year 11 & hsc subject information handbook · director of pastoral care & well ... •...

YEAR 11 & HSCSUBJECT INFORMATION

HANDBOOK

YEAR 11 2018

The PrincipalSt Leo’s Catholic College

Dear Students,

You are about to enter one of the most demanding and important phases of secondary education. Your commitment to these final two years of schooling has enormous implications for your future career and your development as young adults.

You will be required to put schoolwork first in your life and spend many hours studying and completing assessment tasks. As a senior student you will also be required to live out our Gospel values of Integrity, Hope, Dignity & Respect and Justice and to be a role model to the younger students.

To gain full advantage from the College, it is expected that as a senior student you will become fully involved in the life of the school. Involvement is an important factor in your growth as a person. The College will make demands on you as a young adult. You will be responsible for driving your own studies, the pressure coming from yourself, not your teachers, so that you will be a critical and reflective learner. At St. Leo’s there is no such thing as a part time student. You must be able to make the commitment of being a full time student.

The challenge is for you to choose courses that suit your ability and interest level. During the next few weeks you will be involved in a process that is aimed at guiding you through these choices. Staff may advise you against certain choices as you would have not demonstrated the level of expertise that is required to be successful in it. You and your parents need to heed this advise.

It is important to remember that your future career, education choices and options will be dependent on the next two years. Think through the advice given to you as well as the information you have available from reports and be realistic in your choices. This handbook provides you with basic information and is to be used in conjunction with the Subject Information Evening and follow up meetings. Speaking to a cross section of older students is another great way to gain insight into these courses.

Years 11 and 12 will require an organised and mature approach to school. To do so at a Catholic school demands a real commitment to its goals. Remember that we want you to be strong and committed Catholic young men and women of conscience who will carry ‘God’s Law in their Heart.’

! Mr A F Gleeson Principal May 2017 for 2018

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CONTENTS Page No. ........... .......................................................................................................

Staff Directory 5 ...............................................................................................................................What Does the HSC Offer? 7 .........................................................................................................................What types of Courses Can I Select? 8 ...........................................................................................Languages/Saturday School 8 .........................................................................................................Vocational Education and Training 9 ...............................................................................................Life Skill Courses 9 ..........................................................................................................................What are Units? 10 ............................................................................................................................Requirements for the Award of the HSC 11 .......................................................................................Assessment and Reporting 12 ...........................................................................................................Australian Tertiary Admission Rank (ATAR) 13 ..................................................................................

RELIGIOUS EDUCATION Religious Catholic Studies 15 ............................................................................................................Studies of Religion I 16 ......................................................................................................................Studies of Religion II 17 .....................................................................................................................

ENGLISH English Studies 19 ............................................................................................................................English Standard 20 .........................................................................................................................English Advanced 21 .......................................................................................................................English Extension 1 22 .....................................................................................................................English Extension 2 (Year 12) 22 ......................................................................................................

MATHEMATICS Mathematics Standard 1 24 ...............................................................................................................Mathematics Standard 2 25 ...............................................................................................................Mathematics 26 ................................................................................................................................Mathematics Extension 1 27 ..............................................................................................................Mathematics Extension 2 (Year 12) 28 ..............................................................................................

SCIENCE Biology 30 .........................................................................................................................................Chemistry 31 .....................................................................................................................................Earth & Environmental Science 32 ....................................................................................................Investigating Science 33 ....................................................................................................................Physics 34 ........................................................................................................................................

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HUMAN SOCIETY AND ITS ENVIRONMENT Ancient History 36 ............................................................................................................................Business Studies 37 .........................................................................................................................Economics 38 ...................................................................................................................................Legal Studies 39 ...............................................................................................................................Modern History 40 ............................................................................................................................Society and Culture 41 ......................................................................................................................

CREATIVE ARTS AND PERFORMING ARTS Drama 43 ...........................................................................................................................................Music 1 44 .........................................................................................................................................Visual Arts 45 .....................................................................................................................................Photography, Video & Digital Media 46 .............................................................................................

LANGUAGES French Beginners 48 .........................................................................................................................German Beginners 49 .......................................................................................................................Japanese Beginners 50 .....................................................................................................................Japanese Continuers 51 ....................................................................................................................Saturday School of Community Languages 52 .................................................................................

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION Community and Family Studies 54 ....................................................................................................Personal Development, Health and Physical Education 55 ...............................................................Sport Lifestyle and Recreation Studies 56 .........................................................................................

TECHNOLOGICAL AND APPLIED STUDIES Design & Technology 58 ....................................................................................................................Engineering 59 ..................................................................................................................................Food Technology 60 ..........................................................................................................................Industrial Technology - Timber 61 ......................................................................................................Information Processes Technology 62 ...............................................................................................

VOCATIONAL EDUCATION AND TRAINING (VET) Construction 64 .................................................................................................................................Hospitality 65 ....................................................................................................................................Information & Digital Technology 66 ..................................................................................................TAFE delivered VET Courses 67 .......................................................................................................School Bases Apprenticeships & Training 69 ....................................................................................OUTSIDE SCHOOL PROVIDERS 69 ...............................................................................................

APPENDIX 1 Pathways to Learning in Mathematics 70 ..........................................................................................

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St Leo’s Catholic College Year 11 & HSC Course Information Handbook

STAFF DIRECTORY as at the time of publication, May 2017

COLLEGE EXECUTIVE

KEY LEARNING AREA (KLA ) LEADERS / TEACHERS IN CHARGE

Principal Mr Anthony Gleeson

Assistant Principal Mr Anthony Mahoney

Director of Evangelisation and Catholic Formation Mr Daniel Petrie

Director of Teaching & Learning Mrs Melissa McMahon

Director of Pastoral Care & Well Being Mrs Lindy Sykes

Business Manager Mr Paul Anicic

DIRECTOR OF TEACHING & LEARNING Mrs Melissa McMahon

CURRICULUM CO ORDINATOR Mrs Susan White

RELIGIOUS EDUCATION Mr Daniel Petrie(Assistant: Mrs Regina Takchi)

ENGLISH Mrs Megan de Kantzow(Assistant: Mrs Susan Jones)

DRAMA Mrs Megan de Kantzow

ESL (English as Second Language) Mrs Joanne Burrowes

HSIE (Human Society and Its Environment) Mr Patrick Gallagher

LANGUAGES Mrs Melissa McMahon

LEARNING SUPPORT Ms Michelle Teys

eLEARNING Mrs Kimberley Prosser

MATHEMATICS Ms Theresa Mimmo (Assistant: Mrs Julie Macri)

MUSIC Ms Carolyn Williams

PDHPE (Personal Development, Health & Physical Education) Mrs Jamie Stimson

SCIENCE (Biology, Chemistry, Physics & Senior Science)

Mrs Josephine Cali(Assistant: Mrs Helen Wessels)

TAS (Techology & Applied Studies) Mr Andrew Rotolo

TEACHER LIBRARIAN

VET Co-ordinator Ms Portia Beattie

VISUAL ARTS Mrs Victoria James & Mrs Kelly Coleman (Acting)

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PASTORAL LEADERS

OTHER LEADERS

Tel: 9487 3555 Fax: 9487 2637

Director of Pastoral Care & Well Being Mrs Lindy Sykes

Leader of Student Services Mrs Julie Atkins

Year 12 Mr Peter Trainer

Year 11 Mrs Jane Moran

Year 10 Mr Louie Tiglao

Year 9 Mr Luke Trotz

Year 8 Mrs Kate Todd

Year 7 Ms Jessica Watts

Counsellor Mrs Anne-Marie Newham

Leader of Administration Mrs Julie Macri

Careers Counsellor Mrs Lindy Sykes

Youth Minister/Assistant REC - Liturgies Mr Adrian Gomez

Leader of Sport Mr Michael Kember

Data Analysis & ICT Systems Coordinator Mr Glen Charlier

Leader of Student Academic Care Mr Angelo Solomonides

Community Tutoring Program Coordinator Mr Tony Gulliford

Bursar Mrs Annette Stanton

Registrar Mrs Jayne Persico

Literacy Coach Ms Carolyn Scott

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WHAT DOES THE HSC OFFER? The number of students staying at school to go to Year 11 and 12 has increased dramatically, more than doubling since the 1980’s.

Secondary school students are seeking a HSC for a number of reasons: • There are few full-time jobs available for early school leavers. • Changes in the workplace and advancing technology require better-educated workers. • Many employers see the HSC as an essential entry-level qualification. • Competition for jobs has increased basic qualification levels. • More school leavers expect interesting, well-paid careers. • A wide range of subject choices (including VET).

In the past the HSC was basically seen as essential preparation for a University Course. Today, the HSC has many purposes. Students may decide to stay on to prepare for university, TAFE, a private college or the workplace.

Schools are changing to meet these new demands and the different expectations of the wide range of students completing the HSC.

The senior school study in NSW is divided into two courses of study, the Year 11 Course and the HSC Course. A student must study the Year 11 Course in a subject before being eligible to study the HSC Course in that subject.

At St Leo’s Catholic College, students study Year 11 Courses in the first three terms of Year 11. If they satisfactorily complete a Year 11 Course, they are then able to study the corresponding HSC Course. The HSC examination and assessment in most subjects is based predominantly on work studied in the HSC Course.

The NSW Education Standards Authority (NESA) allows students to study for the HSC over a period of five years. Senior students wishing to explore this option further should consult the Director of Teaching and Learning.

The HSC in 2018-2019

• The Higher School Certificate recognises 13 years of schooling. In the interests of greater career choices and increased opportunities at university and TAFE, it offers you a full range of study areas matching individual abilities, interests and goals.

• Courses will be linked to further education and training. ◊ Extension courses (including undergraduate university courses) will enable students to undertake more

in-depth study in areas of special interest. ◊ Vocational Education and Training courses will count towards the HSC and will also lead to

qualifications recognised across a range of industries. • The HSC will fairly assess each student’s knowledge and skills. • All HSC students that sit for an external examination are required to have satisfactorily completed the

‘HSC: All My Own Work’ program in ethical scholarship. This program will be completed at the end of this year (2017).

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WHAT TYPES OF COURSES CAN I SELECT? There are different types of courses that you can select in Years 11 and 12.

Board Developed Courses

The NESA develops these courses. There is a syllabus for each course, which contains:

• the course objectives, structure, content and outcomes • specific course requirements • assessment requirements

All students entered for the HSC who are studying these courses follow these syllabuses. These courses are examined externally at the end of the HSC course and can count towards the calculation of the Australian Tertiary Admission Rank (ATAR).

Board Endorsed Courses

There are two main types of Board Endorsed Courses – Content Endorsed Courses and School Designed Courses.

• Content Endorsed Courses (CEC’s) have syllabuses endorsed by NESA to cater for areas of special interest not covered in the Board Developed Courses.

• The following are the only CEC courses on offer at St Leo’s Catholic College in 2018 – 2019. • Catholic Studies 1 Unit • English Studies • Mathematics Standard 1 • Sport lifestyle & Recreation 1 unit (Year 11 Only) • Photography 1 Unit (Year 11 only)

Most HSC VET (Vocational Education and Training) courses delivered by TAFE are Content Endorsed Courses.

Some Board Endorsed Courses are one-year courses.

There is no external examination for any Content Endorsed Course or School Designed Course, but all Board Endorsed Courses count towards the Higher School Certificate and appear on your Record of Achievement. Board Endorsed Courses do not count in the calculation of the ATAR.

Languages at St Leo’s Catholic College and Saturday School of Languages and Open High School

Students wishing to include the study of languages other than those offered by the School in their Year 11 and HSC pattern of study can do so through the Saturday School of Languages or Open High School. The Saturday School of Community Languages teaches a variety of languages to students who wish to study their background community language and are unable to do so at St Leo’s Catholic College. Provision can be made for students to include 2 units of Languages Other Than English into their units of study.

