This course is made up of five main elements: body, action, space, time, and energy. In this unit we will look at the five elements, Dance Genres, Creative Dance Choreography and the Origins of Modern Dance.
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This course features modern and contemporary dance – an expressive, free-form style of dance that focuses on the dancer’s own interpretations rather than structured choreography or set steps. Dance Companies, Somatic Dance, Community Dance companies

This course features Popular dance. Popular (or “fad dance”) is a type of dance that explodes in popularity for a short time. Sometimes, these dances will be popular for a couple of weeks or months, before fading into obscurity. Other times, they remain a part of our culture, and continue to be performed today. Styles: Hip-Hop, Dance on Screen, Ballet

courtship and flirtation, though today, it’s performed by community groups of all ages and genders for fun, recreation, and enjoyment. All dance has a beginning. Choreography is the process by which dances are created. It involves the creation of sequences consisting of different movements and dance steps, which are then put together to create a single, flowing routine.

This course features Creative Dance. Creative Dance is a contemporary form of dance that combines movement and artistic expression, without the need for specific training. Typically, creative dance focuses on the development of motor skills and emotional expression, as opposed to the aesthetics-based focus of dance in more traditional structured settings.

This course features Modern dance. Modern dance may have started as a rejection of classical ballet techniques, but it is now a recognizable art form that stands on its own. Modern dance is a highly expressive style of dance that challenges the structured dance technique of classical ballet. The focus of modern dance is expression rather than following a rigid set of postures or technical positions that ballet dancers are trained in. Modern dance movements are considered freeform and fluid and are often inspired by other dance styles—like African dance, ballet, and folk dance.

This course features popular dance. Popular dance is the movement of the body in a rhythmic way, usually to music and within a given space, for the purpose of expressing an idea or emotion, releasing energy, or simply taking delight in the movement itself. From Hip-Hop to Ballet this unit will explore Dance Genre and its place in Australian

This course features social dance. Social dance is dance which is recreational and usually performed with a partner and in groups or as a community activity for fun and enjoyment. Sometimes it does not require a partner but simply a number of people in a group. Musical theatre dancing is less of a particular style, and more of a description of dancing that is rooted in the diverse history of Broadway musicals. Relying heavily on a knowledge of ballet, tap, and jazz, musical theatre dancers are, first and foremost, actors and place a high focus on musical interpretation.

This course introduces the concepts of and basic practices involved in Drama. Students investigate and analyse scripts, they learn to identify and imagine the given circumstances and objectives in a series of neutral scripts. Students build on their movement skills with the addition of voice and script in this unit.

This course introduces students to the basics of Theatre Sports, a form of improvisational theatre, which uses the format of a competition for dramatic effect. Opposing teams can perform scenes based on audience suggestions, with ratings by the audience or by a panel of judges.

This course introduces the concept of neutrality through the neutral mask. Students investigate the power of the mask to disguise and reveal and explore creative movement. They then work, using these skills to devise a movement-based performance in response to a soundtrack. Students also learn to reflect on their making and performing experiences in their logbooks.

This course asks students to examine the contemporary relevance of the stock characters, formulaic structure and ideas of morality depicted in traditional melodrama scripts. They work in small groups to rehearse and stage a performance of a traditional melodrama script. Students undertake individual research into this style of theatre and use this to write an original contemporary melodrama scene and synopsis.

This course provides students with the opportunity to explore the intention and conventions of children’s theatre. They showcase the knowledge and skills they have developed throughout the Stage 5 course through the development of a performance for a primary school audience. Students utilise the elements of production and design to engage their target audience. They also view and critique a children’s theatre production.

In this course, students will learn about the history and conventions of Commedia dell’Arte. They will explore the stock characters, masks, scenarios and lazzi (comic routines) of this ancient, Italian masked theatre. Students will then research a stock character of their own choosing and develop a short comic routine for that character. They will also work collaboratively to stage a group performance of a traditional scenario.

In this course students manipulate the elements of drama and production to adapt a series of short script extracts into an engaging performance with a clear directorial intention. They work in pairs with a focus on transforming character, space and time. Students use the elements of production to enhance dramatic meaning in their final scripted performances.

