YEAR 11-12 COURSE OUTLINES Course Information...The Year 11 Preliminary course is only of three terms duration therefore no requests for change of course will be considered after the

YEAR 11-12 COURSE OUTLINES

2021 – 2022

Course Information

Course Outlines for Years 11-12, 2021-2022 Page 2

CONTENTS

COURSE SELECTION 3

INFORMATION CONCERNING YEAR 11 COURSES 4

ENGLISH MANDATORY 9

ENGLISH ADVANCED (A) 9

ENGLISH EXTENSION 1 (A) 10

ENGLISH STANDARD (A) 11

ENGLISH STUDIES (B) 12

BOARD DEVELOPED COURSES 13

ABORIGINAL STUDIES (A) 13

ANCIENT HISTORY (A) 14

BIOLOGY (A) 15

BUSINESS STUDIES (A) 16

CHEMISTRY (A) 17

COMMUNITY AND FAMILY STUDIES (A) 18

DESIGN AND TECHNOLOGY (A) 19

EARTH AND ENVIRONMENTAL SCIENCE (A) 20

ECONOMICS (A) 21

FOOD TECHNOLOGY (A) 22

GEOGRAPHY (A) 23

INDUSTRIAL TECHNOLOGY – MULTIMEDIA INDUSTRIES (A) 24

INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS AND FURNITURE INDUSTRIES (A) 25

INVESTIGATING SCIENCE (A) 26

JAPANESE CONTINUERS (A) 27

LEGAL STUDIES (A) 28

MATHEMATICS (A) 29

MODERN HISTORY (A) 30

MUSIC COURSE 1 (A) 31

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION (A) 32

PHYSICS (A) 33

SOCIETY AND CULTURE (A) 34

VISUAL ARTS (A) 35

BOARD ENDORSED COURSES 36

EXPLORING EARLY CHILDHOOD (C) 36

SPORT, LIFESTYLE AND RECREATION STUDIES (C) 37

WORK STUDIES (C) 38

VOCATIONAL EDUCATION AND TRAINING 40

BUSINESS SERVICES (B) 43

CONSTRUCTION (B) 44

ENTERTAINMENT INDUSTRY (B) 45

FINANCIAL SERVICES (B) 46

HOSPITALITY – FOOD AND BEVERAGE (B) 47

RETAIL SERVICES (B) 48

TAFE DELIVERED VOCATIONAL EDUCATION AND TRAINING 49


COURSE SELECTION

Subject selection forms will be distributed on the Course Selection evening for parents and students.

All courses are 2 Units except for: Mathematics Extension 1 and English Extension 1.

ENGLISH MANDATORY

English Advanced (Cat A)

English Standard (Cat A)

English Studies (Cat B - Optional HSC exam)

English Extension (1 Unit) (Cat A)

BOARD DEVELOPED COURSES

Category A Courses

Ancient History

Biology

Business Studies

Chemistry

Community and Family Studies

Design and Technology

Earth and Environmental Science

Economics

Food Technology

Geography

Industrial Technology – Multimedia Industries

Industrial Technology – Timber Products and Furniture Industries

Investigating Science

Japanese Continuers

Legal Studies

Mathematics Advanced+

Mathematics Standard+

Mathematics Extension 1 (1 Unit)

Mathematics Extension 2

Modern History

Music Course 1

Personal Development, Health and Physical Education

Physics

Society and Culture

Studies of Religion

Visual Arts

Category B Courses

Business Services # SVET

Construction # SVET

Entertainment Industry # SVET

Financial Services # SVET

Hospitality – Food and Beverages # SVET

Retail Services # SVET

BOARD ENDORSED COURSES

Category C Courses

Exploring Early Childhood

Sport, Lifestyle and Recreation Studies

Work Studies

TAFE OR OTHER EXTERNALLY DELIVERED VOCATIONAL EDUCATION AND TRAINING

If you are interested in doing an externally delivered VET course you can access the course information through your Careers Adviser or in the VET section at the back of this booklet.

# Students wishing to count a Vocational Education and Training Course toward their Australian Tertiary Admission Rank (ATAR) must sit for an external HSC examination. For all other students the external examination is optional.

+ You may only choose ONE Mathematics subject UNLESS you choose Mathematics and Mathematics Extension Course 1. Mathematics Standard is a Board Developed Course. If you choose Mathematics Standard 1 in Year 12 an examination becomes optional.

(Cat B) Only ONE Category B course will count towards an ATAR.

You may only study ONE Industrial Technology subject.

All Board Developed Courses count towards an ATAR.


INFORMATION CONCERNING YEAR 11 COURSES Think carefully about the subjects that you are choosing for Year 11. Seek as much information and realistic advice as you can from various members of your family, and from your Careers Adviser, Year Adviser, Head Teachers, Deputy Principals and Principal. A potential Year 11 student needs to think about important issues such as:

● A realistic goal. Ask yourself questions like: What am I going to do with my life? Will I need a HSC to gain entry to a course at university, a college or TAFE? Students wishing to enter university will, at least, need to study a pattern of courses that ensure they gain an ATAR, whereas those not wishing to enter university may select a non-matriculation pathway. Be realistic about your career choices and about your subject choices.

● A sincere desire to benefit from further education.

● A willingness and ability to make a serious attempt to succeed. Remember, it is likely that you will be expected to commit at least three hours each school night to homework and study.

● Your willingness to do the best for yourself possible, try to continue your education.

● Selecting subjects that interest you and which contribute to a balanced education. Ensure they are subjects you want to study and they are subjects in which you are capable of doing well.

Classes can only be formed when sufficient students nominate to enrol in a particular course, and it is possible to satisfactorily combine this course with others on the Year 11 timetable. Every effort will be made to offer as wide a curriculum as possible.

Once courses have been finalised, there will be few options to change courses. It is therefore very important to think carefully about elective choices that you are now required to make.

The Year 11 Preliminary course is only of three terms duration therefore no requests for change of course will be considered after the fourth week of Term 1.

You can choose from several types of course, namely:

- Board Developed Courses - Board Endorsed Courses - TAFE or other Externally Delivered VET Courses - School Vocational Education and Training Courses (SVET)

Please Note: Students wishing to study TAFE or other Externally Delivered VET courses will be required to fill in a separate application form available through Mrs Duval. They will also select TAFE or other Externally Delivered VET Course as one of their top six subject selections.


IMPORTANT RULES ABOUT THE HSC ● Students must have a satisfactory record of attendance and application up to and including the final

date of attendance, unless leave is granted.

● To complete satisfactorily a Preliminary or HSC course a student must have:

- followed the course developed or endorsed by the NSW Education Standards Authority (NESA).

- applied himself/herself with diligence and sustained effort to set tasks and experiences in the courses.

- achieved some or all of the course outcomes.

● The HSC is awarded to students who have completed Preliminary and HSC courses in the subjects they have selected and who have sat for external examinations and been awarded school assessments in the required number of subject units. The school assessments allow the class teacher to indicate a student’s achievement in aspects of a course which may not be adequately assessed by a single external examination. Students will be given an assessment rank at regular intervals throughout their study of HSC courses, which for the great majority of students will be throughout Year 12. These rankings will appear on the Semester One and Semester Two School Reports. The assessment rankings will be determined by achievements in specified assessment tasks.

● Each subject is organised into units of study. In Year 11 students must undertake a program of courses which totals a minimum of 12 units of study.

● When you are planning your course you should remember that:

- Years 11-12 courses comprise two components - a Preliminary and a HSC course. Satisfactory completion of the Preliminary course is a prerequisite for entry into a HSC course. All Preliminary course work in a subject is to be completed to gain a Year 11 Record of Achievement. The Principal will be required to certify satisfactory completion. The HSC Examination in a given subject will focus on the HSC content, with the Preliminary content comprising “assumed knowledge”. The study of prescribed texts is not to commence before the beginning of the HSC course. The assessment component of the HSC is to be conducted in relation to the HSC course only. Year 12 (HSC) courses will be listed on the Year 12 Record of Achievement.

- Both the Year 11 and Year 12 pattern of study must include:

▪ 2 units of compulsory English

▪ at least 6 units of Board Developed Courses

▪ at least 3 courses of 2 units value or greater

▪ at least 4 subjects (including English)

▪ a maximum of 6 units of Science may be included in the Year 11 pattern of study

▪ from 2019, a maximum of 7 units of Science may be included in the Year 12 pattern of study.

- An ATAR will be calculated, for those students wishing to obtain an ATAR. An ATAR:

⮚ is for students wishing to gain a place at a university

⮚ is a rank NOT a mark

⮚ provides information about how a student performs overall in relation to other students.

▪ An ATAR may include units accumulated by a candidate over a total span of five years, provided that:

⮚ Examination marks obtained in different years will be available for inclusion in the ATAR; and

⮚ If a candidate attempts more than 10 units in the latest attempt then, except where the candidate has studied units ahead of their cohort, an ATAR will be computed on the basis of these units. If a course or part of a course has been repeated only the last satisfactory attempt is used in the calculation.

▪ An ATAR may include units obtained by a candidate in advance of his or her HSC cohort, and in such cases, even if the candidate has attempted more than 10 units in the latest year, shall be calculated on the basis of the candidate’s best 10 units.


HSC MINIMUM STANDARD

What is the HSC Minimum Standard?

NSW Education Standards Authority (NESA) has implemented the HSC minimum standard to help ensure that students have the key literacy and numeracy skills for life after school. Students in New South Wales will need to demonstrate a minimum standard of literacy and numeracy to receive the HSC credential from 2020. The HSC minimum standard is set at level 3 of the Australian Core Skills Framework (ACSF). These skills are essential for everyday tasks and learning after school such as writing a letter for a job application or understanding a mobile phone plan. The standard is assessed through online tests across three areas: reading, writing and numeracy. The minimum standard online tests are 45 minutes long and include a multiple choice reading test, a multiple choice numeracy test and a short writing test based on a choice between a visual or written prompt. Examples of the tests are available on the NSW Education Standards Authority (NESA) website. Students who do not meet the HSC minimum standard can still

● Sit the HSC exams. ● Receive an ATAR for University applications ● Receive a ROSA ● Receive a HSC minimum standard report.

