Marcellin College Randwick · 3 H SC Science Extension must be studied with either Biology, Chemistry, Investigating Science or Physics B Category B (optional HSC examination). A

Marcellin College

Randwick

Year 11 (2020)

HSC (2021)

Subject Information

Handbook

lss.ued 27th May, 2019

MCR Information Handbook - Year 11, 2020

The Higher School Certificate

The NSW Higher School Certificate is a flexible credential catering for a broad range of learners. It offers numerous courses, various modes of delivery and a range of possible pathways. The cost for much of this variety and flexibility has been the need for extensive rules and procedures surrounding eligibility, patterns of study and assessment. It is easy to lose focus when presented with so much information. Students should keep course selection foremost in their minds as they wade through this handbook. At this stage, students should be reflecting on their abilities, interests and possible career paths as they plan for their HSC. For many of our students, the HSC represents their final two years at school. Although many courses and pathways exist, most boys at Marcellin gain a HSC by studying several Preliminary courses in Year 11 and continuing most of them as HSC courses in Year 12. The school offers a range of Board Developed Courses and selected Board Endorsed Courses. Both types of courses are available in general education subjects as well as in nationally recognised Vocational Education and Training (VET) courses.

NSW Educational Standards Authority (NESA)

In relation to the HSC, the NSW Educational Standards Authority is responsible for: ▪ developing courses ▪ organising and overseeing the HSC exams and assessments ▪ calculating and recording HSC marks and achievements ▪ issuing the HSC and Records of Achievement to students ▪ Giving advice to schools, employers and the public on educational issues and all matters related

to the HSC. Students and parents are encouraged to visit NESA’s website for further information on course content and assessment.

HSC Curriculum

There are two broad categories of courses: Board Developed Courses and Board Endorsed Courses.

▪ Board Developed Courses – Most of these courses have a HSC exam and contribute to the calculation of the Australian Tertiary Admission Rank (ATAR).

▪ Board Endorsed Courses – Board Endorsed Courses count towards the HSC. However, there are

no HSC exams for these courses and they do not count towards the calculation of an ATAR. Some Board Endorsed courses are one-year courses only.

Vocational Education and Training Courses – VET courses are Board Developed Courses that allow you to gain both HSC qualifications and Australian Qualifications Framework (AQF) VET accreditation. AQF qualifications are recognised by industry but require students to spend a minimum number of hours in the workplace. Courses can be studied at school or are delivered by external providers including TAFE.

Life Skills Courses – NESA has developed Life Skills Courses for students with Special Needs in a number of subjects. The enrolment of a student in Life Skills Courses for the HSC involves negotiation and planning.

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Eligibility

The rules and requirements are set out in the publication, the Assessment, Certification and Examination (ACE) Manual, which is available on the NESA website. Briefly, to be eligible for the HSC, students need to:

▪ study a permitted combination of courses (pattern of study) ▪ satisfy the requirements for each course, including practical work or work placement ▪ complete tasks designed by your school for the internal assessment program in each HSC course ▪ Sit for, and make a genuine attempt at, the required HSC examinations.

Units of Study

All courses offered have a ‘unit’ value reflecting both classroom time and marks. ▪ 1 unit courses: 2 hours per week and 50 marks. ▪ 2 unit courses: 4 hours per week and 100 marks.

Most courses have a 2 unit Preliminary (Year 11) followed by a 2 unit HSC (Year 12) component. Some Board Endorsed Courses and most Extension courses are 1 unit courses.

Extension Courses

Extension study is available in a number of subjects. These courses target the more capable students by building on the content of a 2 unit course. For the HSC, extension courses are available in English, Mathematics, Science, History, Music, some languages and some VET courses. English and Mathematics extension courses are available at the Preliminary (Year 11) level. Students must study the Preliminary extension course in these subjects before proceeding to the HSC extension course. In Year 12, HSC Extension 2 courses are available in English and Mathematics. HSC extension courses in subjects other than English and Mathematics are offered and examined in Year 12 only.

Patterns of Study

At Marcellin College English and either Studies of Religion or Studies in Catholic Thought are studied by all students in Year 11 and 12. Students must complete at least 13 Preliminary units (Year 11) and at least 10 HSC units (Year 12). Both study patterns must include:

▪ 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.

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http://ace.bos.nsw.edu.au/

http://ace.bos.nsw.edu.au/


Courses offered at Marcellin College in 2020-21

PRELIM & HSC - 2 unit (Yr 11 and 12)

PRELIM Ext - 1 unit (Yr 11)

HSC Ext - 1 unit (Yr 12)

Ancient History 2 Biology Business Studies Studies in Catholic Thought (CEC) Chemistry HSC Extension Science3 Computer Applications (CEC) Design and Technology Drama Economics English Standard English Advanced English Studies1

English Extension 1 HSC English Extension 1 HSC English Extension 2

EVET TAFE. By application only Food Technology Geography Industrial Technology (Timber Products and Furniture Technologies)

Information Processes and Technology Investigating Science

Legal Studies Mathematics Standard 11 Mathematics Standard 2 Mathematics Advanced

Mathematics Extension 1 HSC Mathematics Extension 1 HSC Mathematics Extension 2

Modern History 2 HSC History Extension 2 Music 1 Music 2 PD/Health/PE Physics Photography and Digital Media. (CEC) Software Design and Development Studies of Religion 1 (1 Unit) Studies of Religion 2 (2 Unit) Visual Arts VET Automotive B External provider/off site VET Business Services B

VET Construction B VET Hospitality B

1 Not to be studied by students seeking an ATAR. 2 HSC History Extension may be studied with either Ancient History or Modern History. 3 HSC Science Extension must be studied with either Biology, Chemistry, Investigating Science or Physics B Category B (optional HSC examination). A number of subjects include a requirement for the development of project work for internal and/or external assessment. Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject. For example, a Visual Arts work must not be presented as part of a Design and Technology assessment item.

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Board Endorsed Courses

Board endorsed courses do NOT contribute to the ATAR. At Marcellin College we offer a range of Content Endorsed courses designed to meet the diversity of learners here at the College.

Courses Delivered By Other Providers

If students wish to study a course that cannot be delivered on site, the College seeks to outsource its delivery. Boys have the opportunity to access external providers (organisations) or outside tutors (individuals) in such cases. In all instance, individual students are responsible for their enrolment into these courses and begin the process by applying to the Director of Learning. It is recommended that students study no more than one outsourced course. External providers include other registered schools, Saturday Schools of Community Languages, TAFE, OPEN High School and Distance Education Centres. Courses outsourced to external providers will compromise a minority (less than half) of a student’s overall pattern of study. Outside Tutors are individuals who are both suitable to work with children and have the capacity to teach a course. Students who wish to study with an outside tutor must ensure that their pattern of study includes at least eight units in courses taken at an accredited school in NSW.

Community Languages

Studies in various foreign languages may be undertaken at a number of Saturday Schools of Community Languages (SSCL) including Ashfield, Chatswood, and Randwick. Students study Board Developed Courses and present for the HSC exams in these courses. Each course must be studied in both the Preliminary and HSC level. However, all Preliminary course study must be undertaken in addition to their normal school study. Students are responsible for their enrolment at a school offering the course. Once students have started their HSC course they may approach the Director of Learning for approval to drop one of their school-based courses.

NSW School of Languages

The Open HS offers a number of foreign languages (Board Developed Courses) that are completed by correspondence during normal school hours. As students are responsible for their own learning this opportunity is only available to a limited number of students at Marcellin College. Vocational Education and Training

The Board has developed curriculum frameworks for seven industries. Within each framework there are a number of Vocational Education and Training (VET) courses. Students must undertake a work placement to complete these courses successfully and may elect to sit a HSC examination. .

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Pathways offered at Marcellin

When selecting subjects for HSC studies students should be considering what type of pathway they will be following. This should be aligned to their post-school aspirations, including their future career pathway. Regardless of Pathway, students will need to complete a minimum of 13 units which is a prerequisite for completion of the Preliminary Course at Marcellin. The types of subjects that a student selects will vary depending on the pathway.

1. The Academic Pathway – For students seeking an ATAR in 2020 and wish to transition directly into University. This pathway involves the completion of 10 units of HSC Examinable subjects. (Board Developed) At the completion of the 2020 HSC, students will receive an ATAR.

2. HSC PLUS - An Alternative Pathway– This pathway is designed to meet the needs of students

who are seeking a practical, career orientated learning environment for their HSC. Students can obtain Vocational Education Training (VET) credentials which are nationally recognised through the Australian Qualifications Framework (AQF.)

This pathways allows students to enter the workforce with a trade qualification or Certificate II level qualifications that also matriculates to further study at Certificate III or Diploma level at TAFE or a range of other tertiary providers.

Subject Selections

Some subjects have exclusions and/or eligibility requirements. Please refer to the individual subject information for more information. At Marcellin College:

▪ students must study either Studies in Catholic Thought OR Studies of Religion [SCS] ▪ Standard English, 2 unit OR Advanced English, 2 unit, OR English Studies, 2 unit [NESA] ▪ Extension courses are offered to students who have consistently demonstrated high

achievement. ▪ entry into challenging courses and those with high demand will be based on student

performance

Courses may not be approved due to a restriction on class size or due to unrealistic selections by students. In some cases, a student’s academic history precludes his entry into certain courses, with Stage five benchmarks being used as a guide. Students may be unaware of the degree of difficulty of either the individual subject or the combination of subjects that have been chosen. In such cases, an interview will be held to reach a negotiated solution.

Change of Course

Students are reminded of the importance of carefully selecting courses in the Year 11. It is essential that students choose a pattern of study which best caters for their own individual needs, interests, abilities and realistic aspirations. Subject selection in Year 11 influences options for the HSC pattern of study.

Students are advised that changes in Preliminary courses after the start of term two are not recommended and rarely approved. The College Principal may allow changes after this date provided

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he is satisfied that students can satisfactorily complete all outcomes in the ‘new’ course before the HSC course begins. If a change is made, then the onus is on the student to ensure he catches up on all of the work which has been missed. In all cases parental approval is necessary. Contact the Assistant Director of Learning for more information.

