Stage 6 2019 - 2020 Subject selection booklet€¦ · Students selecting a more academic pathway...

STAGE 6 2019 - 2020 SUBJECT SELECTION BOOKLET

2019 - 2020

Rouse Hill High School Preliminary - HSC 2019 -2020

2

Contents Principal’s message ........................................................................................................................................................... 3

Patterns of Study............................................................................................................................................................... 4

Types of Subjects .............................................................................................................................................................. 5

Rouse Hill High School – Subject fees ............................................................................................................................... 7

Subject List by Faculty: ...................................................................................................................................................... 8

Category B – VET ............................................................................................................................................................. 57

Glossary of Terms ............................................................................................................................................................ 61

3

Principal’s message Rouse Hill High School believes in promoting choice and opportunity for students. With our innovative Senior School structure all senior school students have the opportunity to gain a HSC qualification. Students selecting a more academic pathway have the option to gain a HSC Certificate while students taking alternative pathways also have the opportunity to gain credentials at various exit points. With the increase in subject selection students have a greater chance studying a selected subject therefore increasing student engagement and commitment towards their work.

This booklet outlines the subjects that Rouse Hill High School can offer. Obviously, not all courses will have a class established as the formation of a class is based on a critical mass of students selecting that subject. However, with our compacted curriculum student options are enhanced by the inclusion of two cohorts of students. I have included a description of the compacted curriculum so you can see how it will work.

When students are making their subject choices I ask that they consider a few points:

• If you wish to gain an ATAR you need to be more selective in your subject selection • Consider selecting subjects you are good at and enjoy • Select subjects you have the ability to do • Think about what you want to do when you leave school and how different subjects can help you

get there • Consider your overall subject selection to see if you have a good balance • Talk to a range of people to help you make your choices • Do NOT select subjects based on what your friends are doing • Do NOT select subjects based on who you think will be teaching them.

The decisions you make need to be based on making the best choice for you to prepare you for the future you want.

I look forward to be being part of this very exciting journey you are undertaking.

Kim Chapman Principal

4

Patterns of Study Senior School 1.1, 1.2 – Stage 6

Three subjects studied

Students study three subjects in Senior School (1.1) and three subjects in Senior School (1.2). They complete the Preliminary / Year 11 and Higher School Certificate (HSC) / Year 12 courses, as well as the HSC examinations in three subjects in each year. At the end of Senior School 1.2 students combine their results in their six subjects and attain the HSC. In the traditional HSC model students study six subjects in Year 11 and at least 5/6 subjects in Year 12. Our model allows for focused, concentrated and in-depth study of just three subjects before the HSC examinations.

Vertical classes

Students in Senior School 1.1 and Senior School 1.2 complete their studies in vertical classes. There are Senior School 1.1 and Senior School 1.2 students in all classes i.e. 1.1 & 1.2 will be in the same curriculum class. A critical mass of students, maximises opportunities for HSC studies. All classes have Senior School 1.2 students who have already completed their three HSC subjects and the examinations. These Senior School 1.2 students can share their knowledge and experiences in the HSC with Senior School 1.1 students in their classes. Students compete and cooperate in their learning.

Early start of HSC studies

With the formal approval of the NSW Education Standards Authority (NESA), at the conclusion of Year 1.0 students join Senior School 1.1 students who have just completed three subjects for their HSC. They commence their studies in vertical classes at the beginning of week 6 in term 4.

Many more subjects run

Because all classes are vertical classes, the Senior School 1.1 and 1.2 curriculum structure can provide a far greater choice of subjects than the traditional HSC structure. For example, generally speaking under the traditional HSC structure a school of 800 students can offer up to five subjects per line. Under the Senior School model, a school can offer up to ten subjects per line, in each year.

Concentrated studies

The Senior School requires students to study 24 lessons of their three subjects in each two week cycle of the timetable. This is a concentrated and focused study of just three subjects, and contrasts with the traditional HSC model where six subjects are studied 12 lessons in each two week timetable cycle. The Senior School is a focused study of three subjects in greater depth.

Extension courses

Extension courses can be offered and depending on student choice these may be offered offline or online.

Additional flexibility in subject selection

Students select three subjects for Senior School 1.1 and three subjects for Senior School 1.2 during Term 3 of Year 1.0. In contrast to the traditional HSC model students have the opportunity to change their subject selections at the conclusion of the HSC course in Term 3 of Senior School 1.1.

Significant future planning

The Senior School curriculum structure is determined two years in advance. It is negotiated, planned, and published. Students know and understand the subjects they have chosen, and what to expect. They also know that they have the opportunity to change their subjects towards the end of Senior School 1.1.

5

VET students attain Certificate II at the end of Senior School 1.1

Students in Senior School 1.1 who complete a VET subject can attain Certificate II at the end of Senior School 1.1. This qualification is attained one year before students who study the HSC under the traditional structure. Students who study one or two VET subjects and attain Certificate II through the Senior School structure have a definite advantage in the competitive employment and apprenticeship market.

Types of Subjects 1. Board Developed Courses – Category A and B

These courses are developed by the NSW Education Standards Authority (NESA) who supplies a syllabus for each course. The syllabus contains reference to the following information:

• Objectives, structure, content and outcomes • Specific course requirements • Assessment requirements • Sample exam papers and marking guidelines • Performance scales

Board Developed Courses are examined externally, at the end of the HSC course and can count toward the calculation of the Australian Tertiary Admission Rank (ATAR). If you wish to go to University you must pick subjects that are Board Developed. Category B Board Developed Courses include all Vocational Education and Training (VET) courses (see part 3 below) as well as English Studies and Mathematics Standard 1. All other Board Developed Courses offered are Category A courses. Only 1 Category B course will count towards gaining an ATAR and students must nominate to complete the HSC examination for this course if they wish to use it to attain an ATAR. The remainder must be Category A Board Developed Courses.

2. Board Endorsed Courses

These courses are either school designed courses or Content Endorsed courses which have been approved by NESA. They have been designed to cater for special areas of interest. Most VET courses delivered by NSW TAFE are Board Endorsed. These courses are not tested in the HSC and do not count towards the ATAR. Board Endorsed Courses that may be offered at Rouse Hill High School during 2019/2020 are:

• Ceramics • Computer Applications • Exploring Early Childhood • Photography, Video and Digital Imaging • Sport, Lifestyle and Recreation • Visual Design • Work Studies

3. Vocational education and Training (VET)

VET subjects are special subjects that allow students to gain qualifications that would normally be gained at TAFE. They allow students to gain dual accreditation as they also can count towards the HSC. These courses have a significant workplace component requiring students to attend a compulsory work placement from which the students achieve documents showing competencies gained. Note: VET courses are also Category B Board Developed Courses and only one VET (category B) course will count towards the ATAR. Students must nominate to complete the HSC examination for these courses if they wish to use them to attain an ATAR. VET courses that may be offered by Rouse Hill High School during 2019/2020 are:

• Entertainment Industry - (B) • Entertainment Specialisation - (B) • Hospitality – Food and Beverage (B)

6

Rules and regulations To be eligible for the award of the Higher School Certificate a student is required to:

• Be enrolled in a NSW government School, or a registered and accredited non-government school or TAFE institute • Study a permitted combination of courses • Have studied a minimum of 12 units of Preliminary / Year 11 courses and a minimum of 10 units of HSC / Year 12

courses. • Complete the requirements of each course, including all NESA necessary oral, written, project and practical work

requirements as indicated in NESA syllabus documents. • Complete tasks, designed for the school’s assessment program in each HSC / Year 12 course • Sit for, and make a genuine attempt at, each HSC examination • Have a satisfactory record of attendance (85%) and application (diligent and sustained effort) • Submit a misadventure form to the Principal when an assessment task is not completed (in order to have it

rescheduled)

Both the Preliminary / Year 11 and HSC / Year 12 pattern of study must include:

• At least 6 units of Board Developed Courses including at least 2 units of English • At least three courses of 2 units of value or greater (either Board Developed or Board Endorsed) • At least 4 subjects • At most, 6 units of courses in Year 11 Science and 7 units of courses (including Science Extension) in Year 12 can

contribute to the HSC

Further Information In order to make informed subject choices students can seek further information from the following school staff:

1. The Careers Advisor can help you obtain information in the requirements for tertiary study and employment. 2. Subject Head Teachers can advise you on the levels you are capable of, course content and course requirements in

terms of fees, exams, assessments and practical work. 3. Senior School Coordinators can provide impartial overall support and direction.

The following government bodies and guides offer valuable information:

1. NSW Education Standards Authority (NESA): Designs the Board Developed Courses and provides guidance in development of Board Endorsed Courses. The NESA website provides a host of information about the HSC and the Preliminary and HSC subjects. All syllabus documents may be obtained from the NESA site, as well as past exam papers and worked answers. The website is: http://educationstandards.nsw.edu.au

2. University Admission Centre (UAC): The UAC handbook outlines of all University courses and the subject requirements for each course. The University Admission Centre (UAC) is responsible for the calculation of the ATAR, with the website supplying considerable information on how the ATAR is calculated. The UAC Handbook is available at http://www.uac.edu.au/

3. NSW TAFE Handbook: Similar to the UAC Handbook but provides details of all the TAFE courses on offer in NSW. Course information can be obtained from the NSW TAFE website http://www.tafensw.edu.au

4. The Job Guide: The Job Guide outlines the educational requirements for nearly every job imaginable. The Job Guide is available online at https://education.gov.au/job-guide or the Careers Advisor has hard copies.

http://educationstandards.nsw.edu.au/

http://www.uac.edu.au/

http://www.tafensw.edu.au/

https://education.gov.au/job-guide

Rouse Hill High School – Subject fees Subject fees are shown below. Some subjects may require additional money to pay for major project materials and/or excursions and/or equipment/uniforms. The subject fees cover both the Preliminary / Year 11 and HSC / Year 12 components of the course.

The fees can be halved and 50% paid at the beginning of the Preliminary / Year 11 and the HSC / Year 12 course. English textbooks will be provided to students. Textbooks for all other subjects will need to be purchased by parents. Textbook costs are not included in the fees listed below.

