Northlakes High School logo

Northlakes High School

Northlakes High School

Opportunities for Future Success

Telephone02 4390 0555

Years 11-12

Engineering Studies 

The Stage 6 Engineering Studies is a 2 Unit board developed HSC course contributing to an ATAR. The course provides a focus for students to investigate, research and present information; design and make products, and undertake project development. These activities provide students with opportunities to apply engineering processes, understand underpinning scientific and mathematical principles, develop engineering technology skills and to understand the interrelationships between engineering projects and society.

Engineering Studies explores the following areas;

  • Scope of the profession
  • Skills of the professional engineer
  • Areas of engineering practice
  • Historical and societal influences
  • Engineering materials
  • Engineering electricity/electronics
  • Engineering mechanics and hydraulics
  • Communication (Drawing)

Course structure

The Preliminary course consists of four modules. These four modules comprise three engineering application modules and one engineering focus module.

Engineering application module 1:  Engineering Fundamentals  

This module develops an understanding of the basic principles associated with engineering. Examples can be used to explain these principles without this knowledge being applied to a specific component, product or system.

Engineering application module 2:  Engineered Products

Select one or more products as an introduction to engineering applications. Some products include: kettles, washing machines, toasters, portable power tools, irons, vacuum cleaners, wheelbarrows, sprinklers, garden implements, garden mulchers, lawnmowers and motor vehicles. 

Engineering application module 3: Braking Systems

Select one or more products related to braking systems as an introduction to engineering applications. Some examples include: the band brake, drum brake, disc brake, anti-lock braking systems (ABS) and regenerative braking systems, as well as the automotive handbrake.

Exploring Early Childhood

Exploring Early Childhood is a Stage 6 Content Endorsed Course taught over two year course.  This course aims to develop understanding, skills, and strategies to enable students to support and foster positive growth and development in the young children with whom they interact through the provision of safe, nurturing and challenging environments.

The three core students which are compulsory that all students study are:

Part A:Pregnancy and Childbirth                   (15 hours)                                           

Part B:Child Growth and Development         (20 hours)

Part C:Promoting Positive Behaviour            (10 hours)


Modules of study that Northlakes High School also covers are:

1.      Play and the Developing Child

2.      Learning Experience for Young Children

3.      Children's Services Industry

4.      Starting School

5.      Food and Nutrition

6.      Young Children with Special Needs

7.      Child Health and Safety

8.      Young Children and the Media.

Assessment Tasks:


Task 1: Pregnancy Booklet                                          30%

Task 2: Research Essay                                               30%

Task 3: Educational Book/Toy                                     30%

Task 4: Yearly Exam                                                    10%

Total:                                                                          100%


Task 1: Children Research Brochure                          30%

Task 2: Food and Nutrition Menu and Practical         30%

Task 3: Children with Special Needs Project              30%

Task 4: Trial Exam                                                      10%

Total:                                                                          100%

Food Technology

This course provides students with a broad knowledge of food technology.

In the Preliminary Course students will study:

  • Food Availability and Selection
  • Food Quality
  • Nutrition

In the HSC Course students will study:

  • The Australian Food Industry
  • Food Manufacture
  • Food Product Development
  • Options: Contemporary Food Issues in Nutrition or Contemporary Food Issues in the Marketplace

In order to meet the course requirements, students must learn about the factors that influence food availability and selection as well as current food consumption patterns in Australia. Food handling is addressed to ensure food safety and students will produce quality food products whilst managing the sensory characteristics and functional properties of food. During this course, students will explore the role of nutrition on the health of individuals. The structure of the Australian food industry is outlined and the operations of one organisation will be investigated. Production and processing practices are examined and contemporary nutrition issues are raised, investigated and debated.Students will develop skills such as the ability to research, analyse and communicate, experiment with and prepare food as well as design, implement and evaluate solutions to a range of food situations.It is a mandatory requirement that students undertake practical activities.


The HSC Content for this industry curriculum framework is organised into focus areas. Each focus area prescribes the scope of learning for the HSC. This is drawn from the associated units of competency.

Students undertaking the 240 indicative hour course from the Hospitality Curriculum Framework must address all of the mandatory focus areas plus one stream focus area.

The Hospitality Curriculum Framework mandatory focus areas are:

  • Hygiene
  • Safety
  • Working in the hospitality industry and workplace.

The Hospitality Curriculum Framework stream focus areas are:

  • Food and Beverage
  • Kitchen Operations and Cookery.

This practical course is designed to introduce students to the hospitality industry. The program aims to provide students with skills in customer service and workplace communication, in addition to food and beverage training. Graduates may find work in a variety of hospitality establishments, such as coffee shops, restaurants, function centres, hotels, clubs and casinos.

This course has a mandatory work placement component of 70 hours. Students need to undertake the work placement as it is a Board of Studies requirement for the course.

Industrial Technology Timber

Industrial Technology Timber has been developed to incorporate content related to current and developing technologies. It offers students the opportunity to study the interrelationships of technologies, equipment and materials used by industry and to develop skills through the processes of design, planning and production.

Industrial Technology seeks to raise students' awareness of the interaction between technology, industry, society, and the environment, to develop their ability to make valuable 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.

