11–12Industrial Technology Life Skills 11–12 Syllabus (2026)

Industrial Technology Life Skills explores metal or timber production. The syllabus provides opportunities for students to develop safe production and work-related skills used in industry, and to apply these skills in a range of everyday contexts.

Through the study of Industrial Technology Life Skills 11–12, students:

• learn about the purpose and function of everyday metal or timber products and how they are made
• learn about the practices, processes and techniques used in the production of metal and timber products
• learn about the relationship between industry, people and the environment
• develop knowledge and skills for the safe and responsible use of metal or timber materials, tools, equipment and technologies
• participate in designing and producing metal or timber products
• develop and apply numeracy skills when designing or producing metal or timber products
• develop skills to plan and manage metal or timber projects
• develop skills to support designing, problem-solving, evaluating, using technology and communicating.

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).

• Work health and safety
• Industry practices and technology
• Project design, management and communication
• Metal production
• Metal manufacturing technologies
• Timber production
• Timber manufacturing technologies
• Project (metal or timber)

For Industrial Technology Life Skills:

• Students are required to demonstrate achievement of one or more Industrial Technology Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Industrial Technology Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• The course should be taught through a specialisation in either metal OR timber. Students must complete both years of the course using the same specialisation. Students cannot change specialisations between years.
• Relevant Work health and safety outcomes and content should be integrated throughout the course based on the strengths and needs of individual students.
• Where appropriate, students should have the opportunity to engage in practical applications including project work. Some students with disability may require adjustments in order to engage in these practical applications.
• The Project (metal or timber) focus area is an opportunity for students to apply the skills they have acquired in other focus areas to make a metal or timber product of personal interest or significance that involves sustained industrial practice.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

The Industrial Technology Life Skills 11–12 Syllabus embeds practical applications and project work throughout course content. Practical applications allow students to deepen their understanding of course concepts, make connections and apply their knowledge in practical ways.

Project work involves a task, or set of tasks, with defined parameters and timelines. Project work develops students’ skills in designing, problem-solving, evaluating, using technology and communicating.

Project work:

• may be done individually or collaboratively
• provides opportunities for students to develop experience with a range of tools, materials, processes and techniques
• develops students’ communication and problem-solving skills in decision-making
• fosters individual interests through student choice and participation in a range of experiences
• provides opportunities for community-related and industry-related activities.

Indigenous Cultural and Intellectual Property (ICIP) protocols and Indigenous Data Sovereignty (IDSov) must be followed when completing practical applications.

Practical applications should be designed to be accessible to all students. Some students with disability may require adjustments to engage in practical applications.

Sketching and technical drawing may include the use of digital software or assistive technology, including eye gaze technology.

Schools are required to ensure they follow Loading  in delivering the Industrial Technology Life Skills 11–12 Syllabus.