Board Developed Courses ENGLISH MATHEMATICS SCIENCE HSIE PD/H/PE TAS CAPA VET –

category B

Advanced English $0

Mathematics Standard 2 $0

Biology $0 Aboriginal Studies $0

Community and Family Studies $0

Design and Technology $120

Drama $40 Entertainment industry (B) $80

Standard English $0

Mathematics Standard 1 $0

Chemistry $0 Ancient History $0

Dance $100 Engineering Studies $40

Music 1 $50 Entertainment Specialisation (B) $40

English Studies (B) $0

Mathematics $0

Earth and Environmental Science $0

Business Studies $0

PD/H/PE $0 Food Technology $125

Visual Arts $200

Hospitality (B) $300

English Extension 1 (1 unit) $0

Mathematics Extension 1 (1 unit) $0

Physics $0 Economics $0

Industrial Technology Timber $150

English Extension 2 (1 unit) $0

Mathematics Extension 2 (1 unit – HSC only) $0

Investigating Science $0

Geography $0

Information Processes and Technology $40

Science Extension $0

History Extension 1 (1 unit) $0

Software Design and Development $40

Legal Studies $0

Textiles and Design $140

Modern History $0

Society and Culture $0

Studies of Religion II $0

LOTE

Studies of Religion I (1 unit) $0

Chinese for Beginners $0

Board Endorsed Courses Work

Studies $0 Exploring Early Childhood $0

Computer Applications $0

Photography, Video and Digital Imaging $200

Sport, Lifestyle and Recreation $50

Visual Design $80

Ceramics $200

Subject List by Faculty: Creative and Performing Arts (CAPA)

• Drama • Music 1 • Visual Arts • Photography, Video & Digital Imaging

(BEC) • Visual Design (BEC) • Ceramics (BEC)

English • English Standard • English Advanced • English Studies (B) • English Extension 1 (1 unit) • English Extension 2 (1 unit)

HSIE • Aboriginal Studies • Ancient History • Business Studies • Economics • Geography • History Extension (1 unit) • Legal Studies • Modern History • Society And Culture • Studies of Religion I • Studies of Religion II • Work Studies (BEC)

LOTE • Chinese for Beginners

(B = Board Developed Course - Category B)

(BEC = Board Endorsed Course)

Mathematics • Mathematics Standard 2 • Mathematics Standard 1 (B) • Mathematics • Mathematics Extension 1 (1 unit) • Mathematics Extension 2 (1 unit)

PDHPE • Community and Family Studies • Dance • PD/Health/PE • Sport Lifestyle and Recreation (BEC) • Exploring Early Childhood (BEC)

Science • Biology • Chemistry • Earth and Environmental Science • Physics • Investigating Science • Science Extension (1 unit)

TAS • Design and Technology • Food Technology • Engineering Studies • Industrial Technology Timber • Information Processes and Technology • Software Design & Development • Textiles & Design • Computer Applications (BEC)

VET • Entertainment (B) • Entertainment Specialisation (B) (1 Unit) • Hospitality (B) – Food and Beverage

Note: Some courses listed in the VET section may be offered as TAFE based courses depending on popularity and the availability of accredited staff

9

Subject: Aboriginal Studies Number of Units: 2 Faculty: HSIE

Board Developed: Yes Practical component: Nil

HSC exam: Yes Length of exam: 3 hours

Course Description: 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.

Preliminary HSC

Pre-contact to 1960s Main topics covered: Part 1 – Aboriginality and the Land Part 2 – Heritage and Identity Part 3 – International Indigenous Community:

Comparative Study Part 4 - Research and Inquiry Methods: Local

Community Case Study

1960s onwards Main topics covered: Part 1 – Social Justice and Human Rights Issues

A) Global Perspective (20%) B) Comparative study (30%)

Part 2 – Aboriginality and the Land (20%) OR Heritage and Identity (20%) Part 3 – Research and Inquiry: Major Project (30%)

Specific requirements: Preliminary • 120 hours of course work • Mandatory community case study is undertaken

Specific requirements: HSC • 120 hours of course work • Mandatory community case study is undertaken • Major project is completed

Who should choose this course? People who are interested in learning about 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.

10

Subject: Ancient History Number of Units: 2 Faculty: HSIE



Course Description: The study of Ancient History enables students to develop knowledge and understanding, historical skills, values and attitudes essential to an appreciation of the ancient world; to develop a lifelong interest and enthusiasm for the subject and to prepare students for informed and active citizenship in the contemporary world. The course is designed to provide students with opportunities to investigate the possible motivations and actions of individuals and groups, and how they shaped the political, social, economic and cultural landscapes of the ancient world. Ancient History stimulates students’ curiosity and imagination and enriches their appreciation of humanity by introducing them to a range of cultures and beliefs as well as to the origins and influences of ideas, values and behaviours that are still relevant in the modern world

Year 11 Year 12

Main topics covered: Part 1 – Investigating Ancient History a) The Nature of Ancient History b) Case Studies Part 2 – Features of Ancient Societies Part 3 – A historical investigation

Main topics covered: Part 1 – Core Study – Cities of Vesuvius: Pompeii and Herculaneum (25%) Part 2 – Ancient Societies (25%) Part 3 – One ancient personality (25%) Part 4 – Historical Periods (25%)

Specific requirements: Year 11 • In the Year 11 course, students must complete at

least TWO case studies that must cover at least 2 civilisations and must not overlap or duplicate significantly any topic attempted for the HSC Ancient History or History Extension courses.

Specific requirements: Year 12 • Students must complete studies in the Year 12

course from at least two of the following areas – Egypt, Near East, China, Greece and Rome.

• Students may select the History Extension course for study in their HSC year.

Who should choose this course? People who are interested in finding out how our world got to be the way it is and who want to develop their skills in communication, accessing and using information, critical thinking, analysis, decision-making and investigating should chose this course.

11

Subject: Biology Number of Units: 2 Faculty: Science

Board Developed: Yes Practical component: 70 hours within the course


Course Description: The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used. The Year 11 course develops students’ knowledge and understanding of the structure and function of organisms, the Earth’s biodiversity and the effect of evolution. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course. The Year 12 course develops students’ knowledge and understanding of heredity, genetic technologies and the effects of disease and disorders. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course.

Year 11 Year 12

Main topics covered

• Module 1 – Cells as the Basis of Life • Module 2 – Organisation of Living Things • Module 3 - Biological Diversity • Module 4 – Ecosystem Dynamics

Main topics covered:

• Module 5 - Heredity • Module 6 – Genetic Change • Module 7 - Infectious Disease • Module 8 – Non-infectious Disease and Disorders

Specific requirements: • At least 35 hours practical experiences within the course,

including time allocated to practical investigations in depth studies.

• One fieldwork exercise must be completed in Year 11. • 15 hours of Depth studies in Modules 1–4



• 15 hours of Depth studies in Modules 5–8

Who should choose this course? Students who demonstrate an aptitude in Science and are interested in the study of living things who wish to develop their working scientifically skills of: questioning and predicting, planning investigations, conducting investigations, processing data and information, analysing data and information, problem solving and communicating. Students who wish to pursue a science based course at a tertiary level and are interested in careers such as medicine, physiotherapy, nursing, vet science, ecology or agricultural science. Related topics from Years 9 and 10 Science include Sustainable Living, Disease and the Human Body, DNA and Genetics and Evolution and Plate Tectonics.

12

Subject: Business Studies Number of Units: 2 Faculty: HSIE



Course Description: Business Studies investigates the role, operation and management of businesses within our society. Students investigate the role of global business and its impact on Australian business. Students develop research and independent learning skills in addition to analytical and problem-solving competencies.

Preliminary HSC

Main topics covered Nature of Business – 20% Business Management – 40% Business Planning – 40%

Main topics covered: Operations – 25% Marketing – 25% Finance – 25% Human Resources – 25%

Specific requirements: Preliminary • Students are required to prepare a business plan for

a hypothetical or actual business

Specific requirements: HSC • Nil

Who should choose this course? Students who wish to understand their world better, especially those about to enter the workforce or a business, will find this course of value. This course will be of use to people who are considering a career in business or starting a business. Students attempting political, legal, commercial or economic courses at university will benefit from studying this course.

13

Subject: Ceramics Number of Units: 1 or 2 unit option Faculty: Creative and Performing Arts

Board Developed: No Practical component: Yes

HSC exam: N/A Length of exam: N/A

Course Description: Ceramics is the art and technology of forming, firing and glazing clay to make a wide variety of products, ranging from building materials to ceramic ware such as plates, bowls and drinking vessels, jewellery, sculpture and decorative wall surfaces. The course involves a study of the processes and creative possibilities used in Ceramics. Students have the opportunity to develop excellent technical, aesthetic and conceptual skills through a logically sequenced series of programs. Students will have the opportunity to learn hand building, slab, pinch, coil construction and wheel work. Students will then use this knowledge and experience to specialise in a particular interest areas and complete individual projects using in-depth skills specific to ceramics technologies, materials and processes. Students will examine and study artists who specialise in the field in order to develop their own ceramic practice both conceptually and creatively. Practice at this level is underpinned by a sound grasp of ceramics and broader art and design theory and history, as well as the ability to critically analyse and synthesise information from a range of sources.

Preliminary HSC

Main topics covered Students will study 2 mandatory modules- Intro to Ceramics and OH & S. and at least THREE topics from a prescribed list of topics, covering a range of contexts such as: • Handbuilding • Throwing and wheel work • Sculptural Forms • Kilns • Glaze Technology • Casting • Surface Treatment • Mixed Media.

Main topics covered: Students will study mandatory module OH&S

and

Students will study at least THREE topics from the prescribed list. The topics must be different from those studied in the Preliminary course

Specific requirements: Preliminary • Students are required to keep a diary throughout

this course

Specific requirements: HSC • Students are required to keep a diary throughout this

course

Who should choose this course? Anyone can do this course. It caters for students who have never done Ceramics before and extends those who have enjoyed ceramics in Stage 5. It is an excellent course for anyone who enjoys working with their hands. Students who are interested in a career as an artist, ceramicist, potter, sculptor, or designer should consider studying Ceramics.

14

Subject: Chemistry Number of Units: 2 Faculty: Science



Course Description: The study of Chemistry in Stage 6 enables students to develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. Through applying Working Scientifically skills processes, the course aims to examine how chemical theories, models and practices are used and developed. The Year 11 course develops students’ knowledge and understanding of the fundamentals of chemistry, as well as the trends and driving forces in chemical interactions. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course. The Year 12 course develops students’ knowledge and understanding of equilibrium, acid reactions and the applications of chemistry. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course.

Year 11 Year 12

Main topics covered

• Module 1 – Properties and Structure of Matter • Module 2 – Introduction to Quantitative Chemistry • Module 3 – Reactive Chemistry • Module 4 – Drivers of Reaction


• Module 5 – Equilibrium and Acid Reactions • Module 6 – Acid/base Reactions • Module 7 – Organic Chemistry • Module 8 – Applying Chemical Ideas







Who should choose this course? Students who demonstrate an aptitude in Science and have highly developed numerate skills that are interested in the study of chemical behaviour and who wish to develop their working scientifically skills of: questioning and predicting, planning investigations, conducting investigations, processing data and information, analysing data and information, problem solving and communicating. Students intending to study a science based course at tertiary level. Study of this course can lead to careers in industrial chemistry, forensic science, pharmacology, chemical engineering and laboratory studies. Suggested guides to undertake Chemistry is the achievement of 75% or above in the Year 10 end of year examination and the completion of the Stage 5 mathematics 5.3 course or Stage 6 Mathematics 2 unit course. Related topics from Years 9 and 10 Science include Nuclear Energy, Chemical Compounds and Atoms and Chemical Change.