Please see the Director of Teaching and Learning for further details regarding any of these languages and enrolment details for Saturday School of Languages or the Open High School.

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VOCATIONAL EDUCATION AND TRAINING COURSES ~ VET

Vocational Education and Training (VET) courses are nationally accredited courses that have been developed by NESA and offered as part of the HSC. They enable students to study courses that are relevant to industry needs and have clear links to post-school destinations. These courses allow students to gain both HSC qualifications, which can contribute to their Australian Tertiary Admission Rank (ATAR) and accreditation with industry and the workplace as part of the Australian Qualifications Framework (AQF). The national framework is recognised across Australia and helps students to move easily between the various education and training sectors and employment. These courses each have a specific workplace component and a minimum number of hours students spend in the workplace or a simulated workplace at school. On completion of their studies students receive special documentation showing the competencies gained. Students can include one VET course in their ATAR.

These courses are designed for all students and are taught by teachers at school or at TAFE. VET courses allow students to achieve work-related skills in a variety of industry areas. These include Business Services, Construction, Entertainment, Hospitality, Information Technology, Metal and Engineering, Primary Industry, Retail and Tourism. NB: Not all courses will be offered at school. If not they can be accessed through TAFE. Details about specific Industry Framework and Non Framework Courses are included in this booklet.

School-based part-time traineeships may also be available to students in Years 11 and 12. A traineeship is a work-based training program that combines work with structured training. Students are paid a training wage for both the work and training undertaken with a school, college or training provider. A part-time traineeship can be completed while doing the HSC. See the Assistant Principal for details. (Source: http://www.schools.nsw.edu.au/learning/yrk12focusareas/voced.)

More information about state training services is available at http://www.training.nsw.gov.au

LIFE SKILLS COURSES

A Special Program of Study may be applicable to a small percentage of students in Stage 6. There are currently nine life skills courses developed by NESA, these include; English Life Skills, Mathematics Life Skills, Personal Development, Health and Physical Education Life Skills, Citizenship and Society Life Skills, Science Life Skills, Creative Arts Life Skills, Technological and Applied Studies Life Skills, Work and Community Life Skills and HSIE Life Skills. Special Programs of Study are targeted at students with special needs in order to meet their individual learning needs. There is no external examination for Life Skills courses and it is expected the majority of students undertaking these courses will have an intellectual disability. For these students life skills courses can provide part of or all of a meaningful and relevant program preparing them for the range of environments that they may access upon leaving school.

To be eligible (except in special circumstances) students entering a Stage 6 Special Program of Study will have completed at least four generic life skills courses in Stage 5. Students wishing to enrol in a Special Program of Study in Stage 6 must go through an Individual Transition Process.

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WHAT ARE UNITS? All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 1 unit or 2 units. Most courses are 2 units in value.

Each unit involves class time of approximately 2 hours per week (60 hours per year). In the HSC each unit has a value of 50 marks. Hence a 2-unit course has a value of 100 marks.

2 units = (120 hours per year) = 100 marks

The following is a guideline to help you understand the pattern of courses.

2 UNIT COURSE • This is the basic structure for all courses. It has a value of 100 marks. EXTENSION COURSE • Extension study is available at St Leo’s in English and Mathematics.

• Extension courses build on the content of the 2-unit course and carry an additional value of 1 unit, requiring students to work beyond the standard of the 2-unit course.

• English and Mathematics Extension Courses are available at Year 11 and HSC levels. Students must study the Year 11 Extension course in these subjects before proceeding to the two HSC extension courses (Extension 1 and Extension 2). The Extension 2 course requires students to work beyond the standard of the Extension 1 course. HSC extension courses in subjects other than English and Mathematics are offered and examined in Year 12 only.

1 UNIT COURSE • 1 unit equals approximately 2 hours of class time each week or 60 hours per year.

• Studies of Religion can be undertaken as either a 1 unit or a 2-unit course.

• There are a number of 1 unit Board Endorsed Courses. These courses do not count in the ATAR.

Science Year 11 Students can select up to three 2 unit courses from Biology, Chemistry, Physics, Earth & Environmental Science and Investigating Science.

Year 12 Students can elect to study up to seven (7) units of science courses. They maintain the up to six units from Year 11 and may choose to add Extension Science (1 unit) to their subjects.

NOTE: Students must have completed a Year 11 Course in Science and be continuing at least one two unit course through the HSC Year to be able to add the Extension Science to their subjects for the HSC. Extension Science cannot be the only science course a student sits for the HSC.

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REQUIREMENTS FOR THE AWARD OF THE HSC If you wish to be awarded the HSC: • You must have satisfactorily completed courses that meet the pattern of study required by NESA for the

award of the Higher School Certificate. This includes the completion of the practical, oral or project works required for specific courses and the assessment requirements for each course.

• You must have sat for and made a serious attempt at the Higher School Certificate examinations.

Pattern of Study

You must study a minimum of 12 units in the Year 11 course and a minimum of 10 units in the HSC course. Both the Year 11 course and the HSC course must include the following:

• at least six units of Board Developed Courses • at least two units of a Board Developed Course in English • at least three courses of 2 unit value or greater • at least four subjects

Currently six units of courses in Science can contribute to Higher School Certificate eligibility. A final determination on the exact number of units for 2019 will be made by the end of the year. • NESA publication, Studying for the New South Wales Higher School Certificate, contains all the HSC rules

and requirements you will need to know. • If you wish to receive the Australian Tertiary Admission Rank (ATAR), you must study a minimum of 10

Board Developed units in the HSC Course. The booklet, University Entry Requirements 2015, published by UAC and available in August, will contain important information about entry to university courses, course prerequisites and other information to assist your choice of HSC courses for study in Years 11 and 12 in preparation for university entry. This booklet is available from the College Careers Advisor.

• If you do not wish to receive an ATAR, the rest of your courses may be made up from Board Endorsed Courses once you have studied six units from Board Developed Courses.

Satisfactory Completion of Courses

Satisfactory completion of courses involves participation in experiences that are integral requirements of the syllabus e.g: assignments, practical work, and participation in class. This includes the minimum requirement that a student must complete assessment tasks that contribute in excess of 50% of the available marks from that course.

A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that they have:

• followed the course issued by NESA; and • applied themselves with diligence and sustained effort to the set tasks and experiences provided in the

course by the school; and • achieved some or all of the course outcomes.

If the Principal determines that the above course completion criteria have not been met, a student will be given written warning in sufficient time to correct any problems regarding application or completion of courses. A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then deem the student to be unsatisfactory in that course.

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ASSESSMENT AND REPORTING The HSC reports will provide you with detailed descriptions of the knowledge, skills and understanding you have attained in each subject.

Teachers are provided with a syllabus package for each course. The packages include the syllabus content which teachers use to develop teaching programs, examination specifications, sample examination papers, sample marking guidelines and a performance scale.

The syllabuses, along with assessment and examination information and a performance scale that will be used to describe your level of achievement, give a clear idea of the standards that are expected.

The Moderated School-based assessment tasks will contribute to 50% of your HSC mark. St Leo’s assessment marks will be based on your performance in assessment tasks you have undertaken during the course.

The other 50% will come from the HSC examination.

On satisfactory completion of your HSC you will receive a portfolio containing:

The HSC Testamur

(The official certificate confirming your achievement of all requirements for the award.)

The Record of Achievement

(This document lists the courses you have studied and reports the marks and bands you have achieved.)

Course Reports

For every HSC Board Developed Course you will receive a Course Report showing your marks, the Performance Scale and the band descriptions for that course. A graph showing the statewide distribution of marks in the course is also shown.

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AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) (Formerly known as UAI)

Eligibility for ATAR For 2018 HSC students must satisfactorily complete at least ten units of ATAR courses.

These ATAR courses must include: • eight units from Category A courses (which includes English) • four subjects

Calculation of the ATAR The ATAR will be based on an aggregate of scaled marks in ten units of Board Developed courses comprising:

• the best two units of English; and • the best eight units from the remaining units, subject to the provision that no more than two units of

Category B courses be included.

Marks to be included in the ATAR calculations can be accumulated over a five-year period. If a course is repeated, only the last satisfactory attempt is used in the calculation of the ATAR.

Category A and Category B Courses All courses other than the following are Category A courses.

Category B: A student may take more than one of these courses, however, only 2 units may count towards the calculation of their ATAR.

• Business Services • Construction • Entertainment Industry • Information Technology • Metal and Engineering • Primary Industries • Retail • Tourism and Events • Industrial Technology • Hospitality

REMEMBER Years 11 and 12 demand your time, energy, and commitment. No one but you will be sitting in class, taking notes, studying, doing homework and assessment tasks, sitting the HSC examination.

Make the HSC work for you by choosing subjects that: • interest you • which you know you are good at • that you enjoy and, • which prepare you for your future. After you leave school, there will be many different education and training opportunities available to you, giving you the chance to make the most of lifelong learning.

PLEASE NOTE: Not all subjects listed in this booklet may be offered depending on student subject selections.

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RELIGIOUS EDUCATION § RELIGIOUS CATHOLIC STUDIES § STUDIES OF RELIGION I § STUDIES OF RELIGION II

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Course: Year 11 Catholic Studies* HSC Religious Catholic Studies

Course No: 63046 Course No: 63048

1 Unit Board Endorsed Course

Exclusions: Board Developed Course Studies of Religion I Studies of Religion II

This course is designed to enable Year 11 and 12 students attending Catholic schools to study the Catholic faith and tradition, expressed in the life and mission of the Church. The course will be offered as an alternative course of study for students electing not to study NSW BOS Studies of Religion. The course also provides the opportunity for students to research religious and related social and moral questions within a Catholic context as well as other religious traditions.

Like the BOS Studies of Religion, the Board Endorsed Religious Catholic Studies course provides opportunities for students to explore the diversity of religious experience and traditions in Australia’s multifaith culture. The course also focuses on the study of the Catholic variant.

The course also contributes to the personal development of students with its focus on education in the skills of critical reflection, social analysis and moral decision-making.

Through this course in Religious Catholic Studies, students will have the opportunity to:

• develop their understanding of the faith, history and tradition, life and mission of the Catholic Church. • develop their understanding and appreciation of the religious experience and traditions of other

Christians and people of other religious faiths. • critically reflect upon personal beliefs, values, ethics and commitments in light of revelation and social

justice in the Scriptures and tradition, the mission of the Catholic Church and an analysis of Australian society and culture.

*The Catholic Studies course does not contribute to an ATAR.

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Course: Year 11 Studies of Religion I HSC Studies of Religion I


1 unit for each of Year 11 and HSC Board Developed Course Exclusions: Studies of Religion II

Course Description Studies of Religion I promotes an understanding and critical awareness of the nature and significance of religion and the influence of beliefs systems and religious traditions on individuals and within society.

Year 11 Course Nature of Religion and Beliefs - The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctive response to the human search for meaning in life. Two Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism - Origins - Variants and streams - Principal beliefs - Sacred texts and writings - Core ethical teachings - Personal devotion/expression of faith/observance

HSC Course Religion and Belief Systems in Australia post-1945 - Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today. Two Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism - Significant people and ideas - Ethical teachings in the religious tradition about bioethics or environmental ethics or sexual ethics - Significant practices in the life of adherents

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Course: Year 11 Studies of Religion II HSC Studies of Religion II


2 units for each of Year 11 and HSC Board Developed Course Exclusions: Studies of Religion I

Course Description Studies of Religion II promotes an understanding and critical awareness of the nature and significance of religion and the influence of beliefs systems and religious traditions on individuals and within society.