University Entrance

Entry from Year 12 into university courses in NSW and the ACT generally depends on your Australian Tertiary Admission Rank (ATAR). Some courses have additional selection criteria involving interviews or portfolios. The Tertiary Admission Rank (ATAR) is a rank between 0.00 and 99.95 with increments of 0.05. It tries to measure overall academic achievement in the HSC and is used for ranking applicants for tertiary selection.

Board Developed courses for which there are examinations are the only courses that can be included in the ATAR calculations. Furthermore, ATAR courses are classified as either Category A or Category B. The rules are summarised below. Rule 1 Eligibility for an ATAR

▪ complete at least 10 units (including at least two units of English) ▪ Include at least eight units of Category A courses. ▪ at least three Board Developed courses of two units or greater ▪ at least four subjects

Rule 2 Calculation of the ATAR – Your ATAR will be based on an aggregate of scaled marks in 10 units

of ATAR courses comprising: ▪ best two units of English; and, ▪ best eight units from the remaining units. No more than two units of Category B courses will be

included. Restrictions and Conditions:

▪ must satisfactorily complete English ▪ may accumulate courses over a period of no more than five years ▪ for repeated courses, the last satisfactory attempt is used in the calculation of an ATAR ▪ eligibility for a Limited ATAR includes age, 1 unit of English and attempt all units at one sitting.

Notes

1. A subject is the general name given to an area of study. A course is a branch of study within a subject. A subject may have several courses. For example, English Studies, English Standard, English Advanced, HSC English Extension 1 and HSC English Extension 2 are all included under the subject English.

2. Only the best two units from your Category B courses are available for inclusion in the

calculation of your ATAR. Category B courses offered at Marcellin include: VET Business Services 2 unit VET Hospitality 2 unit VET Construction 2 unit

3. Students studying VET* courses must sit for the optional HSC exam if they wish to have it

contribute to the calculation of an ATAR.

4. Board Endorsed course do NOT contribute to the calculation of an ATAR.

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Assessment

In most courses, school-based assessment counts for 50% of the overall mark and is reported on the HSC. VET and Life Skills Courses have different requirements. Assessment tasks may include tests, written or oral assignments, practical activities, fieldwork and projects. The assessment requirements for each Board Developed Course are set out in each syllabus.

▪ The school’s responsibilities – It is the school’s responsibility to develop an assessment programfor each course outlining the nature, content and relative value of each task. Schools alsoprovide adequate written notice to students regarding due dates, outlining specificadministrative details and provide students with feedback on performance. The school submitsassessment marks to NESA, calculated from results on formal assessment tasks undertaken aspart of the HSC course. (For VET Courses there is no assessment mark).

▪ Student responsibilities – Students are expected to complete all tasks that are part of theassessment program. Students are to submit their own work and must seek extensions ifneeded. Malpractice (cheating) or plagiarism (claiming someone else’s ideas or work as yourown) could lead to a zero mark.

HSC Examinations

Most examinations for the HSC are written exams held in October and November each year. Students may be required to take speaking exams in languages, performance exams in the creative arts courses, or prepare projects and practical works to be submitted as part of the HSC exam. NESA has strict guidelines for Submitting Works, Practical Examinations, Illness/Misadventure and Special Examination Provisions.

Reporting the HSC

Students will receive relevant documents from the following: ▪ Higher School Certificate Testamur – Certificate showing name and school.

▪ HSC Record of Achievement – Document showing Assessment Marks, Examination Marks, HSCMarks (average of the Assessment Mark and the Examination Mark) and Performance Bands(levels of achievement in each course).

▪ VET Statement of Attainment and Certificate – Lists the units of competency achieved.Students who have completed the required units of competency will receive a Certificate also.

▪ Profile of Student Achievement – For the Life Skills Courses. Students receive a Profile ofStudent Achievement that will list the outcomes achieved.

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SUBJECT INFORMATION

Board Developed Courses

The NSW Educational Standards Authority develops these courses. There is a syllabus for each course that contains:

● the course objectives, structure, content and outcomes ● specific course requirements ● assessment requirements ● sample examination papers and marking guidelines ● the performance scale (except for Vocational Education and

Training Courses)

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

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Ancient History Subject Coordinator: Mr Anthony Burke 2 units for each of Preliminary and HSC Board Developed Course

Exclusions: Nil

Course Description The Preliminary course is structured to provide students with opportunities to investigate past people, groups, events, institutions, societies and historical sites from the sources available, by applying the methods used by historians and archaeologists.

The HSC course provides the opportunity for students to investigate in depth the range and nature of archaeological and written sources that provide evidence for a life in Pompeii and Herculaneum. They also study the key features and sources of an ancient society, historical period and ancient personality.

Main Topics Covered

Preliminary Course Topic One : Investigating Ancient History – The Nature of Ancient History

o The Treatment and Display of Human Remains o Case Studies (eg bog bodies; Ötzi – the Iceman)

Topic Two: Investigating Ancient History o Deir el-Medina o Persepolios

Topic Three: Features of Ancient Socities o Greece and Rome

o Women o Slavery o Art and Architecture o Weapons and Warfare o Death and Funerary Customs o Power and Image o Trade and Cultural Contact

Topic Four: Historical Investigation o Possible historical investigations include: o aspects of an ancient society as revealed through sources o the causes and impacts of an historical event o the significance of an historical development o tracing the development of an aspect of the ancient past over time through a thematic approach o the analysis of an historical debate o the contribution of an historical site to our understanding of the past o constructions of the ancient past o an interpretation or representation of an individual, group or event.

HSC Course

Topic One: Core Study: Cities of Vesuvius – Pompeii and Herculaneum Topic Two: Ancient Society - Spartan society to the Battle of Leuctra 371 BC Topic Three: Personality in their Times - Julius Caesar Topic Four: Historical Period - The fall of the Roman Republic 78–31 BC

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Biology Subject Coordinator: Ms Jeannie Scevity

2 units for each of Preliminary and HSC Board Developed Course

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 finding 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 and 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 course builds on the knowledge and skills of the study of living things found in the Science Stage 5 course. The course maintains a 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

1. Cells as the Basics of Life 2. Organisation of Living Things 3. Biological Diversity 4. Ecosystem Dynamics

Year 12

5. Heredity 6. Genetic Change 7. Infectious Disease 8. Non-infectious Disease and Disorders

Particular Course Requirements Year 11 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours, One fieldwork exercise. Year 12 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours.

Assessment The components and weightings for Year 11 and 12 are mandatory

Component Weighting %

Skills in working scientifically 60

Knowledge and understanding of course content 40

100

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Business Studies Subject Coordinator: Mr Anthony Burke


Exclusions: 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.

Main Topics Covered

Preliminary 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

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Chemistry Subject Coordinator: Ms Jeannie Scevity


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 and 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 understanding 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 foundation for undertaking investigations in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of chemistry is often the unifying 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 an essential discipline that currently addresses and will continue to address our energy needs and uses, the development of new materials, and sustainability issues as they arise.

Topics Covered Year 11 Properties and Structure of Matter Introduction to Qualitative Chemistry Reactive Chemistry Drivers of Reactions

Year 12 Equilibrium and Acid Reactions Acid/base Reactions Organic Chemistry Applying Chemical Ideas

Particular Course Requirements Year 11 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours. Year 12 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours.

Assessment The components and weightings for Year 11 and 12 are mandatory




100

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Design and Technology Subject Coordinator: Ms Louise Benson


Exclusions: Nil

Course Description Students study design processes, design theory and factors in relation to design projects. In the Preliminary course, student’s study designing and producing, which includes the completion of at least two design projects. In the HSC course, students undertake a study of innovation and emerging technologies, which includes a case study of an innovation. They also study designing and producing, which includes the completion of a Major Design Project. Please note: This is a design based course with more emphases on designing rather than producing.

Main Topics Covered Preliminary Course Designing and Producing, including the study of design theory, design processes, creativity, collaborative design, research, management, using resources, communication, manufacturing and production, computer-based technologies, safety, evaluation, environmental issues, analysis, marketing and manipulation of materials, tools and techniques. HSC Course Innovation and Emerging Technologies, including a case study of innovation. The study of designing and producing includes a Major Design Project. The project folio addresses 3 key areas: project proposal and management, project development and realisation, and project evaluation.

Particular Course Requirements In the Preliminary course, students must participate in hands-on practical activities and undertake a minimum of 2 design projects. In the HSC course the activities of designing and producing that were studied in the Preliminary course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and the presentation of a case study.

Assessment: HSC Course only

External Assessment Weighting Internal Assessment Weighting

Section I: The examination consists of: Written Paper. Part A – Multiple Choice Part B – ONE compulsory question made up of a number of short structured response parts Part C – extended response questions (choose one out of three) Questions based on Innovation & Emerging Technologies, Designing and Producing. These will provide opportunities for students to make reference to the Major Design Project and the Case Study. Section II: Major Design Project This will include submission of: (i) a folio documenting the project proposal and project management, project development and realisation and project evaluation. (ii) a product system or environment.

40

60

Innovation and Emerging Technologies, including a compulsory case study of an innovation Designing and Producing (which may include aspects of the Major Design Project that are not assessed externally)

40

60

100 100

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DRAMA Subject Coordinator: Ms Hayley Flowers

Board Developed Course HSC 2 Units of Preliminary and HSC

Exclusions: Nil

Preliminary Course- Students in Drama study the practices of Making, Performing and Critically Studying. Students engage with these components through collaborative and individual experiences, in particular set and costume design, script writing and performance. Preliminary course content comprises an interaction between the components of Improvisation, Play building 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. Learning comes from practical experiences in each of these areas. The Group Performance (3-6 students) involves creating a piece of original theatre (8–12 minutes duration). 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 include: Australian Drama and Theatre (Core content- one topic from the choice of two topics). Studies in Drama and Theatre (One topic from a choice of seven topics). Group Performance (Core content). Individual Project- (One project to be chosen from performance, design (set or program/promotional/lighting), script writing, directors folio, costume design and or video drama).

Particular Course Requirements- The Preliminary 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. Students selecting Drama are required to keep a logbook of the development of each of the components Group Performance and Individual Project.