15

Subject: Chinese for Beginners Number of Units: 2 Faculty: LOTE


HSC exam: Yes Length of exam: 2.5 hours

Course Description: The Chinese Beginners Stage 6 course is a course which has been designed for students who wish to begin their study of Chinese at senior secondary level. It is designed to cater for students with no prior knowledge or experience of the Chinese language, either spoken or written, or whose experience is derived solely from its study in Stage 4. The course studies modern standard Chinese which is taken to be Putonghua in the spoken form, and simplified character text in the written form. Students will be expected to be conversant with simplified characters.

Topics Covered: Students are expected to participate in a course over two years that meets three key objectives –

1. Interacting - development of linguistic and intercultural knowledge, understanding and skills to communicate actively in Chinese in interpersonal situations.

2. Understanding texts – interpret and respond to texts, applying knowledge and understanding of culture and language.

3. Producing texts – creating and presenting texts in Chinese for specific audiences, purposes and contexts.

Students will achieve this by studying prescribed texts from two interdependent perspectives – the personal world and the Chinese-speaking communities. They will study these two perspectives through an exploration of: family life, home and neighbourhood; people, places and communities; education and work; friends, recreation and pastimes; holidays, travel and tourism; future plans and aspirations

Specific requirements: Preliminary • Nil


Who should choose this course? The study of Chinese Beginners provides students with knowledge, understanding and skills that form a valuable foundation for employment and full and active participation as citizens. There are opportunities for students to gain recognition in vocational education and training.

16

Subject: Community and Family Studies Number of Units: 2 Faculty: PD/Health/PE

Board Developed: Yes Practical component: No


Course Description: Community and Family Studies utilises an ecological framework to investigate the interactions among the individual, family, community and society. Recognition of the interdependence of the individual and other groups is central to the framework. Consequently, this syllabus focuses the Preliminary course on the individual and their interactions with personal groups, family and community. The HSC course builds upon this by examining how the wellbeing of individuals, families and communities are affected by broader societal influences including sociocultural, economic and political factors. The Community and Family Studies Stage 6 Syllabus includes two 120 hour courses. The Preliminary course consists of three mandatory modules. The HSC course consists of three core modules representing 75 percent of course time. An options component representing 25 percent of course time includes three modules of which students are to study only one.

Preliminary HSC

Main topics covered • Resource Management: Basic concepts of resource

management. Indicative course time: 20% • Individuals and Groups

The individual’s roles, relationships and tasks within and between groups. Indicative course time: 40%

• Families and Communities: Family structures and functions, and the interaction between family and community. Indicative course time: 40%

Main topics covered: HSC Course Core Modules (75% total) • Research methodology and skills culminating in the

production of an Independent Research Project. (25%) • The characteristics and needs of specific community

groups. (25%) • Issues facing individuals and groups who adopt roles of

parenting and caring in contemporary society. (25%)

HSC Course Option Modules (25% total) Select one of the following options: • Family and Societal Interactions (25%) • Social Impact of Technology (25%) • Individuals and Work (25%)



Who should choose this course? Community and Family Studies explores life issues that are important to all young people and of equal relevance to female and male students. The topics investigated and the emphasis on research ensures a course that is attractive to many students, with the capacity to challenge and extend all students’ ability levels.

17

Subject: Computer Applications Number of Units: 2 Faculty: TAS

Board Developed: No Practical component: Ongoing hands on computer work

HSC exam: N/A Length of exam: N/A

Course Description: Computer-based technology is an integral part of today’s society. This is reflected in daily activities carried out in contexts such as the workplace, education, entertainment, recreation and the home. In this course, students will participate in hands-on activities to develop skills, knowledge and understanding of hardware and software, graphics, spreadsheets, databases, desktop publishing, communications and multimedia.

Preliminary HSC

Main topics covered Computing Applications consists of 12 modules which may be studied as either 15-hour or 30-hour modules. Modules are selected to provide a course that will meet students’ specific needs and interests. Modules can be studied as one of the following:

• 60 hours Preliminary OR 60 hours HSC • 60 hours Preliminary PLUS 60 hours HSC • 120 hours Preliminary OR 120 hours HSC • 120 hours Preliminary PLUS120 hours HSC

A range of 15-hour and 30-hour module combinations may be offered within either a 60-hour, 120-hour or 240-hour course

Specific requirements: Project work is integrated into the course and there are opportunities for individual and group projects in each of the modules. The importance of project work is reinforced through a mandatory project assessment requirement.

Who should choose this course? • Students who have had limited exposure to computers throughout their K–10 schooling. • Mature age or overseas students may be entering school without a significant background in this area. • Students who want to explore their own areas of interest and to develop specific skills in one or more of the 12

modules. • Students who wish to learn about computing as a user of this technology in their daily lives • Students who do not wish to attain an ATAR.

18

Subject: Dance Number of Units: 2 Faculty: PD/Health/PE

Board Developed: Yes Practical component: Yes

HSC exam: Yes Length of exam: 1 hour

Course Description: Through the study of dance as an art form, students learn about and through dance performance. That is, the knowledge, understanding and skills in physically preparing the body to dance (Dance Technique) and the application and demonstration of knowledge, understanding and skills in a ‘Dance’/‘Work’. They learn about and through dance composition. That is, the knowledge, understanding and skills which underpin the theories, principles, processes and practices of dance composition. The students are encouraged to create and develop a personal response that communicates intent. They learn about and through appreciation of dance as works of art. That is, the study of seminal artists and works for their contribution to the development of dance.

Preliminary HSC

Main topics covered Core Performance (40%) Core Composition (20%) Core Appreciation (20%) Core Additional (20%) - allocated by the teacher across the components to suit the specific circumstances and context of the class.

Main topics covered: Core Performance (20%) Core Composition (20%) Core Appreciation (20%) Major Study (40%)


Specific requirements: HSC In addition to the written exam, students will complete; 1. A Major Study: One of the following to be completed — 40% of

course time; Dance Performance OR Dance Composition OR Dance Appreciation OR Dance and Technology

2. Two practical examinations;

a. A solo performance of between three and five minutes b. Choreography of a solo dance between three to five

minutes for another dancer to perform.

Who should choose this course? The Dance Stage 6 course is designed for students who have completed the Dance 7–10 Syllabus, for those with other previous dance experience and for those who are studying dance for the first time. Students who study the Dance Stage 6 course acquire skills and knowledge that give them access to professional employment in dance, the performing arts and the entertainment and leisure industries.

19

Subject: Design and Technology Number of Units: 2 Faculty: TAS

Board Developed: Yes Practical component: Minor projects in Preliminary course and Major Project in HSC


Course Description: Design and Technology has a unique focus on creativity, innovation and the successful implementation of innovative ideas. Students will investigate the importance of evaluation, the role of computer-based technologies, management, communication and collaborative design, as well as exploring current and emerging technologies. Through the completion of quality design projects, students are provided with the opportunity to develop specific production and manufacturing skills.

Preliminary HSC

Designing and Producing The study of the following areas including, but not limited to:

• design theory and practice • design processes • factors affecting designing and producing • marketing and market research • techniques, materials, tools and other resources • interpreting and presenting data • ethics in research • manufacturing and production • computer-based technologies.

Designing and Producing • Project proposal and project management • Project development and realisation • Project evaluation Innovation and Emerging Technologies The study of elements including, but not limited to, designs and design practice, entrepreneurial activity and the impact of emerging technologies. As part of this study, students will complete a case study of an innovation which includes reference to the above factors.

Specific requirements: Preliminary • a minimum of two design projects must be

completed in the preliminary course

Specific requirements: HSC • Production of a major project in timber to be

completed during the HSC course. This project forms 60% of the external (HSC) assessment of the course and is externally marked (usually around August). This project is largely funded by the student and requires full documentation of the planning and production phases.

Who should choose this course? This is a practical course that will have a portion of coursework in the workshop and practical environments. Theory components revolve around design and design processes. Students suited to this course have a genuine interest in design and how designers solve real-life problems. Learning complex practical skills and the ability to work through the management of a major project requires self-motivation and time management.

20

Subject: Drama Number of Units: 2 Faculty: Creative and Performing Arts



Course Description: Drama is an art form that explores the world through enactment. It is a collaborative art form that involves the creative interaction of individuals using a range of artistic skills. Drama is an important means of understanding, constructing, appreciating and communicating social and cultural values; interpreting, valuing and transmitting the past and traditions; exploring, celebrating and challenging the present and imagining the future. In Drama, students can investigate, shape, and symbolically represent ideas, feelings, attitudes, beliefs and their consequences. Students will be involved in making, performing and critically studying Drama.

Preliminary HSC

Main topics covered • Improvisation, Playbuilding, Acting • Elements of Production in Performance • Theatrical Traditions and Performance Styles

Main topics covered: • Australian Drama and Theatre (Core content) • Studies in Drama and Theatre • Group Performance (Core content) • Individual Project

Specific requirements: Preliminary • Learning in the Preliminary Course comes from practical

experiences in each of the above topic areas.

Specific requirements: HSC • Australian Drama and Theatre and Studies in Drama and

Theatre involve the theoretical study of Drama through practical exploration of themes, issues, styles and movements of traditions of theatre; exploring relevant acting techniques, performance styles and spaces.

• The GROUP performance (3-6 students) involves creating a piece of original theatre (8-12 minutes duration). In preparing for the group performance, students use the prescribed topic list as a starting point for collaborative performance.

• For the INDIVIDUAL Project, students demonstrate their expertise in a particular area chosen from: Critical Analysis OR Design OR Performance OR Script-writing OR Video Drama. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC Course.

• Students must ensure that they do not choose a text or topic they are studying in any other HSC Course when choosing content for Individual Projects.

Who should choose this course? Students who study this major art form acquire skills in interpretation, communication, performance and critical analysis and become aware of the technical processes and technologies that may be used to heighten dramatic presentation. The course covers theoretical and practical aspects of drama and teaches students to recognise the collaborative contribution of actors, directors, playwrights, designers and technicians to production. Students develop an understanding of the cultural traditions and social contexts of drama and theatre. This course is of value to any student who is planning a career where communication and collaboration are essential; where self-motivation is important or in any field related to the arts, television, media or communications.