Year 11 Course Nature of Religion and Beliefs - The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctive response to the human search for meaning in life. Three Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism - Origins - Variants/streams - Principal beliefs - Sacred texts and writings - Core ethical teachings - Personal devotion/expression of faith/observance. Religions of Ancient Origin - The response to the human search for ultimate meaning in two religions of ancient origin from:

- Aztec or Inca or Mayan - Celtic - Nordic - Shinto - Taoism - An Indigenous religion from outside Australia

Religion in Australia pre-1945 - The arrival, establishment and development of religious traditions in Australia prior to 1945.

HSC Course Religion and Belief Systems in Australia post-1945 - Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today. Three Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism - Significant people and ideas - A religious traditions ethical teachings about bioethics or environmental ethics or sexual ethics - Significant practices in the life of adherents Religion and Peace - The distinctive response of religious traditions to peace. Religion and Non-Religion - The human search for meaning through new religious expression, non-religious worldviews and the difference between Religious and Non-Religious worldviews.

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ENGLISH § ENGLISH STUDIES § ENGLISH STANDARD § ENGLISH ADVANCED § ENGLISH EXTENSION 1 & 2

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Course: Year 11 English Studies HSC English Studies


2 units for each of Year 11 and HSC Content Endorsed Course

Exclusions: English (Standard); English (Advanced); English (Extension)

Course Entry Guidelines This course is designed to meet the specific needs of students who are seeking an alternative to the English (Standard) course and who intend to proceed from school directly into employment or vocational training.Students may elect to complete an exam in the HSC year and become eligible to receive an Australian Tertiary Admissions rank (ATAR).

Students considering choosing the course should be advised that: • English Studies is a Stage 6 Content Endorsed Course with the option to complete an exam in the

HSC year. • Satisfactory completion of English Studies will fulfil English pattern-of-study requirement for the

Higher School Certificate. English Studies will also count towards the six units of Board Developed Courses required for the award of the Higher School Certificate.

• Only students who elect to complete an exam in the HSC year will be eligible for the calculation of an Australian Tertiary Admission rank(ATAR)

Course Description English Studies has a strong literacy focus and provides students with opportunities to comprehend, interpret and evaluate the ideas, values, language forms and features of texts from a range of everyday, social, cultural, academic and workplace contexts. Through contemporary language experiences students refine their reading, writing, speaking, listening, viewing and representing skills.

Main Topics Covered Year 11 Course – (120 indicative hours):

• The module ‘Achieving through English - English in Education, work and community’ is mandatory • Students will study a total of 3-5 modules (including the mandatory module)

HSC Course – (120 indicative hours): • The module ‘Texts and Human Experiences' is mandatory • Students will study a total of 3-5 different modules (including the mandatory module)

The additional modules for both the Year 11 and HSC courses are selected from a list of elective modules within the syllabus. The elective modules may be studied in either course, but with an increasing level of challenge as students advance into the HSC course.

Particular Course Requirements In the Year 11 and HSC English Studies Course students are required to:

• read, listen to, view and compose a range of print and multimodal texts from a variety of cultures • be involved in planning, research and presentation activities as part of one individual and/or one

collaborative project • develop a portfolio of texts they have planned, drafted, edited and presented in written, graphic and

electronic forms • engage with the community through avenues such as visits, surveys, interview, work experience,

listening to guest speakers and/or excursions

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Course: Year 11 English (Standard) HSC English (Standard)


2 units for each of Year 11 and HSC Board Developed Course

Exclusions: English (Advanced); English (ESL); English (Extension), English Studies

Course Description In the Year 11 English (Standard) course, students explore language forms, features and structures of texts in a range of academic, personal, social, historical, cultural and workplace contexts. Responding to and imposing texts provides students with the opportunity to recognise the ways texts convey, interpret, question and reflect opinions and perspectives. The course provides diverse approaches to texts so that students may further develop skill sin literacy, investigation and collaborative and reflective learning. There is an emphasis on appreciating cultural diversity in Australia. In the HSC English (Standard) course,……??

Main Topics Covered Year 11 Course – The course has two sections:

• Common Content (Standard and Advanced) - Reading to Write: Transition to Senior English • Module A: Contemporary Possibilities • Module B: Close Study of Literature

HSC Course – In the HSC English (Standard) course, students further strengthen their knowledge and understanding of language and literature by reflecting on and demonstrating the effectiveness of texts for different audiences and purposes.

• Common Module: Texts and Human Experience • Module A: Language, Identity and Culture • Module B: Close Study of Literature • Module C: The Craft of Writing

Particular Course Requirements In the Year 11 English (Standard) Course students are required to:

• study Australian and other texts, including texts by and about Aboriginal and Torres Strait Islanders • explore a range of literary texts written about gender perspectives, intercultural experiences and

the people and cultures of Asia • integrated modes of reading, writing, listening , speaking, viewing and representing as appropriate

HSC English (Standard) Course requires the close study of: • study at least three types of prescribed texts, one drawn from each of the following categories:

prose fiction, poetry or drama; nonfiction or film or media • a wide range of additional related texts

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Course: Year 11 English Advanced HSC English Advanced


A Two unit NESA developed course Exclusions: English Standard; English Studies

Course Description NOTE: This course is designed for students who have particular interest and ability in the subject. In the Advanced course, students will investigate complex and evocative ideas in more challenging texts, learn how to evaluate and emulate others’ writing, and will discover how to employ powerful, creative and sophisticated language. Students will analyse, and respond imaginatively and critically, to literary texts including Shakespearean plays. Through exploration and experimentation, students develop an understanding of how language is used to create artistic expression in texts. They will further develop their skills in independent, collaborative and reflective learning. The study modules will encourage students to question, reconsider, and refine meaning through language, and to reflect on their own processes of re spending. A study of the English Advanced course can enable students to become critical thinkers, and articulate and creative communicators.

Main Topics Covered Year 11 Course – Students study three modules: Common Module: “Reading to Write” Module A: ‘Narratives that Shape our World” Module B: ‘Critical Study of Literature” HSC Course – The course has four modules: Common Module: Texts and Human Experience Module A: ‘Textual Conversations” Module B: “Critical Study of Literature” Module C: ‘The Craft of Writing”

Course Requirements In both the Year 11 English and HSC English Advanced Course, students are required to explore a range of texts drawn form prose fiction, drama, poetry, nonfiction, film, media and digital texts. These texts will be drawn from a range of personal, social, historical and cultural contexts, and will include literature from different contexts and from Australian, Indigenous, Asian and other cultures. Three modules are studied in the Year 11 course and four modules are studied in the HSC course.

NOTE: This course requires students to support their study of the prescribed texts with their own wide reading.

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Courses: Year 11 English Extension HSC English Extension 1 HSC English Extension 2

Course No: 11150 Course No: 15160 Course No: 15170

1 unit of study for each of Year 11 and HSC Prerequisites: (a) English (Advanced) (b) Year 11 English (Extension) is a prerequisite for English Extension Course 1 (c) English Extension Course 1 is a prerequisite for English Extension Course 2 Exclusions: English (Standard); Fundamentals of English; English (ESL)

Course Description English Extension is designed for students with an interest in literature and a desire to pursue a specialised study of English. Students engage with increasingly complex contexts through a broad range of literature from a range of contexts to refine their understanding and appreciation of the cultural roles and the significance of texts. In the Year 11 English (Extension) course, students explore the ways in which aspects and concerns of text from the past have been carried forward, borrowed from and/or appropriated into more recent culture. In HSC English Extension Course 1, students explore, investigate, experiment with and evaluate the ways texts represent and illuminate the complexity of individual and collective lives in literary worlds, and how ways of thinking are shaped by personal context. In HSC English Extension Course 2, is designed for independent learners who develop a sustained composition and document their reflection on this process.

Main Topics Covered Year 11 English (Extension) Course The course has one mandatory module: Texts, Culture and Value. HSC English Extension Course 1 Students study one elective from the common module: Literary Worlds HSC English Extension Course 2 Students complete a major work

Particular Course Requirements In the Year 11 English (Extension) Course students are required to examine a key text from the past and its manifestations in other contexts and media, and develop their own related independent investigation project to develop critical and creative thinking.

HSC English Extension Course 1 requires students to study the three prescribed texts, including at least two extended print texts, in one elective of the module ‘Literary Worlds’, writing critical and creative compositions. HSC English Extension Course 2 requires completion of a Major Work and Reflective Statement.

�22

MATHEMATICS § MATHEMATICS STANDARD1 § MATHEMATICS STANDARD2 § MATHEMATICS § MATHEMATICS EXTENSION 1 § MATHEMATICS EXTENSION 2

!23


Course: Year 11 Mathematics Standard HSC Mathematics Standard 1

Course No: TBA Course No: TBA

2 units for each of Year 11 and 2 units HSC content Endorsed Course Prerequisites: The Year 11 Mathematics General course has been constructed on the assumption that students have studied the content and achieved the outcomes of the Mathematics Years 7-10 Syllabus (2002) up to, and including, the content and outcomes of Stage 5.1 Exclusions: Students may not study any other Stage 6 Year 11 mathematics course in conjunction with Year 11 Mathematics General course, or any other Stage 6 HSC mathematics course in conjunction with the HSC Mathematics General 1 course.

Course Description The study of Mathematics Standard in Stage 6 enables students to develop their knowledge and understanding of what it means to work mathematically, improve their skills to solve problems relating to their present and future needs and aspirations, and improve their understanding of how to communicate in a concise and systematic manner.

The Year 11 and HSC Mathematics Standard course are focused on enabling students to use mathematics effectively, efficiently and critically to make informed decision in their daily lives. They provide students with the opportunities to develop and understanding of, and competence in, further aspects of mathematics through large variety of real-world applications for a range of concurrent HSC subjects. Mathematics Standard 1 is designed to help students improve their numeracy by building their confidence and success in making mathematics meaningful. Numeracy is more than being able to operate with numbers. It required mathematical knowledge and understanding, mathematical problem-solving skills and literacy skills, as well as positive attitudes. When students become numerate they are able to manage a situation or solve a problem in real contexts, such as everyday life, work or further learning. This course offers students the opportunity to prepare for post-school options of employment or further training. The Mathematics Standard 1 course will commence in Year 12. Mathematics Standard 1 is a Board-developed course and can be used to meet the requirements of six units of Board Developed courses.

Main Topics Covered Year 11 Mathematics Standard Course Strand: Algebra Strand: Measurement Strand: Financial Mathematics Strand: Statistical Analysis

HSC Course Strand: Algebra Strand: Measurement Strand: Financial Mathematics Strand: Statistical Analysis Strand: Networks

�24


Course: Year 11 Mathematics Standard HSC Mathematics Standard 2


2 units for each of Year 11 and 2 units HSC Board Developed Course Prerequisites: The Year 11 Mathematics General course has been constructed on the assumption that students have studied the content and achieved the outcomes of the Mathematics Years 7-10 Syllabus (2002) up to, and including, the content and outcomes of Stage 5.1. For students who intend to study the HSC Mathematics General 2 course, it is recommended that they study at least some of the Stage 5.2 content of the Mathematics Years 7-10 Syllabus (2002), particularly the Patterns and Algebra topics and Trigonometry, if not all of the content. Exclusions: Students may not study any other Stage 6 Year 11 mathematics course in conjunction with the Year 11 Mathematics General course, or any other Stage 6 HSC Mathematics course in conjunction with the HSC Mathematics General 2 course.

Course Description The study of Mathematics Standard in Stage 6 enables students to develop their knowledge and understanding of what it means to work mathematically, improve their skills to solve problems relating ot their present and future needs and aspirations, and improve their understanding of how to communicate in a concise and systematic manner.

The Year 11 and HSC mathematics Standard courses are focused on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. They provide students with the opportunities to develop an understanding of, and competence in, further aspects of mathematics through a large variety of real-world applications for a range of concurrent HSC subjects. Mathematics Standard 2 is designed for those students who want to extend their mathematical skills beyond Stage 5 but are not seeking the in-depth knowledge of higher mathematics that the study of calculus would provide. This course offers students the opportunity to prepare for a wide rang elf educational and employment aspirations, including continuing their studies at a tertiary level.

