Identification, origins, classification and structures of materials:
o
pine
50

o
jarrah
o
Australian oak/Tasmanian oak/Victorian ash
o
MDF
o
plywood
Structure of a tree and functions of:
o
cambium layer
o
sapwood
o
heartwood
o
growth rings
o
medullary rays
o
pith
o
bark

Seasonal growth

Identification of natural defects in timber:

o
knots
o
gum veins
o
shakes
o
grain defects
Conversion of timber
o
live sawing
o
back sawing
o
quarter sawing

Rough sawn and DAR timbers

Identification and names of common timber sizes, lengths, widths and thicknesses

Differences between veneers and laminates

Identification of decorative features:

o
inlays
o
beading/moulding
Classification of adhesives for timber:
o
PVA
o
epoxy
o
cyanoacrylate
o
latex/rubber based.
51
Design fundamentals and skills:



Investigating:
o
designs for others
o
needs, values and beliefs of the designer/developer
o
needs, values and beliefs of the client/target audience/market
o
sources of design inspiration
o
performance criteria for products
o
application of design fundamentals and factors affecting design – aesthetics, function, safety,
cost, environmental impact and considerations, anthropometric data, ergonomics
Devising:
o
communicating and documenting techniques - sketching and drawing, rendering, annotating,
sampling, modelling
o
using rapid concept development techniques
o
ideas to generate design concepts
o
final design concept, using design brief and performance criteria
o
review and justification of best idea using design brief and performance criteria
o
design solutions - developing best concept using annotated hand or computer generated
graphics (front, back views and detailed sketches as necessary), 2D illustrations
(working/technical drawings), 3D illustration (presentation drawings),
inspiration/concept/storyboard
o
production plans - materials list, costing for all materials components, time line
Evaluating:
o
final product against design brief, initial design and performance criteria related to needs,
values and beliefs of the end user.
The design brief brings together the design elements and drawing skills, along with the investigation of
the materials and processes to be used. The design brief for this unit should be an item that allows
students to acquire more advanced skills.


Furniture using framing joints
o
cabinets
o
chairs/stools
o
outdoor/garden furniture
o
storage/shelving
o
tables/desk
Personalised projects
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
52
Resources
Refer to bibliography on pages 21-23.
53
Wood Technology Design Techniques
Value 0.5
Prerequisites
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:

Apply knowledge of Workplace Health and Safety and workshop procedures

Select and apply the most appropriate joining technique from the range available

Select appropriate materials
Content
Teachers must select content from the areas defined based on the hand and power tools, machinery,
joints and the design process relevant to the projects undertaken in this unit.

Workplace Health and Safety (WHS), recognition of potential dangers in the workshop

Joining of materials

Furniture design

Maintenance and repairs

Sheet materials

Project/s construction

Fabrication - selection of appropriate material, economical marking out, cutting, joining, shaping
and finishing techniques
Skills and techniques that include:


Using ICT and manual graphic communication skills related to design development and
presentation including:
o
drawing, reading and interpreting plans/ patterns/templates
o
isometric and pictorial hand sketches for project development
o
dimensioned orthogonal drawing in 3rd angle for working drawing
o
electronic capture of images
o
presentation skills
Selecting appropriate materials and calculating the correct amount required for ordering
Technical skills using a range of tools and machinery that include:
o
bandsaw
o
biscuit cutter
o
drill press
54

o
mortise machine
o
pneumatic tools
o
portable or fixed routers
o
portable saws
o
radial arm saw or drop saw or compound mitre saw
o
sanding machines
o
table saw
o
various grinders or carving tools
o
wood lathe
Demonstrating how to correctly adjust each of the power tools listed: power drill, portable sander
(orbital and belt sander)
Using hand tools and/or machinery to fabricate at least two of the following joints:
o
biscuit joint
o
bridle joint
o
cross-halving joint
o
dovetail joint
o
finger joint
o
housing joint
o
mortise and tenon
o
widening joint
Nature and properties of materials that include:


