Senior Syllabus
Technology Studies
2007
ISBN: 978-1-920749-35-4
Technology Studies
This syllabus is approved for general implementation until 2014, unless otherwise stated.
To be used for the first time with Year 11 students in 2008.
© The State of Queensland (Queensland Studies Authority) 2007
Queensland Studies Authority, PO Box 307, Spring Hill, Queensland 4004, Australia
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au
TECHNOLOGY STUDIES
SENIOR SYLLABUS
Contents
1.
Rationale ............................................................................................................ 1
2.
Global aims ........................................................................................................ 3
3.
General objectives ............................................................................................. 4
3.1 Knowledge and application ......................................................................... 4
3.2 Reasoning processes ................................................................................. 4
3.3 Production .................................................................................................. 4
3.4 Attitudes and values ................................................................................... 5
4.
Course organisation .......................................................................................... 6
4.1 Time allocation ........................................................................................... 6
4.2 Equipment and space ................................................................................. 6
4.3 The design process .................................................................................... 6
4.4 Approach to learning in Technology Studies ............................................... 7
4.5 Areas of study............................................................................................. 8
4.6 Developing a course of study ...................................................................... 8
4.7 Contexts ..................................................................................................... 9
4.8 Constraints ............................................................................................... 10
4.9 Year 11 foundation ................................................................................... 10
4.10 Year 12 extension and refinement ............................................................ 10
4.11 Composite classes.................................................................................... 11
4.12 Work program requirements ..................................................................... 11
5.
Areas of study .................................................................................................. 12
5.1 Foundations of Technology....................................................................... 12
5.2 Safety ....................................................................................................... 13
5.3 Manufacturing Resources ......................................................................... 14
5.3.1 Materials ....................................................................................... 14
5.3.2 Tools............................................................................................. 14
5.3.3 Processes ..................................................................................... 15
5.3.4 Systems ........................................................................................ 15
6.
Learning experiences ...................................................................................... 16
6.1 Setting the learning environment .............................................................. 16
6.2 Learning experiences ............................................................................... 16
6.3 Use of information communication technologies (ICTs) ............................ 17
TECHNOLOGY STUDIES
SENIOR SYLLABUS
7.
Assessment ..................................................................................................... 19
7.1 Underlying principles of exit assessment .................................................. 19
Continuous assessment ........................................................................... 20
Balance .................................................................................................... 20
Mandatory aspects of the syllabus ............................................................ 20
Significant aspects of the course of study ................................................. 20
Selective updating .................................................................................... 21
Fullest and latest information .................................................................... 21
7.2 Planning an assessment program............................................................. 21
7.3 Authentication of student work .................................................................. 22
7.4 Special consideration................................................................................ 22
7.5 Assessment techniques ............................................................................ 23
7.5.1 Design project ............................................................................... 23
7.5.2 Documentation of the design project ............................................. 23
7.5.3 Investigative analysis .................................................................... 25
7.5.4 Wordcount policy .......................................................................... 25
7.6 Exit criteria ................................................................................................ 26
Criterion 1: Knowledge and application ..................................................... 26
Criterion 2: Reasoning processes ............................................................. 26
Criterion 3: Production .............................................................................. 27
7.7 Determining exit levels of achievement ..................................................... 29
7.8 Requirements for verification folio ............................................................. 30
7.8.1 Post-verification assessment ........................................................ 30
8.
Language education ........................................................................................ 31
8.1 Language education ................................................................................. 31
8.2 Graphical communication ......................................................................... 31
9.
Quantitative concepts and skills .................................................................... 32
9.1 Computation ............................................................................................. 32
10.
Educational equity ........................................................................................... 33
11.
Resources ........................................................................................................ 34
Text and reference books .................................................................................. 34
World Wide Web ................................................................................................ 34
Newspaper reports ............................................................................................ 34
Periodicals ......................................................................................................... 34
Electronic media and learning technology .......................................................... 35
Organisations and community resources ........................................................... 35
Appendix 1: Glossary ............................................................................................... 36
TECHNOLOGY STUDIES
SENIOR SYLLABUS
1. Rationale
Technology involves envisioning and developing products to meet human needs and wants,
capitalise on opportunities and extend human capabilities. Products of technology include
artefacts, processes, systems, services and environments. These products make up the
designed world. Products of technology have impacts and consequences on individuals, local
and global communities, and environments.
Technology Years 1–10 Syllabus, 2003, QSA
Technology has been developed through working and building with materials and tools and has
been an integral part of society for as long as humans have had the desire to improve their
quality of life. Given the impact of technology, there is a clear need to educate all citizens about
the creative, economical, ecological, political, ethical and social processes and practices of
technologies in order to have more informed, responsible and responsive users and creators of
technology. Australia needs business, industry and community leaders who understand the
nature of design and technology.
Technology Studies helps students understand and use past, present and future industrial
technologies to meet the demands and needs of the 21st century. It is a course which encourages
knowledge and application of available resources, systems and practices through inquiry, design
and problem-solving methodologies. Technology Studies is responsive to current and emerging
economic, industrial, social and technological changes and offers a variety of perspectives and
depth of study oriented towards work, training and university pathways. The course aims to
prepare students for careers in, for example, the building and service professions (architecture,
surveying, engineering), industrial design, environmental design and manufacturing design.
This subject involves students in designing, engineering and producing innovative and creative
products. In Technology Studies these products encompass artefacts, processes, systems and
environments.
The study requires students to:
 identify and analyse needs, wants or opportunities associated with a design task, taking into
account predetermined constraints and specified contexts
 respond to design tasks by investigating, considering and selecting resources and strategies
that may resolve the design situations, and by applying relevant knowledge from the three
areas of study
 devise and implement plans or strategies to solve design problems
 produce creative responses in the form of innovative engineered products, prototypes or
models
 evaluate the outcomes, impacts and outputs.
Students engage with a range of intellectual challenges using higher-order thinking skills to
develop real and practical products.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
Technology Studies provides opportunities for the development of key competencies1 in
substantial depth. The course encourages detailed development and demonstration of key
competencies in contexts that arise naturally from the general objectives and learning
experiences of the subject. In their studies, students will collect, analyse and organise
information in various forms, and plan and organise research and investigations. Individually
and in groups, they will solve problems associated with the learning experiences within the
areas of study. They will be involved in the communication of ideas, information and results in
a number of formats, and use mathematics and technology in problem solving.
1
KC1: collecting, analysing and organising information; KC2: communicating ideas and information;
KC3: planning and organising activities; KC4: working with others and in teams; KC5: using
mathematical ideas and techniques; KC6: solving problems; KC7: using technology.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
2. Global aims
Technology Studies aims to:
 foster and develop enquiring minds and intellectual skills that will help students think
critically, innovatively and purposefully about their material environment
 enhance students’ capacities to interact with past, present and future technologies
 promote students’ understanding of the industry application of design and appreciation of
creative and innovative design solutions and products
 encourage students to reflect on and respond to the interrelationship of technology, industry,
society and sustainability
 enable students to become responsible, discriminating and competent managers of resources
 foster personal development and social skills conducive to developing concern for others and
the environment, cooperation in the workplace, self-reliance, sense of personal worth and
self-esteem
 respond to and critically evaluate the impact of aesthetic, cultural, economic, political, social,
environmental, ethical, moral and functional considerations and decisions that affect the
development of new products for personal, community and global markets
 promote an awareness and appreciation of safety issues and safe behaviours in all aspects of
learning, and their application in everyday life
 provide students with opportunities to gain the knowledge and skills required for future
pathways in a technological world.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
3. General objectives
The general objectives of this syllabus are stated in four categories:
 Knowledge and application
 Reasoning processes
 Production
 Attitudes and values.
3.1
Knowledge and application
By the conclusion of the course students should:
 recall facts, terms, principles, concepts and techniques related to the foundations of
technology, safety issues and manufacturing resources used in product design
 apply knowledge to the planning, development and production of products
 examine the foundations of technology, including decisions about product design and the
impact and implications of these decisions upon society, culture, the economy and
environment
 consider safety standards, practices and requirements in the planning and development of
products
 identify manufacturing resources used in product design.