Main Topics Covered Year 11 Mathematics General Course Strand: Algebra Strand: Measurement Strand: Financial Mathematics Strand: Statistical Analysis

HSC Course Strand: Algebra Strand: Measurement Strand: Financial Mathematics Strand: Statistical Analysis

�25


Course: Year 11 Mathematics HSC Mathematics


2 units for each of Year 11 and HSC Board Developed Course Prerequisites: For students who intend to study the Mathematics course, it is recommended that they study the topics Real Numbers, Algebraic Techniques and Coordinate Geometry as well as at least some of Trigonometry and Deductive Geometry from Stage 5.3 (identified by §) of Mathematics Years 7–10 Syllabus, if not all of the content. Exclusions: Mathematics Standard

Course Description The course is intended to give students, who have demonstrated general competence in the skills of Stage 5 Mathematics, an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Students who require substantial mathematics at a tertiary level, supporting the physical sciences, computer science or engineering, should undertake the Mathematics Extension 1 course or both the Mathematics Extension 1 and Mathematics Extension 2 courses.

Main Topics Covered

Year 11 Course • Basic arithmetic and algebra • Real functions • Trigonometric ratios • Linear functions • The quadratic polynomial and the parabola • Plane geometry – geometrical properties • Tangent to a curve and derivative of a function

HSC Course • Coordinate methods in geometry • Applications of geometrical properties • Geometrical applications of differentiation • Integration • Trigonometric functions • Logarithmic and exponential functions • Applications of calculus to the physical world • Probability • Series and series applications

�26


�27

Course: Year 11 Mathematics Extension 1 HSC Mathematics Extension 1


1 unit in each of Year 11 (Year 11 Mathematics Extension) and HSC Board Developed Course Prerequisites: For students who intend to study the Mathematics Extension 1 course, it is recommended that they study the Stage 5.3 optional topics (identified by #) Curve Sketching and Polynomials, Functions and Logarithms, and Circle Geometry of the Mathematics Years 7–10 Syllabus. Exclusions: Mathematics Standard

Course Description The content of this course and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills of Stage 5 Mathematics and are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of, and competence in, aspects of mathematics, including many which are applicable to the real world. It has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level, and for the study of mathematics in support of the physical and engineering sciences. Although the course is sufficient for these purposes, students of outstanding mathematical ability should consider undertaking the Mathematics Extension 2 course.

Main Topics Covered

Year 11 Course • Other inequalities • Circle geometry • Further trigonometry • Angles between two lines • Internal and external division of lines into

given ratios • Parametric representation • Permutations and combinations • Polynomials • Harder applications of the Year 11

Mathematics course

HSC Course • Methods of integration • Primitive of sin2x and cos2x • Equation

! • Velocity and acceleration as a function of x • Projectile motion • Simple harmonic motion • Inverse functions and inverse trigonometric

functions • Induction • Binomial theorem • Further probability • Iterative methods for numerical estimation of the

roots of a polynomial equation • Harder applications of HSC Mathematics topics

!"!# = %(" − ()


Course: HSC Mathematics Extension 2 Course No: 15260

1 unit for the HSC Board Developed Course The course is designed for students with a special interest in mathematics who have shown that they possess special aptitude for the subject. Exclusions: Mathematics Standard

Course Description The course offers a suitable preparation for study of mathematics at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other mathematics courses. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus. These topics are treated in some depth. Thus, the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject.

Main Topics Covered • Graphs • Complex Numbers • Conics • Integration • Volumes • Mechanics • Polynomials • Harder Mathematics Extension 1 topics

�28

SCIENCE § BIOLOGY § CHEMISTRY § EARTH & ENVIRONMENTAL SCIENCE § INVESTIGATING SCIENCE § PHYSICS

!29


Course: Year 11 Biology HSC Biology

Course No: TBACourse No: TBA

2 units for each of Year 11 and HSC Board Developed Course Exclusions:

Course Description The Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in find ing solutions to health and sustainability issues in a changing world. Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand an support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively. The study of biology,which is often undertaken in interdisciplinary teams, complements the study of other science disciplines and other STEM (Science, Technology, Engineering and Mathematics) related courses. Through the analysis of qualitative and quantitative data, students are encouraged to solve problems and apply knowledge of biological interactions that relate to a variety of fields. The Biology practical emphasis in the delivery of the course content and engages with the technologies that assist in investigating current and future biological applications. The course provides the foundation knowledge and skills required to study biology after completing school, and supports participation in a range of careers in biology and related interdisciplinary industries. It is a fundamental discipline that focuses on personal and public health and sustainability issues, and promotes an appreciation for the diversity of life on the Earth and its habitats.

Topics Covered Year 11 Course Working Scientifically Skills Module 1 Cells as the Basis of Life Module 2 Organisation of Living Thins Module 3 Biological Diversity Module 4 Ecosystem Dynamics

Depth Studies

HSC Course Working Scientifically Skills Module 5 Heredity Module 6 Genetic Change Module 7 Infectious Disease Module 8 Non-infectious Disease and Disorders

Depth Studies

Particular Course Requirements Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.

Practical investigations include: • undertaking laboratory experiments, including the

use of appropriate digital technologies • fieldwork

Secondary-sourced investigations include: • locating and accessing a wide range of secondary

data and/or information • using and reorganising secondary data and/or

information.

One fieldwork exercise must be completed in Year 11

Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.





information

�30


Course: Year 11 Chemistry HSC Chemistry



Exclusions:

Course Description The Chemistry Stage 6 Syllabus explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability. The course further develops an understanding of chemistry through the application of Working Scientifically skills, It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena. Chemistry involves using differing scales, specialised representations, explanations, predictions and creativity, especially in the development an pursuit of new materials. It requires students to use their imagination to visualise the dynamic, minuscule world of atoms in order to gain a better understand of how chemicals interact. The Chemistry course builds on students’ knowledge and skills developed in the Science Stage 5 course and increases their understanding of chemistry as a foundations for undertaken investigations in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of chemistry is often the underlying link between interdisciplinary studies. The course provides the foundation knowledge and skills required to study chemistry after completing school, and supports participation in a range of careers in chemistry and related interdisciplinary industries. It is essential discipline that currently addresses and will continue to address our engird needs and uses, the development of new materials, and sustainability issues as they arise.

Topics Covered Year 11 Course Working Scientifically Skills Module 1 Properties and Structure of Matter Module 2 Introduction to Quantitative Chemistry Module 3 Reactive Chemistry Module 4 Driver of Reactions

Depth Studies

HSC Course Working Scientifically Skills Module 5 Equilibrium and Acid Reactions Module 6 Acid/base Reactions Module 7 Organic Chemistry Module 8 Applying Chemical Ideas

Depth Studies

Particular Course Requirements Scientific investigations include both practical investigation and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.


use of appropriate digital technologies • fieldwork Secondary-sourced investigations include: • locating and accessing a wide range of secondary

data and/or information • using and reorganising secondary date and/or

information

Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35 hours of course time. including time allocated to practical investigations in depth studies.


use of appropriate digital technologies fieldwork Secondary-sourced investigations include: • locating and accessing a wide range of secondary

data and/or information using and reorganising secondary data and/or information

�31


Course: Year 11 Earth & Environmental Science HSC Earth & Environmental Science



Exclusions:

Course Description The Earth & Environmental Science Stage 7 Syllabus explores the Earth’s renewable and non-renewable resources and also environmental issues. An understanding of the Earth’s resources and the ability to live sustainably on the planet is a central purpose of the study of Earth & Environmental Science. The course uses the Working Scientifically skills to develop knowledge through the application of those skills. Students engage with inquiry questions to explore knowledge of the Earth. They also undertake practical and secondary-sourced investigations to acquire a deeper understanding of the Earth’s features and naturally occurring phenomena and cycles. Fieldwork is an integral part of these investigation processes. Earth & Environmental Science involves the analysis, processing and evaluation of qualitative and quantitative data in order to formulate explanations and solve problems. In conjunction with knowledge and understanding, communication skills are essential in forming evidence-based conclusions or arguments. The Earth & Environmental Science course builds on the knowledge and skills of Earth and Space gained in the Science Stage 5 course. The course maintains a practical emphasis in the delivery of the course content, and engages with technologies that assist in =developing earth and environmental science applications. The course provides the foundation knowledge and skills required to study earth and environmental science after completing school, and supports participation in careers in a range of related industries. The application of earth and environmental science is essential in addressing current and future environmental issues and challenges. It is also necessary for the use and management of geological resources that are important to Australia’s sustainable future.

Topics Covered Year 11 Course Working Scientifically Skills Module 1 Earth’s Resources Module 2 Plate Tectonics Module 3 Energy Transformations Module 4 Human Impacts

Depth Studies

HSC Course Working Scientifically Skills Module 5 Earth’s Processes Module 6 Hazards Module 7 Climate Science Module 8 Resource Management

Depth Studies


Practical investigations include: • understanding laboratory experiments, including

the use of appropriate digital technologies • fieldwork •Secondary-sourced investigations include: • locating and accessing a wide range of secondary


information

One fieldwork exercise must be included in Year 11






information

One fieldwork exercise must be included in year 12

�32


Course: Year 11 Investigating Science HSC Investigating Science

Course No: TBACourse No: TBA


Exclusions:

Course Description Investigating Science is a new course with a focus on the applications of science. The students will have opportunity to study methodology of science and the place of science in society. The Investigating Science Stage 6 Syllabus is designed to assist students of alla abilities engage with scientific processes, and apply those processes to investigate relevant personal, community and global scientific issues. The ongoing study of science and the specific Working Scientifically skills processes and their application have led humans to accumulate an evidence-based body of knowledge about human interactions - past, present and future - with the world and its galactic neighbourhood. The course is firmly focused on developing the Working Scientifically skills, as they provide a foundation for students to value investigations, solve problems, develop and communicate evidence-based arguments, and make informed decisions. The course promotes active inquiry and explores key concepts, models and phenomena. It draws and builds on the knowledge, understanding, skills, values and attitudes gained in Science Stage 5. The Stage 6 course is designed to enhance students’ understanding of the value of evidence-based investigations and the use of science-based inquiry in their lives. The Investigating Science course is designed to complement the study of science disciplines by providing additional opportunities for students to investigate and develop an understanding of scientific concepts, their current and future uses, and their impacts on science and society. The course draws on and promotes interdisciplinary science, by allowing students to investigate a wide range STEM (Science, Technology & Mathematics) related issues and concepts in depth. Investigating Science encourages the development of a range of capabilities and capacities that enhance a student’s ability to participate in all aspects of community life and within a fast-changing technological landscape. The knowledge, understanding and skills gained from this course are intended to support students’ ongoing engagement with science, and to form the foundation for further studies and participation in current and emerging STEM-related post-school activities and industries. Students will be provided with opportunities to: • build a knowledge, understanding and skills of Stage 5 Science • apply Working Scientifically skills in an integrated way • design and conduct practical investigations • participate in fieldwork in Year 11 and Year 12 • learn about…

− the observations of Archimedes, Alexander Fleming and Galileo − the practices of Aboriginal and Torres Strait Islander Peoples in relation to their application of scientific principles − the use of models in science − the distinction between scientific theories and laws − using Science to test claims − how science affects the development of new technologies

The new Investigating Science syllabus has been developed using the established NSW Education Standards Authority (NESA) syllabus development process. The syllabus includes Australian curriculum content and reflects the new directions of the Stronger HSC Standards reforms. The Stronger HSC Standards reforms include: supporting the achievement of high minimum standards for all students ensuring the flexibility and versatility of the Higher School Certificate (HSC) to cater for the full range of students encouraging every student to achieve at their highest possible level a focus on the acquisition of deep knowledge and skills for students NSW Stage 6 syllabuses are inclusive of the learning needs of all students. The syllabuses accomodate teaching approaches that support student diversity, including students with special educations needs, gifted and talented students and students learning English as an additional language or dialect (EAL/D).