21

Subject: Earth and Environmental Science Number of Units: 2 Faculty: Science



Course Description: The study of Earth and Environmental Science in Stage 6 enables students to develop an appreciation and understanding of geological and environmental concepts that help explain the changing face of the Earth over time. Through applying Working Scientifically skills processes, the course aims to examine how earth and environmental science models and practices are used and developed. The Year 11 course develops students’ knowledge and understanding of the Earth’s systems, Earth’s processes and human impacts. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course. The Year 12 course develops students’ knowledge and understanding of the evolving Earth and impacts of living on Earth. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course.

Year 11 Year 12

Main topics covered

• 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







Who should choose this course? Students who demonstrate an aptitude in Science and are interested in the study of the environment and the factors affecting the surface of the Earth and who wish to develop their working scientifically skills of: questioning and predicting, planning investigations, conducting investigations, processing data and information, analysing data and information, problem solving and communicating. Students intending to pursue tertiary studies in Science. This course can lead to careers in geology, environmental science, mining engineering, National park and land management, climate science and water resource management. Related topics from Years 9 and 10 Science include Sustainable living and Plate tectonics.

22

Subject: Economics Number of Units: 2 Faculty: HSIE



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

Preliminary HSC

Main topics covered • Introduction to Economics (10%)

• Consumers and Business (10%)

• Markets (20%)

• Labour Markets (20%)

• Financial Markets (20%)

• Government in the Economy (20%)

Main topics covered: • The Global Economy (25%)

• Australia’s Place in the Global Economy (25%)

• Economic Issues (25%)

• Economic Policies and Management (25%)



Who should choose this course? Economics is particularly suited for students who are interested in, and have an awareness of, current economic events and trends. Students attempting political, social or economic careers or study will benefit from this course.

23

Subject: Engineering Studies Number of Units: 2 Faculty: TAS



Course Description: Engineering Studies Stage 6 is directed towards the application and advancement of skills associated with mathematics, science and technology and is integrated with business and management. It will provide students with skills, knowledge and understanding associated with a study of engineering, its practices and associated methodologies. The subject promotes environmental, economic and global-awareness, problem-solving ability, engagement with information technology, self-directed learning, communication, management and skills in working as a team

Preliminary HSC

• Engineering Studies Preliminary course is made up of 4 compulsory modules

o Engineering Fundamentals o Engineered Products o Braking Systems o Biomedical Engineering

• Engineering Studies HSC course is made up of 4 compulsory modules

o Civil Structures o Personal and Public Transport o Aeronautical Engineering o Telecommunications Engineering



Who should choose this course? Students with an interest in pursuing a career in an engineering related field. A good grasp of mathematics and science is needed for participation in a number of core areas. The course allows students to apply the knowledge learned in subjects such as Mathematics and Physics to real life applications to solve engineering problems.

24

Subject: English Advanced Number of Units: 2 Faculty: English


HSC exam: Yes Length of exam: 2 examinations (1 hour 40 mins + 2 hours 5 minutes)

Course Description: English develops the ability to understand, evaluate, use and create texts of all kinds. The study of texts include Literature (fiction, non-fiction, poetry and drama) and Media (film, TV, multimedia). Skills in English are central to all learning and, therefore, English is the only mandatory subject in the Higher School Certificate. In the Advanced English course, students explore the ways that events, experiences, ideas, values and processes are represented in and through texts and analyse the ways texts reflect different attitudes and values. Students selecting English Advanced may not select English Standard or English Studies.

Year 11 Year 12

Main topics covered: Students study texts and develop skills in creating their own texts in a range of modes • Common Module: Reading to Write • Module A: Narratives that Shape our World • Module B: Critical Study of Literature

Main topics covered: Students study how texts shape meaning and reflect different attitudes and values.

• Common module: Texts and Human Experiences • Module A: Textual Conversations • Module B: Critical Study of Literature • Module C: The Craft of Writing

Specific requirements: Year 11 Students are required to:

• Study a range of texts (prose fiction, drama, poetry, nonfiction, film, media and digital texts

• Study a range of related texts of their own choosing

• Study texts that reflect a range of intercultural experiences including Asian and Australian texts, Aboriginal and/or Torres Strait Islander.

• Integrate reading, writing, listening, speaking, viewing and representing

Specific requirements: Year 12 Students are required to: Study Four Prescribed Texts from the list below:

• Shakespearean Drama • Prose Fiction • Poetry OR drama • Film, media OR non-fiction OR one of the above

Mod C texts do not contribute to pattern of study • Study ONE related text for the Common Module

•

Who should choose this course? English Advanced is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social and vocational lives. These students apply critical thinking and creative skills in their composition of and response to texts in order to develop their academic achievement through an understanding of the nature and function of complex texts. Students are encouraged to choose Advanced English if they have a passion for language, writing and reading and are skilled in these areas. Advanced English students wish to engage in the study of classic texts and are independent researchers. Students who wish to study Extension 1 or Extension 2 English must choose Advanced English.

25

Subject: English Extension 1 Number of Units: 1 Faculty: English


HSC exam: Yes Length of exam: 2 hours plus 10 minutes reading

Course Description: English Extension 1 is designed for students undertaking English Advanced who choose to study at a more intensive level in diverse but specific areas. They enjoy engaging with complex levels of conceptualisation and seek the opportunity to work in increasingly independent ways.

Year 11 Year 12

Main topics covered • Module: Texts, Culture and Value (40 indicative

hours) • Related Research Project (may be undertaken

concurrently – 20 indicative hours)


• Common module: Literary Worlds with ONE elective option 60 indicative hours

• The study of at least THREE texts must be selected from a prescribed text list for the module study including at least TWO extended print texts


• examine a key text from the past and its

manifestations in one or more recent cultures

• explore, analyse and critically evaluate different

examples of such texts in a range of contexts and

media

• undertake a related research project.

Specific requirements: Year 12 Students are required to study:

• Complete the Year 11 English Extension course as a prerequisite

• Complete 60 indicative hours • Undertake study of ONE elective option from the

common module. • Study at least three prescribed texts for the

elective study which must include two extended print texts

• Study at least TWO related texts.

Who should choose this course?

Extension 1 - This course is designed and is essential for students who are thinking of taking English Extension 2 for Year 12. English Extension 1 students undertake English (Advanced) and engage in increasingly sophisticated and complex levels of conceptualisation, critical analysis and evaluation. English Extension 1 students are self -motivated and seek the opportunity to learn in increasingly independent ways.

26

Subject: English Extension 2 Number of Units: 1 Faculty: English

Board Developed: Yes Practical component: Major Work

HSC exam: No Length of exam: Nil

Course Description: English Extension 2 is designed for students undertaking English Advanced and Extension 1 who choose to study at a more intensive level in diverse but specific areas. They enjoy engaging with complex and sophisticated levels of conceptualisation and seek the opportunity to work in increasingly independent ways. Students complete a major work.

Year 11 Year 12

Main topics covered: Extension 2 English is offered as a Year 12 Course ONLY

Main topics covered: The Composition Process Major Work Reflection Statement The Major Work Journal

Specific requirements: Year 11 Completion of Preliminary Advanced English, Year 11 and Year 12 Extension 1 English Courses Exclusions: English Standard; English Studies


• be undertaking study of the Year 12 English Extension 1 course

• complete 60 indicative hours • Complete a Major Work which involves students

undertaking extensive independent investigation involving a range of complex texts during the composition process and document this in their Major Work Journal and Reflection Statement.

• Students can choose to compose in ONE of the following forms:

o short fiction o creative non-fiction o poetry o critical response o script – short film, television, drama o podcasts – drama, storytelling, speeches,

Who should choose this course? Extension 2 - The course is designed for students with a desire to study four units in English and to pursue a specialised and sophisticated study of English for Year 12, culminating in the completion of a major work. Students are self- motivated with a desire to research, explore and compose complex texts.

27

Subject: English Standard Number of Units: 2 Faculty: English


HSC exam: Yes Length of exam: 2 examinations (1 hour 40 mins + 2 hours 5 minutes)

Course Description: English develops the ability to understand, evaluate, use and create texts of all kinds. The study of texts includes Literature (fiction, non-fiction, poetry, drama), and Media (film, TV, multimedia, internet). In the Year 11 English Standard Course, students explore and experiment with the ways events, experiences, ideas and processes are represented in and through texts. In the Year 12 English Standard Course, students reflect on and demonstrate the effectiveness of texts for different audiences and purposes.

Year 11 Year 12


• Common Module: Reading to Write: Transition to Senior English - 40 indicative hours (Must be studied first)

• Module A: Contemporary Possibilities- 40 indicative hours

• Module B: Close Study of Literature -40 indicative hours

Main topics covered: • Common Module - Texts and Human Experiences

(30 Indicative Hours) Must be studied first • Module A: Language, Identity and Culture (30

Indicative Hours) • Module B: Close Study of Literature (30

Indicative Hours) • Module C: The Craft of Writing (can be studied

concurrently with other modules) (30 Indicative Hours)

Specific requirements: Year 11 Students are required to: • Study one multimodal or digital text in Module A

(may be film) • Study one substantial literary print text in

Module B (Prose fiction, drama or poetry) • Study a range of texts drawn from prose fiction,

drama, poetry, nonfiction, film, media and digital texts

• Study texts that reflect a range of intercultural experiences including Asian and Australian Aboriginal and/or Torres Strait Islander texts.

• Study a range of related texts


• Study THREE types of prescribed texts from the list below:

• prose fiction • poetry OR drama • film OR media OR nonfiction (Module C selection

does not contribute to the required pattern of study)

• Study ONE related text in the Common Module: Texts and Human Experiences

Who should choose this course? English Standard is designed for students to increase their expertise in English in order to enhance their personal, social and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators. Students who choose this course may NOT select the English Advanced Course or the English Extension Courses.

28

Subject: English Studies Number of Units: 2 Faculty: English

Board Developed: Yes (Category B) Practical component: Nil

HSC exam: Optional HSC Examination for students wishing to be eligible for an ATAR.

Length of exam: 2 hours 40 minutes

Course Description: In the English Studies course, students explore the ideas, values, language forms, features and structures of texts in a range of personal, social, cultural and workplace contexts. They respond to and compose texts to extend experience and understanding, access information and assess its reliability, and synthesise the knowledge gained from a range of sources for a variety of purposes. In this course, students will consolidate their English literacy skills to enhance their personal, social, educational and vocational lives. Note – Students who complete this course are only eligible for the calculation of an ATAR Australian Tertiary Admission Rank if they opt to complete the HSC Examination

Year 11 Year 12

Main topics covered: • Students study the mandatory module, Achieving

through English: English in education, work and community to develop an understanding of, and practical competence in, the use of language that allows access to opportunities in schooling, training and employment.

• Students study 2–4 additional syllabus modules (selected based on their needs and interests).

• Students may also study an optional teacher-developed module.

Main topics covered: • The HSC Common Content consists of one

module Texts and Human Experiences which is also common to the HSC Standard and the HSC Advanced courses where students analyse and explore texts and apply skills in synthesis.