In this course students will learn to analyse common film techniques and explore ways of transposing these onto the stage. Inspired by the works of contemporary theatre company, Theatre Complicite, they will devise a group performance, using these filmic techniques to reimagine a scene from an iconic film for the stage. They record their contribution to the collaborative process in their logbooks and reflect on the success of their directorial intention.

In this course students will develop knowledge, understanding and skills in the musical concepts through performing as a means of self-expression, interpreting musical symbols and developing solo and/or ensemble techniques.

In this course students will learn about the concepts of music through a variety of popular music genres. Through performance, listening and composition activities students will identify, explore and learn how to create music using the elements within each concept.

In this course students will explore the musical features of jazz through performance, composition and listening activities. A focus on improvisation in the creative process informs and supports students in the composition and performance assessment.

Throughout this course, students will learn about the musical characteristics of rock through performance, composition and listening activities. At the conclusion of the unit, students will demonstrate and apply their knowledge through the creation of a rock music arrangement.

This course provides students with a broad understanding of Australian music within its historical and cultural context. It explores a range of contemporary genres and their musical features through the concepts of music and how these are combined to form an Australian musical identity.

This course explores some of the oldest music ever documented in the western music world. Students will learn about the context of music within medieval society and the musical features and types of notation that were used in music in the medieval period.

In this course, students will learn about the characteristics of Latin music and the importance of language and the arts for maintaining culture. Students explore a culture of their own choice in preparing for the listening assessment.

Throughout this course, students will learn about the musical characteristics of classical music. This unit focuses on developing students’ musical literacy skills through listening, whilst developing the ability to read musical notation through performance and composition activities.

This course will explore photographic and digital procedures, strategies and techniques to make, manipulate and refine images topics include Photography methods and equipment & Social Media Photography, Students will use a selection of appropriate accessories, software and components available for digital systems as a further means of enhancing ideas and images.

This course will investigate strategies, conventions and procedures to make photographic and digital still works. We will examine the evolution of photography and the development of image-making. Students will use and manipulate the features and qualities of analogue and/or digital cameras, eg focus and depth of field, exposure, aperture and shutter speed, film selection and resolution, viewpoints and juxtaposition, editing and cropping, film grain and pixels (image structure), photographic film and the photo sensor (image quality).

This course will help students develop subjective, cultural, structural and postmodern approaches to making photographic and digital works. We will consider the directorial role of the amateur as artist or ‘author’ of a film. Students will make photographic and digital works that build a portfolio using a range of materials and techniques in still, interactive and moving forms which take into account their material, physical and virtual properties.

This course will explore how practice in photographic and digital media in different times and places is conditioned by a range of interests, including the art world, art exhibitions, galleries and museums, the photographic and digital media market, theories and innovation. Students will investigate a range of practices in photographic and digital media from different times and places, both historical and modern.

In this course students investigate specific cultural and social issues and the conceptual interest of works, to generate ideas for making photographic and digital works: for example, gender, politics, global warming, human rights, genetic engineering, the environment. Students will make photographic and digital works for different audiences, exhibitions, displays, publications and reproduction.

In this course we will investigate the emergence of commercial, industrial and professional photographic and digital media practices. investigate the role of the photographic and digital artists, including groups of artists, in different times and places and contemporary and historical contexts. We will examine how different photographic and digital artists in different times and places develop their intentions and recognise some of the constraints they work within.

In this course we will identify and use the conventions of hypermedia such as multimedia, web design and information kiosk, and their relationship with human interaction to make interactive works. We will identify interactive works as the dynamic matrix of images (moving and static), text (words and symbols) and navigation (moving through the interactive).

In this course we will investigate the conventions, activities, traditions and customs of screen culture, video and film genres developed by the individual, groups and society. We will use the camera, sound and editing equipment to make a moving image, manipulating time and space. We will employ the use of narrative, characterisation, abstraction, mise-en-scène, documentation, experimentation, condensation of action and dramatisation in the development of a film work.