3.2
Reasoning processes
By the conclusion of the course, students should:
 analyse constraints and the interrelationship of technology, industry, society and
sustainability, within the selected contexts, in the planning, development and production of
products
 make judgments about the appropriateness of design solutions and products
 reflect throughout the stages of the design process to check the validity, accuracy and
suitability of their choices to the design situation
 synthesise and communicate ideas that contribute to the planning and development of their
design products.
3.3
Production
By the conclusion of the course, students should:
 manufacture (realise) engineered products, prototypes or models in response to design
situations
 manage design and production processes
 select and use materials, tools, processes and systems with due regard to sustainable practices
 adhere to safety standards, practices and requirements in the production of products.
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TECHNOLOGY STUDIES
3.4
SENIOR SYLLABUS
Attitudes and values
At the end of the course, students should have an appreciation of:
 the function and benefits of the design process to underpin problem-solving strategies
 the benefits of safety regulations and recognition of the need for safety procedures
 the variety, scope and use of materials, tools, technologies and processes
 various sources of sustainable and expendable energy, power and control
 the necessity and benefits of technological systems and environments
 the need for and consequences of quality control of products and processes
 the impact of past, present and future technologies on society and the environment
 the need for discerning and ethical information about the development and promotion of new
technologies
 the impact of aesthetic, cultural, economic, political, social, environmental, ethical, moral
and functional considerations and decisions that influence the development of new products
for personal, community and global markets.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
4. Course organisation
4.1
Time allocation
The minimum number of hours of timetabled school time, including assessment, for a course of
study developed from this syllabus is 55 hours per semester. A course of study will usually be
completed over two years (220 hours).
4.2
Equipment and space
The effective study of Technology Studies at a senior level requires the availability and use of a
variety of physical resources. The minimum equipment and space required for the successful
implementation of this subject include:
4.3

a designated classroom setting

workshop facilities

manufacturing machines, tools and equipment

access to drafting facilities, manual or computer-aided

reference materials and texts, including internet access

a range of resistant materials such as woods, metals, plastics, textiles, ceramics, composites.
The design process
Students apply the design
process model to solve complex
design problems, individually
and in groups, through
investigation, ideation,
production and evaluation.
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TECHNOLOGY STUDIES
4.4
SENIOR SYLLABUS
Approach to learning in Technology Studies
A course of study in Technology Studies is evidenced by the product design sequence,
illustrated below:
Teachers develop design tasks that
identify a need, want or opportunity
within a stated context and with
predetermined constraints,
challenging students to design and
produce solutions to problems.
Students then investigate, examine
and respond to the design task while
applying relevant knowledge in and
about the three areas of study.
Students apply the design process
model to solve complex design
problems, individually and in
groups, through investigation,
ideation, production and evaluation.
Throughout the product design
sequence, students consider optional
and available resources, respond to
choices, communicate ideas,
determine possible solutions, justify
decision making, and ultimately
realise, evaluate and appraise the
product. Students should show
evidence that they have taken into
account the interrelationship of
technology, industry, society and
sustainability before selecting a final
outcome or output. Students are
required to document all aspects of
their product design sequence in a
design folio (see Section 7.5).
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TECHNOLOGY STUDIES
4.5
SENIOR SYLLABUS
Areas of study
Over the two years, three areas of study are to be covered:
 Foundations of Technology
 Safety
 Manufacturing Resources.
Foundations of Technology requires students to understand the impact of the interrelationship
of technology, industry, society and sustainability, and their influence on product design.
 Foundations of Technology involves:
 interrelationship of technology, industry and society
 principles and elements of design
 product design sequence
 sustainability.
Safety is incorporated into all activities associated with the design and development of a
product, and students are encouraged to transfer the need for safety into real-life situations.
 Safety involves:
 current compliance standards
 safe workshop practices
 personal safety
 safety standards.
Manufacturing Resources requires students to understand and apply the expanding
development of resources used in manufacturing and industry.
 Manufacturing Resources involves:
 materials
 tools
 processes
 systems.
Through these areas of study, students have the opportunity to develop knowledge, skills,
processes and understanding required in the workplace today and in the future.
4.6
Developing a course of study
In designing a course of study, teachers develop design tasks that nominate a singular and
different context each time. The teacher also identifies various constraints that have to be
considered by students when devising a solution to a specified need, want or opportunity. In
responding to a design task, students use relevant subject matter from the three areas of study
and apply the design process. A product which meets the original design task is subsequently
designed and made.
In developing a course of study the following must be considered:
 The course must include all areas of study and their designated study topics.
 Study topics in the areas of study are mandatory.
 The subject matter of the areas of study is suggested only.
 The areas of study must be integrated and delivered through the product design sequence and
considered within a selected context.
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TECHNOLOGY STUDIES
4.7
SENIOR SYLLABUS
Contexts
Contexts are real-life purposes for design tasks. Over the course of study, students should
experience a variety of contexts when creating innovative products, as this will help them
understand the requirements of a range of consumers.
Each design task should focus on a single context, and each should come from a different context.





agriculture
communication
community
construction
engineering





environment
health and welfare
home and family
leisure and recreation
transportation.
Within each context students investigate the impact of the interrelationship of technology,
industry, society and sustainability on product design. This investigation provides information
for their proposed solutions, and helps in communicating and justifying their selection of
resources, materials and systems of production.
Contexts
Description
Agriculture
Focuses on the design of implements, tools and solutions for the general
farming community. It includes aspects of fencing, gates, irrigation, watering,
crop and livestock control and production.
Communication
Focuses on the application of resources that enable people to communicate
with each other. The results (such as print, film, video and fax machines,
telephones, satellite communications and computers) have a significant
impact on society and the environment.
Community
Focuses on the design of products and solutions for organisations involved
in community service, such as schools, sporting clubs, welfare and charity
organisations, churches.
Construction
Focuses on the tools, equipment and materials used to create the structures
of the built environment.
Engineering
Focuses on all manufacturing industries and the technologies employed
within them to create and manufacture consumer products.
Environment
Focuses on the design of products for the control and preservation of nature
in a responsible and sustainable manner. Environmental considerations
pervade all aspects of product design and management, for example, the
harnessing and control of alternative power sources (solar, wind, hydro,
geothermal), waste management, and industrial ecology.
Health and welfare
Focuses on the design of products employed in fields such as medicine,
aged care, dentistry, alternative medicine, physiotherapy. Products could
include assistive and monitoring devices, exercise machines.
Home and family
Focuses on the products designed for use in a household, such as kitchen
utensils, tools.
Leisure and recreation
Focuses on products designed to provide for indoor and outdoor leisure and
recreational pursuits.
Transportation
Focuses on the application of resources to move people and goods. The
capacity for transportation within a society has significant implications for its
people, industries, economic base and environment.
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TECHNOLOGY STUDIES
4.8
SENIOR SYLLABUS
Constraints
In the development of design tasks teachers may specify constraints the student must consider in
the planning, development and production of the product. Constraints include:






4.9
cost
equipment
expertise
group/individual
materials
production quality





production techniques
safety
size
time
tools.
Year 11 foundation
Year 11 is a foundation for further study in Year 12. It is a developmental year in which
students are involved in a variety of situations relating to design and production. Learning
experiences are scaffolded for students to demonstrate the objectives: Knowledge and
application, Reasoning processes, and Production, through acquiring knowledge, skills and
techniques for the design processes evidenced by investigation, ideation, production and
evaluation.
Teachers should structure a range of design tasks that introduce a variety of contexts and
constraints for students to deal with. Design tasks could focus on subsets of the design process
and not necessarily always engage the student in the complete product design sequence on each
occasion. However, all design tasks are realised in a three-dimensional engineered product,
prototype or model.
Students are introduced to the three areas of study — Foundations of Technology, Safety, and
Manufacturing Resources — and these are delivered within the teacher-selected contexts.
Students develop research skills and conventions to investigate information to assist with
finding a solution beyond the immediate design outcomes.
By the end of Year 11, students should have experienced a range of approaches for developing
solutions to design tasks. They develop a variety of documentation skills and techniques which
they use in the presentation of their design folios. Students acquire a range of production skills
through the practical realisations of their designs. This enables them to make better, more
informed and discerning choices for their Year 12 studies.
In Year 11, students complete a minimum of three design tasks. A design task is a focused
activity on the product design sequence or aspects or components of it. The teacher specifies a
different context for each design task.
