The study of Software Engineering 11–12 enables students to develop an understanding of software engineering as a facet of computer science. They focus on a systematic approach to problem-solving when designing and developing creative software solutions.

Year 11 resources

• Year 11 – Software Engineering – sample scope and sequence (DOCX 140.1 KB)
• Year 11 – Software Engineering – sample assessment schedule (DOCX 138.9 KB)

Programming fundamentals

In this unit, students will develop foundational knowledge and understanding of software programming. The lessons and sequences in this teacher resource are a guide for students to develop algorithms, learn about standard control structures and how to apply and evaluate them in the design of software.

The following are resources for the Year 11 program of learning, Programming fundamentals.

• Year 11 – Programming fundamentals – program of learning (DOCX 210 KB)
• Year 11 – Programming fundamentals– teacher resource (DOCX 1315 KB)
• Year 11 – Programming fundamentals– sample assessment (DOCX 163 KB)

Object oriented programming

In this unit students will develop a fundamental understanding of the object- oriented paradigm (OOP). Students will investigate the key concepts of this paradigm. They will differentiate between OOP and other paradigms investigated in the fundamentals of programming focus area. Students will be guided through programming and coding activities that reinforce their understanding.

The following are resources for the Year 11 program of learning, Object oriented programming.

• Year 11 – Object oriented programming – program of learning (DOCX 266 KB)
• Year 11 – Object oriented programming – teacher resource (DOCX 2900 KB)
• Year 11 – Object oriented programming – sample assessment notification (DOCX 82 KB)

Programming mechatronics

In this unit students develop a fundamental understanding of programming mechatronics. They study a diverse range of mechatronic-based systems and the software that is used to control them.

Students explore the design, automation and operational performance of mechatronic systems. They are guided using computational and design thinking skills to build and program a mechatronic system that uses sensors, actuators and end effectors.

The following are resources for the Year 11 program of learning, Programming mechatronics.

• Year 11 – Programming mechatronics – sample program of learning (DOCX 345 KB)
• Year 11 – Programming mechatronics – sample assessment notification (DOCX 354 KB)
• Year 11 – Programming mechatronics – teacher resource (DOCX 3.56 KB)

Year 12 resources

• Year 12 – Software Engineering – sample scope and sequence (DOCX 4.5 MB)
• Year 12 – Software Engineering – sample assessment schedule (DOCX 3.6 MB)

The study of Enterprise Computing 11–12 enables students to develop an understanding of the function and purpose of digital tools and processes, and the importance of data in enterprise information systems. This allows students to effectively use and manage digital tools and technologies in commercial and other settings.

Year 11 resources

The following are organisational resources to help teachers plan for the delivery of the Year 11 Enterprise computing course.

• Year 11 – Enterprise Computing – sample scope and sequence (DOCX 142.9 KB)
• Year 11 – Enterprise Computing – sample assessment schedule (DOCX 134.9 KB)

Interactive media and the user experience

This program of learning, teacher resource and assessment sample address the area of Interactive media and the user experience (UX). The lessons and sequences in this program of learning are designed to allow students to develop the knowledge and skills to create an interactive media product as a solution to a user’s needs and consider the UX.

The following are resources for the Year 11 program of learning, Interactive media and the user experience.

• Year 11 – Interactive media and the UX – program of learning (DOCX 224 KB)
• Year 11 – Interactive media and the UX – teacher resource (DOCX 945 KB)
• Year 11 – Interactive media and the UX – sample assessment (DOCX 171 KB)

Networking systems and social computing

This program of learning addresses the focus area of networking systems and social connections. The lessons and sequences in this program of learning are designed to allow students to develop the knowledge and skills to create a network model as a solution to a user’s needs.

The following are resources for the Year 11 program of learning, Networking systems and social computing.

• Year 11 – Networking systems and social computing – program of learning (DOCX 275 KB)
• Year 11 – Networking systems and social computing – teacher resource (DOCX 995 KB)
• Year 11 – Networking systems and social computing – sample assessment (DOCX 247 KB)

Principles of cybersecurity

The lessons and sequences in this program are designed to allow students to develop the knowledge and skills to understand cybersecurity through using scenario based learning.