Identification, origins, classification and structures of materials:
o
pine
o
jarrah
o
Australian oak/Tasmanian oak/Victorian ash
o
MDF
o
plywood
Structure of a tree and functions of:
o
cambium layer
o
sapwood
o
heartwood
o
growth rings
o
medullary rays
o
pith
o
bark
o
seasonal growth
55
Design fundamentals and skills:


Investigating:
o
designs for others
o
needs, values and beliefs of the designer/developer
o
needs, values and beliefs of the client/target audience/market
o
sources of design inspiration
o
performance criteria for products
o
application of design fundamentals and factors affecting design – aesthetics, function, safety,
cost, environmental impact and considerations, anthropometric data, ergonomics
Devising:
o
communicating and documenting techniques - sketching and drawing, rendering, annotating,
sampling, modelling
o
using rapid concept development techniques
o
ideas to generate design concepts
o
final design concept, using design brief and performance criteria
o
review and justification of best idea using design brief and performance criteria
o
design solutions - developing best concept using annotated hand or computer generated
graphics (front, back views and detailed sketches as necessary), 2D illustrations
(working/technical drawings), 3D illustration (presentation drawings),
inspiration/concept/storyboard
o
production plans - materials list, costing for all materials components, time line
The design brief brings together the design elements and drawing skills, along with the investigation of
the materials and processes to be used. The design brief for this introductory unit should be a small item
that allows students to acquire basic skills.


Furniture using framing joints
o
cabinets
o
chairs/stools
o
outdoor/garden furniture
o
storage/shelving
o
tables/desk
Personalised projects
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
56
Wood Technology Design Skills
Value 0.5
Prerequisites
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:

Apply advanced technical skills in the production of timber projects

Describe the correct maintenance of tools and equipment.
Content
Teachers must select content from the areas defined based on the hand and power tools, machinery,
joints and the design process relevant to the projects undertaken in this unit.

Prepare surfaces for finishing

Basic procedures to remove imperfections in timber

Selecting and using the correct type and grade of abrasive paper

Apply the design process

Finishing techniques using brush or cloth and/or spray gun followed by correct clean up
procedures.
Skills and techniques that include:

Applying appropriate industry-related workroom terminology
Technical skills using a range of tools and machinery that include:
o
bandsaw
o
biscuit cutter
o
drill press
o
mortise machine
o
pneumatic tools
o
portable or fixed routers
o
Portable saws
o
radial arm saw or drop saw or compound mitre saw
o
sanding machines
o
table saw
o
various grinders or carving tools
o
wood lathe
57

Demonstrating how to correctly adjust each of the power tools listed: power drill, portable sander
(orbital and belt sander)
Using hand tools and/or machinery to fabricate at least two of the following joints:
o
biscuit joint
o
bridle joint
o
cross-halving joint
o
dovetail joint
o
finger joint
o
Housing joint
o
mortise and tenon
o
widening joint

Identifying removing, replacing and reporting blunt, dull or damaged router cutters and drilling bits

Identifying, removing and replacing worn or damaged portable sanding belts/discs and jigsaw
blades

Identifying and using different methods of fastening timbers
Nature and properties of materials that include:


Identification of natural defects in timber:
o
knots
o
gum veins
o
shakes
o
grain defects
Conversion of timber
o
live sawing
o
back sawing
o
quarter sawing

Rough sawn and DAR timbers

Identification and names of common timber sizes, lengths, widths and thicknesses

Differences between veneers and laminates

Identification of decorative features:

o
inlays
o
beading/moulding
Classification of adhesives for timber:
o
PVA
o
epoxy
o
cyanoacrylate
o
latex/rubber based.
58
Design fundamentals and skills:

Evaluating:
o
final product against design brief, initial design and performance criteria related to needs,
values and beliefs of the end user.
The design brief brings together the design elements and drawing skills, along with the investigation of
the materials and processes to be used. The design brief for this introductory unit should be a small item
that allows students to acquire basic skills.