Topics Covered Year 11 Course Course Modules: Working Scientifically Skills Module 1 Observing Module 2 Inferences and Generalisations Module 3 Scientific Models Module 4 Theories and Laws Depth Studies

Year 12 Course Course modules: Working Scientifically Skills Module 5 Scientific Investigations Module 6 Technologies Module 7 Fact or Fallacy Module 8 Science and Society Depth Studies

Particular Course Requirements Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies. Practical investigations include: • undertaking laboratory experiments, including the use of

appropriate digital technologies • fieldwork Secondary-sourced investigations include: • locating and accessing a wide range of secondary data and/or

information • using and recognising secondary data and/or information •

Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35 hours of course time. including time allocated to practical investigations in depth studies. Practical investigations include: • undertaking laboratory experiments, including the use of

appropriate digital technologies • fieldwork

Secondary-sourced investigations include: • locating and accessing a wide range of secondary data and/or

information • using and reorganising secondary data and/or information

�33


Course: Year 11 Physics HSC Physics


2 units for each of Year 11 and HSC Board Developed Course Exclusions:

Course Description The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time. along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of peace and time - from nuclear particles and their interactions up to the size and age of the Universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the Universe, and participate in navigating and influencing the future. The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding for the connectedness of seemingly dissimilar phenomena. Students who study physics are encouraged to use observations to develop quantitative models of real world problems and derive relationships between variables. They are required to engage in solving equations based on these models, make predictions, and analyse the interconnectedness of physical entities. The Physics course builds on students’ knowledge and skills developed in theScience Stage 5 course and help them develop greater understanding of physics as a foundation for undertaking post-school studies in a wide range of Science, Technology, Engineering and Mathematics (STEM) fields. A knowledge and understanding of physics often provides the unifying link between interdisciplinary studies. The study of physics provides the foundation knowledge and skills required to support participation in a range of careers. It is a discipline that utilises innovative and creative thinking to address new challenges, such as sustainability, energy efficiency and the creation of new materials.

Topics Covered Year 11 Course Working Scientifically Skills Module 1 Kinematics Module 2 Dynamics Module 3 Waves and Thermodynamics Module 4 Electricity and Magnetism

Depth Studies

HSC Course Working Scientifically Skills Module 5 Advanced Mechanics Module 6 Electromagnetism Module 7 The Nature of Light Module 8 From the Universe to the Atom

Depth Studies


Practical investigations include: • understanding laboratory experiments, including

the use of appropriate digital technologies • fieldwork •Secondary-sourced investigations include: • locating and accessing a wide range of secondary


information






information

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HUMAN SOCIETY & ITS

ENVIRONMENT § ANCIENT HISTORY § BUSINESS STUDIES § ECONOMICS § LEGAL STUDIES § MODERN HISTORY § SOCIETY & CULTURE

!35


Course: Year 11 Ancient History HSC Ancient History


2 units for each of Year 11 and HSCBoard Developed Course Exclusions: Nil

Course Description The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and written sources, students investigate various aspects of the ancient world, including historical sites, people, societies, events and developments.

The HSC course is structured to provide students with opportunities to apply their understanding of archaeological and written sources and relevant historiographical issues in the investigation of the ancient past.

Main Topics Covered

Year 11 Course Part 1: Introduction (50%)

• Investigating Ancient History: The Nature of Ancient History (at least ONE) • Case Studies (at least TWO)

Part 2: Studies of Ancient Societies (35%) • At least TWO Ancient Societies to be chosen

Part 3: Historical Investigation (15%) • The investigation may be undertaken as a standalone study of integrated into any aspect of the

Year 11 course and need not be completed as one project. It may be conducted individually or collaboratively.

HSC Course Part I: Core Study: Cities of Vesuvius – Pompeii and Herculaneum (25%)

Part II: ONE Ancient Society (25%)

Part III: ONE Personality in their Times (25%)

Part IV: ONE Historical Period (25%)

�36


Course: Year 11 Business Studies HSC Business Studies


2 units for each of Year 11 and HSC

Board Developed CourseExclusions: Nil

Course Description Business activity is a feature of everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the management of operations, marketing, finance and human resource in large businesses.

Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral development by assisting students to think critically about the role of business and its ethical responsibilities to society.

Year 11 Course

Nature of business (20%) – the role and nature of business

Business management (40%) – the nature and responsibilities of management

Business planning (40%) – establishing and planning a small to medium enterprise

HSC Course

Operations (25%) – strategies for effective operations management

Marketing (25%) – development and implementation of successful marketing strategies

Finance (25%) – financial information in the planning and management of business

Human resources (25%) – human resource management and business performance

�37


Course: Year 11 Economics HSC Economics



Exclusions: Nil

Course Description Economics provides understanding for students about many aspects of the economy and its operation that are frequently reported in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian economic context within the course.

Main Topics Covered

Year 11 Course • Introduction to Economics – the nature of economics and the operation of an economy • Consumers and Business – the role of consumers and business in the economy • Markets – the role of markets, demand, supply and competition • Labour Markets – the workforce and role of labour in the economy • Financial Markets – the financial market in Australia including the share market • Government in the Economy – the role of government in the Australian economy.

HSC Course • The Global Economy – Features of the global economy and globalisation • Australia’s Place in the Global Economy – Australia’s trade and finance • Economic Issues – issues including growth, unemployment, inflation, wealth and management. • Economic Policies and Management – the range of policies to manage the economy.

�38


Course: Year 11 Legal Studies HSC Legal Studies


2 units for each of Year 11 and HSC Board Developed Course Exclusions: Nil

Course Description The Year 11 course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives.

The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform.

Year 11 Course • Part I – The Legal System (40% of course time) • Part II – The Individual and the Law (30% of course time) • Part III – The Law in Practice (30% of course time)

The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course. This section may be integrated with Part I and Part II.

HSC Course • Core Part I: Crime (30% of course time) • Core Part II: Human Rights (20% of course time) • Part III: Two options (50% of course time) Two options are chosen from: • Consumers • Global environment and protection • Family • Indigenous peoples • Shelter • Workplace • World order.

Each topic’s themes and challenges should be integrated into the study of the topic.

Particular Course Requirements No special requirements

�39


Course: Year 11 Modern History HSC Modern History


2 units for each of Year 11 and HSCBoard Developed Course Exclusions: Nil

Course Description The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students investigate various aspects of the modern world, including people, ideas, movements, events and developments.

The HSC course is structured to provide students with opportunities to apply their understanding of sources and relevant historiographical issues in the investigation of the modern world.

Main Topics Covered

Year 11 Course Part 1: Investigating Modern History (50%) • at least ONE option from ‘The Nature of Modern History’, AND • at least TWO case studies Part 2: Historical Investigation (15%) • The investigation may be undertaken as a standalone study or integrated into any aspect of the Year 11

course and need not be completed as one project. It may be conducted individually or collaboratively. Part 3: Shaping too the Modern World (35%) • at least ONE option from ‘Shaping of the Modern World’

HSC Course Part I: Core Study: Power and Authority in the Modern World 1919-1946 (25%)

Part II: National Studies (25%)

Part III: Peace and Conflict (25%)

Part IV: Change in the Modern World (25%)

�40


Course: Year 11 Society & Culture HSC Society & Culture



Course Description Society and Culture deals with areas of interest and relevance to students and develops knowledge, understanding, skills, values and attitudes essential to an appreciation of the social world. The interaction of persons, society, culture, environment and time and how they shape human behaviour is a central theme of study. Students develop an understanding of research methodologies and undertake research in an area of particular interest to them. The research findings are presented for external assessment in the Personal Interest Project (PIP).

Year 11 Course • The Social and Cultural World – the interaction between aspects of society and cultures • Personal and Social Identity – socialisation and coming of age in a variety of social and cultural settings. • Intercultural Communication – how people in different cultures interact and communicate.

HSC Course Core • Social and Cultural Continuity and Change – the nature, continuity and change, research and study of a

selected country • The Personal Interest Project – an individual research project. Depth Studies Two to be chosen from: • Popular Culture – the interconnection between individuals and popular culture • Belief Systems – role of belief systems in societies, cultures and personal life • Equality and Difference – the nature of equality and difference in societies and cultures • Work and Leisure – the nature and role of work and leisure in society.

Particular Course Requirements Completion of Personal Interest Project.

�41

CREATIVE AND PERFORMING

ARTS § DRAMA § MUSIC 1 § VISUAL ARTS § PHOTOGRAPHY, VIDEO & DIGITAL MEDIA

!42

20 16


Course: Year 11 Drama HSC Drama


2 units for each of Year 11 and HSC Board Developed Course Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.

Course Description Students in Drama study the practices of Making, Performing and Critically Studying. Students engage with these components through collaborative and individual experiences. Year 11 Course Content comprises an interaction between the components of Improvisation, Playbuilding and Acting, Elements of Production in Performance and Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas.

HSC Course Australian Drama and Theatre and Studies in Drama and Theatre involve the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre, exploring relevant acting techniques, performance styles and spaces. The Group Performance (3-6 students) involves creating a piece of original theatre (8–12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills. For the Individual Project, students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design or Performance or Script-writing or Video Drama.

Main Topics Covered

Year 11 Course • Improvisation, Playbuilding, Acting • Elements of Production in Performance • Theatrical Traditions and Performance Styles

HSC Course • Australian Drama and Theatre (Core content) • Studies in Drama and Theatre • Group Performance (Core content) • Individual Project

Particular Course Requirements The Year 11 course informs learning in the HSC course. In the study of theoretical components, students engage in practical workshop activities and performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the group performance, the published Course Prescriptions include a topic list which is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC course. Students choosing Individual Project Design or Critical Analysis must base their work on one of the texts listed in the published text list. This list changes every three years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other HSC course when choosing Individual Projects.

�43


Course: Year 11 Music 1 HSC Music 1


2 units for each of Year 11 and HSC Board Developed Course Exclusions: Music 2

Course Description In the Year 11 and HSC courses, students will study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Main Topics Covered Students study three topics in each year of the course. Topics are chosen from a list of 21 which covers a range of styles, periods and genres.

Particular Course Requirements HSC course In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course.

Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the Board of Studies to validate authorship of the submitted work.

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Course: Year 11 Visual Arts HSC Visual Arts


2 units for each of Year 11 and HSC Board Developed Course Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.

Course Description Visual Arts involves students in artmaking, art criticism and art history. Students develop their own artworks, culminating in a ‘Body of Work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times.

The Year 11 course is broadly focused, while the HSC course provides for deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.

Year 11 Course learning opportunities focus on: • the nature of practice in artmaking, art criticism and art history through different investigations • the role and function of artists, artworks, the world and audiences in the artworld • the different ways the visual arts may be interpreted and how students might develop their own informed

points of view • how students may develop meaning and focus and interest in their work • building understandings over time through various investigations and working in different forms.

HSC Course learning opportunities focus on: • how students may develop their practice in artmaking, art criticism, and art history • how students may develop their own informed points of view in increasingly independent ways and use

different interpretive frameworks in their investigations • how students may learn about the relationships between artists, artworks, the world and audiences

within the artworld and apply these to their own investigations • how students may further develop meaning and focus in their work.

Particular Course Requirements Year 11 Course: • Artworks in at least two expressive forms and use of a process diary • a broad investigation of ideas in art making, art criticism and art history. HSC Course: • development of a Body of Work and use of a process diary • a minimum of five Case Studies (4–10 hours each) • deeper and more complex investigations in art making, art criticism and art history.