Assessment Year 11 Assessment Year 12

Task 1 Group devised performance and drama log Book 40 % Task 2 Performance in style, design project and drama log Book 30 % Task 4 Written exam 30% Total 100

Task 1 IP performance progress presentation and Log Book 20% Task 2 In-class extended response based on workshops related to Studies in Australian Drama and Theatre in Drama and Theatre topic 20% Task 3 GP performance progress presentation and drama log book 30 % Task 4 Trial Examination 4B** Showcase IP and GP performances/rationale and drama log book 30 % Total 100

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Economics Subject Coordinator: Mr Anthony Burke

2 units for each of Preliminary and HSC Board Developed Course 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

Preliminary Course Introduction to Economics (10%) – the nature of economics and the operation of an economy Consumers and Business (10%) – the role of consumers and business in the economy Markets (20%) – the role of markets, demand, supply and competition Labour Markets (20%) – the workforce and role of labour in the economy Financial Markets (20%) – the financial market in Australia including the share market Government in the Economy (20%) – the role of government in the Australian economy.

HSC Course The Global Economy (25%) – Features of the global economy and globalisation Australia’s Place in the Global Economy (25%) – Australia’s trade and finance Economic Issues (25%) – issues including growth, unemployment, inflation, wealth and management. Economic Policies and Management (25%) – the range of policies to manage the economy.

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English, Standard Subject Coordinator: Mr Peter Damalas

2 units for each of Year 11 and Year 12 Board Developed Course

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

Course Description This course is designed for students to increase their expertise in English to become confident and effective communicators. It provides students, who have a diverse range of literacy skills, with the opportunity to analyse, study and enjoy a breadth and variety of English texts. Students engage with widely acknowledged quality literature from the past and contemporary texts from Australia and other cultures. In their study of English students continue to develop their creative and critical faculties and broaden their capacity for cultural understanding.

Topics Covered Year 11

● Common Module: Reading to Write – Poetry and other texts (40 hours) ● Module A: Contemporary Possibilities – Digital, Multimedia texts (40 hours) ● Module B: Close Study of Literature – Novel, Jasper Jones, Silvey (40 hours)

Year 12: ● Common Module: Texts and Human Experiences – Novel, Past the Shallows, Parrett, and related texts (30 hours) ● Module A: Language, Identity and Culture – Film, The Castle, and related texts (30 hours) ● Module B: Close Study of Literature – Poetry of Oodgeroo Noonuccal (30 hours) ● Module C: The Craft of Writing – variety of short texts, embedded into other modules (30 hours)

Particular Course Requirements Year 11 English (Standard) Course: ❖ texts widely regarded as quality literature, including literary texts written about intercultural experiences and the peoples

and cultures of Asia ❖ a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors that give insights into these

diverse experiences ❖ texts with a wide range of cultural, social and gender perspectives ❖ integrated modes of reading, writing, listening, speaking, and viewing and representing. Year 12 English (Standard) Course: ❖ explore three types of prescribed text drawn from each of the following categories: print fiction or print nonfiction;

drama or poetry; film or media ❖ a wide range of additional related texts and textual forms.


Internal Assessment Weighting Course Structure and Requirements Weighting

Common Module: Texts and Human Experiences – multimodal task Module A: reading and writing task Module C: The Craft of Writing Trial Examination

25

25

25

25

Paper 1 – Common Module: Texts and Human Experiences Section I: Short responses to unseen texts Section II: sustained response to prescribed text, may include stimulus/unseen texts

20

20

40

Paper 2 – Modules Section I: Module A – sustained response Section II: Module B – sustained response Section III: Module C – imaginative, discursive, persuasive, informative or reflective response; may contain up to two parts and stimulus/unseen texts; may require reflection on prescribed texts

20 20

20

100 60

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English, Advanced Subject Coordinator: Mr Peter Damalas

2 units for each of Year 11 and Year 12 Board Developed Course

Exclusions: English (Standard);English (ESL); English Studies

Course Description In this course students continue to explore opportunities offered by challenging texts to investigate, question and refine complex and evocative ideas, to evaluate, emulate and employ powerful, creative and sophisticated ways to use language to make meaning, and to find enjoyment in literature. This course is designed for students with a particular interest and ability in the subject who desire to engage with learning experiences that will enrich their intellectual and academic lives. Students respond imaginatively and critically to literary texts drawn from a range of contexts. Through their study, students can become critical thinkers, and articulate and creative communicators. They extend and deepen their ability to use language in subtle, nuanced, inventive and complex ways to artistically express experiences, ideas and emotions.

Topics Covered Year 11: Common Module: Reading to Write – Poetry and other texts (40 hours) Module A: Narratives that Shape our World – The Odyssey, Homer and O Brother Where Art Thou (40 hours) Module B: Critical Study of Literature – Othello, Shakespeare (40 hours) Year 12:

● Common Module: Texts and Human Experiences – Nineteen-Eighty-Four, Orwell and related text (30 hours) ● Module A: Textual Conversations – Shakespearean Drama Richard III and Looking for Richard, Pacino (30

hours) ● Module B: Critical Study of Literature – Poetry of T. S. Eliot (30 hours) ● Module C: The Craft of Writing – variety of short texts, embedded into other modules (30 hours)

Particular Course Requirements Year 11 English (Advanced) Course: ❖ texts widely regarded as quality literature, including literary texts written about intercultural experiences and the

peoples and cultures of Asia ❖ a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors that give insights

into these diverse experiences ❖ texts with a wide range of cultural, social and gender perspectives ❖ integrated modes of reading, writing, listening, speaking, and viewing and representing. HSC English (Advanced) Course: ❖ explore four types of prescribed texts drawn from each of the following categories: Shakespearean drama; prose

fiction or print nonfiction; poetry or film; digital or from previous categories ❖ a wide range of additional related texts and textual forms.


Internal Assessment Weighting HSC Trial and Examination Marks

Common Module: Texts and Human Experiences – multimodal task Module A: reading and writing task Module C: The Craft of Writing Trial Examination

25

25

25

25

100

Paper 1 – Common Module: Texts and Human Experiences Section I: Short responses to unseen texts Section II: sustained response to prescribed text, may include stimulus/unseen texts Paper 2 – Modules Section I: Module A – sustained response Section II: Module B – sustained response Section III: Module C – imaginative, discursive, persuasive, informative or reflective response; may contain up to two parts and stimulus/unseen texts; may require reflection on prescribed texts

20 20

20

20

20

100

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English, Extension Subject Coordinator: Mr Peter Damalas 1 unit of study for each of Year 11 and Year 12 Board Developed Course Prerequisites: (a) English (Advanced)

(b) Year 11 English (Extension) is a prerequisite for Year 12 English Extension 1 (c) Year 12 English Extension 1 is a prerequisite for English Extension 2

Exclusions: English (Standard); English (ESL); English Studies

Course Description This course provides students who are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Students have the opportunity to pursue areas of interest with increased independence and to theorise. Students learn about research methodology to enable them to undertake extensive investigation used to develop extended compositions. Students engage with increasingly complex concepts and texts that intellectually challenge them to think creatively and critically about the way that literature shapes and reflects the global world. The Year 12 English Extension 2 course provides students with the opportunity to master skills in the composition process to create a substantial and original Major Work that extends their knowledge, understanding and skills developed throughout Stage 6 English courses. Students pursue areas of interest independently, develop deep knowledge and manipulate language in their own extended compositions. Through the experimentation with and exploration of form, style and media students express complex concepts and values in innovative, insightful and powerful ways.

Main Topics Covered Year 11 Extension The course has one mandatory Module: Texts, Culture and Value – Utopias and Dystopias (40 hours). Students also undertake an Independent Related Project of 20 hours. Year 12 Extension: The course has a Common Module: Literary Worlds, with ONE elective option from the following:

1. Worlds of Upheaval 2. Literary Mindscapes

Year 12 English Extension Course 2 The course requires students to complete a Major Work, Reflection Statement, Major Work Journal and Bibliography.

Particular Course Requirements In the Year 11 English Extension Course students are required to examine texts which are widely regarded as quality literature in a variety of text types and expressing intercultural experiences. This may involve a key text from the past and its manifestations in one or more recent cultures. Students also explore, analyse and critically evaluate different examples of such appropriations in a range of contexts and media. Year 12 English Extension Course 1 requires the study of at least THREE texts from the prescribed text list for the chosen elective, including at least TWO extended print texts. Students are required to study at least TWO related texts. Year 12 English Extension Course 2: Major Work, Reflection Statement, Journal and Bibliography.

Assessment: HSC English Extension Course 1

Internal Assessment Weighting External Assessment Weighting

Three (3) Assessment Tasks: 1. Common Module: Literary Worlds - creative 2. Elective Module – critical response with related text 3. Trial Examination

35

35

30

Section I – Common Module: One question in response to stimulus and/or unseen material. May be critical or creative response, or both. It may be a single, sustained response, or in two parts. Section II – Elective: One sustained critical response question based on prescribed and related texts.

25

25

100 50

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English, Extension (continued)

Assessment: HSC English Extension Course 2

Internal Assessment Weighting External Assessment Weighting

Viva Voce: an interview addressing the proposal for the Major Work. Report: addressing the impact of independent investigation on the development of the Major Work. Draft version of the Major Work and Reflection Statement.

10

15

25

Submission of Major Work Including a 1000–1500 word (maximum) reflection statement

50

50 50

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English Studies (Category B) Subject Coordinator: Mr Peter Damalas

2 units for each of Year 11 and Year 12 Exclusions: English (Advanced); English Board Developed Course (Standard); English (ESL); English (Extension)

Course Description English Studies is designed to support students in developing proficiency in English to enhance their personal, social and vocational lives. It offers a comprehensive language and literacy experience that is reflected in the modes of reading, writing, speaking, listening, viewing and representing. The aim of English Studies is to enable students to understand, use, enjoy and value the English language in its various textual forms and to become competent, confident and effective communicators in a diverse and changing society.