Furniture using framing joints
o
cabinets
o
chairs/stools
o
outdoor/garden furniture
o
storage/shelving
o
tables/desk
Personalised projects
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
59
Wood Technology Project
Value 1.0
This unit combines Wood Technology Project Development 0.5 with Continued Wood Technology Project 0.5
Prerequisites
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:

Apply knowledge of WHS and workshop procedures

Select and identify fastening systems and devices

Apply knowledge of specific purpose materials and products

Use a finish for timber

Recognise man made board and determine appropriate applications

Design and manufacture timber projects

Apply the design process

Document the design, production and evaluation of the student centred project in a folio.
Content

Project costing – labour, materials, overheads (eg rent, equipment, maintenance, utilities)

Fasteners - sourcing, sizing and ordering

Stock sizes, determining quantities, rationalising of materials, bulk purchasing, sourcing, material
costing, efficiency

Enhanced/modified materials (eg impregnated, manufactured, composite, laminated), specific
purpose products (eg finishes, sealants, adhesives)

Use of Personal Protective Equipment (PPE)

Conduct risk assessment for using specific tools and equipment

Proactive measures for risk management in the workshop

Workplace Health and Safety (WHS) practices appropriate to tasks being undertaken in the
workshop

Use of Materials Safety Data Sheets (MSDS) with regard to storage and handling of hazardous
substances appropriate to situation
60
Technical skills for setting up, adjusting and operating safely the following machinery:
o
bandsaw
o
drill press
o
pneumatic tools such as nail/brad gun, drill or air nozzle
o
Radial arm saw or drop saw or compound mitre saw
o
router
o
sanders (orbital and belt)
o
thicknesser
o
wood lathe

Identifying blunt or damaged chisels, lathe tools and plane blades

Handling and store timber and sheet material correctly.
Nature and properties of materials that include:

Analysing the physical and mechanical properties of materials to justify selection of materials for a
manufactured product

Discussing and appraising information on finishes’ suitability for different applications:
o
interior
o
exterior
o
toxicity

Demonstrating and discussing methods of grading timber (clear, select, standard and structural)

Examining industrial standards with regard to grading of materials.

Researching and analysing manufactured boards:
o
production of manufactured boards
o
the structural properties
o
uses of manufactured boards in different environments
o
advantages of manufactured boards over solid timber.
Design fundamentals and skills that include:

Investigating:
o

Devising:
o

design fundamentals and factors affecting design – aesthetics, function, safety, cost,
environmental impact and considerations, sustainability issues, ergonomics
using communication and documentation techniques - sketching and drawing, rendering,
annotating drawings, sampling, modelling
applying principles and elements of design where applicable in context – line, shape, form, texture,
colour, tone, repetition, gradation, rhythm, radiation, harmony, contrast, dominance, proportion,
balance, unity
o
design development - collate best ideas that have been developed using annotated hand or
computer generated graphics (front, back views and detailed sketches as necessary), review
and justify best ideas using design brief and performance criteria, 2D illustrations
(working/technical drawings), 3D illustration (presentation drawings),
inspiration/concept/storyboard development and presentation
61
o

production plan - materials list, estimated and actual costing for all materials and
components, production plan including time line
Evaluating:
o
product against design brief, initial design and performance criteria related to needs, values
and beliefs of the developer and end user
o
design and production processes, making recommendations for improvement.
Design skills and techniques that include:

Use of clear, detailed presentation skills to set out, develop and present a folio featuring all
elements of the design process

Demonstrating skills in drawing, reading and interpreting plans/patterns/templates of simple forms
of graphic communication applicable to context

Calculating the cost of all timbers and sheet material and incidentals required in the major project
and produce an order form suitable for a commercial supplier

Using appropriate industry-related workroom terminology
Production management
Managing the construction of a project using processes that include:


Independently managing production processes:
o
maintain a production plan
o
adhere to planned actions and adapt equipment and resources to complete production
o
apply production techniques that reduce material wastage
o
consider client feedback, and modify production processes accordingly
o
document and record changes to materials lists and/or changes to actual cost of materials
Using diary, journal and folio note entries including:
o
ongoing evaluation of production processes and techniques
o
use of photography and notes to record ongoing progress/decision changes made to the
project.
The design brief brings together the design elements and drawing skills, along with the investigation of
the materials and processes to be used. The design brief for this unit should be an item that allows
students to acquire advanced skills.