There are no pre-requisites for choosing subjects for Stage 5 or Stage 6. Students do not need to achieve the minimum standard to choose a subject they will study in Stage 5 or 6.

Practice tests are available for students to sit at school to help them become familiar with the online test structure and for schools to help determine student readiness to meet the minimum standard.

Students will have a number of opportunities per year to sit the minimum standard online tests in each area of Reading, Numeracy and Writing, in Year 10, 11 and 12. Students will also have up to 5 years from the time they start the HSC courses to sit the minimum standard online tests. The tests must be administered by schools via a lockdown browser.

Disability provisions and exemptions: Students with additional learning needs may be eligible for extra provisions for the minimum standard online tests or be exempt from meeting the HSC minimum standard in order to receive their HSC. Students taking four or more Life Skills courses can be exempt from meeting the HSC minimum standard. Students studying Life Skills English will be exempt from the Reading and Writing minimum standard tests. Students studying Life Skills Mathematics will be exempt from the Numeracy minimum standard test.


CHOOSING A PACKAGE OF HSC COURSES

There are several ways in which the HSC can be completed. The actual package of courses chosen depends on the interests of the student. The Careers Adviser will work individually with each student and in class groups to determine the most appropriate combination of courses.

Students will also be assisted in developing a “School to Work” Plan which will be adapted as they move through the senior school and develop a clearer vision of what the future holds for them.

Ingleburn High School offers the following options, which can be taken on a full or part time basis:

FURTHER EDUCATION TO EMPLOYMENT PATHWAY Most students attempt the HSC to improve their employment prospects, therefore, it is essential that students choose subjects appropriate to their abilities and interests.

Students undertaking this pathway have considerable flexibility in choosing their subjects however, to gain the most benefit, it is recommended that students choose at least ONE VET Course and/or General BEC course.

These courses teach students skills that are relevant to future study and employment. These courses allow you to gain both HSC qualifications and Australian Qualifications Framework (AQF) accreditation. The AQF qualifications are recognised by industry and employers throughout Australia. Therefore this becomes a DUAL ACCREDITED COURSE.

These courses require students to spend a minimum number of hours in the workplace – 70 hours over two years. Students receive documents that report the competencies you have achieved and an AQF Certificate or Statement of Attainment. Some of these courses will be studied at school, others are delivered by TAFE or other providers.

This pathway provides a strong preparation for both employment and further study at TAFE or University depending on the exact combination of subjects taken and of course the students’ results.

Many courses offered articulate into higher level courses at Private Colleges or TAFE and are given RPL. Many of these courses, in turn, articulate into University courses. Articulation means that the completed courses can be credited towards a higher qualification at TAFE or University.

Who is this pathway for?

This pathway is best suited to those students who are of average ability who perhaps want to study at TAFE, College or enter employment straight from school and require work related skills to achieve this.

PREPARATION FOR EMPLOYMENT PATHWAY

Some students find school work difficult. Perhaps they have only been living in Australia for a short time and their English is not so good. Perhaps they found certain subjects hard to understand.

This should not stop students from obtaining an HSC. This pathway will assist students who need extra help with their English or other school subjects. It also gives students an opportunity to gain work related qualifications which will give them the skills needed to enter the workplace.

Students should choose a package of courses which will help them build on their basic skills such as English Studies or General Maths, as well as equipping them with specific work related skills to assist them when seeking employment.

Students should include two vocationally oriented courses in their package.

Students are encouraged to undertake part time employment to complement their studies.

The exact package of courses will depend on students’ interests and abilities. The Careers Adviser will assist students in designing an individual package.

Who is this Pathway for?

This pathway is especially designed for the student who finds school work difficult and needs help to build basic skills, such as reading and writing, as well as prepare for employment.


SBAT (SCHOOL BASED APPRENTICESHIP/TRAINEESHIP)

Many students work part time while studying for their HSC. There is now an opportunity for students to have this part time work counted towards their HSC.

HSC studies can be undertaken at the same time as a part time traineeship. A Traineeship is a job that combines paid work and training that leads to a recognised Australian qualification, so in effect, a student following this pathway will study at school for some of the week, in training at TAFE or other provider and in paid work for the rest of the week. All of this will count towards the HSC.

This new pathway is a great way to get a start in a student’s chosen career area.

As with all the pathways offered at Ingleburn, the exact nature of the courses chosen will depend on students’ interests and abilities. The Careers Adviser will assist students in formulating their individual School to Work plan.


This pathway suits those students who want to combine paid work and training with their HSC studies. This pathway suits a range of ability and interest levels.

UNIVERSITY PATHWAY

Above average students (usually those in the top 25-30% of their year academically) often apply for further study in degree courses at University or Diploma courses at TAFE.

These students need to have a solid grounding in courses which meet the requirements for obtaining an ATAR which is used by the universities to determine entry into courses. An ATAR is not used to determine entry into TAFE Courses/Private College.

Students need to follow the guidelines below:

● Choose at least 8 units of NESA Developed Courses (Category A) ● Choose no more than 4 units of ‘Category B’ courses ● For Science, Engineering and Computing Courses you should choose at least 2 Unit Maths ● Prospective teachers need to consider NESA requirements ● Consult the Universities Admission Centre’s “Year 10 Guide”. This booklet contains information

regarding prerequisites and assumed knowledge required by the Universities for entry into courses. The Careers Adviser has this booklet.

● You may include one SVET or TVET course to increase options, but see the Careers Adviser.

How the ATAR is calculated?

The ATAR is based on an aggregate of scaled marks in 10 Units of ATAR courses comprising your:

▪ Best two units of English ▪ Best eight of the remaining units, which can include up to two units of Category B courses.

The ATAR indicates your position relative to all students who started High School with you back in Year 7. So an ATAR of 80.00 means that you are 20% from the top of your age group.


This pathway is best suited to above average students (top 25-30%) looking at university study straight from school.


ENGLISH MANDATORY

ENGLISH ADVANCED (A) 2 Units in Years 11-12

Enquiries should be directed to Mrs Cremer

The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives. Students appreciate, analyse and respond imaginatively and critically to literary texts drawn from a range of personal, social, historical and cultural contexts, including literature from the past and present and from Australian and other cultures. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing global world.

Year 11 Course Content Common Module: Reading to Write (40 hours) Module A: Narratives that Shape our World (40 hours) Module B: Critical Study of Literature (40 hours)

HSC Course Content Common Module: Texts and Human Experiences (30 hours) Module A: Textual Conversations (30 hours) Module B: Critical Study of Literature (30 hours) Module C: The Craft of Writing (30 hours)

Particular Course Requirements Across Stage 6 the selection of texts will give students experience of: • a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts • texts which are widely regarded as quality literature, including a range of 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 and those

that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples • texts with a wide range of cultural, social and gender perspectives • integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate

Assessment: HSC Course External Assessment

Weighting Assessment: HSC Course Internal Assessment

Weighting

Two HSC Examination papers

Paper 1

Paper 2

100 marks

40 marks

60 marks

Knowledge and understanding of course content

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

50%

50%

The Year 12 formal school-based assessment program for English Advanced reflects the following requirements: • a maximum of four assessment tasks • the minimum weighting for an individual formal task is 10% • the maximum weighting for an individual formal task is 40% • one task may be a formal written examination with a maximum weighting of 30% • one task must focus on Module C – The Craft of Writing with a minimum weighting of 25% • one task must be a multimodal presentation enabling students to demonstrate their knowledge,

understanding and skills across a range of modes • assessment of the Common Module must integrate student selected related material


ENGLISH EXTENSION 1 (A) 1 Unit in Years 11-12

Enquiries should be made to Mrs Cremer The English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their understanding and appreciation of the cultural roles and the significance of texts. Year 11 Course Content Module: Texts, Culture and Value (40 hours) Related research project (20 hours) HSC Course Content Common module: Literary Worlds with ONE elective option (60 hours) Particular Course Requirements Across Stage 6 the selection of texts will give students experience of the following: • texts which are widely regarded as quality literature, including a range of 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 and those

that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples • a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media, multimedia and

digital texts • integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate


Weighting

Assessment: HSC Course Internal Assessment

Weighting

One Examination paper (2 hours)

50 marks Knowledge and understanding of complex texts and of how and why they are valued

Skills in complex analysis, sustained composition and independent investigation

50%

50%

The Year 12 formal school-based assessment program for English Extension 1 reflects 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 may be a formal written examination with a maximum weighting of 30% • one task must be a creative response with a maximum weighting of 40% • at least one task must integrate student selected related material


ENGLISH STANDARD (A) 2 Units in Years 11-12

Enquiries should be directed to Mrs Cremer

Course Description

The English Standard course is designed for students to increase their expertise in English to enhance their personal, educational, social and vocational lives. The English Standard course 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 to become confident and effective communicators. English Standard offers a rich language experience that is reflected through the integrated modes of reading, writing, speaking, listening, viewing and representing.

Year 11 Course Content Common Module: Reading to Write (40 hours) Module A: Contemporary Possibilities (40 hours) Module B: Close Study of Literature (40 hours)

HSC Course Content Common Module: Texts and Human Experiences (30 hours) Module A: Language, Identity and Culture (30 hours) Module B: Close Study of Literature (30 hours) Module C: The Craft of Writing (30 hours)

Particular Course Requirements

Across Stage 6 the selection of texts will give students experience of the following:

● a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts

● texts which are widely regarded as quality literature, including a range of 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 and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples

● texts with a wide range of cultural, social and gender perspectives ● integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate


Weighting


Weighting

Two HSC Examination papers

Paper 1

Paper 2

100 marks

40 marks

60 marks

Knowledge and understanding of course content

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

50%

50%

The Year 12 formal school-based assessment program for English Standard reflects the following requirements:

• a maximum of four assessment tasks • the minimum weighting for an individual formal task is 10% • the maximum weighting for an individual formal task is 40% • one task may be a formal written examination with a maximum weighting of 30% • one task must focus on Module C – The Craft of Writing with a minimum weighting of 25% • one task must be a multimodal presentation enabling students to demonstrate their knowledge,

understanding and skills across a range of modes • assessment of the Common Module must integrate student selected related material


ENGLISH STUDIES (B) 2 Units in Years 11-12

Enquiries should be made to Mrs Cremer

The English Studies course is designed to provide students with opportunities to become competent, confident and engaged communicators and to study and enjoy a breadth and variety of texts in English. English Studies focuses on supporting students to refine their skills and knowledge in English and consolidate their English literacy skills to enhance their personal, educational, social and vocational lives.

