Overview
Syllabus overview
Organisation of Engineering Studies 11–12
The structure of Engineering 11–12 is organised around knowledge of engineering materials, applied engineering analysis and skills in technical graphics and communication.
These aspects form the foundation of professional engineering practice, as students develop and apply knowledge, understanding and skills in the Year 11 course and extend these to specialised engineering contexts in Year 12.
Figure 1 shows the organisation of Engineering Studies 11–12.
Image long description: The Year 11 focus areas are listed in 3 boxes. They are Engineering materials, Applied engineering analysis, and Technical graphics and communication. The Year 12 focus areas are listed in 4 boxes. They are Civil and structural engineering, Aeronautical and aerospace engineering, Transport engineering and automation, and Environmental engineering and energy systems. All focus area boxes are linked to the central box labelled Professional engineering practice.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.