4.10 Year 12 extension and refinement
Year 12 extends and refines students’ involvement in the planning, development and production
of products and in preparing and presenting the supporting documentation. All aspects of the
product design sequence will be evidenced through the design folio, design realisation and
project appraisal. In Year 12, students complete:
 a minimum of two design tasks. The student may choose the context for one task, but the
other task must come from the community context
 an investigative analysis (see Section 7.5.3).
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
4.11 Composite classes
In some schools it may be necessary to combine students into a composite Year 11 and 12 class.
This syllabus provides teachers with an opportunity to develop a course of study that caters for a
variety of circumstances such as combined Year 11 and 12 classes, combined campuses, or
modes of delivery involving periods of student-directed study.
The multilevel nature of such classes can prove advantageous to the teaching and learning
process because:
 it provides opportunities for peer teaching
 it allows teachers to maximise the flexibility of the syllabus
 it provides opportunities for a mix of multilevel group work, and for independent work on
appropriate occasions
 learning experiences and assessment can be structured to allow both Year 11 and Year 12
students to consider the key concepts and ideas at the level appropriate to the needs of
students within each year level.
The following guidelines may prove helpful in designing a course of study for a composite class:
 The course of study could be written in a Year A – Year B format, if the school intends to
teach the same topic to both cohorts.
 Place a topic at the beginning of each year that will allow new Year 11 students easy entry
into the course.
 Learning experiences and assessment items need to cater for both year levels throughout the
course. Even though tasks may be similar for both year levels, it is recommended that more
extended and/or complex tasks be used with Year 12 students.
4.12 Work program requirements
A work program is the school’s plan of how the course will be delivered and assessed based on
the school’s interpretation of the syllabus. It allows for the special characteristics of the
individual school and its students.
The school’s work program must meet all syllabus requirements and must demonstrate that
there will be sufficient scope and depth of student learning to meet the general objectives and
the exit standards.
The requirements for work program approval can be accessed on the Queensland Studies
Authority’s website, www.qsa.qld.edu.au. This information should be consulted before writing
a work program. Updates of the requirements for work program approval may occur
periodically.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
5. Areas of study
Foundations of Technology, Safety, and Manufacturing Resources are mandatory areas of study
and are to be integrated throughout the course. All study topics are mandatory. The subject
matter listed within each area of study is suggested only.
5.1
Foundations of Technology
Students should gain knowledge of, document, and demonstrate skills in using the product
design sequence, working within a selected context.
Through Foundations of Technology, students learn about:
 the interrelationship of technology, industry, society and environment
 elements and principles of design
 product design sequence
 sustainability.
Study topics
(mandatory)
Interrelationship
of technology,
industry and
society
Suggested subject matter
 past, present and emerging
technologies
 clients
 economics
 enterprise
 ethics
 politics
 culture
 personal, community and global
markets
 environment
 social considerations
 trends
 industrial manufacturing process of
products
Elements and
principles of
design
 organising elements
 line
 shape
 form
 colour
 texture
 tone
 point
 principles
 symmetry
 balance
 contrast/emphasis
 harmony/unity
 hierarchy
 proportion
 rhythm
 pattern
 scale
The product
design
sequence
 presentation techniques
 construction methods
 problem-solving strategies
 fabrication
 use of graphic organisers
 concept map
 retrieval chart
 materials and costings
 finishing
 ergonomics
Sustainability
 systems to ensure sustainability
 lifecycle analysis
 eco-footprint
 principles of sustainable design
 recycling
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TECHNOLOGY STUDIES
5.2
SENIOR SYLLABUS
Safety
Safety is incorporated into all activities associated with the design process and students are
encouraged to transfer the need for safety into real-life situations. Safety of the product and its
uses should be considered in all design tasks.
Students should gain knowledge of safety legislation requirements and apply this to their
workshop practices and design solutions.
Students should investigate the impact of health and safety on each of the study topics.
Study topics
(mandatory)
Suggested subject matter
Safety
standards
 relevant safety standards such as Australian safety standards, Australian standard
of design, Standards Australia, Occupational Health and Safety Council
 safety as a design factor, for example, ergonomics
 safety testing — stress loading, wear factors
 product safety — consumer protection
Current
compliance
standards
 legal requirements covering occupational health and safety in the workplace
Safe workshop
practices
Potential workplace hazards and a range of preventive and control measures:
 housekeeping
 operational procedures for equipment
 material handling, including material safety data sheets (MSDS)
 hazard identification, and risk assessment and management
Personal safety
 manual handling
 protective equipment
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TECHNOLOGY STUDIES
5.3
SENIOR SYLLABUS
Manufacturing Resources
Manufacturing Resources requires students to understand and apply the expanding development
of materials, tools, processes and systems used in manufacturing and industry.
Students should gain knowledge of properties and applications for a broad range of materials,
tools, processes and systems in order to realise their design responses. Students select and use
materials, tools, processes and systems that either enable production or are an integral aspect of
the realisation.
5.3.1
Materials
Materials refer to all substances found in our natural environment. The materials are generally
extracted, refined, combined and/or processed into usable forms such as sheet, rod, powder,
granules and liquids before use. It is in the production-ready form that materials are studied.
Students should investigate a range of materials in each of the study topics.
Study topics
(mandatory)
Overview of
materials
Suggested subject matter
 classification of materials: metal, polymer, ceramic or organic
 physical properties: density, conductivity, colour, lustre
 mechanical properties: hardness, tensile strength, malleability, toughness, ductility,
shear strength, compressive strength, elasticity
 applications of materials: analysis of the classification and properties of materials
used in a variety of applications (recreational, engineering, domestic, construction)
Selection of
materials
 constraints such as cost, weight, availability, sustainability, machineability,
weldability, recycling, adherence of surface finishes and adhesives
 consideration of the physical and mechanical properties required for the application
or for the environment, e.g. high impact, indoor, outdoor, high traffic, human
interaction
5.3.2
Tools
Tools refer to any natural or manufactured implement that alters the size, shape or finish of a
material.
Students should gain knowledge of, and work with, a range of tools such as hand tools, power
tools, machinery and associated equipment.
Students should investigate a range of tools in each of the study topics.
Study topics
(mandatory)
Suggested subject matter
Identification
 nomenclature, such as name, brands, variants, parts of tools, attachments
 types: hand tools, power tools, machinery
 function: separating, marking, measuring
Application
 selection of appropriate tool considering material, waste removal, cost (machine
and labour), expertise, quality
 safe use of tools and equipment
 general care and maintenance of tools and equipment
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TECHNOLOGY STUDIES
5.3.3
SENIOR SYLLABUS
Processes
Processes include all activities and procedures applied by hand, hand tool, portable power tool
or machine that change the size, shape or nature of the material being worked.
Students should gain knowledge of a broad range of the methods for processing materials, and
through the realisation of their design activities, develop skills in processing a range of materials.
Students should investigate a range of processes in each of the study topics.
Study topics
(mandatory)
Suggested subject matter
Forming
materials
 bending, casting, pressing and moulding
Separating
materials
 sawing, drilling, shearing, turning, abrading/grinding and cutting
Combining
materials
 fabrication/joining, mechanical fasteners, adhesives, joints and cohesive bonding
Conditioning
materials
 hardening, tempering, annealing and chemical treatment
Finishing
materials
 painting, polishing, plating and coating
5.3.4
Systems
Systems describes the combination of two or more parts to create an outcome that previously
was unable to be performed by the individual parts.
Students should gain knowledge of, and use, a range of systems.
Students should investigate a range of systems in each of the study topics.
Study topics
(mandatory)
Suggested subject matter
Identification
 structural, mechanical, electrical, electronic, pneumatic, hydraulic, energy,
fabrication
Application
 manufacturing, construction, control, communication, security
Performance
 mechanical advantage, efficiency, quality, repeatability, flexibility, serviceability,
stability, reliability, sustainability
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
6. Learning experiences
Learning experiences should be interesting, challenging, and sufficiently varied to ensure
coverage of the general objectives. They should be planned by the teacher to assist a student’s
preparation for life in a rapidly changing technological society and to foster an ability to transfer
acquired knowledge and skills to solve technological problems in a variety of situations.