Community projects
o
containers
o
cupboards
o
desks
o
mirrors
o
shelves
Composite material lathe turning
o

laminated bowls / plates
Mass production furniture/products
o
stackable tables / chairs / seats
o
storage boxes
62
o


adjustable shelving
Outdoor entertainment products
o
benches
o
huts
Recycled timber products
o
fence palings
o
floor boards
o
old household building materials
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
63
Wood Technology Project Development
Value 0.5
Prerequisite
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:

Apply knowledge of WHS and workshop procedures

Select and identify fastening systems and devices

Apply knowledge of specific purpose materials and products

Use a finish for timber
Content
Teachers must select content from the areas defined based on the hand and power tools, machinery,
joints and the design process relevant to the projects undertaken in this unit.

Project costing – labour, materials, overheads (eg rent, equipment, maintenance, utilities)

Fasteners - sourcing, sizing and ordering

Stock sizes, determining quantities, rationalising of materials, bulk purchasing, sourcing, material
costing, efficiency

Enhanced/modified materials (eg impregnated, manufactured, composite, laminated), specific
purpose products (eg finishes, sealants, adhesives)

Use of Personal Protective Equipment (PPE)

Conduct risk assessment for using specific tools and equipment
Technical skills for setting up, adjusting and operating safely the following machinery:

o
bandsaw
o
drill press
o
pneumatic tools such as nail/brad gun, drill or air nozzle
o
radial arm saw or drop saw or compound mitre saw
o
router
o
sanders (orbital and belt)
o
thicknesser
o
wood lathe
Identifying the correct fitting and operation of dust extraction and safety equipment within the
workshop
64

Identifying, removing, replacing and report blunt, worn, dull or damaged:
o
drill bits
o
jigsaw blades
o
router bits
o
sanding belts/disks

Identifying and sharpening blunt or damaged chisels, lathe tools and plane blades

Handling and storing timber and sheet material correctly.
Nature and properties of materials that include:

Analysing physical and mechanical properties of materials to justify selection of materials for a
manufactured product

Researching data of different timber types to determine suitability for use in a project:

o
hardness and softness by indentation/impact test
o
shear
o
strength by static bending
Testing and comparing adhesives’ suitability for different applications
o
test for bonding strength
Design fundamentals and skills that include:

Investigating:
o

Devising:
o

design fundamentals and factors affecting design – aesthetics, function, safety, cost,
environmental impact and considerations, sustainability issues, ergonomics
using communication and documentation techniques - sketching and drawing, rendering,
annotating drawings, sampling, modelling
Applying principles and elements of design where applicable in context – line, shape, form, texture,
colour, tone, repetition, gradation, rhythm, radiation, harmony, contrast, dominance, proportion,
balance, unity
o
design development - collate best ideas that have been developed using annotated hand or
computer generated graphics (front, back views and detailed sketches as necessary), review
and justify best ideas using design brief and performance criteria, 2D illustrations
(working/technical drawings), 3D illustration (presentation drawings),
inspiration/concept/storyboard development and presentation
o
production plan - materials list, estimated and actual costing for all materials and
components, production plan including time line
Design skills and techniques that include:

Use of clear, detailed presentation skills to set out, develop and present a folio featuring all
elements of the design process

Demonstrating skills in drawing, reading and interpreting plans/patterns/templates of simple forms
of graphic communication applicable to context

Calculating the cost of all timbers and sheet material and incidentals required in the major project
and produce an order form suitable for a commercial supplier

Using appropriate industry-related workroom terminology
65
The design brief brings together the design elements and drawing skills, along with the investigation of
the materials and processes to be used. The design brief for this introductory unit should be a small item
that allows students to acquire basic skills.