In this course students explore the subjective exploration of the traditions and conventions of portraiture to make artworks exploring the representation of the personal qualities, inner feelings and character traits of people. A study of artists who express meanings and emotions through the portrait, and portrait traditions in Australia. Students will examine the practice of a selection of artists and derive inspiration for their own large portrait work of a person they admire. Students will explore a variety of approaches, techniques and compositional devices using various media.
​Artists: Tim Storrier, Albrecht DÜReR, Picasso, Gustav KlIMT, Margret Olley, Darren Sylvester, Cherry Hood, Del Kathryn Barton, Annette Bezor.

In this course students learn how artists explore relationships or symbolise humanity in general, challenging beliefs and highlighting social issues. They will examine different viewpoints expressed by artists by investigating the cultural context of art works to appreciate the meanings intended as a reflection of values, traditions and cultural practices. Through making art works in various media, students will learn skills to increase their means of visual expression, and to be innovative and heighten in their understanding of human experience.
​Artists: Matt Calvert, Banksy, David Bromley, Anthony Bennett.

In this course students will develop their critical analysis skills but also find a personal voice and means of communication through exploring different art processes involving 2D and 3D art and craft. The natural world offers myriad opportunities to improvise, imagine, analyse and organise while practising and refining their art skills and deepening their knowledge.

In this course students study Contemporary art in particular how it is informed by different viewpoints, with artists utilising new forms, including time-based forms and media, to communicate their ideas and reactions to human intervention in nature and the notion of sustainability.
​Artists: Qiu ANXIONG, Giacomo COSTA, Andrew BROWNE, Huang YAN, Raoul DUFY, Jasper KNIGHT, Toyo ITO, Cy TWOMBLY, Fujiko NAKAYA, Minam APANG.

This course features Buildings, interiors and objects and how they are imagined, altered, responded to, designed and created are the concerns of this unit, starting with the familiar and mundane, and extending to the fanciful, extraordinary and conceptual. Using found objects, recreating past art or using technology to involve an audience in new ways, contemporary artists can experiment and innovate.
​Artists: Maurice de VLAMINCK, André DERAIN, Howard ARKLEY, Darren WARDLE, Frank O. GEHRY, Jasper KNIGHT, Jeffrey SMART, Joanna LAMB Song DONG.

This course features Colour and light as excellent subjects through which to explore surface, spaces, patterns, rhythm and forms. Organisation and arrangement become major concerns, with meaning often being strengthened through the use of text (words). Through a concentration on colour the visual senses are heightened allowing for an imaginative use of traditional media, recycled materials and interactive art forms. Links from colour and light to emotional states, philosophies, spiritual symbolism and critical theories of art can also be investigated.
​Artists: Paul GAUGUIN, Nyapanyapa YUNUPINGU, Grace COSSINGTON SMITH, Aida TOMESCU, Michael BERRY, Michelangelo CARAVAGGIO Anish KAPOOR, Rosalie GASCOIGNE, Imants TILLERS

This course features Symbols in art, and how they are a means of communicating self-identity as well as religious and cultural concerns. We investigate how designers and artists express their intentions by developing personal symbols. National identity, and Indigenous and Asian perspectives are often represented through symbols. Being able to use and interpret symbols offers you a wider world view, and an understanding of artists’ impacts on and contributions to social, cultural, environmental and historical issues, as well as their attitudes, values and beliefs.
​Artists: Nancy PETYARRE, Rover THOMAS, Yayoi KUSAMA, Brook ANDREW, Alasdair MACINTYRE, Tom ROBERTS, Gerry WEDD, Vernon AH KEE Daniel BOYD, Guan WEI.

In this course students will explore how Artists have always experimented with available technologies, from the development of oil paint, to photographic silk screen-printing, to present-day 4D technologies. Art is a reflection of our times and the way we view our world. Yet though the media may change, the basic processes in making art remain: conceptualising, experimenting and developing, reflecting, resolving and communicating.
​Artists: Daniel CROOKS, Shaun GLADWELL, Michaela GLEAVE, Cai GUO-QIANG, Christian MARCLAY.

This course focuses on fitness training methods and principles. You will learn about the area of sports science, effective training principles and techniques as well as basic muscle physiology, the different groups of muscles and how the heart functions. You will also learn about the energy system of the body and how food is converted to energy.