6.1
Setting the learning environment
When planning and developing a course of study, teachers should consider the sequencing,
content and interrelatedness of learning experiences. Learning experiences should be
contextually based and build upon each other to present a depth and breadth of knowledge and
understanding. This is to ensure that students are challenged and motivated. Students should be
provided with learning experiences that cater for a broadly structured study of materials, tools,
processes and systems.
Learning experiences must also cater for students to:
Use a design process
Students should develop design folios that show the ability to investigate a need, devise
solutions to satisfy that need, produce design solutions, and evaluate them in terms of satisfying
the stated need.
Exhibit safety
Safety should be an integral part of all practical class activities and it should be taught and
modelled in such a way as to encourage transfer to work, home and social activities.
Undertake investigative analysis
Students should be directed towards appropriate resources and shown how to select and logically
sequence information. The genre to be adopted should be made explicit before the students begin the
task. (See Investigative analysis, Section 7.5.3, and Language education, Section 8).
Use available resources
Students should be exposed to learning experiences that allow them to make logical decisions on the
most appropriate materials, tools, processes and systems to use when solving design problems.
6.2
Learning experiences
Many learning experiences may be planned to help students acquire knowledge about
technology and its impact on society, and to develop their inquiry and practical skills. These
include learning by:
 researching available resources
 teacher demonstration
 undertaking practical exercises
 decision-making experiences
 comparing and contrasting properties of materials, tools, processes and systems
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SENIOR SYLLABUS
listening to or watching audiovisual materials
listening to the teacher and partaking in classroom discussion
undertaking and endeavouring to solve technological problems
analysing and clarifying the nature of technological problems
identifying, consulting and using reference sources
discriminating between relevant and irrelevant information
organising and recording data
applying relevant knowledge to the resolution of technological problems
initiating, developing and communicating design solutions to others by a variety of
techniques
working with individuals and in groups to solve technological problems
deciding on an appropriate solution
planning and monitoring progress towards the resolution of technological problems
realising solutions by applying appropriate processes and skills
evaluating the efficiency and quality of derived solutions
involving the student in awareness and application of safe practices.
Teachers should organise industry excursions, audiovisual resources, visits from industrial personnel
as well as drawing upon library and resource centre facilities to supplement classroom activities.
In selecting learning experiences, teachers have ample opportunity to encompass the key
employment competencies that are essential to the study of Technology Studies:
 collecting, analysing and organising information
 communicating ideas and information
 planning and organising activities
 using mathematical ideas and techniques
 working with others and in teams
 solving problems
 using technology.
6.3
Use of information communication technologies (ICTs)
Learning is enhanced by using computers and selecting appropriate resources (equipment and
aids) as production tools. Computer-aided drafting software packages should be used to
complement and supplement other methods of drafting and presentation.
In designing a course of study for Technology Studies, teachers are encouraged to use ICT
applications and new learning technologies, such as computer-aided drafting, computer-based
learning, multimedia and the World Wide Web. The immediacy and versatility of computer
modelling, manipulating and evaluating design decisions affecting changes in colour, scale and
layout, make the use of computer-aided graphics a dynamic, attractive and recommended
element of the course.
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SENIOR SYLLABUS
Using ICTs, students create, manipulate and present information as graphs, diagrams, line
sketches, maps, annotated images, spreadsheets, databases, tabulations, statistical calculations and
techniques, transects and cross-sections, classifications, ranks, charts, symbols, thread
conventions, drawings of repetitive details and 3D modelling. In these instances, students should:
 become familiar with the simple procedures required to operate a computer and peripherals
 become aware of the general advantages offered by computer-aided graphics
 know the functions and capabilities of peripherals
 diagnose faults and undertake problem solving.
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7. Assessment
The purposes of assessment are to provide feedback to students and parents about learning that
has occurred, to provide feedback to teachers about the teaching and learning processes, and to
provide information on which to base judgments about how well students meet the general
objectives of the course. In designing an assessment program, it is important that the assessment
tasks, conditions and criteria are compatible with the general objectives and the learning
experiences. Assessment, then, is an integral aspect of a course of study. It can be formative or
summative. The distinction between formative and summative assessment lies in the purpose for
which that assessment is used.
Formative assessment is used to provide feedback to students, parents and teachers about
achievement over the course of study. This enables students and teachers to identify students’
strengths and weaknesses so students may improve their achievement and better manage their
own learning. The formative techniques used should be similar to summative assessment
techniques, which students will meet later in the course. This provides students with experience
in responding to particular types of tasks, under appropriate conditions. So that students can
prepare it may be that feedback on any early assessment tasks can be used in a formative sense
also to assist students’ preparation for later assessment tasks.
Summative assessment, while also providing feedback to students, parents and teachers, provides
cumulative information on which levels of achievement are determined at exit from the course of
study. It follows, therefore, that it is necessary to plan the range of assessment techniques and
instruments/tasks to be used, when they will be administered, and how they contribute to the
determination of exit levels of achievement. Students’ achievements are matched to the standards
of exit criteria, which are derived from the general objectives of the course. Thus, summative
assessment provides the information for certification at the end of the course.
7.1
Underlying principles of exit assessment
The policy on exit assessment requires consideration to be given to the following principles
when devising an assessment program for the two-year course of study:
 Information is gathered through a process of continuous assessment.
 Balance of assessments is a balance over the course of study and not necessarily a balance
over a semester or between semesters.
 Exit achievement levels are devised from student achievement in all areas identified in the
syllabus as being mandatory.
 Assessment of a student’s achievement is in the significant aspects of the course of study
identified in the syllabus and the school’s work program.
 Selective updating of a student’s profile of achievement is undertaken over the course of study.
 Exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study.
These principles are to be considered together and not individually in the development of an
assessment program. Exit assessment must satisfy concurrently the six principles associated
with it.
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Continuous assessment
The major operating principle is “continuous assessment”. The process of continuous
assessment provides the framework in which all the other five principles of balance, mandatory
aspects of the syllabus, significant aspects of the course, selective updating, and fullest and
latest information exist and operate.
This is the means by which assessment instruments are administered at suitable intervals and by
which information on student achievement is collected. It involves a continuous gathering of
information and the making of judgments in terms of the stated criteria and standards
throughout the two-year course of study.
Decisions about levels of achievement are based on information gathered, through the process
of continuous assessment, at points in the course of study appropriate to the organisation of the
learning experiences. Levels of achievement must not be based on students’ responses to a
single assessment task at the end of a course or instruments set at arbitrary intervals that are
unrelated to the developmental course of study.
Balance
Balance of assessments is a balance over the course of study and not necessarily a balance
within a semester or between semesters.
Within the two-year course for Technology Studies it is necessary to establish a suitable balance
in the general objectives, assessment techniques and instruments/tasks, conditions and across
the criteria. The exit criteria are to have equal emphasis across the range of summative
assessment. The exit assessment program must ensure an appropriate balance over the course of
study as a whole.
Mandatory aspects of the syllabus
Judgment of student achievement at exit from a two-year course of study must be derived from
information gathered about student achievement in those aspects stated in the syllabus as being
mandatory, namely:
 the general objectives of Knowledge and application, Reasoning processes, and Production
 the three areas of study: Foundations of Technology, Safety, and Manufacturing Resources
and their study topics.
The exit criteria and standards that are stated in Section 7.6 must be used to make the judgment
of student achievement at exit from a two-year course of study.
Significant aspects of the course of study
Significant aspects refer to those areas in the school’s course of study selected from the choices
permitted by the syllabus. Significant aspects can complement mandatory aspects or be in
addition to them. They will be determined by the context of the school and the needs of students
at that school to provide choice of learning experiences appropriate to the location of the school,
the local environment and the resources available.
The significant aspects must be consistent with the general objectives of the syllabus and
complement the developmental nature of learning in the course over two years.
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Selective updating
In conjunction with the principle of fullest and latest information, information on student
achievement should be selectively updated throughout the course.
Selective updating is related to the developmental nature of the two-year course of study and
operates within the context of continuous assessment. As subject matter is treated at increasing
levels of complexity, assessment information gathered at earlier stages of the course may no
longer be representative of student achievement. The information therefore should be selectively
and continually updated (not averaged) to accurately reflect student achievement.
