Technology Electives

Agriculture Technology gives students the opportunity to learn by doing through practical experiences with plants, animals, agricultural technologies and the environment.

Students explore three key areas of the NSW Agriculture Technology 7–10 Syllabus:

•  Plant Production – plant growth, soils, nutrition, health, production and sustainable practices.

•  Animal Production – animal selection, nutrition, health, welfare, handling and production systems.

•  Agriculture Systems and Practice – agricultural technologies, production systems, sustainability, innovation, marketing and problem-solving.

Students develop practical and scientific skills through work on the 12-hectare school farm, including plant and animal enterprises, investigations, machinery and technology, livestock management and agricultural projects. Excursions and industry experiences further connect learning to real-world agriculture.

Students may also choose to join the school’s cattle showing team, providing an opportunity to develop practical skills in animal preparation, handling, teamwork and responsibility. Participation is completely optional and is not a compulsory component of the course or used in the assessment of student grades; rather, it provides an opportunity for personal growth, confidence and the development of additional practical skills.

Agriculture Technology develops skills in problem-solving, scientific investigation, teamwork, communication and sustainable decision-making, while introducing students to Australia's innovative and rapidly changing agricultural industry.

Assessment

Assessment is designed to recognise both practical skills and theoretical understanding. Students may be assessed through:

•  Practical agricultural activities and skills

•  Plant and animal husbandry

•  Practical investigations and experiments

•  Research and project work

•  Written tasks and assignments

•  Tests and examinations

•  Application of agricultural knowledge to real-world situations

Students receive formal and informal feedback throughout the course to help them develop their knowledge, practical skills and confidence.

With agriculture increasingly using technology, automation, data, genetics and sustainable production practices, the subject provides an excellent foundation for future study, employment and careers across agriculture, agribusiness, animal

science, horticulture, environmental management and agricultural technology.

Why study Food Technology?

The Australian food industry is growing in importance, providing numerous employment opportunities and increasing the relevance of Food Technology for the individual and society.

There are increasing community concerns about food issues, including hygiene and safety, nutritional claims and the nutritional quality of food, genetic engineering, functional food and the environmental impact of food production processes.

The study of Food Technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationship, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in the production of food. Students will develop food-specific skills, which can then be applied in a range of contexts, enabling students to produce quality food products. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life and how it contributes to both vocational and general life experiences.

Students will be studying from a selection of the following Focus Areas:

Is it Good for Me? - Food Selection and Health:

The health of communities is related to the nutritional content of the food eaten. Students examine the role of food and its nutritional components in the body. They explore the nutritional needs of individuals and groups and explain the effects of poor nutrition. Students investigate means of improving the nutritional status of individuals and groups. They select, plan and prepare safe and nutritious foods to reflect national food guides. 

Fair’s Fair - Food Equity:

There is enough food produced in the world to feed everyone; the problem is that it is not distributed evenly. Why is it that developing nations continue to suffer from hunger, while in developed nations, diseases associated with too much food are common? This unit investigates the factors that contribute to this unequal distribution in Australia and around the world. These factors include the balance of international trade, the distribution of food between those who ‘have’ and those who ‘have not’, and the impact of difficult geography, poor roads and unstable political situations. 

What’s In? - Food Trends:

Food trends influence food selection, food service and food presentation. Students examine historical and current food trends and explore factors that influence their appeal and acceptability. Students plan, prepare and present safe, appealing food that reflects contemporary food trends.

New Food - Food Product Development:

An ever-increasing variety of food products are available in the marketplace as a result of food product innovations. Students examine the reasons for developing food products and the impact of past and present food product innovations on society. They explore the processes in food product development and develop, produce and evaluate a food product.

Food For Specific Needs:

Foods for specific needs arise for a variety of reasons including age, health, lifestyle choices, cultural influences or logistical circumstances. Students explore a range of foods for specific needs and the means to satisfy these. Students plan and prepare safe and nutritious foods to meet specific food needs in various circumstances.

Food Service and Catering:

Food service and catering are important areas of the food industry. They provide people with both food and employment. Students examine food service and catering ventures and their ethical operations across a variety of settings and investigate employment opportunities. Students plan and prepare safe and appealing foods appropriate for catering for small or large-scale functions.

Food For Special Occasions:

Food is an important component of many special occasions. Students explore a range of special occasions including social, cultural, religious, historical and family. They examine small and large-scale catering establishments. Students plan and prepare safe food for special occasions, demonstrating appropriate food-handling and presentation skills.

Food In Australia:

Migration has had a dramatic effect on the food eaten in Australia. Students examine the history of food in Australia, including bush tucker prepared in the past and present by Aboriginal and/or Torres Strait Islander Peoples, the influence of early European settlers, together with continuing immigration from a variety of cultures, and examine the subsequent effects on contemporary Australian eating patterns. Students plan and prepare safe foods, which reflect the eclectic nature of Australian cuisine and develop knowledge of cultural protocols associated with food and its preparation.

Requirements:

All students must have an appropriate container for leftovers and closed-in footwear.

Assessment

Students will be provided with the opportunity to demonstrate their learning in everyday classroom activities as well as planned assessment events.

Assessment for each topic will be balanced between theory and practical work, employing a range of strategies to ensure that information is gathered regarding the knowledge and understanding being acquired and the skills being developed.

Assessment strategies may include:

• Semester exams

• Unit tests

• Practical work

• Research assignments and projects

Feedback on assessment will be both formal and informal.

The major emphasis of courses offered in Industrial Technology is on students being actively involved in the planning, development, and construction of quality practical projects. Students will be provided with a range of theoretical and practical experiences to develop knowledge and skills in a selected "focus area". Each focus area is broken down into specialised modules.

Modules in each focus area cover theory on topics such as: 

* Work, Health and Safety (WHS) and Risk Management 

* Materials

*       Tools, Equipment, and Techniques 

* Design 

* Links to Industry 

* Workplace Communication Skills  

* Societal and Environmental Impact.

Projects across all modules will promote the sequential development of skills and reflect increasing student autonomy as they progress through the course. A project portfolio is also required for one practical project completed, and will form part of the overall assessment of each focus area.

The focus areas and modules for 2026 are:

Timber  and  Metal 

These focus areas contain the core modules that develop knowledge and skills in using materials, tools, and techniques related to the timber and metal industries.

Timber  

• Core Module: Timber 1

• Specialised Module:  Timber 2

Metal  

• Core Module: Metal 1 

• Specialised Modules 

• Fabrication 2  (Prerequisite: Core: Metal 1)

• Metal Machining 2

Assessments in all modules may include:

• Folios

• Practical and theory tests

• Practical work and reports

• Research assignments and projects

Feedback on assessment will be both formal and informal.