• Students study 2–4 additional syllabus modules (selected based on their needs and interests).

• Students may also study an optional teacher-developed module.

Specific Requirements: Across the English Studies Stage 6 Course students are required to:

• Study a range of types of texts with a wide range of cultural, social and gender perspectives. • read, view, listen to and compose a wide range of texts including print and multimodal texts • study at least one substantial print text (for example a novel, biography or drama) • study at least one substantial multimodal text (for example film or a television series) • be involved in planning, research and presentation activities as part of one individual and/or collaborative project • develop a portfolio of texts they have planned, drafted, edited and presented in written, graphic and/or electronic

forms across all the modules undertaken during the year • engage with the community through, for example, visits, surveys, interviews, work experience, listening to guest

speakers and/or excursions. In addition to the above requirements, students in Year 12 only are required to: Study ONE text from the prescribed text list and one related text for the Common Module – Texts and Human Experiences.

Who should choose this course? This course is designed to meet the specific needs of students who wish to refine their skills and knowledge in English and consolidate their literacy skills. It is a course for students who are seeking an alternative to the English Standard course and who intend to proceed from school directly into employment or vocational training. Due to changes in the English Studies course, students considering choosing this course should be advised that:

• English Studies is a Stage 6 Board Developed Course (Category B) to be implemented with Year 11 from 2018 • From the 2019 HSC, students will be able to sit for an optional HSC examination and will be reported on a common

scale with the English Standard and English Advanced courses • Students choosing not to sit for the English Studies HSC examination will still be eligible for the HSC if they have

satisfactorily completed courses that comprise the pattern of study required by NESA • To be eligible for an ATAR, students studying the English Studies course must complete the optional HSC examination

and include a further 8 units of Category A courses in their pattern of study.

29

Subject: Exploring Early Childhood Number of Units: 2 Faculty: PD/Health/PE


HSC exam: No Length of exam: Not applicable

Course Description: The Exploring Early Childhood course aims to achieve this by giving students an overview of development and related issues within an early childhood context. The course offers initial learning experiences that can lead to further post-school study at university or TAFE or vocational training in the context of the workplace. Learning may also continue through ongoing life experiences as an area of personal interest. As this course has a practical as well as a theoretical base, it is considered important that students have the opportunity to interact with young children on a regular basis. The purpose of this interaction is to observe children, and to gain experience in understanding and relating to individual children. This is best achieved in informal settings, such as the home, with friends or relatives. This interaction would occur outside of school hours.

Preliminary HSC

Main topics covered Core studies Part A: Pregnancy and Childbirth Part B: Child Growth and Development

Part C: Promoting Positive Behaviour Optional Modules 1. Learning Experiences for Young Children 2. Play and the Developing Child 3. Starting School 4. Gender and Young Children 5. Children and Change

Main topics covered: Optional Modules (continued) 6. Children of Aboriginal and Torres Strait Islander

Communities 7. Historical and Cultural Contexts of Childhood 8. The Children’s Services Industry 9. Young Children and Media 10. Young Children and the Law 11. Children’s Literature 12. Food and Nutrition 13. Child Health and Safety 14. Young Children with Special Needs

Specific requirements: Preliminary • Core studies are taught in the Preliminary course. A

selection of modules are taught across the Preliminary and HSC courses

Specific requirements: HSC • Core studies are taught in the Preliminary course. A

selection of modules are taught across the Preliminary and HSC courses

Who should choose this course? Exploring Early Childhood Stage 6 aims to develop understanding, skills and strategies to enable students to support and foster positive growth and development in the young children with whom they interact through the provision of safe, nurturing and challenging environments.

30

Subject: Food Technology Number of Units: 2 Units Faculty: TAS



Course Description: 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 impacts on society. Skills will be developed in researching, analysing and communicating food issues, food preparation, and the design, implementation and evaluation of solutions to problems involving food.

Preliminary HSC

Main topics covered

• Food availability and selection (30%) • Food Quality (40%) • Nutrition (30%)


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

Specific requirements: Preliminary • There is no prerequisite study for the Preliminary

course though previous study of Food Technology could be advantageous.

• It is a mandatory requirement that students undertake practical activities involving the preparation and testing of foods.

• Students will be required to have practical equipment such as a white apron and enclosed leather shoes.

Specific requirements: HSC • It is a mandatory requirement that students

undertake practical activities involving the preparation and testing of foods.

• Students will be required to have practical equipment such as a white apron and enclosed leather shoes.

Who should choose this course? Anyone with an interest in food and nutrition. Food Technology is useful to everyone, as we deal with food every day. This subject would be useful if you were considering a career in the following areas:

Dietician Food Catering Food Retail Nutritionist Market research of food Events management Sports Nutrition Management Hospitality Tourism Production and Processing of food in an industrial setting

31

Subject: Geography Number of Units: 2 Faculty: HSIE

Board Developed: Yes Practical component: Yes – Senior Geography Project (SGP)


Course Description: The aim of Geography Stage 6 is to enable students to study the spatial and ecological dimensions of biophysical and human phenomena in a changing world. Geography provides a powerful context within which to develop general competencies considered essential for the acquisition of effective, advanced thinking skills necessary for further education, work and everyday life. The course covers a range of contemporary issues that affect the very operation of human society and our interactions with the environment. Across these issues, students develop their competencies in collecting, analysing and organising information and communicating ideas and information, skills central to a wide range of occupations in today’s society.

Preliminary HSC


• Biophysical Interactions (45%)

• Global Challenges (45%)

• The Senior Geography Project (10%)


• Ecosystems at Risk (33%)

• Urban Places (33%)

• People and Economic Activity (34%) Key concepts incorporated across all topics : change; environment, sustainability; spatial and ecological dimensions; interaction; technology; spatial justice; management; cultural integration.

Specific requirements: Preliminary • In the Preliminary course, students complete Parts 1

(including a case study), Part 2 (Population Geography + 2 choices of topics) and their own Senior Geography project

• 12 hrs of fieldwork

Specific requirements: HSC • Students must complete studies of the three topics • Students must complete 12 hrs of fieldwork

Who should choose this course? People who are interested in finding out what makes humans, society and culture exist in today’s world in conjunction with the biophysical environment. The course provides the opportunities for students to develop skills in communication, research, investigation and critical thinking.

32

Subject: History Extension Number of Units: 1 Faculty: HSIE


HSC exam: Yes Length of exam: 2 hours and 5 minutes

Course Description: The History Extension course is about the nature of history, and how and why historical interpretations are developed from different perspectives and approaches over time. It offers a higher level of challenge than the Ancient History and Modern History courses with its greater emphasis on historiography. The study of HSC History Extension is to enable students to evaluate the ideas and methodologies that are used by historians and others to construct and represent history, apply what they have learned to inquire into areas of historical debate and interest critically, with independence and insight, develop skills that support active and informed citizenship.

Year 11 Year 12

Main topics covered

Main topics covered: Constructing History

• Students apply significant historiographical ideas and methodologies to the investigation of key questions. Students develop their understanding of significant historiographical ideas and methodologies by exploring ONE case study, with reference to THREE identified areas of debate.

History Project • The history project provides the opportunity for

students to design and conduct an investigation in an area of changing historical interpretation. Students develop and refine specific questions for investigation that add to their understanding of the key questions

Specific requirements: Preliminary

Specific requirements: Year 12

• A Year 11 course in Modern or Ancient History is a prerequisite for the HSC History Extension course.

• A Year 12 course in Modern or Ancient History is a co-requisite for the HSC History Extension course.

Who should choose this course? Students who appreciate the intellectual challenge of grappling with an area of debate, and constructing and defending a position through a reasoned and cohesive argument. Students who are interested in the opportunity to work independently and apply the historiographical understanding developed through the course to an individual project of personal interest.

33

Subject: Industrial Technology - Timber Number of Units: 2 Faculty: TAS

Board Developed: Yes Practical component: Minor projects in Preliminary

course and Major Project in HSC


Course Description: Industrial Technology at Stage 6 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 applications.

Preliminary HSC

• Industry Study 15% • Design 10% • Management and Communication 20% • Production 40% • Industry Related Manufacturing Technology 15%

• Industry Study 15% • Major Project 60%

o Design, Management and Communication o Production

• Industry Related Manufacturing Technology 25%

Specific requirements: Preliminary • Some knowledge and skills in timber would be an

advantage but NOT a prerequisite for participation in this course

Specific requirements: HSC • Production of a major project in timber to be

completed during the HSC course. This project forms 60% of the external (HSC) assessment of the course and is externally marked (usually around August). This project is largely funded by the student and requires full documentation of the planning and production phases.

Who should choose this course? This is a practical course that will have a large portion of coursework in the workshop environment. Theory components revolve around industry studies and investigation of the timber and furniture industries. Students suited to this course have a genuine interest in working with timber and learning about the timber industry. Learning complex practical skills and the ability to work through the management of a major project requires self-motivation and time management.

34

Subject: Information Processes and Technology Number of Units: 2 Faculty: TAS

Board Developed: Yes Practical component: Computer activities & projects


Course Description: The Information Processes and Technology Stage 6 course, teaches students about information-based systems. It covers the processes of collecting, organising, analysing, storing and retrieving, processing, transmitting and receiving, and displaying, as well as the technologies that support them. With this background, students will be well placed to adapt to new technologies as they emerge. Fields which were not traditionally associated with computers are emerging as exciting new areas of employment. These include music, the arts, science, commerce as well as the new and fast-growing industries that use multimedia. In this course students learn about the information processes, associated social and ethical issues and the design of information systems for specified needs.

Preliminary HSC

Main topics covered Introduction to Information Skills and Systems – 20% Information systems, Information processes, data and information, digital data representation and Social and ethical issues. Tools for Information Processes – 50% from collecting through to display of information. Developing Information Systems- 30% students follow the stages of system development to develop systems, look at personnel involved and learn about ethics associated with data handling.

Main topics covered: Project Management – 20% techniques and the software development cycle. Information Systems and Databases- 20% its characteristics, functions, uses and importance. Communication Systems – 20% its characteristics, functions, uses and importance. TWO Options (40%) consisting of the following: • Transaction Processing Systems • Decision Support Systems • Automated Manufacturing Systems • Multimedia Systems

Specific requirements: Preliminary 40% of the course involves designing and creating information systems. Information processes of collecting, analysing through to displaying together with skills of system design and development are integrated.

Specific requirements: HSC 40% of the course involves designing and creating information systems. Students study three core units and two elective units.

Who should choose this course? This course provides an excellent background to the very good balance between the study of theory of data and information, project management and ethics and practical data management using a variety of software packages. Software applications are used individually and integrated to create projects that fulfil the needs of the system being designed.