The course is distinctive in its focus on the development of students’ language, literacy and literary skills. It centres on empowering students to comprehend, interpret and evaluate the ideas, values, language forms, features and structures of texts from a range of everyday, social, cultural, academic, community and workplace contexts. It offers comprehensive and contemporary language experiences in the modes of reading, writing, speaking, listening, viewing and representing.

Year 11 Course Content Mandatory module – Achieving through English: English in education, work and community (30-40 hours) An additional 2–4 modules (20-30 hours each)

HSC Course Content Mandatory Common Module: Texts and Human Experiences (30 hours) An additional 2–4 modules (20-45 hours each)

Particular Course Requirements Across Stage 6 the selection of texts will give students experiences of the following as appropriate: ● reading, viewing, listening to and composing a wide range of texts, including literary texts written about

intercultural experiences and peoples and cultures of Asia ● Australian texts including texts by Aboriginal and/or Torres Strait Islander authors and those that give

insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples ● texts with a wide range of cultural, social and gender perspectives, popular and youth cultures ● a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts


Weighting


Weighting

One Examination Paper (2½ hours)

Please note – English Studies external examination is OPTIONAL, and if completed, will contribute to the awarding of an ATAR

70 marks Knowledge and understanding of course content

Skills in comprehending texts, communicating ideas and using language accurately, appropriately and effectively

50%

50%

The Year 12 formal school-based assessment program for English Studies reflects 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% • one task may be a formal written examination with a maximum weighting of 20% • one task must be a collection of classwork demonstrating student learning across the modules studied with

a minimum weighting of 30% • assessment of the Common Module must integrate teacher or student selected related material

NB. Students studying English Studies may elect to undertake an optional HSC examination. Students who do not sit for the English Studies HSC examination are not eligible for the calculation of an ATAR. Students will have their school-based assessment reported on NESA credentials as a grade (A to E) based on the course Achievement Level Descriptions, not an assessment mark as is the case in most other HSC courses.

BOARD DEVELOPED COURSES

ABORIGINAL STUDIES (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Hamilton

Aboriginal Studies develops students' knowledge and understanding about the historical and contemporary experiences of Aboriginal peoples and the concept of ‘shared histories’ with a view to enabling students to be active and informed citizens in promoting a just society for all Australians. Through Aboriginal Studies, students will develop knowledge and understanding about social justice and human rights issues and how they impact on Aboriginal and other Indigenous peoples. Students will develop the skills to investigate issues and communicate information from a variety of perspectives. They will also increase their ability to develop informed and responsible values and attitudes about social justice, intercultural understandings, empathy with Aboriginal peoples’ experiences and views and ethical research practices. The Preliminary course includes the following topics:

● Part I - Aboriginality and the Land - Aboriginal peoples’ relationship to Country, dispossession and dislocation of Aboriginal peoples from Country and the impact of British colonialism on Country.

● Part II - Heritage and Identity - The Dreaming and cultural ownership, diversity of Aboriginal cultural and social life, impact of colonisation on Aboriginal cultures and families and impact of racism and stereotyping.

● Part III - International Indigenous Community: Comparative Study - Location, environment and features of an international indigenous community, comparison of the key experiences to the international indigenous and an Australian Aboriginal community in relation to Aboriginality and the land and heritage and identity.

● Part IV - Research and Inquiry Methods: Local Community Case Study - An aspect of the local community from pre-contact to the present.

In the HSC students undertake a study of the following:

● Part 1 - Social Justice and Human Rights Issues ○ A- Global Perspectives - Global understanding of human rights and social justice ○ B Comparative Study - A comparative case study on an Aboriginal and international

Indigenous community, in relation to TWO of the following topics: ■ Health ■ Education ■ Housing ■ Employment ■ Criminal Justice ■ Economic Independence

● Part II - Case Study: Aboriginality and the Land - The Land Rights movement and the recognition of native title, government policies and legislation and non-Aboriginal responses.

● Part III - Research and Inquiry Methods - Major Project - Choice of project topic based on student interest.

People who are interested in learning about the issues of indigenous culture and identity in a contemporary context, as well as issues such as social justice and intercultural understanding. The course provides students with a chance to develop their skills in critical thinking, ethical research, communication and cultural understanding. Students will develop key employability skills and competencies including collecting, analysing and organising information; communicating ideas and information; and applying mathematical and analytical techniques.


ANCIENT HISTORY (A) 2 Units in Years 11-12


Ancient History is a dynamic course where new discoveries and new interpretations are constantly changing our understanding of the Ancient World. Through the study of the Ancient World students will embark on a captivating journey of discovery from some of the greatest Ancient Civilizations of all time from Egypt to Persia, from Greece to Rome. Students will examine evidence of myths, images, inscriptions, artefacts, written history, and literature. Students experience the interplay between the past and present through a re-examination of the Classical World and learn to appreciate its historical significance, cultural importance, and contemporary relevance. The study of Ancient History is much more than the student of past events. Preliminary Course topic areas can include:

- Investigation of Ancient sites and sources: Students will investigate the techniques of archaeological investigation and how archaeological evidence can be used to reconstruct the past. The case studies covered include Egypt: Tomb Diggers - the city of Deir el Medina and Persia: Persepolis - the Royal city.

- Features of ancient societies: Students will undertake a comparative study of weapons and warfare through the topic: Empires of violence: Weapons and Warfare in Assyria and Carthage.

- Historical Investigation: Topic of your own choosing studied independently. HSC Course topic areas are drawn from choices within the Ancient Societies of Greece, the Near East, Rome and Egypt and could include:

- Cities of Vesuvius – Pompeii and Herculaneum: Students learn about the eruption of Mt Vesuvius in AD79 that left Pompeii and Herculaneum frozen in time. Students will investigate the evidence left at Pompeii and Herculaneum to form a snapshot of life in the Roman Empire almost 2000 years ago.

- Ancient Societies - Bronze Age Minoan Crete: Students learn about the analysis and use of sources through examining the enigmatic civilisation of Minoan Crete - home of the famed Minotaur. What we know of the Minoans is largely through material remains, all of which are open to divergent interpretations. Careful analysis and interpretation of sources is essential for developing an understanding of this remarkable civilisation.

- Personalities in Their Times - Xerxes: Students learn about the importance of perspective in historical writing when studying the Persian King Xerxes. Following the defeat of the Persian Army by the Greeks in the 5th Century BC Greek writers portrayed Xerxes as an arrogant, impious aggressor ruined by the luxury of the Persian Court. The Persian perspective comes from official inscriptions such as royal buildings and wall reliefs. Students must examine these perspectives to reach an understanding of this complex and controversial personality.

- Historical Periods: Students learn about the city-states of Athens and Sparta and a historic period marked by inter-city tensions, rivalries and change. The unit traces the ways in which each city reacted to outside forces and includes stories of outstanding military achievements, sacrifice, courage, betrayal and selfishness. Out of all this emerged an aggressive Athenian Empire and a radical democracy that created fear inside of Sparta. These events would become the prelude to the massive Greek civil war at the end of the century.

The focus is on engaging students through challenging and academically productive activities. Ancient History fascinates students and engages them in the art of investigating answers to historical questions. The skills that students will develop by doing this course include problem solving, source analysis and synthesis as well as essay writing. Other skills such as deduction and higher order thinking are developed in the students through the inherent nature of the content material presented. All of these skills are useful for a wide range of HSC subjects.


BIOLOGY (A) 2 Units in Years 11-12

Enquiries should be directed to Mr Shah

The structure of the Preliminary course and HSC course comprises of four modules each year and they are guided by inquiry questions as a driving force for enhancing understanding. The over-arching theme for all modules is the application of knowledge using scientific methods to explore and investigate new ideas with an emphasis on practical components such as undertaking laboratory experiments and fieldwork.

The content covered in the Preliminary Course includes:

Module 1 – Cells as a Basis of Life

Module 2 – Organisation of Living Things

Module 3 – Biological Diversity

Module 4 – Ecosystem Dynamics

The content covered in the HSC Course includes:

Module 5 - Heredity

Module 6 – Genetic Change

Module 7 – Infectious Disease

Module 4 – Non-infectious disease and Disorders


BUSINESS STUDIES (A) 2 Units in Years 11-12


Business activity is a feature of everyone's life. Throughout the world people engage in a web of business activities to design, produce, market, deliver and support a range of goods and services. In addition, investors, consumers and employees depend on the business sector for much of their quality of life.

As a course, Business Studies is distinctive in that it encompasses the theoretical and practical aspects of business in contexts which students will encounter throughout their lives. Conceptually, it offers learning from the planning of a small business to the management of Operations, Marketing, Finance and Human Resources in large businesses. Through the analysis of contemporary business strategies, the course also provides rigour and depth and lays an excellent foundation for students either in tertiary study or in future employment.

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. Students also investigate business planning and use a range of information to assess and evaluate business performance. The role of incentives, personal motivation and entrepreneurship, especially in small business, is recognised as a powerful influence in business success.

Topic areas in the preliminary and HSC course include:

Preliminary Course:

• Nature of Business

• Business Management

• Business Planning

HSC Course:

• Operations

• Marketing

• Finance

• Human Resources

In the Preliminary Course, there is a research project which involves researching a small business and producing a Business Plan.

By completing this course students will develop general and specific skills, including research, analysis, problem-solving, decision-making, critical thinking and communication. These skills enhance their confidence and ability to participate effectively, not only as members of the business world, but also as citizens dealing with issues emanating from business activity.


CHEMISTRY (A) 2 Units in Years 11-12

Enquiries should be directed to Mr Shah The Chemistry syllabus has been overhauled and the new directions implemented will help broaden the horizons of students for the future where they are prepared to meet the challenges of an increasing STEM focused workforce.