The following conceptions of the principle of selective updating apply:
 A systemic whole-subject-group approach in which considerations about the whole group of
students are made according to the developmental nature of the course and, in turn, the
assessment program. In this conception, developmental aspects of the course are revisited so
that later summative assessment replaces earlier formative information.
 An act of decision making about individual students — deciding from a set of assessment
results the subset which meets syllabus requirements and typically represents a student’s
achievements, thus forming the basis for a decision about a level of achievement. In the
application of decisions about individual students, the set of assessment results does not have
to be the same for all students. However, the subset which represents the typical achievement
of a student must conform to the parameters outlined in the school’s work program.
Selective updating must not involve students reworking and resubmitting previously graded
assessment tasks. Opportunities may be provided for students to complete and submit additional
tasks. Such tasks may provide information for making judgments where achievement on an
earlier task was unrepresentative or atypical, or there was insufficient information upon which
to base a judgment.
Fullest and latest information
Judgments about student achievement made at exit from a school course of study must be based
on the fullest and latest information available. This information is recorded on a student profile.
“Fullest” refers to information about student achievement gathered across the range of general
objectives. “Latest” refers to information about student achievement gathered from the most
recent period in which the general objectives are assessed. As the assessment program in
Technology Studies is developmental, fullest and latest information will most likely come from
Year 12.
Information recorded on a student profile will consist of the latest assessment data on mandatory
and significant aspects of the course, which includes the data gathered in the summative
assessment program that is not superseded.
7.2
Planning an assessment program
At the end of Year 12, judgments are made about how students have achieved in relation to the
standards stated in the syllabus for each of the criteria. These summative judgments are based
on achievement in each of the general objectives.
When planning an assessment program, schools must consider:
 general objectives (see Section 3)
 the learning experiences (see Section 6)
 the underlying principles of exit assessment (see Section 7.1)
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 a variety of assessment techniques and instruments over the two-year course (see
Section 7.5)
 a balance between rehearsed and unrehearsed, simple and complex, assessment items
 conditions under which the assessment is implemented
 the exit criteria and standards (see Section 7.6)
 requirements for verification folio, especially the number and the nature of student responses
to assessment tasks to be included (see Section 7.8)
 minimum assessment necessary to reach a valid judgment of the student’s standard of
achievement
 there must be summative assessment following October verification, to be included in the
exit folio.
Students should be conversant with the assessment techniques and have knowledge of the
criteria to be used in assessment instruments.
A student assessment profile must be devised which gives a summary of the student’s
performance over the course of study. A clear indication of how levels of achievement are to be
derived should be planned at this stage.
Students should have opportunities to demonstrate abilities in all dimensions of the criteria
under both supervised and unsupervised conditions. The contribution to summative assessment
of the three criteria under supervised conditions and unsupervised conditions is to be roughly
equivalent. Steps should be taken to ensure that student authorship can be verified.
See Section 4.12 for information about work program requirements.
7.3
Authentication of student work
It is essential that judgments of student achievement are made on accurate and authentic student
assessment information. Teachers should find ways to ensure that students’ work is their own,
particularly where students have access to electronic resources and when they are preparing
collaborative tasks.
The QSA information statement “Strategies for authenticating student work for learning and
assessment” is available from www.qsa.qld.edu.au/memos/05/047-05.pdf . This statement
provides information about various methods teachers can use to monitor students’ work to
ensure authentic tasks. Particular methods outlined include:
 teachers seeing plans and drafts of student work
 student production of and maintenance of documentation of the development of responses
 student acknowledgement of resources used.
Teachers must ensure students use consistent accepted conventions of in-text citations and
referencing where appropriate.
7.4
Special consideration
Guidance about the nature and appropriateness of special consideration and special
arrangements for particular students may be found in the Authority’s Policy on Special
Consideration in School-based Assessments in Senior Certification (2006), available from
www.qsa.qld.edu.au/yourqsa/policy/special-c/docs/spec-con.pdf . This statement also provides
guidance on responsibilities, principles and strategies that schools may need to consider in their
school settings.
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To enable special consideration to be effective for students so identified, it is important that
schools plan and implement strategies in the early stages of an assessment program and not at
the point of deciding levels of achievement. The special consideration might involve alternative
teaching approaches, assessment plans and learning experiences.
7.5
Assessment techniques
7.5.1
Design project
A design project has three stages.
Stage 1: Project proposal and development
The project proposal identifies the design situation, need, want or opportunity and provides
evidence of background research and investigation to support the product design sequence.
Project development describes the development and testing of design ideas. Details of the
project proposal and project development are documented in the design folio (see Section 7.5.2).
This assessment technique is suitable for assessing criteria C1 and C2.
Stage 2: Project (design) realisation
Project realisation refers to the completion or production of an engineered product, prototype or
model in response to the design specifications and contextual considerations.
The project realisation is documented in the design realisation.
This assessment technique is suitable for assessing all three criteria.
Stage 3: Project appraisal
An analysis and evaluation of the project, including recommendations for improvements and
modifications, is documented in the project appraisal.
This assessment technique is suitable for assessing criteria C1 and C2.
7.5.2
Documentation of the design project
Design folio
Students develop a design folio (maximum 2000 words, as per the wordcount policy) that
documents Stage 1 of the design project (project proposal and development). This folio must
include captioned photographs, annotated sketches, computer-aided drawings, test results,
tables, graphs and other relevant materials that provide evidence of the design process.
A design folio should be organised to best present the project proposal and development. Text,
tables, sketches, graphs and drawings should be used by the student throughout the folio to
clearly communicate and document the process followed.
A Technology Studies design folio may also contain personal notes and reflections, draft design
ideas and theories, copies of activities sheets, photocopies of ideas from various books, printouts from the internet, electronic media, information and design dimensions, sketches and notes,
investigative ideas and production plans, evaluative comments, insights into potential problems
and solutions encountered throughout the design process.
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Project proposal and development
A typical project proposal contains:
 clarification of the design situation, need, want or opportunity
 design brief, including specifications, contexts and constraints
 action, time and finance plans
 investigated client requirements
 criteria to appraise the product
 relevance of the intended criteria
 how the completed product will be checked or tested against the criteria
 research
 knowledge and inspiration used to produce ideas
 innovation and creativity
 factor analysis (investigate requirements, which may include limitations, impacts, safety
concerns, materials, production techniques and so on)
A typical project development involves:
 ideation of a range of possible solutions after considering the Foundations of Technology,
Safety, and Manufacturing Resources
 development and testing of design ideas (drawings, sketches, annotations, diagrams and models)
 production of working drawings
 justification of design ideas based on specifications
 multiple design ideas should be developed; the preferred option (best solution) should be
clearly indicated with reasons for its selection
 a production plan outlining production sequence, materials, tools, equipment and machines
needed to safely implement the plan within the specified timeline.
Note: Sources of information must be acknowledged.
Design realisation
The design realisation is the actual production of the products, prototypes, models, jigs or aids.
It contains a student logbook of production which includes:
 photographs and other evidence of key stages in production
 notes of modifications, with justifications
 photographs of the final product.
The project realisation must result in a three-dimensional product, prototype or model that
incorporates the use of one or more of the following categories of materials: wood, metals,
plastics, composites, fibres/yarn/fabrics (textiles), industrial ceramics.
Project appraisal
The project appraisal report should be based on the criteria developed in the project proposal
within Stage 1 of the design project and be a maximum of 600 words, as per the wordcount
policy.
It contains:
 an analysis of the project, including an evaluation of how the design brief and specifications
have been satisfied, difficulties encountered, and suggestions for improvements
 recommendations for improvements and modifications
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The project appraisal may also include results of tests or other methods used in response to
appraisal criteria.
Note: Reference must be made to the logbook of production.
7.5.3
Investigative analysis
An investigative analysis is an extended writing task that is related to the contexts. Within the
analysis, students need to demonstrate research, knowledge, understanding, critical analysis and
evaluation of the subject matter selected relating it to global, community and personal impacts
and issues drawn from the areas of study.
In compiling the investigative analysis, students need to select and logically sequence
information. This will involve effective use of explanation (factual texts concerned with
identifying particular phenomena and explaining how or why they occur as they do) and
discussion (presentation and analysis of information and arguments about an issue).