Information Process and Technology

Information systems and the role they play in society have increased in significance in recent years. The raw ingredients – information, information technology and participants – combine to form information processes within information systems. The area of information systems has provided major jobs growth for both women and men in recent years. Moreover, fields which have not traditionally been associated with computers – but in which processing information is a vital function – are emerging as exciting new areas of employment. These include music, the arts, science and technology as well as new and fast-growing industries that use multimedia.

The Information Processes and Technology Stage 6 course, teaches students about information-based systems. It covers the processes of collecting, organising, analysing, storing and retrieving, processing, transmitting and receiving, and displaying, as well as the technologies that support them. With this background, students will be well placed to adapt to new technologies as they emerge.

Through this course, students will gain a good working knowledge of:

•      the key concepts of data, information and systems

•      the interactive nature of effective information-based systems

•      available and emerging information technologies

•      the social and ethical issues associated with the use of information technology and information                systems, such as equity and access, privacy, freedom of information and copyright

•      the communication, personal and team skills necessary to ensure that an information systems                solution is appropriate for the needs of the users

•      related issues such as project management, documentation and user interfaces.

On successful completion of this course, students will be able to:

•      select the most appropriate technology for a given situation

•      design and implement an information-based system using a creative and methodical approach.

Students who successfully complete Information Processes and Technology will be confident, competent and discriminating users of information processes and information technology. They will appreciate the nature of information, its ethical use and its impact on many aspects of life. As such, they will be well prepared to pursue further education and employment across an especially wide range of contexts.

Software Design and Development

The Software Design and Development Stage 6 subject aims to advance the creativity, knowledge, values and communication skills required to develop computer software programs. The subject provides students with a systematic approach to problem-solving, an opportunity to be creative, excellent career prospects and interesting content.

While a variety of computer applications are used in this subject, they are not the primary focus. The focus of this subject is the development of computer-based solutions that require the design of computer software.

There are many different approaches that can be taken to develop software. An understanding of these and the situations in which they are applied is essential in software development. So too is an understanding of how hardware and software are interrelated and need each other to function. In order to develop solutions that meet the needs of those who will use them, communication, personal and team skills are required by the developers. Together, these considerations provide the basis for the course.

The major focus of the course reflects the traditional structural approach to software development and the top-down development of source code. Although there are other more modern approaches available, the framework of fundamental concepts taught in this course leads to deeper understanding by students, enabling greater flexibility in developing software solutions using newly available technology and languages in the future.

Students interested in the fields of software development and computer science will find this subject of value. The subject is not only for those who seek further study or careers in this field, but also for those who wish to understand the underlying principles of software design and development. Students with software development skills wishing to acquire team and communication skills will find this subject relevant.

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.

On completion, the subject provides students with options in the workforce, TAFE and university study. Further, the study of this subject enables students to take part in debates on the suitability, applicability and appropriateness of software solutions to issues in Australian society and the world at large. To this end, Software Design and Development contributes to the overall purpose of the Stage 6 curriculum.

Textiles and Design

The stage 6 Textiles and Design Course consist of the following areas of study:  Design, Properties and Performance of Textiles and the Australian Textile, Clothing, Footwear and Allied Industries.   In Year 12 students also undertake a Major Textiles Project.
In Year 11 students experiment with and apply the elements of design to a variety of textile applications.  Designs are analysed in relation to functional and aesthetic requirements   Graphical communication techniques such as objective, fashion and production drawing are applied in the documentation of practical projects.  Students also develop practical textile skills as they practice and apply manufacturing techniques in the construction of textile items.  Fabric, Yarn and Fibre structures, properties and end-use applications are investigated and explored through experimentation.  The status of the textile industry is examined within the global context and issues such as technological changes, environmental sustainability and Occupational Health and Safety legislation are investigated. Students also study methods of quality assurance in the marketplace and the factors contributing to the value of textiles.

There are two Preliminary Textile Projects in Year 11, both consisting of practical work and a supporting documentation. 

In Year 12, students experiment with fabric colouration and decoration methods.  Historical design development is investigated through the study of apparel.  One culture is explored with a focus on the factors influencing its textile design.  Investigation of one contemporary designer is undertaken and trends in society that influence designers are examined.  Innovations and emerging technologies in fibre, yarn, fabric, machinery, decorative techniques, and finishing techniques are identified.  Fabrics are analysed in relation to the end-use applications.  Current issues in the textiles industry are investigated and debated.  Students also study environmental sustainability and aspects of marketing.

In Year 12, students undertake a Major Textiles Project which consists of a textile item and supporting documentation.  The project is selected from one of the following areas – apparel, furnishings, costume, textile arts or non-apparel.

VET Construction

Certificate II in Construction Pathways is a 2 year Board of Studies endorsed course that consists of 6 core units and 6 elective units over year 11 and year 12. The units of competencies that are assessed are:

  • Work safely in the construction industry.
  • Apply WHS requirements, policies and procedures in the construction industry.
  • Use carpentry tools and equipment.
  • Work effectively and sustainably in the construction industry.
  • Plan and organise work.
  • Conduct workplace communication.
  • Read and interpret plans and specifications.
  • Carry out measurements and calculations.
  • Erect and dismantle formwork for footings and slab on ground.
  • Handle carpentry materials.
  • Use construction tools and equipment.
  • Apply basic levelling.
  • Carry out concreting to simple forms.