Main Topics Covered Year 11 English Studies Course The course has one mandatory module: Achieving through English: English in education, work and community (30-40 hours) Students will study an additional 2-4 modules of between 20-40 hours each. Year 12 English Studies Course The course has one mandatory common module: Texts and Human Experiences - including a prescribed and related text (30 hours). Students will study an additional 2-4 modules of between 20-45 hours.

Particular Course Requirements

● read, view, listen to and compose a wide range of texts, including print texts and multimodal texts● undertake study of at least one substantial print text and at least one substantial multimodal text● be involved in planning, research and presentation activities as part of one individual and/or one

collaborative project● engage with the community through avenues such as visits, surveys, interviews, work experience,

listening to guest speakers and/or excursions● develop a portfolio of texts they have planned, drafted, edited and presented in written, graphic and

electronic forms across all the modules undertaken during the year.

Assessment: HSC English Studies N. B. Students may CHOOSE to undertake an OPTIONAL HSC Examination to contribute to an ATAR.

OPTIONAL MODULES OPTIONAL MODULE TITLES

A We are Australians: English in citizenship, community and cultural identity

B Telling us all about it: English and the media

C On the road: English and the experience of travel

D Digital Worlds: English and the Web

E Playing the Game: English in sport

F MiTunes and text: English and the language of song

G Local Heroes: English and community life

K The Big Screen: English in filmmaking

- 20 -


Food Technology Subject Coordinator: Ms Louise Benson

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

Course Requirements This course provides students with the opportunity to develop broad knowledge and understanding about nutrition, diet and health in Australia, food availability and selection. Students investigate the Australian Food Industry, the production, processing, packaging, storage and distribution of food and the marketing of food products. Practical skills in developing, experimenting, planning, preparing and presenting food are integrated throughout the course.

Main topics Covered Preliminary Course The Preliminary 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. HSC Course 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.

Particular Course Requirements There is no prerequisite study for the 2 unit Preliminary course. Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course. In order to meet the course requirements, students study 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.

Assessment Components

Preliminary Component Weighting % Component Weighting %

HSC Component Weighting % Weighting %

Knowledge and understanding of course content

40 Knowledge and understanding of course content

40

Knowledge and skills in designing, researching, analysing and evaluating

30 Knowledge and skills in designing, researching, analysing and evaluating

30

Skills in experimenting with and preparing food by applying theoretical concepts

30 Skills in experimenting with and preparing food by applying theoretical concepts

30

100 100

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Geography Subject Coordinator: Mr Anthony Burke


Course Description The Preliminary course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues.

The HSC course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies combine with an assessment of the geographers’ contribution to understanding our environment and demonstrates the relevance of geographical study.

Preliminary Course Biophysical Interactions (45%) – how biophysical processes contribute to sustainable management. Global Challenges (45%) – geographical study of issues at a global scale. Senior Geography Project (10%) – a geographical study of student’s own choosing.

HSC Course Ecosystems at Risk (33%) – the functioning of ecosystems, their management and protection. Urban Places (33%) – study of cities and urban dynamics. People and Economic Activity (33%) – geographic study of economic activity in a local and global context.

Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

Particular Course Requirements Students complete a senior geography project (SGP) in the Preliminary course and must undertake 12 hours of fieldwork in both the Preliminary and HSC courses.

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History Extension Subject Coordinator: Mr Anthony Burke

1 unit HSC Board Developed Course Exclusions: Nil

Course Description HSC History Extension involves the study and evaluation of the ideas and processes used by historians to construct history. In Part 1 of the course, students investigate the question ‘What is history?’ through a selection of readings and through one case study. In Part II, students design, undertake and communicate their own personal historical inquiry.

Main Topics Covered

Part I: What is History? (60% of course time) Key questions: Who are the historians? What are the aims and purposes of history? How has history been constructed and recorded over time? Why have the approaches to history changed over time?

Students will investigate one case study from a selection of ancient, medieval and early modern, modern and Australian options.

Part II: History Project (40% of course time)

An original piece of historical investigation by the student which includes a Proposal, Essay, Bibliography and Process Log.

Particular Course Requirements A high level of achievement in the Preliminary course in Modern or Ancient History is a prerequisite for the HSC course.

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Industrial Technology Subject Coordinator: Ms Louise Benson


Exclusions: Some Industry Focus areas with similar VET Curriculum Framework streams and Content Endorsed Courses

Course Description Industrial Technology Stage 6 consists of project work and an Industry Study that develop a broad range of skills and knowledge related to the industry focus area chosen, and an introduction to industrial processes and practices. The Focus Area offered at Marcellin College is:

▪ Timber Products and Furniture Technologies

Main Topics Covered

Preliminary 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❖ Design and Management – designing, drawing, computer applications, project management❖ Workplace Communication – literacy, calculations, graphics❖ Industry-specific Content and Production.

HSC Course The following sections are taught in relation to the relevant focus area through the development of a Major Project and a study of the relevant industry: ❖ Industry Study❖ Design and Management❖ Workplace Communication❖ Industry-specific Content and Production.

Particular Course Requirements In the Preliminary course, students must design, develop and construct a minimum of 2 projects. Each project must include a management folio. Students also undertake the study of an individual business within the industry. In the HSC course, students must design, develop and construct a major project with a management folio. They also undertake a study of the overall industry related to the specific focus area.



Written examination Section I – Industry Related Manufacturing Technology Objective response questions specific to each industry focus area

Section II – Industry Related Manufacturing Technology Short-answer questions specific to each industry focus area

Section III – Industry Study Candidates answer one structured extended response question

10

15

15

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area

Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality Major Project

40

Major Project 60 60

100 100

- 24 -


Information Processes and Technology Subject Coordinator: Ms Louise Benson


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

Main Topics Covered Preliminary Course: Introduction to Information Skills and Systems (20%) ❖ Information Systems in Context❖ Information Processes❖ Digital Representation of Data❖ Classification of Information Systems❖ Social and Ethical IssuesTools for Information Processes (40%)❖ Collecting❖ Organising❖ Analysing❖ Storing and Retrieving❖ Processing❖ Transmitting and Receiving❖ DisplayingPlanning, Design and Implementation (20%)❖ Understanding the Problem to be Solved❖ Making Decisions❖ Designing Solutions❖ Implementing❖ Testing, Evaluating and Maintaining❖ Social and Ethical IssuesPersonal and Groups Systems and Projects (20%)❖ Personal Information Systems❖ Group Information Systems

HSC Course Project(s) (20%) ❖ Understanding the Problem❖ Making Decisions❖ Designing Solutions❖ Project Management❖ Social and Ethical Design❖ Implementing❖ Testing, Evaluating and MaintainingInformation Systems and Databases (20%)❖ Information Systems❖ Examples of Database Information Systems❖ Organisation Methods❖ Storage and Retrieval❖ Other Information Processes❖ Issues related to Information SystemsCommunication Systems (20%)❖ Characteristics of Communication Systems❖ Examples of Communication Systems❖ Transmitting and Receiving in Communication Systems❖ Other Information Processes in Communication Systems❖ Issues Related to Communication SystemsOption Strands (40%)Students will select two of the following options:❖ Transaction Processing Systems❖ Decision Support Systems❖ Automated Manufacturing Systems❖ Multimedia Systems

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



A three-hour written examination 100 Project(s) Information Systems and Databases Communication Systems Option Strand (two of the following) – Transaction Processing Systems– Decision Support Systems– Automated Manufacturing Systems– Multimedia Systems

20 20 20 40

100 100

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Italian BeginnersSubject Coordinator: Mr Anthony Graziano

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Italian Continuers; Italian Extension Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.3 of the Board’s ACE Manual.

Course Description

In the Preliminary and HSC courses, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Italian.

Topics studied through two interdependent perspectives, the personal world and the Italian-speaking communities, provide contexts in which students develop their communication skills in Italian and their knowledge and understanding of language and culture. Students’ skills in, and knowledge of Italian 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 Italian-speaking communities through the study of a range of texts.

Main Topics Covered

Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations.

Particular Course Requirements: Nil

- 26 -


Italian Continuers Subject Coordinator: Mr Anthony Graziano

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: School Certificate Italian or equivalent knowledge is assumed. Exclusions: Italian Beginners

Course Description

The Preliminary and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ skills in, and knowledge of Italian 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 Italian-speaking communities through the study of a range of texts.

Prescribed Themes • The individual• Personal identity• Relationships• Health and leisure• Education and future aspirations

• The Italian-speaking communities• Lifestyle in Italy and abroad• The arts and entertainment• Youth and social issues

• The changing world• The world of work• Communication• Italian influence• Tourism and hospitality

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 Italian-speaking communities through texts.

Particular Course Requirements: Nil

- 27 -


Investigating Science Subject Coordinator: Ms Jeannie Scevity


Course Description

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 investigation, 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 the 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 of STEM (Science, Technology, Engineering and 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.

Topics Covered

Year 11 Course 1. Cause and Effect – Observing2. Cause and Effect – Inferences and

Generalisations3. Scientific Models4. Theories and Laws

Year 12 Course 5. Scientific Investigations6. Technologies7. Fact or Fallacy?8. Science and Society


Year 11 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 30 hours. Year 12 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 30 hours.

Assessment

The components and weightings for Year 11 and 12 are mandatory




100

- 28 -


Legal Studies Subject Coordinator: Mr Anthony Burke


Course Description The Preliminary 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.

Preliminary Course (from 2010) 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

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Mathematics Standard 1 & 2 Subject Coordinator: Mr Jacob Gibbons

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: This course is constructed on the assumption that students studying this course will have engaged with all sub-strands of Stage 5.1 and with the following sub-strands of Stage 5.2 - Financial mathematics, Linear relationships, Non-linear relationships, Right-angled triangles (Trigonometry), Single variable data analysis and Probability. Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with Mathematics Standard.

Course Description The Year 11 course is organised in topics, with the topics divided into subtopics. The Year 11 course is undertaken by all students intending to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course.

The 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 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 requires 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.

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 range of educational and employment aspirations, including continuing their studies at a tertiary level.