There should be evidence of investigation, communication and evaluation. Layout may involve
headings and appropriate illustrations. The investigative analysis should also show the
relationship between the subject matter selected and broader current issues, for example,
environmental impact, sustainability and conservation of resources.
An investigative analysis must exhibit the following in Year 12:
 a primary focus on a social, ethical or environmental issue specifically related to past,
present and future technologies
 evidence of investigation, communication and evaluation including relevant conclusions
and/or recommendations
 be a maximum of 500–800 words, as per the wordcount policy.
This assessment technique is suitable for assessing criteria C1 and C2.
7.5.4
Wordcount policy
The wordcount is the total number of words read by an assessor in the body of text of a design
folio or report.
The wordcount does not include:
 title page
 contents page
 headings
 direct quotations
 in-text references
 footnotes used as explanatory notes or references
 words in tables, flow charts, graphs and diagrams
 reference list or bibliography
 appendixes (used by the assessor to verify the research and validate the findings of the student).
To grade an assessment task an assessor should not need to read more words than the word limit
of the task.
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TECHNOLOGY STUDIES
7.6
SENIOR SYLLABUS
Exit criteria
In Technology Studies, the three criteria from which a student’s exit level of achievement is
derived are:
 Knowledge and application
 Reasoning processes
 Production.
These criteria with their dimensions are stated and defined as follows.
Criterion 1: Knowledge and application
Knowledge and application refers to the body of factual knowledge about the three areas of
study to be acquired in the course.
The dimensions are:
 knowledge
 application.
Knowledge is the acquisition of relevant information gained by experience of the subject
discipline and its particular contexts.
Application is the ability to use knowledge to show understanding.
Knowledge and application requires students to:
 recall facts, terms, principles, concepts and techniques related to the foundations of
technology, safety issues and manufacturing resources used in product design
 apply knowledge to the planning, development and production of products
 examine the foundations of technology, including decisions about product design and the impact
and implications of these decisions upon society, culture, the economy and environment
 consider safety standards, practices and requirements in the planning and development of
products
 identify manufacturing resources used in product design.
Criterion 2: Reasoning processes
Reasoning processes refers to the higher-order cognitive skills to be developed in relation to
designing for production.
The dimensions are:
 analysis
 synthesis
 evaluation.
Analysis involves investigating a design situation to identify and analyse needs, wants and
opportunities. Students gather and interpret knowledge and ideas from a range of sources,
research and consultation. Students may also investigate design methods, ideas, production
procedures and products.
Synthesis involves ideating to generate and communicate ideas that meet the design brief and to
justify the selection of these ideas, informed by the contextual considerations and constraints.
Students propose new, creative and possible solutions and select ideas with a view to
developing products directed by the design task.
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Evaluation involves making judgments about the appropriateness of designs, ideas, processes
and products when completing design tasks. Students critically reflect within all stages of the
reasoning process to check the validity and accuracy of their choices and solutions to the design
tasks posed.
Reasoning processes requires students to:
 analyse constraints, the interrelationship of technology, industry, society and sustainability
within the contexts in the planning, development and production of products
 make judgments about the appropriateness of design features, ideas, processes and products
 reflect throughout all stages of the design process to check the validity, accuracy and
suitability of their choices and solutions to the design tasks posed
 synthesise and communicate ideas that contribute to the planning and development of their
design products.
Criterion 3: Production
Production involves the creation of a product or artefact and its development and appraisal
through the many stages of the product design sequence.
The dimensions are:
 product realisation
 production management
 use of resources.
Product realisation is the completion of engineered products, prototypes or models in response
to design specifications, contextual considerations and constraints. It includes the ability to
make jigs and patterns, with due regard to required safety standards.
Production management involves time management, work space organisation, production
sequence, housekeeping and productivity. Students need to develop the knowledge, practices
and dispositions for managing design processes associated with the development of products.
Students need to manage design and production processes as they work through the product
design sequence to identify and create products.
This may require them to manage:
 people and relationships within a team environment
 the acquisition and use of resources, materials and equipment
 their design solutions in an enterprising way, in relation to the specified contexts
 constraints such as user requirements, budget and time.
Use of resources requires students to make correct selection and effective use of materials,
tools and equipment, processes and systems. It includes the ability to make responsible,
discriminating and competent decisions regarding the use of manufacturing resources.
Production requires students to:
 manufacture (realise) engineered products, prototypes or models in response to design
situations
 manage design and production processes
 select and use materials, tools, processes and systems with due regard to sustainable
practices
 adhere to safety standards, practices and requirements in the production of products.
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Table 1: Standards associated with exit criteria
Production
Reasoning processes
Knowledge and application
Criterion Standard A
The student work has the following
characteristics:
 accurate and consistent recall of a
substantial breadth and depth of
knowledge about the three areas of
study
 effective and discriminatory application
of knowledge to the planning,
development and production of
products
 thorough and perceptive investigation of
the foundations of technology, safety
standards and manufacturing resources
used in product design.
The student work has the following
characteristics:
 extensive and comprehensive analysis
of contexts, design situations and
products, effectively relating critical
elements to the planning, development
and production of products
 creation of innovative and sustainable
design solutions that effectively satisfy
design briefs
 critical reflection evident in all stages
of the design process to verify the
validity, accuracy and suitability of
decisions
 thorough evaluation of contexts,
design solutions and products, and
effective communication of valid
judgments and well-justified
recommendations.
The student work has the following
characteristics:
 development, construction, assembly
and finish of products that are skilfully
crafted, precision-engineered and an
accurate response to design briefs
 effective and efficient production
management within agreed timeframes
 well-considered selection and
proficient use of manufacturing
resources in a safe manner and with
application of sustainable practices.
Standard B
Standard C
Standard D
Standard E
The student work has the following
characteristics:
 accurate recall of a breadth and depth
of knowledge about the three areas of
study
 effective application of knowledge to
the planning, development and
production of products
 methodical investigation of the
foundations of technology, safety
standards and manufacturing
resources used in product design.
The student work has the following
characteristics:
 accurate recall of knowledge about the
three areas of study
 application of knowledge to the
planning, development and production
of products
 investigation of obvious aspects of the
foundations of technology, safety
standards and manufacturing
resources used in product design.
The student work has the following
characteristics:
 recall of facts, terms and techniques
related to the three areas of study
 use of knowledge in aspects of
planning, development and production
of products
 identification and consideration of
aspects of the design process, safety
standards and manufacturing
resources used in product design.
The student work has the following
characteristics:
 recall of basic facts and techniques
related to the areas of study
 use of knowledge in the production of
products
 identification of aspects of the design
process, safety standards and
manufacturing resources used in
product design.
The student work has the following
characteristics:
 thorough analysis of contexts, design
situations and products, effectively
relating elements to the planning,
development and production of
products
 creation of appropriate and insightful
design solutions that satisfy design
briefs
 meaningful reflection shown in all
stages of the design process to check
the accuracy and suitability of
decisions
 evaluation of contexts, design
solutions and products, and clear
communication of valid judgments and
justified recommendations.
The student work has the following
characteristics:
 elementary analysis of contexts,
design situations and products, relating
identified elements to the planning,
development and production of
products
 creation of appropriate and functional
design solutions that satisfy design
briefs
 reflection shown in stages of the
design process to check the
appropriateness of choices
 judgments about contexts, design
solutions and products are made and
communicated.
The student work has the following
characteristics:
 consideration of aspects relating to the
production of products
 generation of design solutions that
satisfy aspects of design briefs
 obvious choices are made about
contexts and stages of the design
process.
The student work has the following
characteristics:
 identification of aspects of products
 suggestion of partial solutions
 few choices are made about contexts
or stages of the design process.
The student work has the following
characteristics:
 development, construction and
assembly of products that are crafted
with minor variation in precision and
finish and are an accurate response to
design briefs
 efficient production management within
agreed timeframes
 correct selection and efficient use of
manufacturing resources in a safe manner
and with some application of sustainable
practices.
The student work has the following
characteristics:
 development, construction and
assembly of products which vary in
precision and finish and are in
response to design briefs
 management of production within
agreed timeframes
 selection and use of manufacturing
resources in a safe manner and with
regard to sustainable practices.
The student work has the following
characteristics:
 construction and assembly of products
which vary considerably in precision
and finish and are in response to
elements of design briefs
 management of aspects of production
 use of manufacturing resources with
reasonable safety and some regard to
sustainable practices.
