Macquarie Fields High School

Loyalty, Sincerity, Generosity

Telephone02 9605 3111

Emailmacfields-h.school@det.nsw.edu.au

Technologies

Courses Offered

We offer courses in the following areas:

Year 7 

Technology Mandatory

Year 8

STEM (Science, Technology, Engineering, Mathematics)

Years 9 & 10

  • Agricultural Technology
  • Design & Technology
  • Food Technology
  • Graphics Technology
  • Industrial Technology – Electronics
  • Industrial Technology – Engineering
  • Industrial Technology – Metal
  • Industrial Technology – Timber
  • Information & Software Technology
  • Textiles Technology

Year 11 & 12- 

  • Design & Technology
  • Engineering Studies
  • Food Technology
  • Industrial Technology - Graphics Technologies
  • Industrial Technology – Metal & Engineering Technologies
  • Industrial Technology - Timber Products & Furniture Technologies
  • Software Design and Development
  • Textiles & Design

School Vocational Educational and Training Courses:

  • Hospitality – Food and Beverage

All courses in Technologies are designed to develop skills and knowledge together, not in isolationof our students.

Stage 4

Technology Mandatory

Technology Mandatory engages students in design and production activities as they develop solutions to identified needs and opportunities. Through the practical application of knowledge and understanding they learn about Agriculture and Food Technologies, Digital Technologies, Engineered Systems and Material Technologies.

In Agriculture and Food Technologies students learn about the processes of food and fibre production and investigate the innovative and sustainable supply of agriculturally produced raw materials. Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety and how to make informed choices when experimenting with and preparing nutritious food.

The Digital Technologies context encourages students to develop an empowered attitude towards digital technologies, use abstractions to represent and deconstruct real-world problems, and implement and evaluate digital solutions. Students have the opportunity to become innovative creators of digital technologies in addition to effective users of digital systems and critical consumers of the information they convey. Students are provided with opportunities to develop fluency in a general-purpose programming language and use these skills to solve information problems and to automate repetitive tasks.

The Engineered Systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their solutions. They are led to understand how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions.

The Material Technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and practical investigation. These are applied when they produce products to satisfy identified needs and opportunities.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/technology-mandatory-7-8-new-syllabus

 

STEM (Science, Technology, Engineering, Mathematics)

The Technologies faculty is best placed to deliver the STEM curriculum as it is the application of technologies through an engineering design process that provides meaning for the scientific principles and mathematical concepts students learn in those learning areas. At Macquarie Fields High School students are introduced to STEM careers and life applications through a course of study where:

  • A design process is used to integrate science, technology, engineering and mathematics
  • Content and assessment is standards based and delivered through practical, project based learning experiences
  • Students focus on solving real world problems and engineering challenges
  • Students regularly work in teams to design, manage, create and evaluate solutions
  • A variety of communication methods are used throughout a design process
  • Teachers facilitate project based, student centred learning experiences incorporating extensive hands on investigation and creation
  • Trial and error is considered an integral part of a design process and is an important step towards creating a successful solution

Students lined up with their bottle rockets watching another bottle rocket launch
Image: Year 8 STEM students lined up with their bottle rockets watching another bottle rocket launch.

Stage 5

Design and Technology

The study of Design and Technology develops a student’s ability for innovative and creative thought through the planning and production of design projects related to real-world needs and situations. Students investigate existing solutions, analyse data and information, and generate, justify and evaluate ideas. Students experiment with tools, materials and technologies to manage and produce prototypes, products and solutions to identified needs and problems.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/design-and-technology-2019

Industrial Technology

The study of Industrial Technology provides students with opportunities to engage in a diverse range of creative and practical experiences using a variety of technologies widely available in industrial and domestic settings. This may include study in the focus areas of:

  • Engineering
  • Metal
  • Timber.