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NOTE: This course can be studied to the end of Year 11 or for Year 11 and 12 depending on student numbers.

Course: Year 11 Photography, Video and vvvvvvv Digital Imaging HSC Photography, Video and Digital vvvvvvv Imaging

Course No: 35225

Course No: 35228

Content Endorsed Course Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.

Course Description Photography, Video and Digital Imaging offers students the opportunity to explore contemporary artistic practices that make use of photography, and digital imaging. These fields of artistic practice resonate within students’ experience and understanding of the world and are highly relevant to contemporary ways of interpreting the world. The course offers opportunities for investigation of one or more of these fields and develops students’ understanding and skills, which contribute to an informed critical practice.

The course is designed to enable students to gain an increasing accomplishment and independence in their representation of ideas in the fields of photography and/or video and/or digital imaging and understand and value how these fields of practice invite different interpretations and explanations.

Students will develop knowledge, skills and understanding through the making of photographs, and/or videos and/or digital images that lead to and demonstrate conceptual and technical accomplishment. They will also develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of photography and/or video and/or digital imaging.

Main Topics Covered Modules may be selected in any of the three broad fields of: • Photography • Video • Digital Imaging (studied at St Leo’s)

Modules include: • Introduction to the Field • Developing a Point of View • Traditions, Conventions, Styles and Genres • Manipulated Forms • The Arranged Image • Temporal Accounts.

An Occupational Health and Safety Module is mandatory. The additional module Individual/Collaborative Project extends students’ learning experiences and may reflect students’ increasing interests and desire to specialise in one or more of these fields or explore the connections further between the fields.

Particular Course Requirements Students are required to keep a diary throughout the course.

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LANGUAGES § FRENCH BEGINNERS § GERMAN BEGINNERS § JAPANESE BEGINNERS § JAPANESE CONTINUERS § SATURDAY SCHOOL OF COMMUNITY LANGUAGES

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Course: Year 11 French Beginners HSC French Beginners



Course Description The Year 11 and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of French will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts.

Themes • the personal world • the French speaking communities

Students’ language skills are developed through tasks such as: • conversation • responding to an aural stimulus • responding to a variety fo written material • writing for a variety of purposes • studying French culture through texts

Particular Course Requirements: (See Below)

Assessment: HSC Course only

External Assessment Internal Assessement

A 5 minute oral examination:

Conversation 20 a 2hr 30 minutes written examination: Listening and responding 30 Reading and responding 30 Writing in French 20

Speaking 20 Listening 30 Reading and responding 30 Writing in French 20

Particular Course Requirements:

• no prior knowledge or experience of the French language either spoken or written • students may have done 100 hours or less in Stage 4 or 5

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Course: Year 11 German Beginners HSC German Beginners



Course Description The Year 11 and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of German will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of German-speaking communities through the study of a range of texts.

Themes • the personal world • the German speaking communities

Students’ language skills are developed through tasks such as: • conversation • responding to an aural stimulus • responding to a variety fo written material • writing for a variety of purposes • studying German culture through texts

Particular Course Requirements: (See Below)

Assessment: HSC Course only

External Assessment Internal Assessement

A 5 minute oral examination: Conversation 20 a 2hr 30 minutes written examination: Listening and responding 30 Reading and responding 30 Writing in German 20

Speaking 20 Listening 30 Reading and responding 30 Writing in German 20

Particular Course Requirements:

• no prior knowledge or experience of the German language either spoken or written • students may have done 100 hours or less in Stage 4 or 5

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Course: Year 11 Japanese Beginners HSC Japanese Beginners



Prerequisite: no prior knowledge or experience of the Japanese Language, either spoken or written. Students may have done 100 hours or less in Stage 4 or 5

Exclusions: Japanese Continuers, Japanese Extension Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.2 of the Board’s AC E Manual.

Course Description In the Year 11 and HSC courses. Students will develop the linguistic and intercultural knowledge and understanding, and the speaking. Listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent perspectives, the personal world and the Japanese-speaking communities, provide contexts in which students develop their communication skills in Japanese and their knowledge and understanding of language and culture.

Students’ skills in, and knowledge of Japanese will be developed through tasks associated with a range of texts and text types, which reflect the topics. Students will also gain an insight into the culture and language of Japanese-speaking communities through the study of a range of texts.

Personal World Main Topics Covered

Family life, home and neighbourhood People, places and communities Friends, recreation and pastimes

The Japanese-speaking Communities Main Topics Covered

Education and work Holidays, travel and tourism Future plans and aspirations

Students’ language skills are developed through tasks such as: • Conversation • Responding to an aural stimulus • Responding to a variety of written material • Writing for a variety of purposes • Studying the culture of Japanese-speaking communities through texts.

External Assessment Internal Assessment

A 5 minute oral examination: Conversation 20 a 2hr 30 minutes written examination: Listening and responding 30 Reading and responding 30 Writing in Japanese 20

Speaking 20 Listening 30 Reading and responding 30 Writing in Japanese 20

Particular Course Requirements: Nil

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Course: Year 11 Japanese Continuers HSC Japanese Continuers

Course No: #### Course No: ####


Prerequisite: Stage 5 Languages Elective Course in Japanese so that there is a deeper knowledge or experience of the Japanese Language, either spoken or written. Stage 6 offers the opportunity to continue the study of Japanese at Continuers level or Background Speakers level as appropriate. An Extension course is also available for the student at Continuers level. Exclusions: Japanese Beginners.

Course Description • Year 11 and HSC courses students will gain a broader and deeper understanding of Japanese and will

extend and refine their communication skills in the language. Students’ skills in, and knowledge and understanding of, Japanese will be developed through tasks associated with a range of texts and text types that reflect the themes and topics. Students will also gain an insight into the culture and the language of Japanese-speaking communities through the study of a range of texts.

There are three prescribed themes: • the individual• the Japanese-speaking communities • the changing world.

Each theme has a number of prescribed topics and suggested sub-topics with which students will engage in their study of Japanese.

1. the individual, enables students to explore aspects of their personal world, for example, sense of self, aspirations for the future, personal values, opinions, ideas, and relationships with others.

2. the Japanese-speaking communities, explores topics from the perspective of groups within those communities or the communities as a whole and encourages students to reflect on their own and other cultures.

3. the changing world, enables students to explore change as it affects aspects of the world of work and other topics such as current issues.

The individual Main Topics Covered Personal World Daily Life Leisure Future plans

The Japanese-speaking Communities Main Topics Covered Travelling in Japan Living in Japan Cultural life

The changing world Main Topics Covered The world of work Current issues

Students’ language skills are developed through tasks such as: Conversation Responding to an aural stimulus Responding to a variety of written material Writing for a variety of purposes Studying the culture of Japanese-speaking communities through texts.

External Assessment Internal Assessment

An oral examination: Conversation 20 A 3 hour written examination: Listening and responding 25 Reading and responding 40 Writing in Japanese 15

Speaking 20 Listening 30 Reading and responding 40 Writing in Japanese 10

These are a guide to possible assessment weightings

Particular Course Requirements: Stage 5 Languages Elective Course in Japanese


Saturday School of Community Languages The Saturday School of Community Languages gives students the opportunity to study the language they speak at home, if a course in that language is not offered at their own school or college. The school is a public secondary school which operates only on Saturdays. Approximately 4500 students in Years 7-12, from both government and non-government schools and TAFE colleges, are enrolled. Saturday School students follow Board of Studies syllabuses in 24 languages. These languages are assessable as part of their School Certificate and Higher School Certificate.

What languages can you study? Arabic, Armenian, Bengali (Bangla), Chinese, Croatian, Dutch, Filipino, Hindi, Hungarian, Italian, Japanese, Khmer, Korean, Macedonian, Modern Greek, Maltese, Persian (Farsi and Dari), Polish, Serbian, Spanish, Turkish, Ukrainian, Vietnamese.

What are the benefits? Studying the language you speak at home: * helps students maintain rewarding relationships with their parents/caregivers, grandparents, relatives and other community members; * promotes in students a sense of cultural identity, resulting in heightened self-confidence and self-esteem; * provides an opportunity for students to develop high levels of skill in the language they speak at home; * improves students' performance across the curriculum; and * places students in a better position to take advantage of employment opportunities.

How do I enrol? Enrolment forms are available from your School Principal and from www.curriculumsupport.education.nsw.gov.au/secondary/languages/sscl/

Open High School A range of 12 languages are on offer – please see their website www.theopenhs-d.schools.nsw.edu.au

http://www.curriculumsupport.education.nsw.gov.au/secondary/languages/sscl/


PERSONAL DEVELOPMENT,

HEALTH & PHYSICAL

EDUCATION § COMMUNITY & FAMILY STUDIES § PERSONAL DEVELOPMENT, HEALTH & PHYSICAL

EDUCATION § SPORT, LIFESTYLE & RECREATION STUDIES

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Course: Year 11 Community & Family wwwwwStudies HSC Community & Family Studies



Exclusions: Nil

Course Description Community and Family Studies is designed to develop in each student an understanding of the diverse nature and interdependence of families and communities, within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities.

Main Topics Covered

Year 11 Course • Resource Management Basic concepts of the resource management process (approximately 20% of

course time). • Individuals and Groups The individual’s roles, relationships and tasks within groups (approximately

40% of course time). • Families and Communities Family structures and functions and the interaction between family and

community (approximately 40% of course time).

HSC Course • Research Methodology Research methodology and skills culminating in the production of an

Independent Research Project (approximately 25% of course time). • Groups in Context The characteristics and needs of specific community groups (approximately 25% of

course time). • Parenting and Caring Issues facing individuals and groups who adopt roles of parenting and caring in

contemporary society (approximately 25% of course time). HSC Option Modules Select one of the following (approximately 25% of course time): • Family and Societal Interactions Government and community structures that support and protect

family members throughout their lifespan. • Social Impact of Technology The impact of evolving technologies on individuals and lifestyle. • Individuals and Work Contemporary issues confronting individuals as they manage roles within both

their family and work environments.

Particular Course Requirements Students are required to complete an Independent Research Project as part of the HSC internal assessment. The focus of the Independent Research Project should be related to the course content of one or more of the following areas: individuals, groups, families, communities, resource management.


Course: Year 11 Personal Development, Health and Physical EducationHSC Personal Development, Health and Physical Education



Course Description The Year 11 course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing, and fitness choices.

In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.

Year 11 Course Core Topics (60%) • Better Health for Individuals • The Body in Motion Optional Component (40%) • Students select two of the

following options: • First Aid • Composition and Performance • Fitness Choices • Outdoor Recreation

HSC Course Core Topics (60%) • Health Priorities in Australia • Factors Affecting Performance Optional Component (40%) • Students select two of the following options: • The Health of Young People • Sport and Physical Activity in Australian Society • Sports Medicine • Improving Performance • Equity and Health

Particular Course Requirements In addition to core studies, students select two options in each of the Year 11 and HSC courses.

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Course: Year 11 Sport, Lifestyle and wwwwwRecreation Studies HSC Sport, Lifestyle and Recreation Studies

Course No: 35014Course No: 35017

Content Endorsed Course Exclusions: Students studying Board Developed PDHPE must not study CEC modules which duplicate PDHPE modules.

Course Description Students will learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers.

This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential.

Through the course students will develop: • knowledge and understanding of the factors that influence health and participation in physical activity • knowledge and understanding of the principles that impact on quality of performance • an ability to analyse and implement strategies to promote health, activity and enhanced performance • a capacity to influence the participation and performance of self and others.