The student work has the following
characteristics:
 construction of parts of products in
response to design briefs
 use of some aspects of production
 use of manufacturing resources with
reasonable safety.
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TECHNOLOGY STUDIES
7.7
SENIOR SYLLABUS
Determining exit levels of achievement
On completion of the course of study, the school is required to award each student an exit level
of achievement from one of the five categories:
Very High Achievement
High Achievement
Sound Achievement
Limited Achievement
Very Limited Achievement.
The school must award an exit standard for each of the three criteria Knowledge and
application, Reasoning processes, and Production, based on the principles of assessment
described in this syllabus. The criteria are derived from the general objectives and are described
in Section 7.6. The standards associated with the three exit criteria are described in Table 1.
When teachers are determining a standard for each criterion, it is not always necessary for the
student to have met each descriptor for a particular standard; the standard awarded should be
informed by how the qualities of the work match the descriptors overall.
For Year 11, particular standards descriptors may be selected from the matrix and/or adapted to
suit the task. These standards are used to inform the teaching and learning process. For Year 12
tasks, students should be provided with opportunities to understand and become familiar with
the expectations for exit. The exit standards are applied to the summative body of work selected
for exit.
The seven key competencies2 referred to in the Rationale are embedded in the descriptors in the
standards matrix. The descriptors refer mainly to aspects of Knowledge and application,
Reasoning processes, and Production.
When standards have been determined in each of the three criteria of Knowledge and
application, Reasoning processes, and Production, Table 2 is used to award exit levels of
achievement, where A represents the highest standard and E the lowest. The table indicates the
minimum combination of standards across the criteria for each level.
Table 2: Awarding exit levels of achievement
2
VHA
Standard A in any two criteria and no less than a B in the remaining criterion.
HA
Standard B in any two criteria and no less than a C in the remaining criterion.
SA
Standard C in any two criteria and no less than a D in the remaining criterion.
LA
At least Standard D in any two criteria.
VLA
Standard E in the three criteria.
KC1: collecting, analysing and organising information; KC2: communicating ideas and information;
KC3: planning and organising activities; KC4: working with others and in teams;
KC5: using mathematical ideas and techniques; KC6: solving problems; KC7: using technology.
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TECHNOLOGY STUDIES
7.8
SENIOR SYLLABUS
Requirements for verification folio
A verification folio is a collection of a student’s responses to assessment instruments on which
the level of achievement is based. Each folio should contain a variety of assessment techniques
demonstrating achievement in the three criteria, Knowledge and application, Reasoning
processes, and Production, over the range of topics. This variety of assessment techniques is
necessary to provide a range of opportunities from which students may demonstrate
achievement.
Schools should refer to Moderation Processes for Senior Certification available at
www.qsa.qld.edu.au/publications/yrs11_12/moderation/moderation_processes.pdf for
information about preparing monitoring and verification submissions.
Students’ verification folios for Technology Studies must contain:
 a minimum of four and a maximum of five summative assessment instruments
 one design folio
 one design realisation, which includes photographic evidence of practical work and the
student’s logbook of production
 one project appraisal
Note: These three assessment instruments must be from the same design project.
 one investigative analysis, extended written (500–800 words).
In collaborative tasks, the evidence provided must demonstrate the individual’s
achievements of the exit standards.
7.8.1
Post-verification assessment
In addition to the contents of the verification folio, there must be subsequent summative
assessment in the exit folio. In Technology Studies this should be an additional design project.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
8. Language education
8.1
Language education
Teachers of senior English have a special responsibility for language education. However, it is the
responsibility of all teachers to develop and monitor students’ abilities to use the forms of language
appropriate to their own subject areas. Their responsibility entails developing the following skills:
 ability in the selection and sequencing of information required in the various forms (such as
reports, essays, interviews and seminar presentations)
 the use of technical terms and their definitions
 the use of correct grammar, spelling, punctuation and layout.
Assessment in all subjects needs to take into consideration appropriate use of language.
Learning in Technology Studies takes place in the language of the subject. Teachers and
students, by writing, reading, questioning, listening, and talking are using specialised language,
both oral and written, involving specialised vocabulary, concepts and structures.
To help students master the appropriate forms of language, teachers should:
 teach students genres of language used in Technology Studies. These include:
 notemaking
 explanations — factual texts concerned with identifying particular phenomena and
explaining how or why they occur as they do
 discussions — presentation of information and arguments about an issue
 procedures — factual texts designed to describe how something is accomplished through
a sequence of actions
 reports — factual texts which describe the way things are
 introduce students to new terms such as the names of parts of machinery, materials and equipment.
No matter how well practical tasks are performed, the clear communication — in oral, written
and graphical forms — of what they do and why they do it, is paramount, not only to school
students but also to scientists, engineers and other workers in the adult world.
Teachers should be sensitive to the use of inclusive language.
8.2
Graphical communication
Design and problem-solving investigation lends itself to many and varied forms of graphical
communication.
Students should support their written work with suitable graphics, such as sketching, pictorial
views, orthographic projections, developments, diagrams and charts.
Annotated freehand sketches are acceptable in ideation. The working drawing may be generated
by freehand sketching, manual drafting or computer-aided drafting. If the working drawing is
produced using freehand sketching, it should be sufficiently clear, and demonstrate in its
communication, the size, and the proportion of scale and precision of line that emulates the
result produced through formal drafting techniques. The graphics should be of such a standard
that the drawing can be read and interpreted and the outcome can be realised by a third party.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
9. Quantitative concepts
and skills
Success in dealing with issues and situations in life and work depends on the development and
integration of a range of abilities, such as being able to:
 comprehend basic concepts and terms underpinning the areas of number, space and measurement
 extract, convert or translate information given in numerical forms, diagrams, maps, graphs
or tables
 make use of calculators and computers
 use skills or apply concepts from one problem or one subject domain to another.
Some subjects focus on the development and application of numerical and other mathematical
concepts and skills. These subjects may provide a basis for the general development of such
quantitative skills or have a distinct aim, such as to prepare students to cope with the quantitative
demands of their personal lives or to participate in a specific workplace environment.
Nevertheless, in all subjects students are to be encouraged to develop their understanding and to
learn through the incorporation — to varying degrees — of mathematical strategies and
approaches to tasks. Similarly, students should be presented with experiences that stimulate
their mathematical interest and hone those quantitative skills that contribute to operating
successfully within each of their subject domains.
The distinctive nature of a subject may require that new mathematical concepts be introduced
and new skills be developed. In many cases, however, it will be a matter for teachers, in the
context of their own subjects, having to encourage the use of quantitative skills and
understandings that were developed previously by their students. Within appropriate learning
contexts and experiences in the subject, opportunities are to be provided for the revision,
maintenance, and extension of such skills and understandings.
9.1
Computation
In Technology Studies students are expected to gain computational skills including measuring,
calculating, taking readings, applying formulas and costing.
Design and problem-solving investigation involve a range of mathematical processes such as testing
materials, estimating quantities, costing materials, and presenting quotations. Investigation outcomes
are translated into tables and graphs to enable analysis and comparison of the data.
The use of machines and equipment requires students to be able to make calculations such as
“feeds and speeds”, use of ratios, and production times.
In the development of design folios, students are required to undertake processes such as
measuring, calculating, and setting out and then use these to present sketches and/or drawings,
using scales and/or full-size measurements.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
10. Educational equity
Equity means fair treatment of all. In developing work programs from this syllabus, schools
should incorporate the following concepts of equity.
All young people in Queensland have a right to gain an education that meets their needs, and
prepares them for active participation in creating a socially just, equitable and democratic global
society. Schools need to provide opportunities for all students to demonstrate what they know
and can do. All students, therefore, should have equitable access to educational programs and
human and physical resources. Teachers should ensure that particular needs of the following
groups of students are met: female students; male students; Aboriginal students; Torres Strait
Islander students; students from non–English-speaking backgrounds; students with disabilities;
students with gifts and talents; geographically isolated students; and students from low
socioeconomic backgrounds.
Subject matter chosen should include, whenever possible, the contributions and experiences of
all groups of people. Learning contexts and community needs and aspirations should also be
considered. In choosing appropriate learning experiences teachers can introduce and reinforce
non-racist, non-sexist, culturally sensitive and unprejudiced attitudes and behaviour. Learning
experiences should encourage the participation of students with disabilities and accommodate
different learning styles.
