DIGITAL TECHNOLOGY In Digital Technology, students were taught by Eloise Nevin and Kevin Harris. This year the students continued to develop their understanding of computational thinking and their ability to design and develop a variety of digital outcomes. Students were encouraged to collaborate to problem solve and draw conclusions on how best to respond to real-world problems. The Year 9 students were introduced to algorithms and programming structures through a combination of applied computer science concepts and coding with robotics. Students assembled their robots and learnt to programme a range of sensors to detect the environment. In doing so, students developed an understanding of algorithms and programming through a range of tasks involving teamwork, problem-solving and design thinking. Students in Year 10 built on this knowledge in a full-year course that delved deeper into computational thinking and the design process. Senior students continued to develop skills and knowledge in computer systems, programming and web development. In Year 11, students applied their knowledge of algorithms in a practical
in Year 11 has been the production of the largest number of individual outcomes College has seen for quite some time. Projects in this large Year 11 cohort have included: shelving units, bedside tables, coffee tables and racks for skis or shoes or laundry items. A class of these students had the opportunity to use a mix of metal and wood componentry, some of the cohort embraced CNC milling in the production of complex components, and all of the cohort developed their ability to visualise their design ideas in CAD. In addition to the hands-on nature of their learning, students have developed their ability to evaluate and critique their ideas in a written format. The Materials Technology students in the last two senior year levels continued to engage in design projects that presented a step up in complexity and reporting of their reasoning and decision making. Again all student project outcomes in this area of study were unique to the individual student. The quality of finish and the number of detailed features was especially pleasing in this group of learners. When students enter the Year 12 and Year 13 programme, Mechanical Engineering becomes an option alongside Materials Technology. This area of study is always popular as some students seek further education towards a career in an engineering industry environment. Year 12 students broadened their skill sets with a CAD assessment while maintaining a workshop focused learning pathway. A wide range of engineering processes and procedures have been introduced, and students began to demonstrate a greater degree of independence. A folding sack barrow project made to predetermined plans kept these talented students busy. Several design issues were presented for the students to overcome. The Year 13 learners continued to refine their skill set in welding processes, lathe work, and sheet metal surface developments. Sam Leary TiC Workshop Technology
with unique and challenging personal projects that resulted in a range of outcomes reflecting the varied skills and interests of the students moving through the Digital Technology curriculum. Once again, all senior students successfully sat their DCAT exams in the relatively new approach to digital examinations for external assessment standards. These ran smoothly thanks to the help of the Digital Services team and the preparation completed in the lead up to these exams held in Week 3 of Term 4. Eloise Nevin TiC Digital Technology DESIGN AND VISUAL COMMUNICATION 2021 continued to see boys select and enjoy Design and Visual Communication. Year 9 students spent 16 weeks in a rotation class where they learned how to sketch in both 2D and 3D styles as well as render their drawings to show textures and light sources. This year we were joined by art teacher Kate Belton who assisted with the Year 9 course due to an increase in classes. Kate adapted very well to the programme and shared her wealth of knowledge in the
sense and focused their time on two coding projects. One for web design and development wherein they learnt how to design for the web using Adobe Illustrator and Adobe XD, and coded websites using HTML and CSS, and another where they programmed a quiz using the Python programming language. At Year 12 students built on their prior knowledge through further web design and development and python programming projects with a greater level of complexity. At Year 13, a number of students persevered
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