The course provides the opportunity to specialise in areas of expertise or interest through optional modules such as: • Aquatics • Athletics • First Aid • Fitness • Specific Sports • Gymnastics • Outdoor Recreation • Sports Administration • Coaching • Social Perspectives of Sport • Healthy Lifestyle

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TECHNOLOGY AND APPLIED STUDIES

§ DESIGN & TECHNOLOGY § ENGINEERING § FOOD TECHNOLOGY § INDUSTRIAL TECHNOLOGY - TIMBER § INFORMATION PROCESSES TECHNOLOGY

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Course: Year 11 Design & Technology HSC Design & Technology



Course Description The Year 11 course involves the study of both designing and producing. This is explored through areas such as design theory and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of materials, tools and techniques. The course involves hands-on practical activities which develop knowledge and skills in designing and producing. The Year 11 course involves the completion of at least two design projects. These projects involve the design, production and evaluation of a product, system or environment and includes evidence of the design process recorded in a design folio. The design folio can take a variety of different forms.

The HSC course applies the knowledge and understanding of designing and producing from the Year 11 course. It involves the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60% of the HSC mark. The project requires students to select and apply appropriate design, production and evaluation skills to a product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact on Australian society.

Main Topics Covered Year 11 Course Involves both theory and practical work in designing and producing. This includes the study of design theory and practice, design processes, factors affecting design and producing, design and production processes, technologies in industrial and commercial settings, environmental and social issues, creativity, collaborative design, project analysis, marketing and research, management, using resources, communication, manufacturing and production, computer-based technologies, occupational health and safety, evaluation, and manipulation of materials, tools and techniques.

HSC Course Involves the study of innovation and emerging technologies, including a case study (20%) of an innovation and the study of designing and producing including a Major Design Project. The project folio addresses three key areas: project proposal and project management, project development and realisation, and project evaluation.

Particular Course Requirements In the Year 11 course, students must participate in hand-on practical activities and undertake a minimum of two design projects. The projects will develop skills and knowledge to be further developed in the HSC course. Students will develop their knowledge of the activities within industrial and commercial settings which support design and technology and relate these processes to the processes used in their own designing and producing. \Each project will place emphasis on the development of different skills and knowledge in designing and producing. This is communicated in a variety of forms, but students should be encouraged to communicate their design ideas using a range of appropriate media.

In the HSC course the activities of designing and producing that were studied in the Year 11 course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and a case study of an innovation. Students should select and use the wide range of skills and knowledge developed in the Year 11 course, appropriate to their selected project. They must also relate the techniques and technologies used in industrial and commercial settings to those used in the development of design projects.

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Course: Year 11 Engineering Studies HSC Engineering Studies



Course Description Both Year 11 and HSC courses offer students knowledge, understanding and skills in aspects of engineering that include communication, engineering mechanics/hydraulics, engineering materials, historical/societal influences, engineering electricity/electronics, and the scope of the profession. Students study engineering by investigating a range of applications and fields of engineering.

Main Topics Covered Year 11 Course Students undertake the study and develop an engineering report for two of four modules: • three application modules (based on engineered products). At least one product is studied from each of

the following categories: engineering fundamentals; engineered products; and braking systems • one focus module relating to the field of Bio-Medical Engineering • .

HSC Course Students undertake the study and develop an engineering report for two of four modules: • three application modules (based on engineered products). At least one product is studied from each of

the following categories: civil structures, personal and public transport • two focus modules relating to the fields of Aeronautical Engineering and Telecommunications

Engineering.

Particular Course Requirements Students develop an engineering report for two of the modules studied. At least one report in each of the Year 11 and the HSC courses must be the result of collaborative work. Students must study at least the 2 unit Mathematics Standard course.

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Course: Year 11 Food Technology HSC Food Technology



Course Description The Year 11 course will develop knowledge and understanding about food nutrients and diets for optimum nutrition, the functional properties of food, safe preparation, presentation and storage of food, sensory characteristics of food, the influences on food availability and factors affecting food selection. Practical skills in planning, preparing and presenting food are integrated throughout the content areas.

The HSC course involves the study of: sectors, aspects, policies and legislations of the Australian Food Industry; production, processing, preserving, packaging, storage and distribution of food; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course.

Main Topics Covered Year 11 Course • Food Availability and Selection (30%) • Food Quality (40%) • Nutrition (30%)

HSC Course • The Australian Food Industry (25%) • Food Manufacture (25%) • Food Product Development (25%) • Contemporary Nutrition Issues (25%)

Particular Course Requirements There is no prerequisite study for the 2 unit Year 11 course. Completion of the 2 unit Year 11 course is a prerequisite to the study of the 2 unit HSC course. In order to meet the course requirements, students must ‘learn about’ food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary nutrition issues. It is mandatory that students undertake practical activities. Such experiential learning activities are specified in the ‘learn to’ section of each strand.

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Course: Year 11 Industrial Technology: vvvvvvvTimber Products HSC Industrial Technology: Timber vvvvvvvProducts


2 units for each of Year 11 and HSC Board Developed Course Exclusions: Some Industry Focus areas with similar VET Curriculum Framework streams and Content Endorsed Courses

Course Description Industrial Technology at Stage 6 will develop a student’s knowledge and understanding of a selected industry and its related technologies highlighting the importance of design, management and production through practical experiences.

Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen for the course. The Focus Area is Timber Products and Furniture Technologies.

Main Topics Covered Year 11 Course The following sections are taught in relation to the relevant focus area: • Industry Study – structural, technical, environmental and sociological factors, personnel issues, Work

Health and Safety (15%) • Design – elements and principles, types of design, quality, influences affecting design (10%) • Management and Communication – development of practical projects; research, analysis and

evaluation; skills in managing a project and developing and presenting a management folio; computer based technologies; CAD development (20%)

• Production – display a range of skills through the construction of a number of projects (40%) • Industry Related Manufacturing Technology – understanding of a range of materials, processes, tools

and equipment, machinery and technologies (15%)

HSC Course The following sections are taught in relation to the relevant focus area through the development of a Major Project (60%) and a study of the relevant industry: •Industry Study (15%) •Major Project (60%) - Design, Management and Communication - Production

•Industry Related Manufacturing Technology (25%)

Particular Course Requirements In the Year 11 course, students must design, develop and construct a number of projects. Each project will include a management folio. Each project may emphasise different areas of the Year 11 course content. Students also undertake the study of an individual business within a focus area industry. In the HSC course, students design, develop and construct a Major Project with a management folio. They will also undertake a study of the overall industry related to the specific focus area industry.

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Course: Year 11 Information Processes & vvvvvvvTechnology HSC Information Processes & vvvvvvvTechnology



Course Description Information Processes and Technology is the study of information-based systems. It focuses on information processes performed by these systems and the information technology that allows them to take place. Social and ethical and non-computer procedures resulting from the processes are also considered. Different types of information systems are studied. Through project work, students will create their own information system to meet a range of identified needs.

Main Topics Covered Year 11 Course Introduction to Information Skills and Processes (20%) Tools for Information Processes (50%) Developing Information Systems (30%)

HSC Course Project Management (20%) Information Systems and Databases (20%) Communication Systems (20%) Option Strands (40%) - Students will study the following options topics: Transaction Processing Systems and Multimedia Systems

Particular Course Requirements There is no prerequisite study for the 2 unit Year 11 course. Completion of the 2 unit Year 11 course is a prerequisite to the study of the 2 unit HSC course.

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VOCATIONAL EDUCATION AND TRAINING COURSES VET COURSES DELIVERED AT ST LEO’S

� CONSTRUCTION � HOSPITALITY � INFORMATION & DIGITAL TECHNOLOGY

TVET COURSES AVAILABLE EXTERNALLY AT TAFE

- BOARD DEVELOPED COURSES (Framework courses)These courses give you credit towards the HSC and may count towards an ATAR if you complete the 240 hr course, mandatory work placement and undertake the optional HSC exam. - Automotive- Business services- Electrotechnology: Electrical- Financial Services- Hospitality: Kitchen Operations- Human Services- Information & digital technology - Metals and Engineering- Horticulture- Retail services- Tourism, travel and events

- BOARD ENDORSED COURSES (Non Framework courses)Endorsed by NESA and can count towards the units for the Year 11/HSC but do not contribute to an ATAR. - Community services; Introduction to children services - Community services; Social work- Fashion, design and technology - Furniture making- Hair and beauty services- Plumbing- Property Services- Screen and Media; Animation, Film and Radio, Film and Television, Multimedia - Sports, Fitness and Recreation

- SCHOOL BASED APPRENTICESHIPS/TRAINEESHIPS (SBAT’S) SCHOOL BASED APPRENTICESHIPS PROVIDES STUDENTS WITH EMPLOYMENT OPPORTUNITIES AND TRAINING WHILE THEY ARE STILL AT SCHOOL.

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Construction Board Developed Course A total of 2 units of credit – 2 units each for Year 11 and HSC

Minimum mandatory work placement – 70 hours Category B status for the Australian Tertiary Admission Rank (ATAR)

Course Description This provides students with the opportunity to obtain national vocational qualifications for employment in the construction industry. Students will be able to gain skills in planning and organising work, measuring and calculating, reading and interpreting plans, safe and environmentally sustainable work practices and the use of construction tools and equipment. Skills gained in this industry transfer to other industries. Occupations in the construction industry include: construction or trades assistant, builder’s labourer, tiler, concreter, painter and decorator and wall or floor tiler.

AQF VET Qualification(s) Depending on the selection and achievement of units of competency the possible qualification outcomes are:

Certificate II in Construction Pathways (CPC20211)

Statement of Attainment towards Certificate III in Carpentry

Summaries of the employability skills developed through these qualifications can be downloaded from: http://employabilityskills.training.com.au

Units of Competency

Mandatory Elective – minimum 110 HSC indicative hours

Unit code Unit title Unit code Unit title

CPCCCM1015A CPCCCM2005B CPCCOHS1001A CPCCOHS2001A

CPCCCM1012A

CPCCCM1013A CPCCCM1014A CPCCCM2001A

Carry out measurements and calculations Use Construction tools and equipment* Work safely in the construction industry Apply OHS requirements, policies and procedures in the construction industry Work effectively and sustainably in the construction industry Plan and organise work Conduct workplace communication Read and interpret plans and specifications

TBC TBC

Recognition of Prior Learning Students may apply for Recognition of Prior Learning by submitting current evidence of their competency against relevant units of competency. If a student is assessed as competent in a unit of competency there is no need for further training for that unit.

Students with Special Education Needs Students with special education needs may access this course under regular course arrangements or access units of competency selected through the collaborative curriculum planning process.

Assessment and Course Completion

Competency-based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency.

HSC examinationStudents completing this course are eligible to sit a written HSC examination which may be used in the calculation of an ATAR. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive an AQF VET Statement of Attainment.

N Determinations Where a student has not met Board of Studies course completion criteria, including meeting work placement requirements, they will receive an ‘N’ determination (course not satisfactorily completed). The course will then not count towards the HSC although units of competency achieved will still count towards an AQF VET qualification.

AppealsStudents may lodge appeals against assessment decisions or ‘N’ determinations through their school or college.

School-based Apprenticeship/Traineeship A school-based apprenticeship/traineeship is available. For more information: www.sbatinnsw.info

More Information For more information on this course: www.boardofstudies.nsw.edu.au/syllabus_hsc/construction.html

*NOTES:- For HSC course purposes only, the following unit of competency has been deemed equivalent to CPCCCM2005B. Use construction tools and equipment: CPCCCA2002B. Use carpentry tools and equipment. The RTO may substitute the equivalent unit of competency provided all examinable aspects of the original unit of competency including the HSC Requirements and Advice are covered as outlined in Section 11.3 of the Syllabus Part A.