Module 1 – Properties and Structure of Matter

Module 2 – Introduction to Quantitative Chemistry

Module 3 – Reactive Chemistry

Module 4 – Drivers of Reactions


Module 5 – Equilibrium and Acid Reactions

Module 6 – Acid/Base Reactions

Module 7 – Organic Chemistry

Module 8 – Applying Chemical Ideas


COMMUNITY AND FAMILY STUDIES (A) 2 Units in Years 11-12

Enquiries should be directed to Miss Busch

Community and Family Studies is designed to develop an understanding of the diverse nature and interdependence of families and communities, in relation to the changing nature of Australian society, with a view to enabling students to plan and manage resources effectively.

Preliminary Course:

● Resource Management – Basic concepts of the resource management process. (Indicative course time: 20%).

● Individuals and Groups – The individual’s roles, relationships and tasks with groups. (Indicative course time: 40%).

● Families and Communities – Family structures and functions and the interaction between family and community. (Indicative course time: 40%).

HSC Course:

● Research Methodology – Ethical research procedures culminating in the production of an Independent Research Project. (Indicative course time: 25%)

● Groups in Context – The needs of specific community groups. (Indicative course time: 25%)

● Parenting and Caring – Individuals and groups who adopt roles in parenting and caring in contemporary society. (Indicative course time: 25%)

HSC Option Module:

● Family and Societal Interactions Government and community structures that support and protect family members throughout their lifespan.

● Social Impact of Technology The impact of evolving technologies on individuals and lifestyle.

● Individuals and Work Contemporary issues confronting individuals as they manage roles within both their family and work environments.

As part of the HSC, students are required to complete an Independent Research Project. The focus of the Independent Research Project should be related to the course content of one or more of the following areas: individuals, groups, families, communities, resource management.

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DESIGN AND TECHNOLOGY (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Williams Course Charges: Year 11 $50.00 Year 12 $50.00

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

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

Main Topics Covered

Preliminary Course:

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

HSC Course:

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

This is a practical based subject and, as such, there is a compulsory fee to cover the cost of materials and consumables.


EARTH AND ENVIRONMENTAL SCIENCE (A) 2 Units in Years 11-12


The Earth and Environmental syllabus has been overhauled and the new directions implemented will help broaden the horizons of students for the future where they are prepared to meet the challenges of an increasing STEM focused workforce. The Earth and Environmental Science Stage 6 Syllabus explores the Earth's renewable and non-renewable resources and also environmental issues. Hazards and natural disasters are explored, their causes and effects on a worldwide scale. An understanding of the Earth's resources and the ability to live sustainably on the planet is a central purpose of the study of Earth and Environmental Science.



Module 1 – Earth’s Resources

Module 2 – Plate Tectonics

Module 3 – Energy Transformations

Module 4 – Human Impacts


Module 5 – Earth’s Processes

Module 6 - Hazards

Module 7 – Climate Science

Module 8 – Resource management


ECONOMICS (A) 2 Units in Years 11-12


In 2021/2022 the Economic syllabus has been revamped and re-imagined telling a story or a bigger idea. This idea is about ‘How can economics truly service a future, a future that is fair, sustainable and supports the Wellbeing of people?’

Why is Economics important? Economic decisions have a crucial influence on the quality of life experienced by people throughout the world. The study of economics can help individuals, groups and societies make choices that assist them to improve the quality of their life. Discussion of economic issues dominated the media and politics. By understanding economics, students can make informed judgements about issues and policies and participate responsibly in decision-making. Economics is not about providing you with all the answers - it is about equipping you to critically evaluate and creatively imagine the solutions we will need to take us into a future worth living.

Career pathways? Students will benefit from the study of economics if they engage in studies that include business, accounting and finance, media, law, marketing, employment relations, tourism, history, geography or environmental studies.

Economics - It is not what you think - It is not always about the $$$

The Preliminary course will illuminate economic concepts and ideas in a unique ways:

• Cave-O-nomics - how economics leads to the development of mankind.

• The Bee - the hidden and often neglected value of natural resources.

• The forces of supply and demand - what can interpretive dance tell us?

• GDP Smackdown - what actually counts in economics?

• The ole’ lemonade stand - competition and why governments regulate.

• Taxation nation - where do our $$$ go?

• Recession and Depression - how do governments resuscitate flatlining economies?

• Made in China - Why not Aussie made?

• What is work - why there ain’t no such thing as a free lunch.

• Monkey business and economic inequality.

The Preliminary Course -

1. The Economics of Everything - economics is part of our daily lives and its influence is everywhere. The unit is about how we can tune into economic thinking and use it to understand what is happening around us.

2. Curious choices - every choice we make can be explained by economics, whether it is online dating or following a sporting team. Our choices rely on markets, demand, supply and money trails.

3. The World is not flat - economies are all different but they still trade. Mutual trade is beneficial but sometimes it can lead to problems. What consequences are there for our quality of life?

4. To infinity and beyond - market forces are not always reliable, and we need our government and other institutions to safeguard our democracy and our standard of living. The problem is how do we know when and where?

The HSC Course –

1. The Global Economy 2. Australia’s Place in the Global Economy 3. Economic Issues 4. Economic Policies and Management


FOOD TECHNOLOGY (A) 2 Units in Years 11-12


Students will develop knowledge and understanding about the production, processing and consumption of food, the nature of food and human nutrition and an appreciation of the importance of food to health and its impact on society. Skills will be developed in researching, analysing and communicating food issues, food preparation, and the design, implementation and evaluation of solutions to food situations. Preliminary Course:

● Food Availability and Selection – Influences on food availability; Factors affecting food selection. ● Food Quality – Safe storage of food; Safe preparation and presentation of food; Sensory

characteristics of food; functional properties of food; Food styling and photography. ● Nutrition – Food nutrients; Diets for optimal nutrition.

HSC Course:

● The Australian Food Industry (AFI) – Sectors of the AFI; Aspects of the AFI, Policy and legislation. ● Food Manufacture – Production and processing of food; preservation, packaging, storage and

distribution; Impact of food manufacturing technologies. ● Food Product Development – Factors which impact on food product development; Reasons for and

types of food product development; Food marketing. ● Contemporary Food Issues in Nutrition – Diet and health in Australia; Influences on nutritional

status. Students do not have to have studied Food Technology in Years 9 and 10 to study for the Stage 6 Food Technology course. It is a mandatory requirement that students undertake practical activities. Studies in Food Technology may lead to employment in the following areas: the Hospitality Industry, The Food Manufacturing Industry, Food Promotion and Marketing, Nutrition and Food Product Testing.



GEOGRAPHY (A) 2 Units in Years 11-12


Geography comes from the Greek term Geographia meaning Earth description. Geography is the study of the land, its features, inhabitants and phenomena of Earth and Planets. The two main branches of senior Geography are:

● Human Geography

● Physical Geography

The study of Geography provides students with an opportunity to undertake an integrated study of environments. Geography looks at a variety of different views of the world through time and space. Students use and apply a wide range of geographical skills including mapping, investigation, communication, and participation. They are able to examine changes taking place within environments by using fieldwork, geographic skills, research projects and an examination of current issues in Geography. The study of Geography includes compulsory fieldwork which may include overnight excursions.

Why should I study Geography?

Is a composite subject incorporating many elements of a wide range of HSIE and Science subjects including: History, Society and Culture, Economics, Business Studies, Legal Studies, Biology and Earth and Environmental Science.

● Because of its composite nature Geography matches well with multiple subjects. ● Geographical skills learnt are TRANSFERABLE meaning they will benefit you in a range of other HSC

subjects. These skills include analysis, assessment, reasoning, writing, problem solving, critical thinking, collaboration, communication and global perspective and awareness.

● Standard English and Year 10 Mathematics is enough to engage with HSC Geography. ● Countless opportunities for fun excursions (see below) ● The Preliminary and HSC Course only has three topics each, most HSC subjects have four. ● Contemporary issues impacting society today are Geographical in nature: Climate Change, Refugees,

Immigration, Covid19, Globalisation.

Fieldwork Excursions

● Overnight excursion – Vivid Festival of light, music, and ideas as part of Tourism

● Sydney Aquarium and IMAX – as part of the Ecosystems at Risk topic

● Taronga Zoo – as part of People and Economic activity topic

● 3 days/2 nights Kosciuszko National Part – as part of Biophysical interactions topic

● Sydney Barangaroo – as part of Urban Places topic

● China Town – as part of culture.

NB. Fieldwork is a MANDATORY component of the Geography course 12 hours in both Preliminary and HSC and there are costs associated.

TOPICS STUDIED

Preliminary Course HSC Course

Biophysical Interactions – Alpine environments

Global Challenges – Population, Development and Cultural Integration

Senior Geography Project

Ecosystems at Risk – Great Barrier Reef and Antarctica

Urban Places – Megacities and Urban Renewal

People and Economic Activity - Tourism

Geography as a study will assist students interested in resource management, environmental protection, education, and more increasingly, government employment. Given the current interest in the environment Geography would provide students with the knowledge and skills to satisfy many career paths. Selecting Geography is thinking about the present – Geography empowers you to better understand the world and society you live in.


INDUSTRIAL TECHNOLOGY – MULTIMEDIA INDUSTRIES (A) 2 Units in Years 11-12


Industrial Technology is designed to develop in students a knowledge and understanding of the ‘Multimedia Industry’ and its related technologies with an emphasis on design management and production through practical projects. Students use a variety of software to develop skills in 2D/3D drawing, animation, sound editing, web page design, publishing and presenting information in an electronic form. There are four parts that are common in both the Preliminary and the HSC course:

Industry Study Students will study an individual business related to the 'Multimedia Industry'.

Design and Management Students will learn to design, plan and manage their work through the development of a folio.

Workplace Communication Students will learn communication and information processing skills.

Industry Specific Content Students will develop knowledge and skills through the construction of practical projects.