Topics Covered

Yr 11 Mathematics Standard

Algebra Formulae and Equations Linear Relationships Measurement Applications of Measurement Working with Time Financial Mathematics Money Matters Statistical Analysis Data Analysis Relative Frequency and Probability

HSC Mathematics Standard 1

Algebra Types of Relationships Measurement Right-angled Triangles Rates Scale Drawings Financial Mathematics Investment Depreciation and Loans Statistical Analysis Further Statistical Analysis Networks Networks and Paths

HSC Mathematics Standard 2

Algebra Types of Relationships Measurement Non-right-angled Trigonometry Rates and Ratios Financial Mathematics Investments and Loans Annuities Statistical Analysis Bivariate Data Analysis The Normal Distribution Networks Network Concepts Critical Path Analysis

- 30 -


Mathematics Standard 1 & 2 (continued)External Assessment Internal Assessment

Students studying Mathematics Standard 1 may elect to undertake an optional HSC examination. The examination mark may be used by the Universities Admissions Centre (UAC) to contribute to the student’s Australian Tertiary Admission Rank (ATAR). The examination will consist of a written paper worth 80 marks. The time allowed is 2 hours plus 5 minutes reading time. A reference sheet including appropriate formulae will be provided. NESA approved calculators, a pair of compasses and a protractor may be used. The paper will consist of two sections. Section I (10 marks) There will be objective-response questions to the value of 10 marks. Section II (70 marks) Questions may contain parts. There will be 30 to 35 items. At least two items will be worth 4 or 5 marks.

All students studying Mathematics Standard 2 will sit for an HSC examination. The examination will consist of a written paper worth 100 marks. The time allowed is 2 hours and 30 minutes plus 5 minutes reading time. A reference sheet will be provided. NESA approved calculators, a pair of compasses and a protractor may be used. The paper will consist of two sections. Section I (15 marks) There will be objective-response questions to the value of 15 marks. Section II (85 marks) Questions may contain parts. There will be 35 to 40 items. At least two items will be worth 4 or 5 marks. The Mathematics Standard 2 examination will include items that are common with the Mathematics Standard 1 HSC examination. Common items will be distributed throughout Sections I and II. From 2020, the Mathematics Standard 2 examination will include items that are common with the Mathematics Advanced HSC examination. Common items will be worth 20 to 25 marks and will be distributed throughout Sections I and II.

The components and weightings for the Preliminary and HSC courses are as follows:

Understanding, Fluency and Communication (50%). Problem Solving, Reasoning and Justification (50%).

The Year 11 formal school-based assessment program is to reflect the following requirements: ● three assessment tasks● the minimum weighting for an individual task is 20%● the maximum weighting for an individual task is 40%● one task must be an assignment or investigation-style

with a weighting of 20–30%.

The Year 12 formal school-based assessment program is to reflect the following requirements:

● a maximum of four assessment tasks● the minimum weighting for an individual task is 10%● the maximum weighting for an individual task is 40%● only one task may be a formal written examination

with a maximum weighting of 30%● one task must be an assignment or investigation-style


- 31 -


Mathematics Advanced Subject Coordinator: Mr Jacob Gibbons

2 units Year 11 (Preliminary) Board Developed Course. 2 units Year 12 (HSC) Board Developed Course. Prerequisites: The Mathematics Advanced Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7–10 Syllabus and in particular, the content and outcomes of all sub-strands of Stage 5.1 and Stage 5.2, the following sub-strands of Stage 5.3:

▪ Algebraic techniques▪ Surds and indices▪ Equations▪ Linear relationships▪ Trigonometry and Pythagoras’ theorem▪ Single variable data analysis

and at least some of the content from the following sub-strands of Stage 5.3:

▪ Non-linear relationships▪ Properties of Geometrical Shapes.▪

Exclusions: Students may not study the Mathematics Advanced course in conjunction with the Mathematics Standard 1 or the Mathematics Standard 2 course.

Course Description

The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality.

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.

All students studying the Mathematics Advanced course will sit for an HSC examination.

Main Topics Covered

Year 11 Course

Functions ● Working with Functions

Trigonometric Functions ● Trigonometry and Measure of Angles● Trigonometric Functions and Identities

Calculus ● Introduction to Differentiation

Exponential and Logarithmic Functions ● Logarithms and Exponentials

Statistical Analysis ● Probability and Discrete Probability Distributions

Year 12 HSC Course

Functions ● Graphing Techniques

Trigonometric Functions ● Trigonometric Functions and Graphs

Calculus ● Differential Calculus● Applications of Differentiation● Integral Calculus

Financial Mathematics ● Modelling Financial Situations

Statistical Analysis ● Descriptive Statistics and Bivariate Data Analysis● Random Variables

- 32 -


Mathematics Advanced (continued)External Assessment Internal Assessment

The external HSC examination measures student achievement in a range of syllabus outcomes.

The external examination and its marking relate to the syllabus by: ● providing clear links to syllabus outcomes● enabling students to demonstrate the levels of

achievement outlined in the performance banddescriptions

● applying marking guidelines based on criteria that relateto the quality of the response

● aligning performance in the examination each year to thestandards established for the course.

This examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 10 minutes reading time. The Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 Reference Sheet will be provided at the back of the examination paper. Students may bring NESA approved calculators for use during the examination. The paper will consist of two sections. Section I (10 marks) There will be objective-response questions to the value of 10 marks. Section II (90 marks) Questions may contain parts. There will be 37 to 42 items. At least two items will be worth 4 or 5 marks. The Mathematics Advanced examination will include items that are common with the Mathematics Standard 2 HSC examination. Common items will be worth 20 to 25 marks and will be distributed throughout Sections I and II.






● a maximum of four assessment tasks● the minimum weighting for an individual task is 10%● the maximum weighting for an individual task is 40%● only one task may be a formal written examination



- 33 -


Mathematics Extension 1 Subject Coordinator: Mr Jacob Gibbons

1 unit Year 11 (Preliminary) Board Developed Course. 1 unit Year 12 (HSC) Board Developed Course. Prerequisites: The Mathematics Extension 1 Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7–10 Syllabus and, in particular, the content and outcomes of all substrands of Stage 5.1, Stage 5.2 and Stage 5.3, including the optional substrands:

▪ Polynomials▪ Logarithms▪ Functions and Other Graphs▪ Circle Geometry.

Exclusions: Students may not study the Mathematics Extension 1 course in conjunction with the Mathematics Standard 1 or the Mathematics Standard 2 course.

Course Description

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.

The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the Mathematics Advanced Year 12 course.

All students studying the Mathematics Extension 1 course will sit for an HSC examination.

Main Topics Covered Preliminary Course Functions

▪ Further Work with Functions▪ Polynomials

Trigonometric Functions ▪ Inverse Trigonometric Functions▪ Further Trigonometric Identities

Calculus ▪ Rates of Change

Combinatorics ▪ Working with Combinatorics

HSC Course Proof

▪ Proof by Mathematical InductionVectors

▪ Introduction to VectorsTrigonometric Functions

▪ Trigonometric EquationsCalculus

▪ Further Calculus Skills▪ Applications of Calculus

Statistical Analysis ▪ The Binomial Distribution

- 34 -


Mathematics Extension 1 (continued)

External Assessment Internal Assessment

The examination will be based on the Mathematics Extension 1 Year 12 course and will focus on the course objectives and Year 12 outcomes. The Mathematics Advanced and Mathematics Extension 1 Year 11 courses will be assumed knowledge for this examination and may be examined.

Candidates will also be required to complete either the Mathematics Advanced examination paper or the Mathematics Extension 2 examination paper, in addition to the Mathematics Extension 1 paper.

This examination will consist of a written paper worth 70 marks. The time allowed is 2 hours plus 10 minutes reading time. The Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 Reference Sheet will be provided at the back of the examination paper. Students may bring NESA approved calculators for use during the examination. The paper will consist of two sections. Section I (10 marks) There will be objective-response questions to the value of 10 marks. Section II (60 marks) Questions may contain parts. There will be 23 to 28 items. At least one item will be worth 4 or 5 marks.






● a maximum of four assessment tasks● the minimum weighting for an individual task is 10%● the maximum weighting for an individual task is 40%● only one task may be a formal written examination with a

maximum weighting of 30%● one task must be an assignment or investigation-style


- 35 -


Mathematics Extension 2 (HSC)

Subject Coordinator: Mr Jacob Gibbons

1 unit Year 12 (HSC) Board Developed Course Prerequisites: The Mathematics Extension 2 Year 12 course has been developed on the assumption that students have studied the content and achieved the outcomes of the Mathematics Advanced Year 11 course and the Mathematics Extension 1 Year 11 course. Mathematics Extension 2 Year 12 course has also been constructed on the assumption that students are concurrently studying the Mathematics Advanced course and the Mathematics Extension 1 Year 12 course. Exclusions: Students may not study the Mathematics Extension 2 course in conjunction with the Mathematics Standard 1 or the Mathematics Standard 2 course.

Course Description The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course and the Mathematics Advanced Year 12 course. The Stage 6 Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 courses form a continuum. All students studying the Mathematics Extension 2 course will sit for an HSC examination.

Main Topics Covered - Year 12 Proof

▪ The Nature of Proof▪ Further Proof by Mathematical Induction

Vectors ▪ Further Work with Vectors

Complex Numbers ▪ Introduction to Complex Numbers▪ Using Complex Numbers

Calculus ▪ Further Integration

Mechanics ▪ Applications of Calculus to Mechanics

External Assessment Internal Assessment

The examination will be based on the Mathematics Extension 2 Year 12 course and will focus on the course objectives and outcomes. The Mathematics Advanced and Mathematics Extension 1 courses will be assumed knowledge for this examination and may be examined. Candidates will also be required to complete the Mathematics Extension 1 paper in addition to the Mathematics Extension 2 paper. This examination will consist of a written paper worth 100 marks. The time allowed is 3 hours plus 10 minutes reading time. The Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 Reference Sheet will be provided at the back of the examination paper. Students may bring NESA approved calculators for use during the examination. The paper will consist of two sections. Section I (10 marks) There will be objective-response questions to the value of 10 marks. Section II (90 marks) Questions may contain parts. There will be 37 to 42 items. At least two items will be worth 4 or 5 marks.