This course explores Outdoor Education and its potential as a recreational learning activity. We lay out examples of adventure activities and examine the factors that can affect your assessment of certain options. We then study the Media's influence on public perception of outdoor adventurous activities, grading, guidebooks, how to market adventure activity packages, types of equipment and contemporary improvements in technology.

This course covers human anatomy and lays out the physiology of the cardiovascular, respiratory, reproductive, skeletal and nervous systems, among others. We explore the amazing inner workings of the body, which is a complex collection of interacting systems that carry out the important functions that let you move, think, feel and live. This course suits anyone interested in studying medicine or who simply wants to understand how bodies work.

This course provides tips on how to stay healthy in today's fast paced world. Learning the daily recommended dietary intake for carbohydrates, fats, protein, and minerals can help you make wise choices when it comes to maintaining a healthy body. The course also showcases how a balanced diet can lead to greater levels of energy and feelings of health in your day to day life.

Students develop their understanding about the factors that influence an individual or couple’s decision to become a parent and their style of parenting, including family, culture, past experiences and ability/disability. They learn about the physical, social and emotional changes that occur during pregnancy.

Students learn about how children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping). We will examine the second year, when toddlers are moving around more, and are aware of themselves and their surroundings. We will learn about how their desire to explore new objects and people also is increasing.

This course will allow students to discover more about role that Childcare plays. Child care is also known as early childhood education and care is mainly designed for children aged up to 5 years

Students develop their understanding of the importance of cultural heritage, identity and kinship on the growth, development and wellbeing of a child. They also compare cultural practices and investigate how childcare services can cater for cultural diversity.

Play is one of the main ways in which children learn and develop. It helps to build self-worth by giving a child a sense of his or her own abilities and to feel good about themselves. Because it’s fun, children often become very absorbed in what they are doing. Learning through play is important and can help young children be ready for school, encourage their imagination and help them with literacy and numeracy skills.

Students develop an understanding of the nutritional needs of children throughout the early years, including individual needs related to special dietary needs and social-cultural factors influencing food choices. They will consider nutritional models and current dietary guidelines in relation to the growth and development of children.

Students develop an understanding of play-based learning and its benefits to the child. They examine play-based learning environments and activities and describe how childcare services can play an active role in increasing the knowledge and appreciation of cultural diversity. Students explore how childcare services can engage with Aboriginal and/or Torres Strait Islander communities to improve cultural understanding and appreciation and provide enrichment activities for all children.

Students examine childcare and government and non-government early intervention services that are available in the community to cater for the diverse range of children and their needs. They explore career opportunities which involve working with children and recognise the qualities required to be successful in this industry.

Students develop knowledge in the guidelines for the breeding and management of beef cattle. They research the ancestry of cattle breeds and evaluate the qualities and suitability of different breeds for Australian conditions and for local and overseas markets. Practical experiences – Students develop skills in the preparation and fitting of a suitable animal for shows and sales.

Students develop knowledge in the production process of a chicken production enterprise, meat and egg production, pests and diseases, nutrition, processing, storing and marketing. Practical experiences – Students develop skills in the growing and harvesting of a range of vegetables. They conduct a controlled.

Students develop knowledge of the basic physiological needs of sheep and identify basic individual and flock behaviours. They compare intensive and extensive grazing of sheep and the responsible management of the health and wellbeing of the animal under their control. Practical experiences – Students develop and practise basic animal-handling skills and the ability to recognise early signs of distress or ill-health in animals. Students examine appropriate preventative or remedial actions to deal with these situations.

This course takes students through a range of knowledge and skills for intensive farm animals. The managing and monitoring of dairy cows is used to illustrate the techniques and practices associated with good animal husbandry. Students investigate the marketing strategies for milk. Practical experiences – Students visit a dairy, thus becoming aware of the varied husbandry practices. Students will consider and develop a marketing campaign on the milk’s journey from cow to carton. Including How is milk processed? Why is milk processed before consumption? What happens to milk and dairy products before they are sold at the grocery store?