Preliminary Course: Students will produce a number of practical projects varying in skills: image creation/editing, sound imaging/editing, publishing/page layout and storyboarding. Each project enhances students' skills using a variety of software packages. A management folio accompanies each project. HSC Course: Students construct a major project of their own design that falls into the 'Multimedia Industry'. Students are required to pay for the materials they use for their project. This project demonstrates the skills and knowledge they have developed in the Preliminary course. A management folio accompanies the project. This project is worth 60% of the students' final external mark. The written HSC test is worth the remaining 40%. Students can only study ONE Industrial Technology course for example ONLY the Multimedia or Timber streams.



INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS AND FURNITURE INDUSTRIES (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Williams Course Charges: Year 11 $100.00

Year 12 $50.00 plus students need to purchase their own timber for their major project Industrial Technology is designed to develop in students a knowledge and understanding of the 'Timber Products and Furniture Industries' and their related technologies with an emphasis on design management and production through practical projects. Students can develop skills in cabinet making, carving, lathe turning, basic carpentry and marquetry. There are four parts which are common in both the Preliminary and the HSC course:

Industry Study Students will study an individual business related to the 'Timber Products and Furniture Industry'.

Design and Management Students will learn to design, plan and manage their work through the development of a folio.

Workplace Communication Students will learn communication and information processing skills.

Industry Specific Content Students will develop knowledge and skills through the construction of practical projects.

Preliminary Course: Students will produce a number of practical projects varying in materials and methods. Each project enhances students' skills using hand tools and power tools and fixed machines. A management folio accompanies each project. HSC Course: Students construct a major project of their own design that falls into the 'Timber Products and Furniture Industry'. Students are required to pay for the materials they use for their project. This project demonstrates the skills and knowledge they have developed in the Preliminary course. A management folio accompanies the project. This project is worth 60% of the students' final external mark. The written HSC test is worth the remaining 40%. Students can only study ONE Industrial Technology course for example ONLY the Multimedia or Timber streams.



INVESTIGATING SCIENCE (A) 2 Units in Years 11-12


An exciting new era is about to begin for Stage 6 Science courses from 2018 onwards. A new subject is on offer called “Investigating Science’ the new direction of this course will help broaden the horizons of students for the future where they are prepared to meet the challenges of an increasing STEM focused workforce.

This course can be taken as a stand-alone class or in conjunction with another Science course to support their knowledge, and understanding and develop their working scientifically skills.

The structure of the Preliminary course and HSC course comprises of four modules each year and they are guided by inquiry and practical based questions as a driving force for enhancing understanding. The over-arching theme for all modules is the application of knowledge using scientific methods to explore and investigate new ideas with an emphasis on practical components such as undertaking laboratory experiments and fieldwork.


Module 1 – Cause and Effect - Observing

Module 2 – Cause and Effect Inferences and Generalisations

Module 3 – Scientific Models

Module 4 – Theories and Laws


Module 5 – Scientific Investigations

Module 6 – Technologies

Module 7 – Fact or Fallacy

Module 8 – Science and Society NB. Students studying this as a stand-alone course may elect to study Science Extension in Year 12.


JAPANESE CONTINUERS (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Cremer Course Charges: $28.00

The study of Japanese language is of particular importance to Australians, both culturally and economically. Japan is Australia’s leading trading partner and there are significant cultural ties between Australia and Japan. Japanese has been identified as one of the priority languages in the Asia-Pacific region to be taught in Australian schools. This recognises the close economic and cultural ties between the two countries. The study of Japanese contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. Students can gain access to both the language and the rich cultural traditions of Japan, as well as an understanding of different attitudes and values within the wider Australian community and beyond. The ability to communicate in Japanese may, in conjunction with other skills, provide students with enhanced vocational opportunities in areas such as trade, tourism and hospitality, banking and finance, technology, education and research, the arts, diplomacy, government, law, media and advertising, translation and interpreting, and cuisine and catering.


LEGAL STUDIES (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Hamilton Legal Studies is designed to develop an understanding of the law. It provides a context for the development of higher-order thinking skills necessary for further education, work and everyday life, and a range of other employability skills. Preliminary Course: ● The Legal System (40% of indicative course time) ● The Individual and the Law (30%) ● Law in Practice (30%)

Focus Topics – Aboriginal and Torres Strait Islanders, Migrants, Women, Human Rights – Anti-Discrimination, Intellectually and Physically Disabled, Socio-Economically Disadvantaged, Groups in Conflict, events which highlight legal issues, Criminal and Civil cases of interest, high profile events such as the Port Arthur massacre, bikie shootings and specific current affairs.

HSC Course: ● Crime (30%) ● Human Rights (20%) ● Options (50%): Two areas are to be chosen from Consumers, Families, Global Environments,

Indigenous People, Shelter, Workplace, World Order. Themes and challenges are specific to each topic studied. Special Features: Students study the above through media analysis (newspapers, documentaries, movies, internet). They visit Campbelltown Local and District Courts and the Supreme Court of New South Wales. Advantages of Choosing Legal Studies: Students enjoy the topics covered and maintain interest throughout the course. Topics covered are often controversial and generate significant amounts of debate. Legal Studies has many linkages with other subjects chosen by students so it consolidates their learning. Possible Occupations: Legal Studies assists students in everyday life skills and careers in Legal Firms, Court Offices, Police Force, Real Estate, Public Trustees Office, Human Resources Environmental areas, Administration, Counsellor, Psychologist, Retail, Attorney General’s Department or journalism. A fantastic grounding for virtually any chosen career. Consider the following quote contained in the rationale of the new Legal Studies syllabus. “There is a lot of loose talk in Australia about democracy, the rule of law and basic rights. Yet unless we educate future citizens concerning the broad outline of our laws, they may grow up feeling that law is alien to their experience. I want them to grow up insisting that the law must be just and modern and accepting the citizen’s responsibility to ensure that this is so.”

Michael Kirby AC CMG Former Justice of the High Court of Australia


MATHEMATICS (A) Enquiries should be directed to Mrs Boswell

MATHEMATICS ADVANCED:

This course is intended to give students who have demonstrated general competence at the 5.3 part of the Year 10 course, an understanding of competence in some further aspects of Mathematics which are applicable to the real world. It has general educational merit and is a sufficient basis for further studies in Mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Prerequisites are: This course is constructed on the assumption that all students have achieved outcomes in the 5.2 topics and some of the topics in the 5.3 part of the Mathematics course in Years 9 and 10. MATHEMATICS STANDARD:

The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In Year 12, students can elect to study either the Mathematics Standard 1 Year 12 course (Category B) or the Mathematics Standard 2 Year 12 course (Category A).

All students studying the Mathematics Standard 2 course will sit for an HSC examination.

All students studying the Mathematics Standard course in Stage 6 will have the opportunity to enhance their numeracy skills and capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework.

The Study of Mathematics Standard 2 in Stage 6: ● Enables students to develop their knowledge, understanding and skills in working mathematically and

in communicating concisely and precisely ● Provides opportunities for students to consider various applications of mathematics in a broad range of

contemporary contexts through the use of mathematical modelling and use these models to solve problems related to their present and future needs

● Provides opportunities for students to develop an understanding of and skills in further aspects of mathematics for concurrent HSC studies

● Provides an appropriate mathematical background for students entering the workforce or undertaking further tertiary training.

Prerequisites are: This course is constructed on the assumption that students have achieved the outcomes of the 5.2 part of the Year 10 course or the 5.1 part of the Years 9 and 10 course. MATHEMATICS EXTENSION 1 Preliminary and HSC:

This course is intended for students who have demonstrated a mastery of the skills included in the Stage 5 of the 5.3 topics in the Years 9 and 10 Mathematics course and who are interested in the study of further skills and ideas in Mathematics. It is recommended as a minimum basis for further studies in Mathematics as a major discipline at a tertiary level and for the study of Mathematics in support of the physical and engineering sciences. Prerequisites are: This course is constructed on the assumption that all students have achieved the outcomes in the core of the 5.3 topics of Mathematics course in Years 9 and 10. MATHEMATICS EXTENSION 2 HSC:

This course is designed for students who have demonstrated a mastery of the skills in the Mathematics and the Mathematics Extension 1 Preliminary courses and who are interested in the study of further skills and ideas in Mathematics at a Tertiary level. It represents a distinctly high level in school mathematics involving the development of considerable skill and a high degree of understanding of algebra and calculus. It can only be studied in Year 12, for those students who excel in Mathematics Extension 1.


MODERN HISTORY (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Hamilton Modern History is an interesting course which provides students with an opportunity to investigate a range of historically important people, groups, events, societies and periods. These topics will not only help students appreciate the modern world in which they live and make our society easier to understand, but may assist students in gaining some background for some of their other HSC studies. Through the course work, the students are given the skills to perceive the world in a variety of ways as they develop powers of deduction and reasoning and learn to make sense of a complex global society. The Preliminary course includes the following topics: ● Investigating Modern History – Contestability: Students examine the ways in which Modern History

can be viewed from multiple perspectives. How can people have different opinions and accounts of the same event?

● Case Studies – Students will investigate The Decline and fall of the Romanov Dynasty and The

Cuban Revolution.

● Historical Investigation – Topic of your own choosing studied independently.

● Core Study – Shaping the Modern World. Students undertake a study of World War I, its aftermath

and the lasting impact this conflict has had on the world, including the planting of the seeds for World

War II.

In the HSC students undertake a study of the following: ● Core Study – Power and Authority: Students investigate the rise of fascist, totalitarian and militarist

regimes in the wake of World War I. These include the dictatorships of Russia, Italy and Japan as well as the totalitarian regime of Hitler and the Nazi’s.

● National Studies – Russia and the Soviet Union 1917–1941: Students examine the rise of the Bolsheviks and communism in Russia and the importance of key figures such as Lenin, Trotsky and Stalin.

● Peace and Conflict – Conflict in Europe 1935-1945: Students will examine the origins of World War II, focusing heavily on the strategies and policies of the Nazi’s. Students will also examine the course of the war in Europe and its lasting impact through the study of issues such as the Holocaust and Nuremburg War Crimes Trials.

● The Cultural Revolution to Tiananmen Square 1966-1989. Students will investigate the key features in the history of China from the Cultural Revolution to Tiananmen Square 1966-1989. Students will analyse the modernisation of China under Deng Xiaoping and the impact of the Cultural Revolution on the Chinese Communist Party.