The components and weightings for Year 12 are mandatory. Understanding, fluency and communication 50% Problem solving, reasoning and justification 50% The Year 12 formal school-based assessment program is to reflect the following requirements: ● a maximum of four assessment tasks● the minimum weighting for an individual task is 10%● the maximum weighting for an individual task is 40%● only one task may be a formal written examination



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Modern History Subject Coordinator: Mr Anthony Burke


Course Description The Year 11 course provides students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students have the opportunity to engage in the study of a range of people, ideas, movements, events and developments that have shaped the modern world.

The Year 12 course provides students with opportunities to apply their understanding of sources and relevant issues in the investigation of the modern world. Through a core study, students investigate the nature of power and authority 1919–1946. They also study key features in the history of one nation, one study in peace and conflict and one study of change in the modern world.

Main Topics Covered

Preliminary Course The Year 11 course comprises three sections.

▪ Investigating Modern History (60 indicative hours includingo The Nature of Trench Warfareo Yad Vesham (Holocaust)o Albert Speero The Decline and Fall of the Romanov Dynastyo The Meiji Restoration

▪ Historical Investigation (20 indicative hours)

▪ The Shaping of the Modern World (40 indicative hours)

o World War 1

Historical concepts and skills are integrated with the studies undertaken in Year 11.

HSC Course

The Year 12 course comprises four sections. ▪ Core Study: Power and Authority in the Modern World 1919–1946 (30 indicative hours)

▪ One ‘National Studies’ topic (30 indicative hours)o Russia and the Soviet Union 1917 – 1941

▪ One ‘Peace and Conflict’ topic (30 indicative hours)o Conflict in Indochina 1954 – 1979

▪ One ‘Change in the Modern World’ topic (30 indicative hours)o Civil Rights in the USA 1945 – 1968

Historical concepts and skills are integrated with the studies undertaken in Year 12.

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Music 1 Subject Coordinator: Miss Anita De Francesco


Prerequisites: Student must be able to play an instrument or sing

Exclusions: Music 2

Course Description In the Preliminary and HSC courses, students will study the Concepts of Music through the learning experiences of Performance, Composition, Musicology and Aural within a range of styles, periods and genres The Music 1 syllabus structure is able to be adapted to meet the needs and interests of students with varying degrees of prior learning. It accommodates the abilities of students allowing flexibility in the topic choice and areas of study in the HSC Music Course. Music 1 builds on the Years 7-10 Music courses, however it is not a prerequisite for students to have studied Music in Year 9 and 10.

Main Topics Covered Students study three topics in both the Preliminary and HSC Course, including Australian Music. Students will study music in a variety of different styles, periods and genres. The topics provide an opportunity for students to gain greater understanding of the concepts of music. Students develop musically through the integration of learning experiences including performance, composition, musicology and aural.


HSC course In addition to core studies (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 HSC course. Students selecting the Composition Elective 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 NSW Educational Standards Authority to validate authorship of the submitted work. Students are encouraged to attend weekly tuition lessons (either at school or through an external tutor) to develop performance skills on their selected instrument/voice.



❖ Core Performance (one piece)❖ Written examination – Aural Skills

(60 minutes)❖ Three electives from any

combination of:o Performanceo Compositiono Musicology (Viva Voce)

20*

30

Core Performance Core Composition Core Musicology Core Aural

Elective 1 Elective 2 Elective 3

10 10 10 25

15 15 15

Elective 1 20*

Elective 2 20*

Elective 3 20*

100* 100

*The marks for Core Performance and the Electives will be converted to a mark out of 70, giving a total mark out of 100 for theexamination.

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Music 2 Subject Coordinator: Miss Anita De Francesco


Prerequisites:This course assumes students have a formal background in music, as the course focuses on Western art music. Students are expected to have developed music literacy skills and have some knowledge and understanding of musical styles. Discussion with Subject Coordinator is advised.

Exclusions: Music 1 Course Description

In the Preliminary 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 one Mandatory Topic covering a range of content and one Additional Topic in each year of the course. In the Preliminary course, the Mandatory Topic is Music 1600–1900. The Additional Topic is chosen from a list of six topics which covers a broad range of styles, periods and genres. In the HSC course, the Mandatory Topic is Music of the Last 25 Years (Australian focus). The Additional Topic is chosen from a list of eight topics which covers a broad range of styles, periods and genres.

Particular Course Requirements In addition to core studies in performance, composition, musicology and aural, students nominate one elective study in Performance, Composition or Musicology. Submitted works and performances are required to reflect the mandatory and additional topic studied in the HSC. The additional topic studied in the HSC must be different to the topic studied in the Preliminary course. Students selecting Composition or Musicology electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. All students will be required to develop a composition portfolio for the core composition.



Core Performance (one piece reflecting the mandatory topic) Sight singing Core composition (reflecting mandatory topic) A 11/2-hour written examination paper – Musicology and aural skills

One Elective representing the Additional Topic: Performance (2 pieces) or One Submitted composition or One Submitted essay

15

5 15

35

30

Performance Composition Musicology Aural

One elective from Performance or Composition or Musicology

20 20 20 20

20

100 100

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Personal Development, Health and Physical Education Subject Coordinator: Mr Chris O’Connell


Course Description The Preliminary 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.

Preliminary 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 Preliminary and HSC courses.

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Physics Subject Coordinator: Ms Jeannie Scevity


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 space 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 of 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 the Science Stage 5 course and help them develop a 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 ● Kinematics● Dynamics● Waves and Thermodynamics● Electricity and Magnetism

Year 12 Course ● Advanced Mechanics● Electromagnetism● The Nature of Light● From the Universe to the Atom

Particular Course Requirements Year 11 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours. Year 12 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours.

Assessment

The components and weightings for Year 11 and 12 are mandatory




100

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Science Extension (HSC) Subject Coordinator: Ms Jeannie Scevity

1 unit for Year 12 (HSC). Board Developed Course

Science Extension is a new course with a focus on the authentic application of scientific research skills to produce a Scientific Research Report generally acceptable for publication. Students propose and develop a research question, formulate a hypothesis and develop evidence-based responses to create their Scientific Research Report which is supported by a Scientific Research Portfolio. The four modules integrate the skills of Working Scientifically within the course content to form the framework for the Scientific Research Project.

The Year 12 course consists of four modules. Module 1 The Foundations of Scientific Thinking Module 2 The Scientific Research Proposal Module 3 The Data, Evidence and Decisions Module 4 The Scientific Research Report

Particular Course Requirements Prerequisite courses for Science Extension Year 12 are one of, or a combination (up to 6 units of study) of, Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics in Year 11.

Co-requisite courses for Science Extension Year 12 are one of, or a combination (up to 7 units of study) of, Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics in Year 12.

Students must propose and develop a research question, formulate a hypothesis and develop evidence-based responses in the form of a Scientific Research Report, which is supported by a Scientific Research Portfolio.

The Scientific Research Report is a result of the student’s own work and must adhere to the principles and practices of good scholarship, as identified in the HSC: All My Own Work course. While students may collaborate with and draw upon the expertise, knowledge and data held by others in developing their Scientific Research Report and Portfolio, this assistance must be referenced using accepted protocols.

All scientific research must be sensitive to community expectations and individual school requirements in relation to the question being interrogated. Students must adhere to ethical practices in the collection and analysis of data and the communication of results.

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Software Design and Development Subject Coordinator: Ms Louise Benson


Course Description The Preliminary course introduces students to the basic concepts of computer software design and development. It does this by looking at the different ways in which software can be developed, the tools that can be used to assist in this process and by considering the interaction between software and the other components of the computer system.

The HSC course builds on the Preliminary course and asks students to develop and document software using a variety of data structures and language facilities. Through this they will learn to solve a number of interesting and relevant software problems.

Topics Covered Preliminary Course ❖ Concepts and Issues in the Design and Development

of Software– Social and ethical issues– Hardware and software– Software development approaches

❖ Introduction to Software Development– Defining the problem and planning software

solutions– Building software solutions– Checking software solutions– Modifying software solutions

❖ Developing software solutions

HSC Course ❖ Development and Impact of Software Solutions

– Social and ethical issues– Application of software development approaches

❖ Software Development Cycle– Defining and understanding the problem– Planning and design of software solutions– Implementation of software solutions– Testing and evaluation of software solutions– Maintenance of software solutions

❖ Developing a Solution PackageOptions:

– Evolution of programming languages or Softwaredeveloper’s view of the hardware

Particular Course Requirements Practical experience should occupy a minimum of 20% of the Preliminary course, and a minimum of 25% of the HSC course. There are software and course specifications.



Section I – Twenty multiple-choice questions relating to: – Development and Impact of

Software Solutions– Software Development Cycle– Developing a Solution PackageSection II – Three short structuredresponse questions relating to:– Development and Impact of

Software Solutions– Software Development Cycle– Developing a Solution PackageSection III – Students select onequestion from either:– Evolution of Programming

LanguagesOR – Software Developer’s View of the

Hardware

20

60

20

Knowledge and understanding about development and impact of software solutions and the software development cycle

Design and development of software solutions

Project management techniques, including documentation, teamwork and communication

Project(s)

20

35

20

25

100 100

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Studies of Religion 1 Subject Coordinator: Mr Chris Shields

1 unit for each of Preliminary and HSC Board Developed Course

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.

Main Topics Covered Preliminary Course ❖ Nature of Religion and Beliefs

– The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctiveresponse to the human search for meaning in life.

❖ Two Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism– Origins– 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 appreciationof Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religiousexpression 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.

Assessment:

HSC External Assessment Weighting

The examination will consist of a written paper worth 50 marks. The time allowed is 1 hour and 30 minutes, plus 5 minutes reading time.

The paper will consist of three sections: Section I Religion and Belief Systems in Australia post-1945 Section II Religious Tradition Depth Studies Section III Religious Tradition Depth Studies (extended response)

15 15 20

50

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Studies of Religion 2 Subject Coordinator: Mr Chris Shields

2 unit for each of Preliminary and HSC Board Developed Course

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.

Main Topics Covered Preliminary Course: ❖ Nature of Religion and Beliefs

– The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctiveresponse to the human search for meaning in life.