Students are introduced to Agriculture. They are provided with opportunities to develop an appreciation of the complexity of agriculture, considering different plant and animal-related enterprises. Practical experiences – Students identify their roles and responsibilities when visiting a farm, following animal welfare and WHS guidelines.

Students develop knowledge of the cropping industry in Australia and examine the relationships between grain handling, quality control and marketing, storage and the impact of new varieties. They discuss the quality of flours required for bread-making. Practical experiences – Students develop skills in the practical processes of milling and evaluate flour yield and dough properties.

Students develop knowledge of the cropping industry in Australia and examine the relationships between grain handling, quality control and marketing, storage and the impact of new varieties. They discuss the quality of flours required for bread-making. Practical experiences – Students develop skills in the practical processes of milling and evaluate flour yield and dough properties.

Students develop knowledge in the production process of a vegetable production enterprise, such as plant pests and diseases, soils, climate, plant nutrition, irrigation, processing, storing and marketing. Practical experiences – Students develop skills in the growing and harvesting of a range of vegetables. They conduct a controlled experiment based on a plant-related hypothesis.

People use storage devices to transport, secure and display a range of items. In our daily lives we regularly use different storage devices – school bag, lunchbox, bookshelf, wallet, glasses case, guitar case, refrigerator, pantry, etc. In the past, natural materials such as animal skins, reeds and timber were used to construct storage devices. Technological developments have led to the development of a broad range of materials such as polystyrene and aluminium. Students are required to design, produce and evaluate a storage device for an identified item or items.

Shelter is one of our basic needs. In the 1950s Australian families embraced a suburban dream. However, this is no longer the case, since where we want to live and how we choose to live is changing. Students investigate the needs of individuals and families, and look at housing options for a variety of needs, including emergency housing. They predict what our future cities may look like and consider the sustainability of city design and development. Student projects will focus on designing, producing and evaluating a student-selected housing solution resulting in plans, drawings and models of the solution.

creativity and innovation. It introduces students to basic accessory design concepts, design development techniques, manipulation of materials, tools and techniques that lead to the production of quality accessories. Emphasis is placed on experimentation, creativity and high standards of practice as students translate original concepts into finished solutions. They justify the aesthetic and material choices they made during the design and production of jewellery.

In this unit of work students have the opportunity to design, produce and evaluate a design project based on Material Technologies. Students explore the benefits and potential risks of preferred futures through the design and production of a negotiated design solution. They are encouraged to develop practical design solutions to problems that improve everyday life. In this unit consideration is given to ergonomics, sustainability and design, design theory, computer-aided design and material manipulation. This unit provides for collaborative work and encourages self-directed learning.
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Throughout history, innovations have provided the opportunity for us to do things better, safer, faster and more efficiently. Design must be appropriate to the market, the product and the client. Students investigate innovation and enterprising activity, and identify a need or opportunity for the development of their own design project from a student-negotiated area of design.

Are living in a global community where sharing information and working collaboratively are becoming increasingly important. The internet uses text, images, sounds and videos on linked webpages, accessed via web servers around the world. This unit focuses on developing knowledge and understanding of, and skills in using, multimedia technology. Students develop and extend their skills through the manipulation of ICT to design, produce and evaluate a website and associated materials for a student-identified need or opportunity.

The growth of healthy eating, living and exercise routines being promoted on social media has increased interest in nutrition and health. During the 20th century processed and packaged foods with varied nutritional value were developed and marketed. Students investigate the historical development and nutritional value of food prepared at home as well as packaged alternatives. They design, produce and evaluate their own prepared meal or packaged alternative that reflects contemporary expectations.

Social media design refers to the planning, development, and creation of visual content on social media platforms. Investing in design helps brands build recognition and create content that resonates with their target audience. In this course you will be designing a social media strategy, designing social media pages, profile picture layout and much more.

Students develop knowledge of bush tucker and the impact of migration on food habits. They investigate the development of food production and processing technologies. Students research the food habits of a chosen culture and determine its influence on contemporary Australian diets.

Practical experiences – Students develop skills in designing, planning and preparing safe food items which reflect the changing nature of Australian cuisine. They modify a recipe to include a bush tucker ingredient.