These are some of the numerous options available to study during the two years of the course. The focus is on engaging students through challenging and academically productive activities. The skills that students will develop by doing this course include problem solving, source analysis and synthesis as well as essay writing. Other skills such as deduction and higher order thinking are developed in the students through the inherent nature of the content material presented.


MUSIC COURSE 1 (A) 2 Units in Years 11-12

Enquiries should be directed to Miss Busch Course Charges: $40.00

The purpose of Music 1 is to provide students with the opportunity to acquire knowledge, skills, understanding and attitudes within a broad musical context and encourage the desire to continue learning in formal and informal music settings after school. The course provides students with opportunities to engage in a range of musical styles, including contemporary popular music, and for many, it will serve as a pathway for further training and employment in the music industry or in contemporary music fields.

Students study a minimum of three topics in Preliminary Music 1 and another three topics in HSC Music 1. The focus is on the study of musical concepts which include:

● Pitch ● Duration ● Dynamics and Expressive Techniques ● Texture ● Tone Colour ● Structure

Students will undergo a range of activities which include musical performances, musicology and compositional tasks in a variety of topics. Among the thirty available topics to be studied are Rock, Popular Music, Music for Small Ensembles, An Instrument and Its Repertoire, Music of the 20th and 21st Centuries and Music for Radio, Film, Television and Multimedia.

For the HSC examination all students are required to sit an Aural examination (30%), present a performance (20%) and present three electives from performance, musicology vive voce, or composition (60%).

The objectives of Music 1 Stage 6 are:

● To develop knowledge and skills about the concepts of music and of music as an art form through performance, composition, musicology and aural activities in a variety of cultural and historical contexts

● To develop the skills to evaluate music critically ● To develop an understanding of the impact of technology on music ● To develop personal values about music.


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION (A) 2 Units in Years 11-12

Enquiries should be directed to Miss Busch

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 an 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 (60% of indicative course time):

● Better Health for Individuals (30%) ● The Body in Motion (30%)

Optional Components (40%):

Students choose to study TWO of: ● First Aid (20%) ● Composition and Performance (20%) ● Fitness Choices (20%) ● Outdoor Recreation (20%)

HSC Course (60%):

● Health Priorities in Australia (30%) ● Factors Affecting Performance (30%)

Optional Component (40%):

Students choose to study TWO of: ● The Health of Young People (20%) ● Sport and Physical Activity in Australian Society (20%) ● Sports Medicine (20%) ● Improving Performance (20%) ● Equity and Health (20%)

This course will:

● Provide an opportunity for students to extend and refine the understandings and skills they have developed in PDHPE in Years 7-10.

● Provide knowledge and skills which would be useful for anyone planning to work or study in the areas of Health and Recreation, Social Welfare, Police, Child Care, Physiotherapy, Fitness Instruction and PDHPE teaching.

● Be useful for students concerned with developing a deeper understanding of their own health and physical abilities.

NB. This subject is predominantly theory. Practical lessons are only used to reinforce or further develop understanding of theoretical components.


PHYSICS (A) 2 Units in Years 11-12


An exciting new era is about to begin for Stage 6 Science courses from 2018 onwards. The Physics syllabus has been overhauled and the new directions implemented will help broaden the horizons of students for the future where they are prepared to meet the challenges of an increasing STEM focused workforce.



Module 1 – Kinematics

Module 2 – Dynamics

Module 3 – Waves and Thermodynamics

Module 4 – Electricity and Magnetism


Module 5 – Advanced Mechanics

Module 6 – Electromagnetism

Module 7 – The Nature of Light

Module 8 – From the universe to the Atom


SOCIETY AND CULTURE (A) 2 Units in Years 11-12

Enquiries should be directed to Ms Hamilton Society and Culture provides students with an opportunity to develop an understanding of the world they live in. This course aims to promote empathy for other societies and cultures as well as to enhance students’ knowledge of their own cultural environment. It will assist student who want to pursue a career in an international forum. The Preliminary course gives students an understanding of how society, culture and identity are constructed and factors that impact upon this. They achieve this through studying the following topics: ● Social and cultural world – This topic addresses how society and culture is constructed and how family,

friends and the media can impact the people we become ● Personal and social identity – Students will examine how we construct our own identity and the factors

that contribute to this. ● Intercultural communication – This involves the study of how people send, receive and interpret messages

and how misunderstandings can happen. ● For each of these topics students will undertake a cross-cultural comparison requiring them to study 2 or

more different cultures within the context of the topic. ● In addition to this students will be given the opportunity to participate in social research throughout all of

these topics. They will be required to conduct questionnaires, interviews and other methods of research. In the HSC course students will complete a Personal Interest Project and will complete a range of studies from the following topics: ● Social and cultural continuity and change (core topic) – Students will look at a particular cultural group

and will examine how and why cultures change over time, as well as identifying elements that stay the same. ● Popular culture – Students will study some aspect of popular culture such as comics or teen film to engage

in an understanding of how it is developed and how it impacts on different societies and cultures. ● Belief systems and ideologies – Students will study a range of beliefs and ideologies such as Buddhism

and capitalism, for example, and how these systems interact and form or change society and identity. ● Social inclusion and exclusion – During the study of this topic, students will gain an understanding of ways

in which inclusion and exclusion are experienced in society and how this impacts on groups and identity. ● Social conformity and non-conformity – This topic examines the influences on people’s attitudes, beliefs

and behaviours and ways in which people may or may not choose to conform to social pressure. Students will develop skills in: ● communication and expression ● research, analysis and presentation ● questioning

● interpersonal and social skills ● decision making ● values and attitudes ● social responsibility and respect Students will undertake a major assignment known as a Personal Interest Project where they can extensively research a topic that they are interested in. Students will also study a variety of societies and look at a comprehensive range of cultural issues.


VISUAL ARTS (A) 2 Units in Years 11-12


This course is a two unit course at both Preliminary and HSC level. It involves students in the practices of art criticism, art history and artmaking. Students critically investigate artworks, historians and artists from a broad range of societies, cultures and traditions.

The Preliminary course is broad while the HSC course provides for deeper and more independent investigations.

Preliminary Course learning opportunities focus on:

● The nature of practice in artmaking, art criticism and art history through different investigations. ● The role and function of artists’ artwork, the world and audiences in the artworld. ● The frames and how students might develop their own informed points of view. ● How students may develop meaning and focus and interest in their work. ● Building understandings over time through various investigations and working in different forms.

HSC Course learning opportunities focus on:

● How students may develop their own informed points of view in increasingly more independent ways using the frames.

● How students may develop their own practice of artmaking, art criticism, and art history applied to selected areas of interest.

● How students may learn about the relationships between artist, artwork, world, audience within the artworld.

● How students may further develop meaning and focus in their work.

Course Requirements

Preliminary Course:

● Artworks in at least two forms and use of a process diary. ● A broad investigation of ideas in art criticism and art history.

HSC Course:

● Development of a body of work and use of a process diary. ● A minimum of five case studies (4-10 hours each) ● Deeper and more complex investigations of ideas in art criticism and art history.

Students should be aware that assessment is based on 50% making artworks and 50% studying artworks.


BOARD ENDORSED COURSES

EXPLORING EARLY CHILDHOOD (C) 2 Units in Years 11-12

Enquiries should be made to Ms Williams Course Charges: Year 11 $50.00 Year 12 $50.00

Students of Exploring Early Childhood bring a range of K-10 and other life experiences as background to their study. Students begin by studying the compulsory core units of Pregnancy and Childbirth, Child Growth and Development and Promoting Positive Behaviour. The Content Endorsed Course structure then enables the selection of modules that recognise and build upon students’ knowledge, understanding and skills through further and more in-depth study depending on student interest, teacher expertise and available resources. The optional course modules are:

1. Learning Experiences for Young Children 8. The Children’s Services Industry

2. Play and the Developing Child 9. Young Children and Media

3. Starting School 10. Young Children and the Law

4. Gender and Young Children 11. Children’s Literature

5. Children and Change 12. Food and Nutrition

6. Children of Aboriginal and Torres Strait Islander Communities

13. Child Health and Safety

7. Historical and Cultural Contexts of Childhood 14. Young Children with Special Needs

All core studies, as well as each module, have a content section entitled Contemporary Issues. The issues studied can be selected from or added to according to the needs and interests of students or changing understanding and issues that have an impact on early childhood. This course has a high component of hands-on learning and the opportunity to regularly attend local child care centres. Students who complete this course are eligible to apply for the Red Cross Advanced Child Care Certificate. Such a course will assist those students who are interested in gaining employment in the area of child care, which may include early childhood teacher, social welfare or child care workers.



SPORT, LIFESTYLE AND RECREATION STUDIES (C) 2 Units in Years 11-12


In our society there continues to be an increasing interest in leisure, sport, health and recreation. There is more time available for their pursuit than ever before.

This course will provide a greater understanding of the theoretical background to sport in the wide sense and the provision of opportunity to link theory and practice will enhance interest in healthy, active lifestyles.

The course is suitable for all academic levels and is particularly relevant to those students with a vocational and/or personal interest in physical education, sport, leisure, health and recreation.

Over the two year study (2 units/2 years) students must complete a minimum of six modules. Modules are chosen by teacher in consultation with student interest, resources and community expectations. They include:

● Aquatics ● Athletics ● Dance ● First Aid and Sports Injuries ● Fitness ● Games and Sports Application I ● Games and Sports Application II ● Gymnastics ● Health Lifestyles ● Individual Games and Sports Applications ● Outdoor Recreation ● Resistance Training ● Social Perspectives of Games and Sport ● Sports Administration ● Sports Coaching and Training

The purpose of SLR is to foster the intellectual, social and moral development of students, in particular developing their:

● knowledge, skills, understanding and attitudes in the fields of study they choose

● capacity to manage their own learning

● desire to continue learning in formal or informal settings after school

● capacity to work together with others

● respect for the cultural diversity of Australian society.

This is a predominately practical based course. PE uniform is required most lessons.