Students develop knowledge and understanding of materials and processes. Related knowledge and skills are developed through a specialised approach to the tools, materials, equipment and techniques employed in the planning, development, construction and evaluation of quality practical projects and processes. Critical thinking skills are developed through engagement with creative practical problem-solving activities.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/industrial-technology-2019

 

Male student operating the laser cutting machine using a computer
Image: Student operating the laser cutting machine using a computer
Laser cutting a student designed bridge in plywood
Image: Laser cutting a student designed bridge in plywood
Male student assembling their laser cut bridge made in plywood.
Image: Student assembling their laser cut bridge made from plywood, for Year 9 Industrial Technology - Engineering.
Students removing an engraved piece of wood from the CNC machine
Image: Students removing an engraved timber panel from the CNC router
3 Students using the 3D printers to print components of a robot model.
Image: Students using the 3D printers to print components of the Year 9 Graphics Technology robot figure.

Food Technology

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

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/food-technology-2019

2 students cooking in the food technology kitchen
Image: Hands on experience in Year 10 Food Technology

Graphics Technology

Graphics Technology enables students to practise logical thought and decision-making while developing skills applicable to a range of domestic, commercial and leisure activities. They engage in both manual and digital forms of image generation and manipulation and develop knowledge of the wide application of graphics in a variety of contexts and an ever-increasing range of vocations. Graphics Technology also develops students’ technical and visual literacy, equipping them for participation in a technological world.

The use of graphical images to communicate information overcomes the barriers of time and linguistic, cultural and social differences. In an age of globalised industry and rapid technological development, where computer-aided design (CAD), computer-aided manufacture (CAM) and multimedia applications are widely used, the study of Graphics Technology is particularly relevant.

Through the study of Graphics Technology students become increasingly productive, creative, discriminating and confident in the development and use of a range of technologies relevant to current practice in graphics and graphics-related industries. The syllabus encourages the development of collaborative skills in the real and virtual worlds and fosters an understanding of the advantages and responsibilities that are associated with these processes.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/graphics-technology-2019

3 Students using the 3D printers to print components of a robot model.
Image: Students using the 3D printers to print components of a robot model created in the Year 9 Graphics Technology class.
Student rendering a technical drawing of a car.
Image: Year 10 Graphics Technology hand rendering work in progress
Computer aided technical drawing of a Kombi Van by a student
Image: Year 9 Graphics Technology computer aided technical drawing of a Kombi Van completed using Autodesk Inventor
Detailed computer aided technical drawing of a Kombi Van by a student
Image: CAD detail views of the Kombi Van

Information and Software Technology

The study of Information and Software Technology Years 7–10 assists students to develop the knowledge, understanding and skills to solve problems in real life contexts. Through experiential and collaborative tasks, students engage in processes of analysing, designing, producing, testing, documenting, implementing and evaluating information and software technology-based solutions. Creative, critical and meta-cognitive thinking skills are developed through students’ practical involvement in projects.

Information and Software Technology Years 7–10 is a course in which diverse aspects of a students’ prior knowledge and skills can be brought together. Students will be given opportunities to build on information and communication technology (ICT) skills, when using and integrating application programs and hardware devices throughout the course. Through approaches such as modelling and prototyping, and other student-centred activities, students will develop knowledge and understanding of both practical and theoretical concepts of the course.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/information-software-technology

Several students using a Lego robot in class.
Image: Year 10 Information Software Technology robotics project

Textiles Technology

The study of Textiles Technology provides students with knowledge of the properties, performance and uses of textiles. They explore fabrics, yarns, fibres and colouration. Students examine the historical, cultural and contemporary perspectives on textile design and develop an appreciation of the factors affecting them as textile consumers. Students investigate the work of textile designers and make judgements about the appropriateness of design ideas, the selection of materials and tools, and the quality of textile items. Textile projects give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles.

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/textiles-technology-2019

Stage 6

Design & Technology

This course involves the study of design theory and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of materials, tools and techniques. It involves hands-on practical activities which develop knowledge and skills in designing and producing. The course involves the development, realisation and documentation of design projects. The Major Design Project and supporting folio requires students to select and apply appropriate design, production and evaluation skills to a product, system or environment that satisfies an identified need or opportunity.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/design-and-technology-syllabus

Engineering Studies

In the 21st century, engineering will continue to be directed towards developing insight and understanding to the provision of infrastructure, goods and services needed for industry and the community.