35

Subject: Investigating Science Number of Units: 2 Faculty: Science



Course Description: Students will engage with scientific processes and investigate personal, community and global scientific issues. The course will build students’ scientific skills to solve problems, develop and communicate evidence-based arguments, and make informed decisions. The course is inquiry based and uses hands-on activities to explore key concepts, models and phenomena. The course complements the study of Physics, Chemistry, Biology and Earth and Environmental Science by providing additional opportunities for students to investigate and develop an understanding of scientific concepts through the process of scientific investigation. The Year 11 course develops students’ knowledge and understanding of cause and effect relationships, models, theories and laws in Science. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course. The Year 12 course develops students’ knowledge and understanding of science and technology and contemporary issues involving science. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course. Year 11 Year 12

Main topics covered

• 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







Who should choose this course? Students who demonstrate an aptitude in Science and are interested in the study of the practice of Science and who wish to develop their working scientifically skills of: questioning and predicting, planning investigations, conducting investigations, processing data and information, analysing data and information, problem solving and communicating. We encourage students who are considering selecting an alternate Science course would benefit from also studying the Investigating Science course prior to or in conjunction with that course. To succeed in Investigating Science, an achievement of 70% or above in the Year 1.0 Student Research Project and end of year examination. The study of Investigating Science can form the foundation for further studies and participation in current and emerging STEM related post-school activities and industries. This course is related to the Experimental Design topic in Stage 5 and the Working Scientifically skill set throughout the entire stage 4 and stage 5 Science courses.

36

Subject: Legal Studies Number of Units: 2 Faculty: HSIE



Course Description: Legal Studies is designed to foster intellectual, social and moral development by empowering students to think critically on the role of law and legal institutions in society. This is achieved through a review of selected legal rules, institutions and processes at the domestic and international level and a focus on change, effectiveness, dispute resolution and justice.

Preliminary HSC

Main topics covered Part 1 – The Legal System (40%) Part 2 – The Individual and the Law (30%) Part 3 – The Law in Practice (30%) Two chosen from: Aboriginal and Torres Strait Islander Peoples; People who have a mental illness or intellectual and physical disability; Migrants; People who are socio-economically disadvantaged; Women; Members of other groups covered by Human Rights legislation. Students will study the following common areas for these studies – Status under the law; mechanisms for achieving justice; responsiveness of the legal system.

Main topics covered: Part 1 – Crime (30%) Part 2 – Human Rights (20%) Part 3 – Options (50%) Students will study two focus studies chosen from: Consumers; Family; Global environment; indigenous peoples; Shelter; Technological change; Workplace; World order. Key themes incorporated across all topics – Justice; Law and Society; Culture, values and ethics; Conflict and cooperation; Continuity and change; legal processes and institutions; effectiveness of the legal system.



Who should choose this course? Students who are interested in better understanding the society in which they live and who are especially interested in all matters relating to the law. Students who select Legal Studies will find it a challenging and thought-provoking course which will help them to develop and express informed opinions about current significant and often controversial legal and social issues.

37

Subject: Mathematics Standard 2 Number of Units: 2 Faculty: Mathematics



Course Description: The course is intended to give students who have demonstrated general competence in the skills of Stage 5 Mathematics an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Students may not study any other Stage 6 mathematics course in conjunction with the Mathematics Standard 2 course.

Year 11 Year 12

Main topics covered • Topic: Algebra

Formulae and Equations Linear Relationships

• Topic: Measurement Applications of Measurement Working with Time

• Topic: Financial Mathematics Money Matters

• Topic: Statistical Analysis Data Analysis Relative Frequency and Probability

NOTE: Mathematics Standard 1 and 2 cover the same Year 11 content.

Main topics covered: • Topic: Algebra

Types of Relationships • Topic: Measurement

Non-right-angled Trigonometry Rates and Ratios

• Topic: Financial Mathematics Investments and Loans Annuities

• Topic: Statistical Analysis Bivariate Data Analysis The Normal Distribution

• Topic: Networks Network Concepts Critical Path Analysis

Specific requirements: Year 11 • Nil

Specific requirements: Year 12 • Successfully complete the Year 11 Course

Who should choose this course? This course is designed for students who have successfully achieved the outcomes of the Stage 5.2 Course in Mathematics for Stage 5. Mathematics Standard 2 is aimed at students who wish to continue with their study of mathematics in Stage 6 to gain a better understanding and application of mathematics and numeracy in real-world situations. It is suitable for a wide range of future career options, including many different trades, requiring financial, statistical and practical problem-solving capabilities. It is a foundation for many university courses, TAFE courses and apprenticeships including Banking, Business Management, Public Service, Mechanics, Armed Services, Real Estate, Nursing, Teaching and Police Force. It is not suitable for students who require substantial mathematics at a tertiary level for any STEM (Science Technology Engineering Mathematics) based courses.

38

Subject: Mathematics Standard 1 Number of Units: 2 Faculty: Mathematics

Board Developed: Yes (Category B) Practical component: No

HSC exam: Optional HSC Exam for students wanting an ATAR

Length of exam: 2 hours

Course Description: Mathematics Standard 1 is designed to promote the development of skills, knowledge and understanding in areas of mathematics that have direct application to the broad range of human activity. Students will learn to use a range of techniques and tools to develop solutions to a wide variety of problems related to their present and future needs and aspirations. The course provides students with the opportunity to develop an understanding of and competence in further aspects of mathematics through a large variety of real-world applications for concurrent HSC studies, such as in vocational education and training courses, other practically orientated courses, some humanities courses and for vocational pathways in the workforce or in further training. Students may not study any other Stage 6 mathematics course in conjunction with the Mathematics Standard 1 course.

Year 11 Year 12

Main topics covered • Topic: Algebra

Formulae and Equations Linear Relationships

• Topic: Measurement Applications of Measurement Working with Time

• Topic: Financial Mathematics Money Matters

• Topic: Statistical Analysis Data Analysis Relative Frequency and Probability

NOTE: Mathematics Standard 1 and 2 cover the same Year 11 Course

Main topics covered: • Topic: Algebra

Types of Relationships • Topic: Measurement

Right-angled Triangles Rates Scale Drawings

• Topic: Financial Mathematics Investment Depreciation and Loans

• Topic: Statistical Analysis Further Statistical Analysis

• Topic: Networks Networks and Paths

Specific requirements: Year 11 • Nil

Specific requirements: Year 12 • Successfully complete the Year 11 Course

Who should choose this course? This course is designed for students who have successfully achieved the outcomes of the Stage 5.1 or 5.2 Course in Mathematics for Stage 5. It is a foundation for many vocational education courses and training such as TAFE NSW. Mathematics Standard 1 is aimed at students who wish to continue with their study of mathematics in Stage 6 to gain a better understanding and application of mathematics and numeracy in real-world situations. Studying Mathematics Standard 1 will be more beneficial in helping you to develop practical analytical skills than not studying mathematics in your senior years of school.

39

Subject: Mathematics Number of Units: 2 Faculty: Mathematics



Course Description: The 2 Unit Mathematics course is intended to give students an understanding of and competence in some further aspects of mathematics which are applicable to the real world. This course is designed for students intending to go onto further study in Maths, Physics, Chemistry, Engineering, Economics or Computing at University or TAFE. It provides a thorough preparation and platform for further study, however, students who require substantial mathematics at a tertiary level supporting the physical sciences, computer science or engineering should undertake the Extension 1 or 2 courses.

Preliminary HSC

Main topics covered • Basic Arithmetic and Algebra • Real Functions • Trigonometric Ratios • Linear Functions • The Quadratic Polynomial and the Parabola • Plane Geometry – geometrical properties • Tangent to a curve and derivative of a function

Main topics covered: • Coordinate Methods in Geometry • Applications of Geometrical Properties • Geometrical Applications of Differentiation • Integration • Trigonometric Functions • Logarithmic and Exponential Functions • Applications of Calculus to the Physical World • Probability • Series and Series Applications


Specific requirements: HSC • Successfully completed Preliminary course

Who should choose this course? This course is designed for students who have achieved the outcomes of either Stage 5.2 Course (Intermediate) or Stage 5.3 Course (Advanced - recommended) in Mathematics for Stage 5. It is most suited to students who have very high results in their Stage 5 Mathematics Course. Students intending to go to university to study any kind of STEM degree (Science, Technology, Engineering or Mathematics) should choose this Mathematics course.

40

Subject: Mathematics Extension 1 Number of Units: 1 (extra to the 2 units of the Mathematics Course)

Faculty: Mathematics



Course Description: NOTE: This course at RHHS should only be taken by students after they have successfully completed the Mathematics (2 unit) course in their 1.1 year. The content of this course, which includes the whole of the (2 Unit) Mathematics course, and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills included in the School Certificate Mathematics course and who are interested in the study of further skills and ideas in mathematics. The Extension 1 course is intended to give these students a thorough understanding of and competence in, aspects of mathematics including many which are applicable to the real world. The course has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. It is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level, and for the study of mathematics in support of the physical and engineering sciences. Although the Mathematics Extension 1 course is sufficient for these purposes, it is recommended that students of outstanding mathematical ability should consider undertaking the Mathematics Extension 2 course.

Preliminary HSC

Main topics covered The entire Mathematics Preliminary course plus: • Other Inequalities • Circle Geometry • Further Trigonometry • Angles between Two Lines • Internal and External Division of Lines Into Given

Ratios • Parametric Representation • Permutations and Combinations • Polynomials • Harder Applications of Preliminary Mathematics

Topics

Main topics covered: The entire Mathematics HSC course plus: • Methods of Integration • Primitive of sin2 𝑥𝑥 𝑎𝑎𝑎𝑎𝑎𝑎 cos2 𝑥𝑥 • Equations • Velocity and Acceleration as a Function of 𝑥𝑥 • Projectile Motion • Simple Harmonic Motion • Inverse Functions and Inverse Trigonometric

Functions • Induction • Binomial Theorem • Further Probability • Iterative Methods for Numerical Estimation of the

Roots of a Polynomial Equation • Harder Applications of HSC Mathematics Topics

Specific requirements: Preliminary • Successful completion of the Mathematics course in

Year 1.1

Specific requirements: HSC • Successful completion of Preliminary Course

Who should choose this course? This course is designed for students who have achieved the outcomes of Stage 5.3 Course (Advanced) in Mathematics for Stage 5 and have demonstrated extensive knowledge in mathematics. The study of this course is suitable for students who intend to continue with some mathematics at a tertiary level or need Extension 1 Mathematics for entry into tertiary courses such as science, accountancy, economics, engineering, architecture, medicine and agriculture.