WORK STUDIES (C) 2 Units in Years 11-12


Work in all its forms, paid and unpaid, plays a central role in our lives. Technology and social factors are changing so rapidly that many of the occupations in which students of today will work, do not yet exist. The course will cover areas such as career planning, job seeking, job interviews, conditions of employment, workplace communication and interpersonal skills. Students will do one core module which is My Working Life. To build on these the students will then complete 12 other modules, all based on work and employment and the issues associated with these. The topics covered are: ● Experiencing Working Life ● In the Workplace ● Workplace Issues ● Workplace Communication ● Teamwork and Enterprise Skills ● Managing Work and Life Commitments Work Studies will assist students to: ● Recognise the links between education, training, work and lifestyle. ● Be aware of the changing nature of work. ● Acquire general work-related knowledge, skills and attitudes. ● Develop their skills in presenting themselves to potential employers and functioning effectively in the

workplace. ● Meet and speak to professionals in their fields of interest. ● Work on their job interview skills. This course should appeal to students who are more interested in practical rather than theoretical assignments. Some of the projects students will take part in include running a sausage sizzle stall and presenting for a mock job interview.


RECOGNITION OF PRIOR LEARNING (RPL) AND CREDIT TRANSFER WITHIN VET COURSES

What is RPL and credit transfer? Recognition of Prior Learning (RPL) and credit transfer refer to the acknowledgement of evidence of a student’s achievement of competencies or learning outcomes. They are processes that allow students to have their previous learning – both formal and informal – count towards their Higher School Certificate (HSC) VET courses and AQF VET qualifications. Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) is an assessment process that assesses the individual student’s non-formal and informal learning to determine the extent to which that individual has achieved the competency standards. Credit Transfer Credit transfer is a process that provides credit for a unit of competency previously achieved. Students can be granted credit (recognition of prior learning or credit transfer) for: ● units of competency within AQF VET qualifications ● HSC VET course outcomes and content as defined by the indicative hour requirements of HSC VET

courses ● mandatory work placement requirements. Students may be awarded recognition for: ● units of competency achieved in another VET course (whether the VET course is undertaken as a

part of their HSC, or as an independent activity outside of their HSC) ● learning and experiences gained outside VET courses that are awarded through RPL. To find out more go to www.boardofstudies.nsw.edu.au/voc_ed/rpl.html or ask your VET teacher.

http://www.boardofstudies.nsw.edu.au/voc_ed/rpl.html


VOCATIONAL EDUCATION AND TRAINING PUBLIC SCHOOLS NSW, ULTIMO RTO 90072

Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by NSW Educational Standards Authority (NESA) and are based on national training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers and universities and will assist students to progress to various education and training sectors and employment.

Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students.

It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students will require a form of identification for the creation of the USI. Examples include a Medicare Card, Australian Birth Certificate, Driver’s License or a valid Passport.

Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination after they have completed a minimum of 4 Preliminary and/or HSC units.

Board Developed VET courses have specified workplace requirements and include 70 hours of industry specific mandatory work placement or simulated workplace hours as determined by NESA.

Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry.

Students will receive documentation showing any competencies achieved for the VET course undertaken.

Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements and the course is suitable for their individual needs, knowledge and skills.

Current Stage 6 VET Courses delivered at Ingleburn High School

1. Business Services 2. Construction 3. Entertainment Industry (New Course) 4. Financial Services 5. Hospitality Food and Beverage 6. Retail Services 7. Skills for Work and Vocational Pathways (New Course)

Please Note: Information is current at the date of distribution. However, due to possible changes as a result of Training Packages and NSW Education Standards Authority (NESA) updates, there may be variations to a course description prior to course delivery. Notification of changes will be made in due time.


Vocational Education and Training (VET) Courses Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by NSW Educational Standards Authority (NESA) and are based on national training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers and universities and will assist students to progress to various education and training sectors and employment.

Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students.

It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students will require a form of identification for the creation of the USI. Examples include a Medicare Card, Australian Birth Certificate, Driver’s License or a valid Passport.

Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination after they have completed a minimum of 4 Preliminary and/or HSC units.

Board Developed VET courses have specified workplace requirements and include 70 hours of industry specific mandatory work placement or simulated workplace hours as determined by NESA.

Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry.

Students will receive documentation showing any competencies achieved for the VET course undertaken.

Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements and the course is suitable for their individual needs, knowledge and skills.


APPEALS FLOWCHART

The following course descriptors reflect the current courses available.

Formal appeals process initiated:

Student lodges formal appeal to Principal within 5 working

days

School Appeal Panel convene with Student and Assessor

input (within 10 days)

School/delivering teachers explain rights of appeal to students prior to selection and at commencement of course and assessment process.

Teacher receives informal appeal from

student

Appeal is resolved No Further Action required

Mediation by teacher’s direct Supervisor –

HT Appeal Resolved

No Further Action

required

Reassessment process by school

commenced

Student receives NYC on record

YES

YES

NO

NO

NO Appeal is upheld

YES Appeal is rejected


BUSINESS SERVICES (B)

2 Units in Years 11-12 Enquires should be directed to Ms Hamilton

Course: Business Services 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)

This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational training. This is known as dual accreditation.

BSB20115 Certificate II in Business Based on Business Services Training Package Version 3 (BSB v3) Units of Competency Core BSBWHS201 Contribute to health and safety of self and others Electives BSBCUS201 Deliver a service to customers BSBSUS201 Participate in environmentally sustainable work

practices BSBIND201 Work effectively in a business environment BSBINM201 Process and maintain workplace information BSBINN201 Contribute to workplace innovation BSBCMM201 Communicate in the workplace BSBITU211 Produce digital text documents BSBITU212 Create and use spreadsheets

BSBWOR204 Use business technology

BSBITU213 Use digital technologies to communicate remotely AND

BSBITU312 Create electronic presentation

Additional units required to attain a HSC credential in this course

TLIP2029 Prepare and process financial documents BSBITU307 Develop keyboarding speed and accuracy

Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.

Recommended Entry Requirements Students selecting this course should be interested in working in a business environment. They should be able to use a personal digital device including a personal computer or laptop. There will be out of class homework, research activities and assignments.

Examples of occupations in the business services industry:

▪ administration assistant ▪ clerical worker

▪ office junior ▪ receptionist

▪ information desk operator ▪ data entry operator

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement. Students who do not meet these requirements will be `N` determined as required by the NESA. External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Business Services is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice, short answers and extended response items. 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 a vocational qualification.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency. Appeals and Complaints Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course Costs: Resources N/A Consumables N/A Other N/A Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance.

A school-based traineeship is available in this course, for more information: http://www.sbatinnsw.info/

Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://www.sbatinnsw.info/



http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions




CONSTRUCTION (B)

2 Units in Years 11-12 Enquires should be directed to Ms Williams

As this a practical subject there is fee associated with the course( See below)

Course: Construction 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)


CPC20211 Certificate II in Construction Pathways Units of Competency Based on Construction, Plumbing and Services Training Package Version Release 9.4 (CPC08 v9.4) Core CPCCCM1012A Work effectively and sustainably in the Construction

Industry CPCCWHS2001 Apply WHS requirement, policies and procedures 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 Electives 6 out of the following CPCCCA2011A Handle carpentry materials CPCCCA2003A Erect and dismantle formwork for footings and slabs on

the ground CPCCCO2013A Carry out concreting to simple form CPCCCA2002B Use carpentry tools and equipment CPCCJN2001A Assemble components CPCCJN2002B Prepare for off-site manufacturing process

Additional units required to attain a HSC credential in this course CPCCCM2006B Apply basic levelling procedures CPCCWHS1001 Prepare to work safely in the construction

industry. Successful completion of this unit will lead to a General Construction Induction Card (White Card) from SafeWork NSW. This will allow student access to construction sites across Australia for work purposes. Students may apply for Recognition of Prior Learning and/or Credit Transfer provided suitable evidence is submitted.

Recommended Entry Requirements Students selecting this course should be interested in working in a construction environment. They should be able to carry out manual activities e.g. lifting, carrying and shifting loads of materials, climbing ladders and have the ability to use hand and power tools. There will be out of class homework, research activities and assignments.

Examples of occupations in the construction industry:

▪ building ● bricklaying

▪ concreting ▪ carpentry

▪ shop fitting ▪ joinery

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement. Students who do not meet these requirements will be `N` determined as required by the NESA. The SafeWork NSW General Construction Induction Card (White Card) is a mandatory requirement before commencing work placement.

External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Construction is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice, short answers and extended response items. 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 a vocational qualification.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency they can effectively carry out competency. When a student achieves a unit of competency it is signed off by the assessor. Appeals and Complaints Students may lodge a complaint or an appeal about a decision (including assessment decisions) appeal or a compliant about an assessment decision or other decisions through the VET teacher.

Year 11 Course Costs: Resources $40.00 Consumables $60.00 Total: $100.00 Year 12 Course Costs: Resources $40.00 Consumables $60.00 Total: $100.00 Purchase of own steel cap boots Please see your VET teacher to enquire about financial assistance. The White Card will be delivered by Public Schools NSW, Ultimo 90072 Refund Arrangements on a pro-rata basis

A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/






ENTERTAINMENT INDUSTRY (B)

2 Units in Years 11-12 Enquiries should be directed to Miss Busch

Course: Entertainment Industry 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)

This is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational training. This is known as dual accreditation.