The role of engineers includes formulating problems, providing solutions and integrating technical understanding. The profession has a duty to take responsible approaches to wealth creation, to be ethical in their practices and to promote sustainability. With such key responsibilities, communication, synthesis and analysis of information, management skills and teamwork are becoming increasingly important.

Professional engineering work is concerned with cost-effective, timely, reliable, safe, aesthetically pleasing and environmentally sustainable outcomes as well as maintaining a consciousness of ideals associated with social and ethical responsibilities and service.

Engineering Studies is directed towards the development and application of mathematical, scientific and technological skills and their integration with business and management. It provides students with skills, knowledge and understanding associated with a study of engineering, its practices and associated methodologies. The subject promotes environmental, economic and global awareness, problem-solving ability, engagement with information technology, self-directed learning, communication, management and skills in working as a team.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/engineering-studies-syllabus

Food Technology

The provision and consumption of food are significant activities of human endeavour, with vast resources being expended across domestic, commercial and industrial settings. Food issues have a constant relevance to life.

The factors that influence food availability and selection are examined and current food consumption patterns in Australia investigated. Food handling is addressed with emphasis on ensuring safety and managing the sensory characteristics and functional properties of food to produce a quality product. The role of nutrition in contributing to the health of the individual and the social and economic future of Australia is explored. The structure of the Australian food industry is outlined and the operations of one organisation investigated. Production and processing practices are examined and their impact evaluated. The activities that support food product development are identified and the process applied in the development of a food product. Contemporary nutrition issues are raised, investigated and debated. This knowledge enables students to make informed responses to changes in the production to consumption continuum and exert an influence on future developments in the food industry as educated citizens and in their future careers.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/food-technology-syllabus

Industrial Technology

  • Graphics Technologies
  • Metal & Engineering Technologies
  • Timber Products & Furniture Technologies

Much of Australia’s economic, social and cultural development can be related to the capacity of our industries to develop and use technology in the manufacture of goods and services. The effective and responsible application of industrial technologies has a direct bearing upon the quality of our lives.

Rapid technological change, particularly in the computer-based technologies, is influencing the nature of our industrial enterprises and the work that is undertaken in these enterprises. As a result, our industrial enterprises are becoming more globally competitive.

Industrial Technology seeks to raise students’ awareness of the interaction between technology, industry, society and the environment, and to develop their ability to make value judgements about issues, decisions and problems arising from this interaction. Students achieve this by applying practical experiences to the study of the technology, management and organisation of industry.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/industrial-technology

Student completing a technical drawing
Image: Year 11 Industrial Technology - Graphics Technologies students working on a range of hand rendering tasks, mechanical drawing, engineering drawing with Autodesk Inventor and architectural drawing with Autodesk Revit.
Female student applying a finish to a wooden cabinet she built.
Image: Year 12 Industrial Technology student applying a finish to a HSC Major Project
Female student sanding a wooden cabinet she built
Image: Year 12 Industrial Technology student sanding their HSC Major Project
Students working on major timber projects in the woodwork room.
Image: Year 12 Industrial Technology students putting the finishing touches on HSC Major Projects

Software Design and Development

The focus of Software Design & Development is the development of computer-based solutions that require the design of computer software.

The computing field, particularly in the area of software design and development, offers opportunities for creativity and problem-solving and a collaborative work environment where working with people and exploring issues is an integral part of the job. It is critical that students of both genders have the knowledge, understanding and skills necessary to pursue the many new, exciting and highly paid employment opportunities that exist in the field.

The study of Software Design and Development promotes intellectual, social and ethical growth. It provides the flexibility to be able to adapt in a field that is constantly changing, yet vital to the Australian economy.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/software-design-development

Textiles & Design

Textiles & Design provides a curriculum structure that reflects the important role that textiles play in society. Textiles protect, provide comfort, have social meaning, respond to cultural influences and perform a range of necessary functions in the textiles industry and other industries.