❖ Three Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism.– The purpose of this section is to develop a comprehensive view of religious traditions as living religious systemsthat link directly with the life of adherents.

❖ Religions of Ancient Origin– The focus of this study is the response of religions of ancient origin to the human search for ultimate meaningand purpose.

❖ Religion in Australia pre-1945– The focus of this study is the establishment and development of religious traditions in Australia pre-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 ofAboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expressionin Australia today.

❖ Three 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.

❖ Religion and Non-Religion– The focus of this study is the human search for meaning through religion and non-religion.

❖ Religion and Peace– The focus of this study is the distinctive response of religious traditions to the issue of peace.

Assessment:

HSC External Assessment Weighting

The examination will consist of a written paper worth 50 marks. The time allowed is 3 hours, plus 5 minutes reading time.

The paper will consist of three sections: Section I Religion and Belief Systems in Australia post-1945

Religion and Non-Religion Section II Religious Tradition Depth Studies

Section III Religious Tradition Depth Studies (extended response) Section IV Religion and Peace

30 30 20 20

100

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Visual Arts Teacher in Charge: Ms Katherine Toohey


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 artmaking, art criticism and art history. The subject is theoretically and practically sustained by the content areas of The Frames, Practice and Conceptual Framework. These underpinnings form the basis for content and accommodate different student interests and abilities.

Students develop their own artworks, culminating into 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 Preliminary 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.

Topics Preliminary Course: In the Preliminary course, artmaking and theoretical studies are integrated in the following units:

1. Drawing Coogee - Drawing and mixed media based on the beach landscape2. Portraiture through Modernism – Mixed media, photography and self portraiture painting3. Social Commentary Mixed Media through Postmodernism – Mixed media/stencil and assemblage sculpture

bas on world or social issue.HSC Course: Art making – students propose and develop their ‘Body of Work’ based on own interests and skills. Critical and Historical Studies – Students undertake five ‘Case Studies’ with specific focus artists.

1. Art and the Body – Michelangelo, Manet and Stelarc2. The Art Object – Duchamp3. The Art Object – Duchamp’s Legacy: Warhol and Ai Weiwei4. Urban Aboriginal Art – Gordon Bennett5. Art and Technology – Patricia Piccinini

Particular Course Requirements Preliminary Course: ❖ Artworks in at least two expressive forms and use of a Visual Arts 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 (Students will be expected to purchase materials for

their final body of work and attend extra morning class in terms 1 and 2)❖ A minimum of five Case Studies (4–10 hours each)❖ Deeper and more complex investigations in art making, art criticism and art history.



A 11/2-hour written examination paper Submission of a ‘Body of Work’

50 50

‘Body of Work’ Proposal and VAPD Class Topic Test Body of Work Final and VAPD Trial HSC Exam

20 20 30 30

100 100

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VET Business Services (240 indicative hours Category B)

Certificate II in Business Services: BSB20115 Subject Coordinator: Mr Nicolas Lee


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

Minimum mandatory work placement – 70 hours

Course Description: This qualification is nationally recognised entry-level qualification for employment in the Business Services industry. This course would suit students who are interested in a career in the office or business environment and in other personal contact & service occupations such as legal or medical secretary, business management, marketing, advertising and finance. The knowledge, skills and attitudes acquired by students in this course will also be of value in future study and daily life.

AQF VET Qualification(s) Depending on the selection and achievement of units of competency the possible qualification outcomes are: Certificate II in Business BSB20115 or a Statement of Attainment towards that qualification.

Cost: Textbook only. There are no additional costs or uniform requirements for this subject.

Proposed Units of Competency

Mandatory

Unit code Unit title

BSBWHS201 Contribute to health and safety of self and others

Elective


BSBINM201 Process and maintain workplace information

BSBINN201 Contribute to workplace innovation

BSBSUS201 Participate in environmentally sustainable work practices

BSBIND201 Work effectively in a business environment

BSBCUS201 Deliver a service to customers

TLIP2029 Prepare and process financial documents

BSBITU203 Communicate electronically

BSBITU307 Develop keyboarding speed and accuracy

BSBITU201 Produce simple word processed documents

BSBWOR204 Use business technology

BSBITU202 Create spreadsheets

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BSBINM202 Handle mail

Certificate II in Business Services: BSB20115 VET Business Services (240 indicative hours) (continued)

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.

Optional HSC examination Students completing this course are eligible to sit an optional, written HSC examination. The purpose of the examination is to provide a mark which may be used in the calculation of the 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 qualification.

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.

More Information: Please visit the NESA website.

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VET Construction (240 indicative hours Category B)

Certificate II in Construction Pathways CPC20211 Subject Coordinator: Mr Nicolas Lee




Course Description: The course qualification is nationally recognised entry-level qualification for employment in the Construction industry. This course would suit students who are interested in a career in the building and construction industry, building certification or project management in that industry. The knowledge, skills and attitudes acquired by students in this course will also be of value in future study and daily life.

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 or Statement of Attainment towards that qualification.

Cost: Students are charged $250 for materials and workbooks each year. Students must have steel cap safety boots for work placement.


Mandatory


CPCCCM1012A Work effectively and sustainably in the construction industry.

CPCCCM1013A Plan and organise work.

CPCCCM1014A Conduct workplace communication.

CPCCCM1015A Carry out measurements and calculations.

CPCCCM2001A Read and interpret plans and specifications.

CPCCCM2005B Use construction tools and equipment.

CPCCWHS1001 Work safely in the construction industry.

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry.

Elective


CPCCCA2011A Handle Carpentry materials.

CPCCCA2002B Use Carpentry tools and equipment.

CPCCCM2006B Apply basic levelling procedures.

CPCCBL2002A Use bricklaying and blocklaying tools and equipment.

CPCCBL2001A Handle and prepare bricklaying and blocklaying materials

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CPCCCM2004A Handle construction materials.

CPCCCO2013A Carry out concreting to simple forms

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. Optional HSC examination Students completing this course are eligible to sit an optional, written HSC examination. The purpose of the examination is to provide a mark which may be used in the calculation of the 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 qualification. 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.


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VET Hospitality (240 indicative hours Category B)

Certificate II in Hospitality – Kitchen Operations SIT20416 Subject Coordinator: Mr Nicolas Lee




Course Description: This qualification reflects the role of individuals working in kitchens who use a defined and limited range of food preparation and cookery skills. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification provides a pathway to work in kitchen operations in organisations such as restaurants, hotels, catering operations, clubs, pubs, cafes, cafeterias, coffee shops and institutions such as aged care facilities, hospitals, prisons and schools.

AQF VET Qualification(s) Depending on the selection and achievement of units of competency the possible qualification outcomes are: Certificate II in Hospitality SIT20416 or a Statement of Attainment towards that qualification.

Cost: Textbook only. Students are charged $285 for materials each year of the course. Students must purchase the hospitality chef uniform (approx. $100) and a textbook. Chef uniform must be used during practical classes and may be required during work placement.


Mandatory


SITXFSA001 Use hygienic practices for food safety

SITXWHS001 Participate in safe work practices

BSBWOR203 Work effectively with others

SITHIND002 Source and use information on the hospitality industry

SITHCCC001 Use food preparation equipment

SITHCCC005 Prepare dishes using basic methods of cookery

SITHKOP001 Clean kitchen premises and equipment

SITXFSA002 Maintain the quality of perishable items

Elective


SITXINV002 Participate in safe food handling practices

SITHCCC006 Prepare appetisers and salads

SITHCCC002 Prepare and present simple dishes

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SITHCCC003 Prepare and present sandwiches

SITHFAB005 Prepare and serve espresso coffee

SITHCCC011 Use cookery skills effectively

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. Optional HSC examination Students completing this course are eligible to sit an optional, written HSC examination. The purpose of the examination is to provide a mark which may be used in the calculation of the 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 qualification. 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.


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VET Automotive (Externally Delivered) (240 indicative hours Category B)

Certificate II in Automotive Vocational Preparation AUR20716 Subject Coordinator: Ms Sue McKay (Champagnat Catholic College)

2 Units each for the HSC and Preliminary Year Board Developed Course

Exclusions: Not available to ATAR students in 2020-21


Course Description The Vocational Preparation qualification covers the skills and knowledge required to perform a range of tasks related to inspecting and performing minor repairs on mechanical and electrical components and systems of cars.

If undertaking a School Based Traineeship, the Automotive Servicing Technology qualification covers the skills and knowledge required to perform a range of servicing operations on light vehicles, heavy vehicles and/or motorcycles within an automotive service or repair business.

AQF VET Qualification(s) Depending on the selection and achievement of units of competency the possible qualification outcomes are: Certificate II in Automotive Vocational Preparation AUR20716 or Certificate II in Automotive Servicing Technology AUR20516 for SBATs only, who are required to undertake the additional 120 hour Specialisation Study.

Costs and requirements:

EVET students are charged $300 in Yr 11 and 12 for the use of resources and for administration of this course. Students must purchase black work pants and black steel capped boots. A Champagnat TTC polo shirt is required and costs $35, to be paid with a $50 non-refundable enrolment fee to the CCCP front office by successful candidates. Black Auto jumpers may be purchased for $40 or a plain black may be worn in winter.

Application

Pending census school approval, students can apply directly via the SCS Online EVET portal. Candidates will be required to attend an interview at Champagnat TTC.

Units of Competency


AURAEA002 Follow environmental and sustainability best practice in an automotive workplace

AURASA002 Follow safe working practices in an automotive workplace

AURAFA001 Use numbers in an automotive workplace

AURAFA002 Read and respond to automotive workplace information

AURAFA003 Communicate effectively in an automotive workplace

AURTTA003 Use and maintain basic mechanical measuring devices

AURTTK002 Use and maintain tools and equipment in an automotive workplace

AURLTA001 Identify automotive mechanical systems and components

AURTTE004 Inspect and service engines

AURAFA004 Resolve routine problems in an automotive workplace

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https://scs-vet.org/2016/05/24/externally-delivered-vet/

https://admin.axcelerate.com.au/management/management2/rto/rtoUnitDrilldown.cfm?EnrolID=4519087&UnitID=241532&DataID=20452797&contactID=5005706&classID=489940

https://admin.axcelerate.com.au/management/management2/rto/rtoUnitDrilldown.cfm?EnrolID=4519087&UnitID=241534&DataID=20452798&contactID=5005706&classID=489940


AURETK001 Identify, select and use low voltage electrical test equipment

AURETR003 Identify automotive electrical systems and components

AURETR006 Solder electrical wiring and circuits

AURETR015 Inspect, test and service batteries

AURTTA027 Carry out basic vehicle servicing operations

AURTTC001 Inspect and service cooling systems

AURTTJ003 Remove and replace wheel and tyre assemblies

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.