Resource materials used should recognise and value the contributions of both females and males
to society and include social experiences of both genders. Resource materials should also reflect
cultural diversity within the community and draw from the experiences of the range of cultural
groups in the community.
To allow students to demonstrate achievement, barriers to equal opportunity need to be identified,
investigated and removed. This may involve being proactive in finding the best ways to meet the
diverse range of learning and assessment needs of students. The variety of assessment techniques in
the work program should allow students of all backgrounds to demonstrate their knowledge and skills
related to the criteria and standards stated in this syllabus. The syllabus criteria and standards should
be applied in the same way to all students.
Teachers should consider equity policies of individual schools and schooling authorities, and
may find the following resources useful for devising an inclusive work program:
ACACA (1996) Guidelines for Assessment Quality and Equity, available from www.acaca.org.au
ANTA (2004) A guide to equity and the AQTF, available from Australian Training Products Ltd
www.atpl.net.au
QSA (2006) Policy on Special Consideration in School-based Assessments in Senior Certification,
available from www.qsa.qld.edu.au
QSA (2006) Policy Statement: Equity, available from www.qsa.qld.edu.au
EQ 2005 Inclusive education statement, available from http://education.qld.gov.au/studentservices/
EQ 2006 Education Policy and Procedures Register: Inclusive education, available from
http://education.qld.gov.au/strategic/eppr/
QSCC (2001) Equity Considerations for the development of curriculum and test material, available
from www.qsa.qld.edu.au
QCEC (2001) Inclusive Practices in Queensland Catholic Schools, available from
www.qcec.qld.catholic.edu.au
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
11. Resources
Selecting resource material to support a course in Technology Studies will be governed to some
extent by local factors. Schools should draw upon their own resources and local facilities as well
as from the resources described below.
Text and reference books
A wide variety of textbooks and resource materials that could be used as sources of information
about Technology Studies is available. Book suppliers provide information regarding current
publications.
World Wide Web
Many interactive and static websites can be used to enhance a course in Technology Studies,
and often include useful resources. Some particularly useful sites include:
 The Designer’s Guide to Manufacturing www.designinsite.dk
 Education Policy and Procedures Register education.qld.gov.au/strategic/eppr/
 Product Design and Development. A resource for students and professionals in the field of
product design and development www.ulrich-eppinger.net/
 360 degree design solutions www.designit.com
 Sustainable Design Award — thinking at all stages of design for students and teachers
www.sda-uk.org
 Sustainable Technology Education Project — global issues www.stepin.org.
 Ecodesign Tools and 10 Golden Guidelines — designing and making products using ecodesign principles www.pre.nl/ecodesign/ecodesign.htm
 SmartHousing (Learning object) — an Education Queensland online curriculum resource
www.housing.qld.gov.au/initiatives/smarthousing/learningtoolsgames/learning_object.htm
 Standards Australia www.standards.org.au


“Teaching and learning for a sustainable future”, UNESCO 2001, A multimedia teacher
education program, with some interesting interactive activities
www.unesco.org/education/tlsf/
EcoLogic. Creating a Sustainable Future.
www.phm.gov.au/education/ecologic/resources.htm
Newspaper reports
Many national and local newspapers carry regular pages, columns and features about
Technology Studies. The compilation of news files on particular topics can broaden students’
knowledge and provide a valuable source of material for developing assessment instruments.
Periodicals
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
Journals and periodicals provide current, relevant information.
School librarians should be able to provide assistance with identifying and locating useful
periodicals.
Electronic media and learning technology
A wide range of videos, DVDs and television recordings are available on a variety of topics
related to Technology Studies. A variety of computer software programs and CD-ROMs may be
useful for a course in Technology Studies as learning tools, to gain access to information
presented in a variety of forms, and to assist students in gaining ICT skills. Educational program
distributors are able to supply updated resource lists.
A range of DVDs and videos on product design and safety is available from Video Education
Australia www.vea.com.au/store/secondary.html
Organisations and community resources
A variety of government and community organisations provide personnel, advice, resources and
information to assist in constructing and implementing a course in Technology Studies. Some of
these include:
 Industrial Technology and Design Teachers’ Association (INTAD), PO Box 5204,
Mt Gravatt East, Queensland 4122. www.intad.asn.au/
 Technology Education Federation of Australia (TEFA) www.pa.ash.org.au/tefa/default.htm
 Technical Aid to the Disabled Queensland (TADQ) www.technicalaidqld.org.au
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
Appendix 1: Glossary
Artefact: a manufactured object taken as a whole; any object produced or shaped by human
beings, especially with a view to subsequent use; something seen as a product of human
conception or activity, rather than an inherent element.
Considerations: aesthetic, cultural, economic, political, social, environmental, ethical, moral
and functional aspects of appropriateness. Students think about these contextual aspects in
evaluating their own and others’ products and production processes. (See Section 4, Course
organisation.)
Constraints: limitations or restrictions that the student must consider in the planning,
development and production of the product. Constraints include such things as cost, time,
equipment, tools, materials, and size. They also include, but are not restricted to, the set
parameters of the design response.
Contexts: real-life purposes for design tasks. Contexts include agriculture, communication,
construction, engineering, transportation, community, environment, health and welfare, home
and family, leisure and recreation. (See Section 4.7.)
Design: involves the ability to plan, propose, invent, create, fabricate, draw, sketch, draft or
model, given a challenge, a context and constraints.
Design brief: a short and concise statement of the need, want or opportunity identified from
context or situation. The statement should fully articulate the design specifications and
constraints of the proposed product.
Design folio: a design folio documents stage 1 of the design project — the project proposal and
development. It must include captioned photographs, annotated sketches, computer-aided
drawings, test results, tables, graphs and other relevant materials that provide evidence of the
design process and that clearly communicate and document the process followed.
Design process: involves the interrelated processes of investigation, ideation, communication
and evaluation to solve complex design problems, individually and in groups, by considering
the many factors that influence the design. These factors typically include contexts, constraints
and considerations such as ergonomics, function and purpose.
Design project: three stages are identified in a design project — the project proposal and
development of design ideas, the realisation or production of the product, and the appraisal or
analysis and evaluation of the project. (See Sections 7.5.1 and 7.5.2.)
Design situation: the identified needs, wants and opportunities informed by contexts and
constraints.
Design task: a focused activity on an aspect or component of a design project. It is a situation or
problem that has a technology demand — that is, it is a challenge requiring students to make a
cognitive and practical response that draws on their technology knowledge, practices and
dispositions.
Engineered product: a three-dimensional product, prototype or model that incorporates the use
of one or more of the following categories of materials: wood, metals, plastics, composites,
fibres/yarn/fabrics (textiles), industrial ceramics.
Ideation: a technique for generating and communicating ideas.
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TECHNOLOGY STUDIES
SENIOR SYLLABUS
Industrial ecology: a concept in which an industrial system is viewed, not in isolation from its
surrounding systems, but in concert with them. It is a new approach to the industrial design of
products and processes and the implementation of sustainable manufacturing strategies.
Industrial ecology seeks to optimise the total materials cycle from virgin material to finished
material to component, to product, to waste products, and to ultimate disposal.
Product design: the generation of ideas, planning, development, testing, production, evaluation
and appraisal of products.
Product design sequence: requires students to respond to identified needs, wants and
opportunities using the design process and informed by contexts, considerations and constraints.
In solving design problems, students apply relevant knowledge from the three areas of study:
Foundations of Technology, Safety, and Manufacturing Resources.
Product realisation: completing engineered products in response to design specifications and
contextual considerations and includes ability to make jigs, patterns, models, prototypes or
products, with due precision and with regard to required safety standards.
Production management: involves time management, workspace organisation, production
sequence, housekeeping and productivity. Students need to develop the knowledge, practices
and dispositions for managing design and development processes associated with the creation of
products.
Sustainability: the ability to maintain an ecological balance of the environment by exploiting
natural resources without destroying the ecological balance of a particular area.
System: combinations of components that work together to achieve a specific purpose or goal.
Systems consist of inputs, processes, and outputs. A system is also a scheme, organisation,
arrangement, structure, method and order.
37