Overview
Syllabus overview
The Graphics and Multimedia Technology 11–12 Syllabus aligns with the Graphics and Multimedia Technology Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Organisation of Graphics and Multimedia Technology 11–12
The organisation of Graphics and Multimedia Technology 11–12 reflects the interconnected nature of essential knowledge and its use in practical applications. In Year 11, students develop knowledge, understanding and skills through the study of project design, management and communication, project production, and production processes. In Year 12, students build on their knowledge of project design, management and communication and advanced production processes within their selected specialisation, and apply this knowledge through the completion of a major project.
To satisfy the course requirements students elect to complete a specialisation in technical graphics or multimedia. This specialisation will dictate the focus area content completed in both the Year 11 and Year 12 course.
Figure 1 shows the organisation of Graphics and Multimedia Technology 11–12.
Image long description: The 3 focus areas for Year 11 are Communication principles, Project design, management and communication, and Production processes (technical graphics or multimedia). In Year 12, the 4 focus areas are Communication practices, Project design, management and communication, Advanced production processes (technical graphics or multimedia), and Major project (technical graphics or multimedia). Surrounding all the focus areas is a line labelled ‘Practical applications’.
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’ Indigenous Cultural and Intellectual Property (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.