Community projects
o
containers
o
cupboards
o
desks
o
mirrors
o
shelves
Mass production furniture/products
o
adjustable shelving
o
stackable tables / chairs / seats
o
storage boxes
Composite material lathe turning
o


laminated bowls / plates
Outdoor entertainment products
o
benches
o
huts
Recycled timber products
o
fence palings
o
floor boards
o
old household building materials
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
66
Continued Wood Technology Project
Value 0.5
Prerequisites
Nil. It is recommended that students start on the Introduction to Wood Technology 1.0. Students should
complete two units before undertaking the Wood Technology Project unit. Students who cannot meet this
requirement can negotiate entry into the unit if they have had previous experience from high school or part
time work.
Duplication of Content Rules
Nil.
Specific Unit Goals
This unit should enable students to:

Recognise man made board and determine appropriate applications

Design and manufacture timber projects

Apply the design process

Document the design, production and evaluation of the student centred project in a folio.
Content
Teachers must select content from the areas defined based on the hand and power tools, machinery,
joints and the design process relevant to the projects undertaken in this unit.

Proactive measures for risk management in the workshop

Workplace Health and Safety (WHS) practices appropriate to tasks being undertaken in the
workshop

Use of Materials Safety Data Sheets (MSDS) with regard to storage and handling of hazardous
substances appropriate to situation
Technical skills for setting up, adjusting and operating safely the following machinery:
o
bandsaw
o
drill press
o
pneumatic tools such as nail/brad gun, drill or air nozzle
o
radial arm saw or drop saw or compound mitre saw
o
router
o
Sanders (orbital and belt)
o
thicknesser
o
wood lathe

Identifying the correct fitting and operation of dust extraction and safety equipment within the
workshop

Identifying, removing, replacing and reporting blunt, worn, dull or damaged:
o
drill bits
o
jigsaw blades
o
router bits
67
o
sanding belts/disks

Identifying and sharpening blunt or damaged chisels, lathe tools and plane blades

Handling and storing timber and sheet material correctly.
Nature and properties of materials that include:

Discussing and appraising information on finishes’ suitability for different applications:
o
interior
o
exterior
o
toxicity

Demonstrating and discussing methods of grading timber (clear, select, standard and structural)

Examining industrial standards with regard to grading of materials

Researching and analysing manufactured boards:
o
production of manufactured boards
o
the structural properties
o
uses of manufactured boards in different environments
o
advantages of manufactured boards over solid timber
Design fundamentals and skills that include:

Evaluating:
o
product against design brief, initial design and performance criteria related to needs, values
and beliefs of the developer and end user
o
design and production processes, making recommendations for improvement.
Production management
Managing the construction of a project using processes that include:


Independently managing production processes:
o
maintain a production plan
o
adhere to planned actions and adapt equipment and resources to complete production
o
apply production techniques that reduce material wastage
o
consider client feedback, and modify production processes accordingly
o
document and record changes to materials lists and/or changes to actual cost of materials
Using diary, journal and folio note entries including:
o
ongoing evaluation of production processes and techniques
o
use of photography and notes to record ongoing progress/decision changes made to the
project.
The design brief brings together the design elements and drawing skills, along with the investigation of
the materials and processes to be used. The design brief for this introductory unit should be a small item
that allows students to acquire basic skills.

Community projects
o
containers
o
cupboards
o
desks
68


o
mirrors
o
shelves
Mass production furniture/products
o
adjustable shelving
o
stackable tables / chairs / seats
o
storage boxes
Composite material lathe turning
o


laminated bowls / plates
Outdoor entertainment products
o
benches
o
huts
Recycled timber products
o
fence palings
o
floor boards
o
old household building materials
(The suggested list of projects is not exhaustive)
Teaching and Learning Strategies
Refer to page 12.
Assessment
Refer to Assessment Task Types on pages 15-16.
Resources
Refer to bibliography on pages 21-23.
69