Students investigate the science and technology of textiles through a study of properties and performance, allowing them to make informed consumer choices in the textiles area. Technological and practical skills are developed and enhanced through the use of textile-related technologies, including those that are computer-based. The concept of design elements and principles, as being both functional and aesthetic and as part of the creative design process, are examined within the specialised field of textiles.

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/textiles-and-design-syllabus

School Vocational Educational and Training Courses:

  • Hospitality – Food and Beverage

This is a dual credential course which is designed to develop skills which can be transferred directly into industry.

Services industries are a major employer, supporting the skill development of younger workers who are central to Australia's economic and social development. For businesses in the service industries, employees are the most important asset. Recruiting and retaining skilled staff is fundamental for businesses. Occupations within the hospitality industry are diverse and include barista, chef, cook, front office clerk, housekeeping attendant, kitchen hand, manager, marketing and promotion officer and waiter.

Specialised Equipment in TECHNOLOGIES

  • Commercial espresso machine
  • Computer Numerically Controlled (CNC) router
  • 3D printers
  • Digital embroidery machine
  • Dye sublimation printer and press
  • Laser cutter
  • Computer Aided Drawing (CAD) software
  • Computer Aided Manufacturing (CAM) software
  • Specialist woodwork rooms and equipment
  • Specialist metalwork rooms and equipment
  • Specialist engineering and graphics technology R&D labs
  • Agricultural Plot
  • Kitchens

Student wearing a 3D printed Iron Man gauntlet with working LED light in the palm
Image: Year 11 Industrial Technology - Graphics Technologies student wearing a 3D printed Iron Man gauntlet with working LED light in the palm. The student created all of the drawings needed to 3D print the project.

Philosophy

The students we educate have been born into a highly technological and industrial society in which man has utilised, adapted and modified many natural resources.

In the modern world, Technologies, incorporating the Computing Studies, Home Economics, Industrial Arts and STEM areas, promote and develop the skills that are involved in designing, producing, maintaining and evaluating the physical and intellectual needs of society.

Technologies, therefore, seeks to develop in students:

  • an appreciation of the various processes of design, planning, construction, manufacture, maintenance and evaluation;

  • a knowledge of the technology and materials on which the process is based;

  • a range of skills useful to the individual in taking their place in society.

Technologies at MFHS aims to develop these areas of knowledge and skills in students by providing them with a diverse range of creative and practical experiences, using a variety of technologies widely available in industrial and domestic settings.

The study of Technologies courses at MFHS provides students with the opportunity to gain their initial introduction to the application, testing and experimentation with a variety of tools, materials and processes. It should provide the basis for the understanding of industry and technology.

The continual expansion of digital technology into more and more fields of human endeavour has meant that social, recreational and work patterns are becoming less and less predictable. Traditional patterns have changed and will continue to change as new digital technologies and new applications of digital technology are developed and adopted.

The inter-relationship between the emergence of digital technologies and the more traditional industrial applications is the cornerstone of the modern manufacturing industry. Digital technology is a dynamic area, undergoing constant development. The effect these innovations are currently having on industrial, commercial and social processes and practices is unprecedented in modern times. The development of the entrepreneurial and problem-solving skills acquired by students in Technologies courses is an advantage to anyone living in a complex and dynamic technological environment. Our courses give students a different perspective from which they can view the world and through which they can confidently face future challenges.

Technologies Faculty Staff

Mr G Byrne (Head Teacher)

Mr J Cefai

Mrs J Chilla

Mr N Elliott

Mrs L Fernando

Mrs G Gonzalez

Ms K Hannaford

Mr V Kumar

Mrs H Lawson (Kitchen Assistant)

Ms V Shipley

Mr M Smith

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We would like to pay our respects and acknowledge the Dharawal people, the traditional custodians of the land and also pay respect to Elders both past, present, and future.

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