Please note: Enrolling in Automotive involves signing out of school at 12pm on the designated day and joining classes that usually finish at about 5.00 in the afternoon.

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Board Endorsed Courses

Board Endorsed Courses have syllabuses endorsed by the NSW Educational Standards Authority. Endorsed courses are written by schools, groups of schools or TAFE institutions to cater for areas of special interest not covered in Board Developed Courses.

● TAFE delivered courses (written and delivered by TAFE) haveContent Endorsed status granted by NESA.

● There is NO external HSC examination for Board EndorsedCourses. All assessment is school based.

● Studies in Catholic Thought is offered in Year 11 and 12.

NOTE: Although Board Endorsed Courses count towards the HSC and appear on the student’s Record of Achievement, they do NOT count in the calculation of the Australian Tertiary Admission Rank (ATAR). [ATAR has replaced the Universities Admission Index – ATAR]

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Studies in Catholic Thought (SICT) Subject Coordinator: Mr Chris Shields

1 unit for each of Preliminary and HSC Content Endorsed Course

(Does not contribute to ATAR)

Exclusions: Studies of Religion

Course Description

Studies in Catholic Thought will invite students to explore the theology, scripture and philosophy that underpin the understanding of the human person within the Catholic tradition and the Christian life of virtue that follows. The course seeks to develop a deeper understanding of the social doctrine of the Catholic Church and the Catholic ascetic tradition with a view to enabling students to be immersed in the wider Catholic tradition. At the same time, Studies in Catholic Thought will develop students’ ability to use inquiry skills and reason through engagement with Catholic teachings and literature. Students will come to know how faith and reason fit together in the Catholic Tradition.

1 unit course

Preliminary Course - The Human Person

❖ Who is a Human Person?❖ The Trinitarian God and Humanity❖ The Re-imagining of Creation

HSC Course - The Good Life

❖ Virtue, Vice, Salvation❖ The Good Works❖ The Common Good

Assessment: Student’s will undertake no more than 3 formal assessment tasks in the Preliminary course and no more than 4 formal tasks in the HSC course. A range of assessment types will be utilised in the course, including research, a multimodal task, analytical response, class test and an End of Course Examination.

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Photography, Video and Digital Imaging Teacher in Charge: Ms Katherine Toohey2 unit Preliminary and HSC Content Endorsed Course (Does not contribute to ATAR)

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, video 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.

Available Equipment and Resources

Students will use the darkroom to develop analogue photo using traditional methods. For digital photography students will use the College’s Canon DSLR cameras and studio lighting. They will use the Adobe suite including Photoshop and Lightroom to digitally edit photos.

Topics (Preliminary listed below)

● The Beginnings of Photography and Still Life - Still Life Objects using Wet Photography in the darkroom (WetPhotography Module)

● Intro to Digital PHotography - Introduction to the DSLR cameras● Surrealism Case Study and Digital Portfolio - Digital PHOtography and digital manipulation based on

Surrealism and time and place (Digital Imaging Module)● Movie Trailer - Researching, planning and creating a video movie trailer (Video Module)● An Occupational, Health and Safety Module is mandatory.

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

Assessment: The following component and weightings are to apply and refer to the Preliminary Course for an example.

Component Weighting (%)

1. Digital and Wet Photography with ResearchTask

2. Digital Photography and Composition withResearch Task

3. Movie Trailer and Process Diary

35%

40%

25%

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Sport, Lifestyle and Recreation StudiesSubject Coordinator: Mr Chris O’Connell

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

modules. Students can choose to do both Sport Lifestyle and Recreation and PDHPE (Does not contribute to ATAR)

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:

Games and Applications 1 and 2 Fitness Specific Sports Sports Administration Coaching Social Perspectives of Sport Healthy Lifestyle. Resistance Training

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Computing Applications Subject Coordinator: Ms Louise Benson2 unit Preliminary and HSC Content Endorsed Course

(Does not contribute to ATAR)

Exclusions: This course CAN NOT be studied with any of the following:

● Information Processes and Technology● Software Design and Development● VET Information Processes

Course Description

Computer-based technology is an integral part of contemporary society. This is reflected in daily activities carried out in contexts such as the workplace, education, entertainment, recreation and the home. In this course, students will participate in hands-on activities to develop skills, knowledge and understanding related to information and communication technologies so that they can participate confidently in these environments.

Computing Applications consists of 12 modules which may be studied as either 15-hour or 30-hour modules. It is a basic course requirement that individual and/or group project work must form part of the teaching and learning program. It is highly recommended that project work be integrated throughout modules; however, it is a minimum requirement that a project forms a significant part of at least one module.

A selection from the following modules will be studied:

● Hardware and Software Skills● Graphics I● Graphics II● Spreadsheets I● Spreadsheets II● Desktop Publishing I● Desktop Publishing II● Databases● Communications I● Communications II● Multimedia I● Multimedia II

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Marine Studies Subject Coordinator: Ms Louise Benson

2 units for each of Preliminary and HSC

Board Endorsed Course

Exclusions: Nil

Course Description:

Marine Studies provides an opportunity for the future custodians of this environment to study it and to appreciate its value. It gives them the opportunity to develop the necessary knowledge and skills to use and protect its unique ecosystems, and at the same time communicate their appreciation to the community.

The aim of Marine Studies Stage 6 is to develop in each student a capacity to think critically about key issues relating to the marine environment, to utilise and protect the resources it offers, and to develop skills that allow students to participate safely in a wide range of practical experiences.

Cost: There will be excursion costs associated with this course.

Course Structure:

Preliminary 30 hour Core + 90 hours of optional modules; and HSC 120 hours of optional modules

● Core Module 1 - Marine Safety and First AidA basic introduction to Marine Safety and First Aid providing the knowledge and skills to complete this course

without risk.

● Core Module 2 – The Marine EnvironmentA basic introduction to the Marine Environment, considering its chemical and physical make-up and how they

impact on marine life.

● Core Module 3 – Life in the SeaAn introduction to the enormous diversity of life found in the sea - twenty-eight of the thirty-three animal phyla

found on earth are found in the sea.

● Core Module 4 – Humans in WaterAn insight into the problems facing humans as they enter water, and to provide practical means of overcoming the

limitations of human systems in this foreign environment.

● Core Module 5 – Marine and Maritime EmploymentAn introduction to the wide range of employment opportunities offered by marine and maritime industries.

● Optional Modules

Assessment


No examination 0 Core Options

50 50

0 100

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External Vocational Education and Training (EVET) Application only. Subject Coordinator: Mr Nicolas Lee

2 units each of Board Developed or Content Endorsed Study for the Preliminary and HSC.

Cost: An administration charge of $300 per 120 hours that will be added to the school fees of students engaged in EVET courses.

VET courses that are able to be offered at the school need to be undertaken on-site by students; Where a course is available at a Sydney Catholic Schools TTC/TSC, within reasonable travelling distance, students must attend this course rather than with another provider.

Sydney Catholic Schools supports students to undertake Vocational Education and Training (VET) courses both at school and where appropriate with external providers, to enhance their transition from school to work and further study. Funding for Externally-delivered VET (EVET) is sourced from government funding, Sydney Catholic Schools system funds and student levies.

Marcellin College Randwick ensures appropriate use of funds by applying Sydney Catholic Schools priorities and student selection processes.

When applying for an EVET course, students and their parents will need to show that: ● The course is integral to the student’s career pathway planning;● The student understands the commitment required, including:

o The completion of all course requirements, including mandatory work placement;o The importance of regular attendance. Students are responsible for arranging their own travel

and meeting the travel costs;o Timetabling issues which may require students to catch up on class work missed at school

Enrolling in EVET involves signing out of school at 12pm on the designated day and joining classes that usually finish at about 5.30 in the afternoon.

The full list of TAFE courses can be found here.

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https://www.tafensw.edu.au/study/types-courses/tvet


School Based Apprenticeships and Traineeships Subject Coordinator: Mr Nicolas Lee

2 units of Content Endorsed Study (Industry Based Learning) for the Preliminary and HSC course.

School Based Apprentices and Trainees will automatically be enrolled in Industry Based Learning when a formal Training contracts is registered.

SBAT Cost:

The respective VET fee will be charged to the fees of students undertaking trade qualifications at Marcellin College Randwick. $300 per 120 hours will be charged to the fees of students undertaking trade qualifications at TAFE.

Apprenticeships and traineeships are employment based training arrangements approved in NSW under the Apprenticeship and Traineeship Act 2001.

School based apprenticeships and traineeships allow employers to take on school students as part-time apprentices and trainees while they are studying for the Higher School Certificate. They also enable students to attain a nationally recognised Vocational Education and Training qualification as well as their Higher School Certificate and gain valuable work skills and experience through paid employment.

A School Based Apprenticeship or Traineeship can be in any area that is an established apprenticeship or traineeship qualification.

Our Indigenous students have access to some wonderful options via Maxima Employment and the Aboriginal Employment Strategy at Qantas, Sydney City Council and some of the major banking Institutions.

Industry-based Learning Course

It is intended that the evidence of industry-based learning will be built up across the on-the-job training attendance requirement.

Evidence of Industry-Based Learning will consist of two parts:

● a log of those tasks and activities which have been undertaken in the workplace which are related to thecourse outcomes and;

● a reflective and self-descriptive journal of learning related to the course outcomes which has developedfrom the on-the-job training component of the school-based apprenticeship or traineeship.

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Documents

Marcellin College Randwick · 3 H SC Science Extension must be studied with either Biology, Chemistry, Investigating Science or Physics B Category B (optional HSC examination). A