Students develop knowledge of the circumstances that relate to food inequities. They examine food production and distribution on a global scale and identify the physical and social costs of malnutrition.

Practical experiences – Students develop skills in planning and preparing a variety of meals to meet the nutritional needs of specific at-risk groups.

Students develop knowledge of the role and significance of food. They investigate reasons for celebrating and special occasions celebrated by various groups.

Practical experiences – Students develop skills in food-handling and presentation as they plan and prepare food items and menus for special occasions.

Students develop knowledge of food product development and the role of marketing. They learn about packaging and legislative food-labelling requirements. Students investigate the role of food additives and a range of emerging technologies in the food industry.

Practical experiences – Students develop skills in designing, producing and evaluating a food product.

Students develop knowledge of the functions and sources of the six nutrients. They investigate the nutritional requirements throughout the life cycle and investigate factors that influence food habits. Students research a condition associated with under or over-nutrition.

Practical experiences – Students develop skills in planning and preparing nutritious meals to meet the needs of specific groups throughout the life cycle. They also design, plan and prepare safe and nutritious food items to reflect current food guides.

Students develop knowledge of circumstances which lead to specific food needs and the nutritional requirements for each stage of the life cycle. They discuss the impact of food allergies and intolerances. They also investigate the role of nutritionally modified foods and support networks.

Practical experiences – Students develop skills in designing, planning and preparing safe and nutritious food items for a specific food need.

Students develop knowledge of food service and catering operations. They investigate a variety of menus and explore menu-planning considerations. Students outline the causes of food deterioration and spoilage, and explain the principles of food preservation.

Practical experiences – Students develop skills in designing, planning and preparing appealing food items appropriate for catering for small or large-scale functions, applying the principles of food preservation and storage.

Students develop knowledge of current trends in food, issues surrounding food sustainability and emerging technologies in the food industry. They assess the role of media in promoting food styling and photography.

Practical experiences – Students develop skills in designing, planning, preparing and presenting appealing contemporary foods that reflect current food trends. They style food for photography using electronic media.

This course introduces the concepts of and basic practices involved in Carpentry. Students will develop and produce practical projects allowing for the characteristics and properties of materials, systems, components, tools and equipment available.

For example, finishing, joining, material selection, and shaping processes.

In this course, students identify and investigate factors influencing design in timber projects, for example, grain, hardware, proportion, timber species use, and/or modification of existing designs when completing projects. Students will identify the functional and aesthetic aspects of design in timber projects, for example, suitability of finish for desired appearance – suitability of species for outdoor applications, use and/or modify designs when completing projects.

In this course, students will learn to contrast the properties and working characteristics of a range of timbers when planning and using timber for specific projects. For example, durability and workability.

In this course students will learn to read and interpret plans and/or material lists to preparematerials for the completion of projects, for example – workshop drawings of joints. They will produce freehand sketches of project components and/or projects. Students will plan, identify, select and use a range of hardware and cabinet fittings in the completion of projects, for example, catches, drawer handles and hinges.

In this course students will select and apply appropriate surface preparation methods and apply a variety of finishes. Students will prepare design and production folios to describe the management and processes undertaken in the production of practical projects.

This course asks students to calculate quantities and costs of materials and components used in the completion of projects, for example:– use spreadsheets to calculate material quantities and monitor project costs apply project management techniques and follow a planned sequence through to project completion.

This course allows students to evaluate the impact of design and work practices/processes on the quality of a finished project. Students investigate timber conversion and seasoning processes, for example, compare the advantages and disadvantages of air and kiln seasoning, outline and apply the appropriate method of stacking cut timber for seasoning and storage.

In this course students will recognise the importance of conservation of materials and recycling in the timber industry, for example:– recycling of timbers, e.g. beams from old warehouses – the use of plantation timbers in the production of manufactured boards. Students will investigate a range of career paths in the timber and related industries, for example, carpenter, cabinetmaker, joiner, wood machinist.

This course introduces the student to concepts in computer programming. Students are required to hand-code a website in HTML incorporating information they have studied in class about Computer Hardware. They are then encouraged to create a simple computer game using a programming language.