41

Subject: Mathematics Extension 2 Number of Units: 1 (additional to the 1 unit of the Mathematics Ext 1 Course)

Faculty: Mathematics



(+ the 2hr Mathematics Extension 1 Exam)

Course Description: The Mathematics Extension 2 course offers a suitable preparation for study of the subject at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other Mathematics courses. This syllabus is designed for students with a special interest in mathematics who have shown that they possess special aptitude for the subject. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus. These topics are treated in some depth. Thus the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject.

Preliminary HSC

Main topics covered Mathematics Extension 2 is an HSC Course only

Main topics covered: The entire Mathematics Extension 1 course plus: • Graphs • Complex Numbers • Conics • Integration • Volumes • Mechanics • Polynomials • Harder Extension 1 Questions


Specific requirements: HSC • Must also be enrolled in the Mathematics Extension

1 course

Who should choose this course? This course is an HSC Course only and is suitable for those students who show aptitude in the Extension 1 Course. The study of this course is suitable for students who intend to continue with some mathematics at a tertiary level or need Mathematics Extension 2 for entry into tertiary courses such as science, engineering and medicine.

42

Subject: Modern History Number of Units: 2 Faculty: HSIE



Course Description: The study of Modern History engages students in an investigation of the forces that have shaped the world, based on the analysis and interpretation of sources. It offers students the opportunity to investigate the possible motivations and actions of individuals and groups, and how they have shaped the world politically, culturally, economically and socially. Modern History stimulates students’ curiosity and imagination, and enriches their appreciation of humanity by introducing them to a range of historical developments and experiences that have defined the modern world

Year 11 Year 12

Main topics covered Part 1 – Investigating Modern History a) The Nature of Modern History b) Case Studies Part 2 – A historical investigation Part 3 –The Shaping of the Modern World

Main topics covered: Part 1 – Core Study: Power and Authority in the Modern

World (25%) Part 2 – National Study (25%) Part 3 – Peace and Conflict (25%) Part 4 – Change in the Modern World (25%)

Specific requirements: • In the Year 11 Course, students must complete at

least TWO case studies that must cover at least 2 civilisations and must not overlap or duplicate significantly any topic attempted for the HSC Modern or History Extension courses

Specific requirements: • Students must complete studies in the Year 12

course from at least ONE non-European/Western topic.

• Students may select the HSC History Extension course for study.

Who should choose this course? People who are interested in finding out about how our world got to be the way it is and who want to develop their skills in communication, accessing and using information, critical thinking, analysis, decision-making and investigating should chose this course.

43

Subject: Music 1 Number of Units: 2 Faculty: Creative and Performing Arts


HSC exam: Yes Length of exam: 1 hour and 5 mins (Aural) plus an elective exam (one performance and three electives)

Course Description: 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. Music 1 builds on the Years 7–10 Mandatory course. It caters for students who have diverse musical backgrounds and musical interests, including those with an interest in popular music. It therefore attracts students with a formal musical background as well as those with only informal experience. In Music 1, students will study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Preliminary HSC

Main topics covered Students will study at least THREE topics from a prescribed list of topics, covering a range of musical contexts.

Main topics covered: Students will study at least THREE topics from the prescribed list. The topics must be:

either

THREE topics which are different from those studied in the Preliminary course

or

TWO topics which are different from those studied in the Preliminary course and ONE topic from the Preliminary course which shows greater depth of understanding and explores new repertoire and includes a comparative study.



Who should choose this course? Students who have a keen interest in the study of music and in performing music as well as students who appreciate music as part of their lives.

44

Subject: Photography, Video and Digital Imaging Number of Units: 1 or 2 unit option Faculty: Creative and Performing Arts


HSC exam: No Length of exam: N/A

Course Description: Photography, Video and Digital Imaging offers students the opportunity to explore contemporary artistic practices that make use of photography, video and digital imaging. These fields of artistic practice resonate with students’ experience and understanding of the world and are highly relevant to contemporary ways of interpreting the world. The course offers opportunities for the student to investigate one or more of these fields and to develop understanding and skills that contribute to an informed critical practice. Central to this is the development of creative action, reflection and the exercise of judgement. Photography, Video and Digital Imaging also offers opportunities for students to investigate the pervasiveness of these fields in the contemporary world in the visual arts and design, television, film, video, the mass media and multimedia, and to investigate the ways in which these fields of artistic practice have adapted and evolved over the twentieth century. Photography, Video and Digital Imaging in Stage 6 is designed to enable students to gain an increasing accomplishment and independence in their representation of ideas in the fields of photography and/or video and/or digital imaging and to understand and value how these fields of practice invite different interpretations and explanations.

Preliminary HSC

Main topics covered • Wet photography • Video • Digital Imaging

Main topics covered: • Wet photography • Video • Digital Imaging

Specific requirements: Preliminary • Students are required to keep a diary

throughout this course

Specific requirements: HSC • Students are required to keep a diary

throughout this course

Who should choose this course? Anyone can do this course. It caters for students who have never done Photography before and extends those who have completed Photography in Stage 5. It’s an excellent course for anyone interested in their visual world. Students who are interested in a career in the fields of photography, graphic design, advertising, news and media, journalism, fashion photography, computer artist or director should consider studying Photography, Video and Digital Imaging.

45

Subject: PD/Health/PE Number of Units: 2 Faculty: PD/Health/PE

Board Developed: Yes Practical component: As needed


Course Description: Personal Development, Health and Physical Education (PDHPE) is an integrated area of study that provides for the intellectual, social, emotional, physical and spiritual development of students. It involves students learning about and practising ways of maintaining active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement, which lead to enhanced movement potential and appreciation of movement in their lives. The syllabus focuses on the health of individuals and communities and the factors that influence movement skill and physical activity levels.

Preliminary HSC

Main topics covered Core Strands (60% total) Better Health for Individuals (30%) The Body in Motion (30%) Options (40% total) Choose two from First Aid (20%) Composition and Performance (20%) Fitness Choices (20%) Outdoor Recreation (20%)

Main topics covered: Core Strands (60% total) Health Priorities in Australia (30%) Factors Affecting Performance (30%) Options (40% total) Choose two from The Health of Young People (20%) Sport and Physical Activity in Australian Society (20%) Sports Medicine (20%) Improving Performance (20%) Equity and Health (20%)

Specific requirements: Preliminary • Students of Stage 6 Personal Development Health

and Physical Education may also study Sport, Lifestyle and Recreation.


Who should choose this course? The syllabus has been designed for all students in Years 1.1 and 1.2 who have an interest in this area. There are no formal prerequisites for this course. The Stage 6 PDHPE syllabus builds upon skills developed in Stage 4 and 5 PD/Health/PE by introducing students to a more detailed study and higher order skills. The study of PDHPE also supports students as they develop into young adults. The syllabus encourages personal growth, the enhancement of wellbeing and the development of the individual’s capacity to take a productive role in society. The syllabus provides a direct link with study and vocational pathways in the areas of recreational, paramedical, movement and health sciences. Related career opportunities are expanding and gaining recognition throughout the community as legitimate fields of endeavour.

46

Subject: Physics Number of Units: 2 Faculty: Science



Course Description: Understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications. The Year 11 course develops students’ knowledge and understanding of fundamental mechanics and energy. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course. The Year 12 course develops students’ knowledge and understanding of advanced mechanics and electromagnetism, and the role of evidence and prediction in the development of theories in physics. A focus on developing skills in applying the processes of working scientifically will be undertaken throughout the course.

Year 11 Year 12

Main topics covered

• 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







Who should choose this course? Students who demonstrate an aptitude in Science and have highly developed numerate skills that are interested in the study of exploring and explaining the physical behaviour of the world around them and who wish to develop their working scientifically skills of: questioning and predicting, planning investigations, conducting investigations, processing data and information, analysing data and information, problem solving and communicating. Students intending to study science at a tertiary level. To succeed in Physics, an achievement of 75% or above in the Year 10 end of year examination and the completion of the Stage 5 mathematics 5.3 course or Stage 6 Mathematics 2-unit course. The study of physics can lead to careers in astronomy, aeronautics, medical physics, optometry, mechanical engineering, research science, nanotechnology and cosmology. Related topics from Years 9 and 10 Science include Force, Motion and Cosmology and Electrical Energy, Sound and Light.

47

Subject: Science Extension Number of Units: 1 Faculty: Science

Board Developed: Yes Length of course: 60 hours

HSC exam: A computer-based examination. This is currently in the consultation stage.

Length of exam: 2 hours

Course Description: The study of Science Extension Stage 6 enables students with a passion for science to explore the development of the scientific process over time, undertake high-level authentic scientific research, communicate findings and propose further research. The Year 12 students develop a response to a scientific research question that requires the analysis of data from one, or a combination of, the disciplines of Science. Students must propose and develop a research question, formulate a hypothesis and develop evidence-based responses in the form of a Scientific Research Report, which is supported by a Scientific Research Portfolio.

Year 11 Year 12

• N/A


• Module 1 - The Foundations of Scientific Thinking • Module 2 - The Scientific Research Proposal • Module 3 - The Data, Evidence and Decisions • Module 4 - The Scientific Research Report

Specific requirements: • N/A

Specific requirements: • Prerequisite courses for entry into Science Extension

Year 12 are one of, or a combination (up to 6 units of study) of, Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics in Year 11.

Who should choose this course? Students who have exceled in their Year 11 Science courses and wish to pursue a focus on developing their skills in the practice of Science. This course would suit students who are self-motivated and seek the opportunity to learn in increasingly independent ways. It would be suggested that an achievement grade of A in the Year 11 Science courses would be the recommended level for the selection of this course.

48

Subject: Society and Culture Number of Units: 2 Faculty: HSIE

Board Developed: Yes Practical component: Yes- Personal Interest project (PIP)


Course Description: Society and Culture develops knowledge, understanding, skills, values and attitudes essential to an appreciation of the social world. A central theme of this course revolves around how the interaction of persons, culture, environment and time shape human behaviour.

Preliminary HSC

Main topics covered The Social and Cultural World (30%) Personal and Social Identity (40%) Intercultural Communication (30%)

Main topics covered: Social and Cultural Continuity and Change (30%) The Personal Interest Project (30%) Depth Studies (40%) – Two to be drawn from :

• Popular Culture • Ideologies and Belief Systems • Social Inclusion and Exclusion • Social Conformity and Nonconformity


Specific requirements: HSC • Students must complete the Personal Interest

Project which is 30% of the external HSC assessment.

Who should choose this course? The study of this course prepares students for adult life by developing qualities associated with effective citizenship. Students interested in learning about and understanding people, societies, cultures and environments and their interactions across time will find this course of great benefit.

49

Subject: Software Design and Development Number of Units: 2 Faculty: Computing

Board Developed: Yes Practical component: 20 - 25 % of course


Course Description: This subject is a computer based subject with a focus on programming and software development. Software design and development refers to the creativity, knowledge, values and communication skills required to develop computer programs. The subject provides students with a systematic approach to problem-solving, an opportunity to be creative, excellent career prospects and interesting content. Students enrolling in this course will investigate and design programs using a range of programming languages and development approaches.

