Hornsby Girls High School logo

Hornsby Girls High School

Hornsby Girls High School

Excellence in Girls' Education

Telephone02 9476 5711



Technology and Applied Studies

1 2 3 4




Included in the Technology and Applied Studies Faculty are:

* Technology - MANDATORY- Years 7 to 8
* Textiles and Design - Years 9 to 12
* Food Technology - Years 9 to 12

Technology and Applied Studies Education at Hornsby Girls' High School from Year 7 to Year 12 enables the students to learn vital life skills and to develop a deep understanding and knowledge of technology and the design processes. 

Course Information

TAS subjects enable students to learn how to manage, interpret, shape and alter their environment to improve their quality of life at home, school, in work places and in the broader community.  The rapid rate of technological change in an increasingly knowledge-based society highlights the need for flexible technological capability, innovative thinking and effective communication skills.  Vital life skills such as team work, communication, time management and organisational skills underpin all Technology and Applied Studies design projects.

Food and Fashion Night

The Food and Fashion Night is held every second year. It is a showcase of students' work in both the Textiles and Food Technology areas.  It enables students to exhibit their creative talents, their personality and helps students to gain confidence and pride in their work.  Students and parents all enjoy watching and participating in this special event.

Year 7 Technology

The Technology (Mandatory) Years 7–8 Curriculum aims to develop students' ability to design, produce and evaluate quality solutions to problems and needs in society.  It enables students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques from a variety of sources.

Year 7 students study Technology for one semester.  The semester is divided into two ten-week units. During one term the students work on a design project titled "Fresh Tastes". Students are involved in designing, producing and evaluating quality solutions to the identified need of providing healthy nutritious meals and snacks to students in their school canteen.  They work towards designing promotional material and a menu for their own school canteen.  Working collaboratively with a partner they undertake practical activities in the commercial kitchen.  They learn essential food preparation skills, kitchen and food safety teamwork and time management skills.


4 44









During other term, students work on a fashion design unit.  Students are involved in designing, producing and evaluating a pair of unique, personalised pyjama pants. Students work individually to produce a pair of pyjama pants or shorts using cotton fabric that reflects their personality and taste.  During this unit students develop skills in fashion drawing, cutting, measurement and workshop safety.  Students also learn to use the sewing machine.















For each design project students will develop a design folio as a document that provides ongoing evidence of the application of a design process and the specific technologies used in this process.

Year 8 Technology

Year 8 students study Technology for the year.  They work on design projects which are thirteen weeks in length.  Students move between each design area to create quality solutions to a range of identified needs.


food1 food2 food3


In the Information and Communication area of study, students specialise in promotional design. Students design their own restaurant and create a web page using Dreamweaver and Photoshop. Students include information about their restaurant such as their signature dish, chef profile and menu on their web page.

food4 food5 Food6

Within the Built Environment context area of study, the students work on a design project titled "Smart house".  Students are involved in designing, producing an architectural design with a particular focus on environmental sustainability.  In pairs, students work towards designing a floor plan using CAD (computer assisted design), and develop a 3D model from their plans.  They learn model making skills, workshop safety, CAD, team work and time management skills.


23 24 25


Also within the Built Environment context area students specialise in Interior Design.  In this unit of work students select a room in their home and analyse it in relation to the elements and principles of design.  They then proceed to work through the design process to generate and evaluate ideas before creating a soft furnishing item that will fit the theme, style, space, shapes, colours and textures within the room.  Mathematical ideas are applied in the development of the pattern with a focus on size, scale and accuracy in measurement.



27 28

Year 9 and 10 Textiles Technology

The aim of the Textiles Technology course is to develop confidence and proficiency in the design, production and evaluation of textile items.  Students learn about properties and performance of textiles, textile design and the role of textiles in society.  Practical project work forms an essential part of the course providing students with the opportunity of developing skills in the manipulation and use of textile materials, equipment and techniques.  Students also document their project work, showing the development and evaluation of their design ideas. 


29 flower 30 flower1 Flower2

Senior Textiles and Design

The Stage 6 Textiles and Design Course consist of the following areas of study:  Design, Properties and Performance of Textiles and the Australian Textile, Clothing, Footwear and Allied Industries.   In Year 12 students also undertake a Major Textiles Project.

In Year 11 students experiment with and apply the elements of design to a variety of textile applications.  Designs are analysed in relation to functional and aesthetic requirements   Graphical communication techniques such as objective, fashion and production drawing are applied in the documentation of practical projects.  Students also develop practical textile skills as they practice and apply manufacturing techniques in the construction of textile items.  Fabric, yarn and fibre structures, properties and end-use applications are investigated and explored through experimentation. 

The status of the textile industry is examined within the global context and issues such as technological changes, environmental sustainability and Occupational Health and Safety legislation are investigated. Students also study methods of quality assurance in the marketplace and the factors contributing to the value of textiles.  There are two Preliminary Textile Projects in Year 11, both consisting of practical work and a supporting documentation. 


In Year 12, students experiment with fabric colouration and decoration methods.  Historical design development is investigated through the study of apparel.  One culture is explored with a focus on the factors influencing its textile design.  Investigation of one contemporary designer is undertaken and trends in society that influence designers are examined.  Innovations and emerging technologies in fibre, yarn, fabric, machinery, decorative techniques, and finishing techniques are identified.  Fabrics are analysed in relation to the end-use applications.  Current issues in the textiles industry are investigated and debated.  Students also study environmental sustainability and aspects of marketing.

In Year 12, students undertake a Major Textiles Project which consists of a textile item and supporting documentation.  The project is selected from one of the following areas – apparel, furnishings, costume, textile arts or non-apparel.

12 31

Year 9 and 10 Food Technology

Students in Year 9 and 10 can elect to study Food Technology for 1 or 2 years.  During both courses students study Core topics and various Focus Areas.

The Food Technology course is divided between theoretical study and practical based learning.  The Core topics include Food Processing and Processing and Nutrition and Consumption.   Students learn about kitchen safety and hygiene practices, food preservation and presentation and food nutrition.

The Focus areas include Food in Australia, Food for Special Needs, Food for Special Occasions, Food Trends, Food Equity and many other areas.

Through practical learning, students develop lifelong skills and knowledge in food preparation and processing and kitchen safety and hygiene.  Students design, produce and evaluate a range of different foods for specific purposes.


10 11 13
12 14

Senior Food Technology

Students who elect to study Food Technology in their senior years are provided with opportunities to develop skills relating to food that are relevant and transferable to other settings.  Such skills include the ability to research, analyse and communicate.  Students also develop the capability and competence to experiment with and prepare food as well as design, implement and evaluate solutions to a range of food situations.

In Year 11 students are provided with a broad knowledge of food technology.  They examine factors that influence food availability and selection and current food consumption patterns in Australia are investigated.  Food handling is addressed with emphasis on ensuring safety and managing the sensory characteristics and functional properties of food to produce a quality product.  The role of nutrition in contributing to the health of the individual and the social and economic future of Australia is explored.

In Year 12, the structure of the Australian food industry is outlined and the operations of one organisation investigated.  Production and processing practices are examined and their impact evaluated.  The activities and processes that support food product development are identified and applied in the development of a food product.  Contemporary food issues related to nutrition or the market place are raised, investigated and debated.

Subjects Studied

* Technology
* Food Technology
* Textiles Technology
* Graphics Technology
* Textiles and Design