This course examines the project development technique called Agile. Students use Agile to collaboratively build a website and present the site to the family.

This course introduces the nature of networking systems. File management, users and groups for any operating system are investigated. Students gain hands-on experience with setting up servers and protocols in a networked environment.

This course provides the possibility to design, produce and evaluate a range of projects based around automated control, from lego robotics machines to raspberry pi and arduinos. It allows students the opportunity to explore a range of automated systems and robots.

This course is an introduction to IST and project based learning. Students will begin the creation of their own ePortfolio using Mahara Software. The students will be introduced to Games Development in the form of graphics, sound and simple animations.

This course is providing more details and information on Games Development in the form of project based learning. Students will begin the creation of their own game using Unity Software. The students will examine Games Development in the form of graphics, sound and simple animations.

This course is an introduction to IST and project-based learning. Students will begin the creation of their own ePortfolio using Office 365 and Mahara Software. The students will be introduced to Digital Data and Digital media in the form of graphics, sound and simple animations.

This course examines, in more depth, common software utilized by information technology systems including Operating System Software, Word Processing and Spreadsheet software as well as Animation and Multimedia Software.

This course introduces the concepts of and basic practices involved in aquaculture. The module encourages students to consider the finite nature of marine resources and the pressure placed on marine species used for human food. It explores aquaculture as a feasible supplementation and alternative to large-scale wild capture.

This course introduces students to the basic anatomy, physiology and behaviour of crustaceans. It also explores the growing of crustaceans for human food.

This course introduces the biology of marine mammals. Students explore the anatomical and physiological features of a range of marine mammals and have the opportunity to complete a ‘case study’ of a mammal of interest to them.

This course introduces the variety and abundance of waterbirds found along the NSW coastline. This module provides an ideal opportunity to highlight those species that migrate to the NSW coastline each year as well as native Australian species.

This course introduces an awareness of the pests and threats that can affect the Australian marine environment and the measures that can minimise their impact on the environment and economy.

This course introduces students to the principles involved in the construction and maintenance of an aquarium. It provides students with an opportunity to appreciate the different requirements of marine and terrestrial animals and some of the specific needs of fish when kept as pets.

This course provides opportunities for students to investigate the materials and processes used in the construction and maintenance of watercraft. Students explore elementary design and materials used in construction that dictate the performance of craft. This module introduces the features of small boat hulls through the construction of models. This module introduces the theory and skills involved in the care and handling of small motorboats.

This course provides opportunities for students to investigate the materials and processes used in the construction and maintenance of watercraft. Students explore elementary design and materials used in construction that dictate the performance of craft.

In this course Students develop knowledge and skills in identifying fabric structures and describing their functional properties. They consider the functional and aesthetic properties of a variety of bags. This introductory unit aims to develop student skills and confidence when generating and applying design ideas.

Practical experiences – Students produce a textile item from the non-apparel focus area. They construct a shoe bag with drawstring from a woven cotton fabric. They embellish the shoe bag with appliqué

Textiles and Culture - Culture and Kimono . In this course Students develop knowledge of yarns used in textile items. They investigate cultural sources of inspiration used by textile designers and describe how Japanese people use textiles as a medium of self-expression and the design features of kimonos. Students research innovations in textiles and explore the unique properties of a range of textiles and the ways in which they perform.

Practical experiences – Students follow a commercial pattern to produce, embellish and evaluate a kimono. They use a fabric made from synthetic fibres. Documented evidence includes inspirational mood board, an annotated production drawing, colouration and/or decoration experimentation.

In this course, Students develop knowledge of the elements of design and investigate colouration and decoration techniques. They understand ethical responsibilities surrounding intellectual property.

Practical experiences – Students produce and evaluate a textile item from the Furnishings focus area. They design and construct a cushion cover with an invisible zipper and a variety of surface embellishments/decoration. Documented evidence includes sources of inspiration, production flow chart, annotated sketches with fabric swatches

In this course Students develop knowledge of historical, cultural and contemporary embroidery. They describe how the functional properties of fabric, yarn and fibre contribute to the performance of textile items.
​Practical experiences – Students produce a textile item from the Textile Arts focus area. They construct a stuffed toy embellished with embroidery. This includes the skills of embroidery, fabric manipulation and shaping. Documented evidence includes an annotated production drawing and embroidery experimentation.