Statement of Attainment towards CUA30415 Certificate III in Live Production and Services Based on CUA Creative Arts and Culture Training Package Version 4.1 (CUA 4.1) Units of Competency Core CPCCOHS1001A Work safely in the construction industry CUAIND301 Work effectively in the creative arts industry CUAWHS302 Apply work health and safety practices SITXCCS303 Provide service to customers

Electives CUSSOU301 Undertake live audio operations CUASTA301 Assist with production operations for live performances CUALGT301 Operate basic lighting CUASOU301 Undertake live audio operations CUAVSS302 Operate vision systems CUASOU306 Operate sound reinforcement systems CUASTA202 Assist with bump in and bump out of shows CUASMT301 Work effectively backstage during performances BSBCMM201 Communicate in the workplace


Entertainment Industry Specialisation Course 1 HSC unit only To receive the full qualification CUA30415 Certificate III in Live Production and Services students must be deemed competent in all units from the 4 unit Preliminary and HSC course listed above and the units in the specialisation course outlined below. Units of Competency BSBWOR301 Organise personal work priorities and development CUAPPR304 Participate in collaborative creative projects CUALGT304 Install and operate follow spots

Recommended Entry Requirements Students selecting this course should be interested in working on the technical production operations of the Entertainment Industry. The course is not about performance and entertaining others. Students will study Audio, Customer Service, Lighting, Safety, Staging, Vision and working in the Entertainment Industry and workplace. Students should be able to lift and carry equipment for a successful bump in and bump out, work safely, follow direct instructions form their teacher/supervisor, work with others and communicate clearly. There will be out of class homework, research activities and cluster based assessments to complete. Students studying this course would benefit further from working on events outside of the school environment and not just within. Some events that students work on could be outside of normal school hours.

Examples of occupations in the entertainment industry

▪ sales/merchandising assistant ▪ box office assistant

▪ front of house assistant ▪ lighting technician ▪ sound technician

▪ cinema projectionist ▪ props designer ▪ event assistant

▪ technical assistant ▪ marketing and

promotions

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours of work placement. Students who do not meet these requirements will be `N` determined as required by NESA. External Assessment (optional HSC examination for ATAR purposes) The HSC examination for Entertainment Industry is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. 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 a vocational qualification.


Course Costs: Resources $60.00 Consumables $20.00 Total $80.00 Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance







FINANCIAL SERVICES (B)

2 Units in Years 11-12 Enquiries should be directed to Ms Hamilton

Course: Financial Services (240 indicative hours) 4 Preliminary and/or HSC units in total Board Developed Course Category B status for Australian Tertiary Admission Rank (ATAR)


FNS30115 Certificate III in Financial Services Based on Financial Services Training Package Version 3 (FNS v3) Units of Competency Financial Services Core BSBWHS201 Contribute to health and safety of self and others BSBWOR203 Work effectively with others BSBWOR204 Use business technology FNSINC301 Work effectively in the financial services industry

Financial Services Electives (May include) FNSACC311 Process financial transactions and extract interim

reports FNSACC313 Perform financial calculations BSBRKG304 Maintain business records FNSACM303 Process payment documentation FNSRTS301 Provide customer service in a retail agency FNSRTS308 Balance cash holdings BSBITU304 Produce Spreadsheets FNSACM302 Prepare, match and process receipts FNSFLT301 Be MoneySmart


Pathways to Industry Skills gained in this course transfer to other occupations. Working in the financial services industry involves:

▪ customer (client) service ▪ organising information and records in both paper and

electronic forms

▪ teamwork ▪ using technologies ▪ creating documents

Examples of occupations in the financial services industry:

▪ Administration/receptionist ▪ Junior administrator ▪ Records officer

Mandatory Course Requirements Students must complete a minimum of 70 hours work placement. Students who do not meet these requirements will be `N` determined as required by the NSW Education Standards Authority (NESA).

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor 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. When a student achieves a unit of competency it is signed off by the assessor.

Appeals Students may lodge an appeal about assessment decisions through their VET teacher.

External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Financial Services (240 indicative hours) will involve a written examination consisting of multiple-choice items, short answers and extended response items. 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 a vocational qualification.

Course Costs: Resources $ N/A Consumables $ N/A Other $ N/A Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance.






HOSPITALITY – FOOD AND BEVERAGE (B)

2 Units in Years 11-12 Enquiries should be directed to Ms Williams

As this a practical subject there is a fee associated with the course (See below)

Course: Hospitality - Food and Beverage 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)


SIT20316 Certificate II in Hospitality Based on SIT Tourism, Travel and Hospitality training package (version 1.2) Units of Competency Core BSBWOR203 Work effectively with others SITHIND002 Source and use information on the hospitality industry SITHIND003 Use hospitality skills effectively SITXCCS003 Interact with customers SITXCOM002 Show Social and Cultural sensitivity SITXWHS001 Participate in safe work practices

Electives SITXCOM001 Source and present information SITHFAB005 Prepare and serve espresso coffee SITHFAB007 Serve food and beverage SITXFSA002 Participate in safe food handling practices BSBSUS201 Participate in environmentally sustainable work practices SITHFAB004 Prepare and serve non-alcoholic beverages SITXFSA001 Use hygienic practices for food safety SITHCCC002 Prepare and present simple dishes SITHCCC003 Prepare and present sandwiches

Students may apply for Recognition of Prior Learning and /or credit transfer provided suitable evidence is submitted.

Recommended Entry Requirements Students selecting this course should be interested in working in a hospitality environment preparing and serving food and beverages to customers. They should be able to lift and carry equipment, use hand held and larger commercial kitchen equipment. Students may be required to participate in after-hours school events and functions. There will be out of class homework, research activities and assignments.

Examples of occupations in the hospitality industry:

▪ Café attendant ▪ Food and beverage attendant

▪ Barista

▪ Kitchen hand

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement. Students who do not meet these requirements will be ‘N’ determined as required by NESA. External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Hospitality Food and Beverage is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. 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 a vocational qualification.


Year 11 Course costs: Resources $20.00 Consumables $80.00 Total: $100.00 Year 12 Course costs: Resources $20.00 Consumables $80.00 Total: $100.00 Other: Students to purchase their own black pants and black polo shirt Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance






RETAIL SERVICES (B)

2 Units in Years 11-12 Enquiries should be directed to Ms Hamilton

Course: Retail Services 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)


SIR30216 Certificate III in Retail Based on SIR Retail Services Training Package Release 3.0

Units of Competency Core SIRXCEG001 Engage the customer SIRXSLS002 Follow point of sale procedures SIRXCOM002 Work effectively in a team SIRXIND001 Work effectively in a service environment SIRXRSK001 Identify and respond to security risks SIRXSLS001 Sell to retail customer SIRXWHS002 Contribute to workplace health and safety

Electives SIRXIND002 Organise and maintain the store environment SIRRINV002 Control stock SIRRMER001 Produce visual merchandise displays SIRXPDK001 Advise on products and services SIRRINV001 Receive and handle retail stock SIRXCEG002 Assist with customer difficulties SIRXCEG003 Build customer relationships and loyalty


Recommended Entry Requirements Students selecting this course should be interested in working in the retail service industry. They should be able to lift and carry stock items, have the ability to work as a member of a team, and have good communication skills. There will be out of class homework, research activities and assignments.

Example of occupations in the retail industry:

▪ Buyer ▪ Customer service assistant ▪ Stock controller

▪ Sales person ▪ Visual merchandise ▪ Merchandise

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement. Students who do not meet these requirements will be `N` determined as required by NESA.

External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Retail Services is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. 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 a vocational qualification.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency.

Appeals and Complaints Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course costs: Resources $ N/A Consumables $ N/A Other $ N/A Refund Arrangements on a pro-rata basis


Exclusions – VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions





TAFE DELIVERED VOCATIONAL EDUCATION AND TRAINING

2 Units in Years 11 or 12 Enquiries should be directed to Mrs Duval

WHAT IS TAFE DELIVERED VOCATIONAL AND EDUCATIONAL TRAINING (TVET)?

While studying for your Higher School Certificate, students can get a head start on the road to their future career and pick up important life skills on the way. On successful completion of a TVET course, students will gain two credentials; one from NESA and another from TAFE NSW. TVET studies can be used to help students gain a place at a university by contributing to the ATAR. TVET qualification will also provide students with an industry qualification and count towards advanced standing in future TAFE NSW courses. At TAFE NSW, you will gain work-related skills and experience that is recognised and valued by employers. In many TVET courses, you will also be required to complete mandatory work placement, in addition to your theoretical training. WHAT ARE THE ADVANTAGES OF UNDERTAKING A TVET COURSE?

TVET courses are a great study option during Year 11 and/or Year 12 because they allow you to:

▪ Complete NESA units that count towards your HSC

▪ Gain practical skills that will make you job-ready

▪ Experience an adult learning environment

▪ Start or complete a nationally recognised TAFE NSW qualification at the same time as you do your HSC

▪ Choose from courses that are not offered at school BOARD DEVELOPED COURSES – INDUSTRY CURRICULUM FRAMEWORK

Give you credit towards the HSC and may count towards an ATAR if you complete the 240 hour course, mandatory Work Placement and undertake the optional HSC examination (NESA). BOARDED ENDORSED COURSES

Endorsed by NESA and can count towards the units for the Preliminary/HSC but do not contribute to an ATAR. Please note that courses and their availabilities are subject to change. Contact your Careers Adviser to ensure your chosen course is running at the desired location. FREQUENTLY ASKED QUESTIONS?

DOES MY TVET COURSES CONTRIBUTE UNITS TOWARDS MY HSC?

All TVET courses count towards your HSC units. CAN MY TVET COURSE BE USED IN THE CALCULATION OF MY ATAR?

Only some TVET courses count towards an ATAR. These courses are specified by NESA and require students to complete a full 240 hours of delivery and sit the HSC exam for the subject. You should check with your school career adviser to ensure that you have a suitable pattern of study to be eligible for an ATAR.

WHEN DO I ATTEND CLASS?

Depending on the delivery mode and the arrangement between your school and TAFE NSW, classes may require attendance at TAFE on a weekly basis, block periods or have an online or connected classroom timetable. Class sessions may extend into out of school hours.


HOW LONG WILL THE COURSE RUN FOR?

The course will run between one and two years depending on the pattern of study undertaken. WHAT ARE THE REQUIREMENT OF A TVET COURSE?

TVET courses carry the same requirements as normal school courses. Attendance is mandatory unless prior consent is given. TAFE NSW requirements vary for each individual TVET course and will be clearly explained by the teacher at the start of your course. HOW DO I APPLY?

Students are advised to speak to their school careers adviser or TVET coordinator to select a course that best meets their educational and vocational needs. Schools will then assist students with the application process.

Documents

YEAR 11-12 COURSE OUTLINES Course Information...The Year 11 Preliminary course is only of three terms duration therefore no requests for change of course will be considered after the