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http://employabilityskills.training.com.au

http://www.sbatinnsw.info

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/construction.html


Hospitality (240 indicative hours) Board Developed Course A total of 2 units of credit – 2 units each for Year 11 and HSC

Minimum mandatory work placement – 70 hours (35 hours includes school and community functions)

Category B status for the Australian Tertiary Admission Rank (ATAR)

Exclusions with other Board Developed Courses – nil

Course Description This course provides students with the opportunity to obtain national vocational qualifications for employment in the hospitality industry. Students will be able to develop generic hospitality skills in customer service, communication, environmentally sustainable work practices, hygiene and safety as well as basic skills in accommodation services, commercial cookery or food and beverage service. Occupations in the hospitality industry include hotel receptionist, housekeeper, hotel manager, waiter, bar attendant, kitchen hand, cook and restaurant manager/owner.AQF VET Qualification(s) Depending on the selection and achievement of units of competency the possible qualification outcomes are:• Certificate II in Hospitality (SIT20316)

Summaries of the employability skills developed through these qualifications can be downloaded from: http://employabilityskills.training.com.auUnits of Competency

Compulsory Stream Food & BeverageUnit code Unit title Unit code Unit titleSITXFSA101 Use hygienic practices for food safety SITHFAB004 Prepare and serve non-alcoholic

beverages

SITHFAB005 Prepare and serve espresso coffee

SITHFAB007 Serve food and beverage

SITXCCS003 Interact with customers Electives: 95 indicative hours TBC

SITXWHS101

Participate in safe work practices

BSBWOR203

Work effectively with others

SITHIND002

Source and use information on the hospitality industry

Recognition of Prior Learning Students may apply for Recognition of Prior Learning by submitting current evidence of their competency against relevant units of competency. If a student is assessed as competent in a unit of competency there is no need for further training for that unit.Students with Special Education Needs Students with special education needs may access this course under regular course arrangements or access units of competency selected through the collaborative curriculum planning process.Assessment and Course Completion

Competency-based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency.HSC examinationStudents completing this course are eligible to sit a written HSC examination which may be used in the calculation of an ATAR. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive an AQF VET Statement of Attainment.N Determinations Where a student has not met Board of Studies course completion criteria, including meeting work placement requirements, they will receive an ‘N’ determination (course not satisfactorily completed). The course will then not count towards the HSC although units of competency achieved will still count towards an AQF VET qualification.AppealsStudents may lodge appeals against assessment decisions or ‘N’ determinations through their school or college.School-based Apprenticeship/Traineeship A school-based apprenticeship/traineeship is available. For more information: www.sbatinnsw.infoMore Information For more information on this course: www.boardofstudies.nsw.edu.au/syllabus_hsc/hospitality.html

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http://employabilityskills.training.com.au

http://training.gov.au/training/details/sitxfsa101

http://training.gov.au/training/details/sithfab203



http://training.gov.au/training/details/sitxccs202

http://training.gov.au/training/details/sitxwhs101

http://training.gov.au/training/details/bsbwor203b

http://training.gov.au/training/details/sithind201

http://www.sbatinnsw.info

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/hospitality.html


Information & Digital Technology (240 indicative hours)

Focus Areas and Associated Units

Course: Year 11 & HSC Information & Digital Technology

Course No: 27301


AQF VET qualification: Statement of Attainment towards Certificate III in Information, Digital Media and Technology (ICA30111) The HSC Content for this industry curriculum framework is organised into focus areas. Each focus are prescribes the scope of learning for the HSC. This is drawn from the associated units of competency. Students undertaking the 240 indicative hour course from the Information and Digital Technology Curriculum Framework must address all of the mandatory focus areas plus one stream focus area. Work placement is a mandatory HSC requirement within this Framework and appropriate hours have been assigned t each HSC VET course. Minimum requirement is 70 hours over the 240 hour course.

Focus Area Unit Code Unit Title

Working in the industry ICAICT202A Work and communicate effectively in an IT environment

Operating system software ICAICT302A Install and optimise operating system software

Diagnostic testing ICASAS301A Run standard diagnostic tests

Safety BSBOHS302B Participate effectively in OHS communications and consultative processes

Web and software applications

ICAICT203AICACICT308AICAWEB302A

Operate application software packages Use advanced features of computer applications Build simple websites using commercial programs

Networking and hardware ICAICT303A ICASAS305A ICASAS307A

Connect internal hardware components Provide IT advice to clients Install, configure and secure a small home office network

Digital animation CUFANM301A ICAGAM303A

Create 2D animation Review and apply the principles of animation

N.B. Focus Stream yet to be confirmed

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Courses Available Externally

TAFE Delivered VET Courses – TVET These TAFE delivered courses provide students with industry recognition and articulation to higher level TAFE Courses. Students attend TAFE for a 4 hour block (2pm – 6pm) usually on either a Monday or Tuesday. Accounting also offers the option of attending one evening per week. Please note that these courses have their own course costs and as a result come at an additional cost to parents. There are three categories of TAFE courses for Year 11 and 12 students. They are:

1. Industry Curriculum Framework Courses – These courses have the same AQF qualifications, ATAR contribution, assessment and work placement requirements as outline in the school delivered VET courses. If a VET course is not offered at school it can be studied at TAFE, for example: Automotive, Electrotechnology, Human Services, Retail, Primary Industries or Tourism. Students must commence these courses in Year 11 and continue in Year 12 for contribution to ATAR.

2. Board Developed Accounting – The Accounting course has been developed by the Board of Studies and as such can be used in the calculation of the student’s ATAR. Students must commence this course in Year 11 and continue in Year 12 for contribution to ATAR.

3. Non- Framework Courses – Both Year 11 and Year 12 students can study non-framework courses. These courses count as 2 units of study, but do not contribute to the calculation of the student’s ATAR. If successfully completed, student will gain recognition into further TAFE courses in similar areas.

Below is a list of courses that may be on offer from TAFE. Courses may not run if the student demand is low. More information about TAFE courses will be given to students at a later date. Courses are delivered through the Northern Sydney Institute of TAFE: Hornsby H; Meadowbank M; North Sydney NS and Ryde R

TVET Courses Description

Financial Services – This course is designed for those students interested in a career in Accounting or the Finance Industry. Students will acquire basic skills and knowledge associated with manual accounting, information and ledger systems. They will also develop skills and knowledge related to general computer concepts and computing for accounting (MYOB). (Contributes to ATAR) H

Automotive – This course provides instruction, demonstration and practical experiences to facilitate acquisition of the competencies required for employment in the automotive industry. This course aims to provide school students with broad knowledge of the Automotive Retail Service and Repair Industry as well as specific knowledge and skills related to selected fields of study. Students may choose from vehicle servicing, Installation of Sound Systems, Panel Repairing (Contributes to ATAR) H

Beauty Therapy - Retail – This course allows students to develop skills and knowledge in the retail cosmetic area, make-up and skin care. They will learn how to receive and process sale orders and to respond to customers special requirements for the purpose of working in a salon or retail environment. M

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Community Services Introduction – Children’s services: Students learn the underpinning knowledge for work within the children’s services area including care for children, working with families and within a culturally diverse community, first aid and family day care requirements. M

Primary Industries - Horticulture – This course will prepare students for work in the areas of land conservation/ management, bush regeneration and/or horticulture. Students will gain skills and knowledge in general horticulture including soils, propagation, plants, trees, chemicals, weeds and pests, machinery operations, First Aid, OH&S and weather observation. (Contributes to ATAR) R

Electrotechnology – Electrical – This course is for students wishing to gain skills and knowledge in basic electrical concepts, cords, cables, electrical diagrams/drawings and their application in the workplace. They will also learn about safe work practices and quality control in workplace operations. (Contributes to ATAR) H and M

Hairdressing – This course is for people who are interested in a career in hairdressing. Students gain basic knowledge and skills to perform hairdressing techniques and styling. They will learn a range of reception tasks including promoting salon services and products. M and NS

Human Services (Nursing) – This course is essentially for students who are interested in gaining introductory knowledge, skills and an understanding of the personal attributes necessary to work in the Nursing and Health care industry. Certificate III qualification (Contributes to ATAR) NS and M

Information & Digital Technology - Digital Animation or Web & Software applications. Networking & Hardware. M

Plumbing – This course is for students who want to acquire skills and knowledge in the area of water supply service applicable to working in the Plumbing trade. Students will learn about the basic work practices and procedures including hand and drawing skills, tools and materials used in the Plumbing trade, and acquire basic skills in using basic tools, measuring and completing elementary jobs, cutting and soldering sheet metal using oxy-acetylene and electric arc welding equipment. M and NS

Retail Services – Employment in the retail industry accounts for a large and growing proportion of the Australian workforce. The industry is by far the largest employer of young people. As well as opportunities for casual and part time work, the industry offers a range of long term career opportunities including advertising and publicity co-ordinator, buyer, stock controller, visual merchandiser as well as a range of supervisory and management positions. (Contributes to ATAR) M

Tourism – This course is for people interested in working in sectors of the tourism industry. Possible careers include retail travel consultant, administrative assistant, documentation clerk, information assistant, group support staff, operations assistant, junior meeting or event planner. Students will learn methods of communication, office operations, how to process and balance basic financial transactions and provide tourism destination information and advice to customers. Students choose between Retail (Travel Agencies) and the Meeting and Events Streams. (Contributes to ATAR) H

Metal and Engineering - This course provides students with an opportunity to develop basic knowledge and skills in manufacturing, engineering and related services industries.f The major industry activities and sectors are metal fabrication, metal manufacturing, aeroskills, metal machining, transport equipment manufacturing, electrical equipment and appliance manufacturing, and industrial machinery and equipment manufacturing. M

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School Based Apprenticeships and Traineeship

A traineeship gives students employment opportunities and training before they leave school.

At the successful conclusion of a school based part-time traineeship, students will have a HSC, a nationally recognised TAFE qualification, a certificate of proficiency and possibly a job with excellent opportunities for further training and career development.

Possibilities for part time traineeships exist in the Retail industry through McDonalds, KFC and major retailers. Apprenticeships may be possible in all trades with self sourced employers.

Outside School Providers

St Leo’s Catholic College has access to a number of “outside” providers of various courses for Stage 6 students.

These providers are: Lismore Diocese (online learning modules); The Open High School (based at Randwick) and Saturday School of Community Languages.

The subject offerings vary from year to year and it is best to check their website for the latest information and details.

The Leader of Senior Academic Care, coordinates students that wish to enrol in these “Outside School” providers.

Please note that these courses have their own course costs and as a result come at an additional cost to parents. Also – students who do take up these courses are expected to take on this course in addition to their 12 units of study here at St Leo’s College. Their progress will be monitored at the end of Term One to determine if their current pattern of study can be reviewed.

Please see the Director of Senior School, if you have any questions or further information.

Lismore Diocese – “Lismore Online” This year Lismore Online is offering: Software Design and Development; Beginners Indonesian Beginners Japanese.

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APPENDIX 1

NOTE: **Preliminary Mathematics General now referred to as Year 11 Mathematics Standard

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Pathways(of(learning(in(Mathematics(!Students!exhibit!a!wide!range!of!mathematical!skills,!levels!of!competence,!and!aspirations.!Some!students!may!be!aiming!to!develop!mathematical!skills!necessary!to!function!in!daily!life!and!various!work!contexts.!Other!students!may!seek!to!address!more!challenging!mathematics!to!prepare!them!for!the!highest=level!courses!in!Year!11!and!Year!12.!!Stage!5!has!been!expressed!in!terms!of!the!three!substages,!Stage!5.1,!Stage!5.2!and!Stage!5.3.!These!substages!are!not!designed!as!prescribed!courses,!and!many!different!‘endpoints’!are!possible.!As!well!as!studying!the!Stage!5.1!content,!the!majority!of!students!will!study!some!or!all!of!the!Stage!5.2!content.!Similarly,!as!well!as!studying!the!Stage!5.2!content,!many!students!will!study!some!or!all!of!the!Stage!5.3!content.!!Available!pathways!of!learning!in!Mathematics!in!Stage!5!and!6.!

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year 11 & hsc subject information handbook · director of pastoral care & well ... •...

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