In this course Students develop knowledge and skills in identifying fabric, yarn and fibre structures and describe their functional properties. They design and produce a product label and swing tag for the skirt/shorts.
​Practical experiences – Students produce and evaluate a textile item from the Apparel focus area. Following a commercial pattern they construct a skirt/shorts with a waistband and closure. Documented evidence includes an annotated production drawing, itemised costing table, and seam and hem experimentation.

In this course, Students develop knowledge of the elements of design and the design features of textile items from a range of cultural groups. They investigate the work of textile designers, the nature of work in the Australian textiles industry and career opportunities. They consider marketing strategies and design and produce a product label and swing tag for their PJs.
​Practical experiences – Students produce a textile item from the Apparel focus area. They follow a commercial pattern to construct pyjamas (shirt and pants) with a designer pocket. This includes the skills of buttons and buttonholes, collars, sleeves and elastic waistbands. Documented evidence includes an annotated production drawing, an itemised costing table and buttonhole experimentation.

In this course, Students explore the unique properties of a range of textiles and the ways in which they perform. By deconstructing a textile item, students gain a broad understanding of how textile items are made. They investigate organic cotton and the potential impact textiles production has on the environment.
​Practical experiences – Students deconstruct a pair of jeans to design and produce another textile item. Documented evidence includes annotated design development sketches and a production flow chart.

In this course, Students develop knowledge of aesthetic and functional performance criteria of textile items. They investigate and experiment with colour and decorating methods to use in their cape design and construction. They also identify and design features and appropriate manufacturing methods. Students develop knowledge of how the functional properties of fibres and fabrics contribute to end-use.
​Practical experiences — Students produce a textile item from the costume focus area. They design and construct a cape with a variety of surface embellishments/decorations that can be used as a costume for a small child’s dress-up box or fancy-dress party. Documented evidence includes design development sketches and a production flow chart.

In this Introductory vehicle mechanic training course, you will become familiar with the parts that make up a standard motor vehicle. We explore the systems that make up an automobile and explain when they require maintenance. We analyse the costs and considerations that arise when you buy a car so this course can save you time and money as we help prepare you to successfully maintain your vehicle.

This Mechanical Engineering course will familiarise you with the inner workings of Internal Combustion (IC) engines. Internal Combustion engines are at work all around us, used to power a wide variety of machines. But how do these astounding and often complex machines work?

This diesel engine course teaches about diesel engine components, its systems, its terminology, and diesel engines basic cycles. If you want to be an automotive engineer, then learning and mastering the inner workings of diesel engines is of great importance - every large, modern internal combustion chamber engine is in fact a diesel engine.

This course follows the ‘diesel engine basics’ course and covers cycles, maintenance, performance and electronic control. We study the difference between the 4-stroke and 2-stroke engine cycles, diesel engine maintenance tips, the fuel injection system, air filter, fuel filter and thermodynamic cycles. We also explain how the centrifugal and electrical-hydraulic governors in diesel engines work. This course suits aspiring engineers and mechanics.

The future of the automotive industry is in electric vehicles. This course on electric vehicle technology will equip you with the necessary knowledge to start a career in electric vehicle design.

This course looks at the electric motor and its role in replacing the internal combustion engine within the next few decades. This course helps you to take advantage of the opportunities created by such a change. Aspiring automotive engineers must understand how to design electric motors for electric vehicles and this course will train you to implement the engineering principles that drive this fascinating process.

The future of the automotive industry is the electric vehicle. Understanding electric vehicle batteries will empower you to take your career to the next level. Learn about the fundamental engineering principles to design and build a battery that will power an electric vehicle and much more.

This course leads you through the engineering principles that enable industry to rapidly develop new designs of batteries and motors that are more energy-efficient and accessible than ever before. This course will cover how to apply these principles to design and build motors, controllers and chargers for electric vehicles and how electric vehicles present new business opportunities for investors.