The teacher support resource has a series of scenarios that align to the program of learning and can readily be converted to a student booklet with the extraction of the sample answers.

The following are resources for the Year 11 program of learning, Principles of cybersecurity.

• Year 11 – Principles of cybersecurity – teacher resource (DOCX 1.1 KB)
• Year 11 – Principles of cybersecurity – program of learning (DOCX 419 KB)

Year 12 resources

The following are organisational resources to help teachers plan for the delivery of the Year 12 Enterprise computing course.

• Year 12 – Enterprise Computing – sample scope and sequence (DOCX 3.5 MB)
• Year 12 – Enterprise Computing – sample assessment schedule (DOCX 321 KB)

Enterprise project

This Year 12 program of learning addresses the area of the Enterprise project.

The lessons and sequences in this program are designed to allow students to develop the knowledge and skills to the Enterprise project.

The teacher support resource has a series of activities and steps students through a template in the appendix that aligns to the program of learning.

A sample assessment task is provided that can be completed through the program of learning. The assessment sample gives opportunity for formative and summative feedback.

The following resources are for the Year 12 program of learning, Enterprise project.

• Year 12 – Enterprise project – program of learning (DOCX 2.84 MB)
• Year 12 – Enterprise project – teacher resource (DOCX 38.25 MB)
• Year 12 – Enterprise project – sample assessment (DOCX 3.66 MB)

Stage 6 Agriculture caters for a wide range of students and ability levels. It offers an opportunity to develop knowledge and understanding of the essential aspects of agriculture from the farm to retail outlets and exports. Students study the connection between production, processing and consumption, and the scientific principles of the processes between inputs and outputs. A study of agriculture improves awareness about how to maximise productivity and environmental sustainability.

Stage 6 Design and Technology is a study of the historical and cultural influences on design and how design, technology, society and the environment are related. It develops understanding and skills in using innovation and structured design processes to solve problems through the completion of projects.

Students explore design concepts and develop skills through a number of design projects in the preliminary course. The HSC course includes the development of a major design project that is externally assessed and contributes 60% to the student's HSC examination mark.

In Stage 6 Engineering Studies students examine a range of applications and different engineering fields. They develop knowledge, understanding and skills in:

• communication
• engineering mechanics and hydraulics
• engineering materials
• historical and societal influences
• engineering electricity and electronics
• the scope of the profession.

Additionally, students learn to create engineering reports, including the use of collaborative processes, in both the Preliminary and HSC years.

Food Technology in Stage 6 is a study of food production, preservation, packaging and preparation. Students investigate a range of factors that affect diet, nutrition and health and develop an understanding of Australian legislation, marketing practices and innovation in food product development.

Practical experiences are incorporated in the food technology course through experimentation and application of the technologies that influence food development and preparation.

Stage 6 Industrial Technology offers an opportunity to study one of the following six industries:

• automotive technologies
• electronics technologies
• graphics technologies
• metal and engineering technologies
• multimedia technologies
• timber products
• furniture technologies.

Students develop knowledge and skills through their industry study. They must design and construct a major project with management portfolio demonstrating their understanding of:

• the industry and related manufacturing technologies
• communication and design principles
• management and production of projects.

Information Processes and Technology in Stage 6 is a study of a range of information-based systems, the processes they perform and the associated information technology. Students develop knowledge and understanding of information systems and develop project management skills through the research and application of a range of information and communication management systems.

Stage 6 Software Design and Development examines software development through a range of approaches. Students develop skills in developing software through practical activities using a design process and considering a range of factors including social and ethical issues.

Students develop skills in identifying software solutions, producing applications that fulfil a need and evaluating and maintaining software.

The Textiles and Design Stage 6 course focuses on the manufacture of fibres, yarns and fabrics and the Australian textile industries. Students develop skills in experimenting, designing, manipulating, colouring textiles and gain knowledge of innovative and emerging textile technologies.

Students explore design and develop skills through design projects in the preliminary course. The HSC course includes the development of a major textiles project that is externally assessed and contributes 50% to the student's HSC examination mark.