Preliminary HSC

Main topics covered Concepts and Issues in the Design and Development of Software 30% • Social and ethical issues • Hardware and software • Software development approaches Introduction to Software Development 50% • Defining and understanding the problem • Planning and designing software solutions • Implementing software solutions • Testing and evaluating software solutions • Maintaining software solutions Developing Software Solutions 20%

Main topics covered: Development and Impact of Software Solutions 15% • Social and ethical issues • Application of software development approaches Software Development Cycle 40% • Defining and understanding the problem • Planning and designing software solutions • Implementing software solutions • Testing and evaluating software solutions • Maintaining software solutions Developing a Solution Package 25% Options 20% Study one of the following options: • Programming paradigms OR • The interrelationship between software and hardware

Specific requirements: Preliminary • Practical experience should occupy a minimum of

20% of course time

Specific requirements: HSC • Practical experience should occupy a minimum of

25% of course time

Who should choose this course? Students who have a genuine interest in discovering how software is developed. The course covers areas of study which are technical in nature and allow students to understand not only what computers can do but also how they do it. Students will need to be able to work independently and in groups on practical programming projects both in class and at home. These projects require a large element of logical thinking and the ability to solve problems from an identified need through to a working solution. As part of the course students will be given instruction on how to use a variety of programming languages.

50

Subject: Sport, Lifestyle and Recreation Number of Units: 2 Faculty: PD/Health/PE


HSC exam: No Length of exam: Not applicable

Course Description: Sport, Lifestyle and Recreation enables Stage 6 students to build upon their learning in Years K–10 Personal Development, Health and Physical Education. Specifically, it focuses on those aspects of the learning area that relate most closely to participation in sport and physical activity. The Sport, Lifestyle and Recreation Course comprises fifteen optional modules. There is no prescribed core component. Students will complete between six and twelve modules over both the Preliminary and HSC courses. The study of Sport, Lifestyle and Recreation will support students in developing a commitment to, and capacity for, lifelong learning in this area. This may lead to further post-school study at University or TAFE or vocational training in the context of the workplace. Learning may also continue through ongoing life experiences in this as an area of personal interest. The course features a highly practical focus with physical activity being both an area of study and a medium for learning.

Preliminary HSC

Main topics covered

Aquatics Athletics Dance First Aid and Sports Injuries Fitness Games and Sports Applications Gymnastics

Main topics covered: Healthy Lifestyle Individual Games and Sports Applications Outdoor Recreation Resistance Training Social Perspectives of Games and Sports Sports Administration Sports Coaching and Training

Specific requirements: Preliminary • Modules are taught across the Preliminary and HSC

courses

Specific requirements: HSC • Modules are taught across the Preliminary and HSC

courses

Who should choose this course? The areas of sports science, physical education and human movement present viable post-school study and career pathways. This course provides a sound platform for further study and may offer some credit transfer opportunities into TAFE. The Sport and Recreation industry is a major growth industry and in this course students will gain an understanding and appreciation of the vocational possibilities in this area.

51

Subject: Studies of Religion I Number of Units: 1 Faculty: HSIE



Course Description: The Studies of Religion syllabus acknowledges that there are many ways of studying religion. It investigates the significance of the role of religion in society and, in particular, within Australian society. It recognises and appreciates the place and importance of Aboriginal belief systems and spiritualties in Australia. This syllabus enables students who live in a multifaith and multicultural society to progress from a broad understanding of religious traditions to specific studies within these traditions. The syllabus provides a focus on religious expression in Australia and, also, investigates religion’s place within the global community.

The Religious Traditions are considered to be the five major Religions of Buddhism, Christianity, Hinduism, Islam and Judaism.

Preliminary HSC

Main topics covered

• Nature of Religion and Beliefs

• Religious Tradition Study 1



• Religion and Belief Systems in Australia post-

1945

• Religious Tradition Depth Study 1




Who should choose this course? Students who wish to create a greater understanding and critical awareness of the nature and significance of religion and the influence of belief systems and religious traditions on individuals and within society.

52

Subject: Studies of Religion II Number of Units: 2 Faculty: HSIE



Course Description: The Studies of Religion syllabus acknowledges that there are many ways of studying religion. It investigates the significance of the role of religion in society and, in particular, within Australian society. It recognises and appreciates the place and importance of Aboriginal belief systems and spiritualties in Australia. This syllabus enables students who live in a multifaith and multicultural society to progress from a broad understanding of religious traditions to specific studies within these traditions. The syllabus provides a focus on religious expression in Australia and, also, investigates religion’s place within the global community.

The Religious Traditions are considered to be the five major Religions of Buddhism, Christianity, Hinduism, Islam and Judaism.

Preliminary HSC

Main topics covered

• Nature of Religion and Beliefs




• Religions of Ancient Origin

• Religion in Australia pre-1945


• Religion and Belief Systems in Australia post-1945




• Religion and Peace

• Religion and Non-Religion



Who should choose this course? Students who wish to create a greater understanding and critical awareness of the nature and significance of religion and the influence of belief systems and religious traditions on individuals and within society.

53

Subject: Textiles and Design Number of Units: 2 Faculty: TAS

Board Developed: Yes Practical component: Major Work


Course Description: This syllabus investigates the science and technology of textiles through a study of properties and performance, allowing students to make informed consumer choices in the textiles area. Technological and practical skills are developed and enhanced through the use of textile-related technologies, including those that are computer-based. The concept of design elements and principles, as being both functional and aesthetic and as part of the creative design process, are examined within the specialised field of textiles.

This course investigates textiles in society and promotes a greater understanding of the significance of different cultures and their specific use of textile materials.

Preliminary HSC

Main topics covered: Design 40% • Elements and principles of design • Types of design • Communication techniques • Manufacturing methods • Preliminary Textile Project 1 Properties and Performance of Textiles 50% • Fabric, yarn and fibre structure • Types, classification and identification of fabrics, yarns and fibres • Fabric, yarn and fibre properties • Preliminary Textile Project 2 Australian Textile, Clothing, Footwear and Allied Industries 10% • Industry overview – past, present, future • Quality and value of textiles

Main topics covered: Design 20% • Fabric colouration and decoration • Historical design development • Cultural factors that influence design and designers • Contemporary designers Properties and Performance of Textiles 20% • End-use applications • Innovations and emerging textile technologies Australian Textile, Clothing, Footwear and Allied Industries 10% • Appropriate textile technology and environmental sustainability • Current issues • Marketplace Major Textiles Project 50% Students select one focus area through which they develop a project, which includes supporting documentation and textile item/s: • apparel • furnishings • costume • textile arts • non-apparel

Specific requirements: Preliminary Nil

Specific requirements: HSC External Examination written paper (50%) Major Textiles Project for external marking (50%)

Who should choose this course? It is recommended that students selecting this course have some prior knowledge and skill development in textiles. The course provides pathways into further education and training or employment in textile related fields, allowing students who undertake Textiles and Design Stage 6 to contribute positively to industry and society.

54

Subject: Visual Arts Number of Units: 2 Faculty: Creative and Performing Arts

Board Developed: Yes Practical component: Body of work – a series of artworks


Course Description: Visual Arts involves students in art making, art criticism and art history. Students develop their own artworks, culminating in a “body of work” in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. The Preliminary course is broadly focused, while the HSC course provides for deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.

Preliminary HSC

Main topics covered • The nature of practice in art making, art criticism and

art history through different investigations • The role and function of artists, artworks, the world

and audiences in the art world • The different ways the visual arts may be interpreted

and how students might develop their own informed points of view

• How students may develop meaning and focus and interest in their work

• Building understandings over time through various investigations and working in different forms.

Main topics covered: • How students may develop their practice in art

making, art criticism, and art history • How students may develop their own informed

points of view in increasingly independent ways and use different interpretive frameworks in their investigations

• How students may learn about the relationships between artists, artworks, the world and audiences within the art world and apply these to their own investigations

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

Specific requirements: Preliminary

• Artworks in at least two expressive forms and use of a process diary

• A broad investigation of ideas in art making, art criticism and art history

Specific requirements: HSC • Development of a body of work and use of a process

diary • A minimum of five Case Studies (4–10 hours each) • Deeper and more complex investigations in art

making, art criticism and art history.

Who should choose this course? Anyone can do this course. Students with a keen interest in any of the visual arts will gain a great benefit from the selection of this course. Career options related to Visual Arts include any design area, illustration, interior design, digital art, art directing, furniture design, computer graphics, printing and animation.

55

Subject: Visual Design Number of Units: 1 or 2 unit option Faculty: Creative and Performing Arts


HSC exam: No Length of exam: N/A

Course Description: Visual Design provides opportunities for students to experience and learn specific skills and knowledge drawn from the various aspects of visual communication - computer graphics, illustrations, photography, film and video, all of which can be applied to industry and commerce. A workshop type environment provides the students with opportunities to develop their interests and skills, realise their creative potential and experiment with a range of material and techniques. Through the participation in this course, students will develop understanding and awareness of the many forms of visual expression. Students study consists of a comprehensive introduction to the many forms of visual expression with emphasis on two and three dimensional forms. Students will develop an appreciation and understanding of varied forms of visual expression through visual identification and practical experimentation involving the use of a variety of materials and techniques.

Preliminary HSC

Main topics covered Students will study mandatory module OH&S

and

at least THREE topics from a prescribed list of topics, covering a range of contexts.

Main topics covered: Students will study mandatory module OH&S

and

Students will study at least THREE topics from the prescribed list. The topics must be different from those studied in the Preliminary course

Specific requirements: Preliminary • Students are required to keep a diary throughout

this course

Specific requirements: HSC • Students are required to keep a diary throughout

this course

Who should choose this course? Anyone can do this course. Students with a keen interest in design will gain a benefit from the selection of this course. Visual Design provides opportunities for students to pursue their abilities and interests in design fields. At a more general level it enables students to make design decisions related to their own lives.

56

Subject: Work Studies Number of Units: 1 or 2 Faculty: HSIE

Board Developed: No Practical Component: Work Placement

School Developed: Yes HSC Examination: No

Course Description: For many years, work experience, career education and similar programs have played an important role in assisting secondary school students to understand the world of work. For this reason, Work Studies was developed by the NSW Board of Studies. Through both board and school endorsed components of the course, students are provided with substantial opportunities in Years 1.1 and 1.2 to gain knowledge, skills, values and attitudes which will facilitate school to work transition, reflecting the trend towards a convergence of general and vocational education.

Core Studies Modules Offered

Compulsory Core Studies My Working Life (30 indicative hours)

Electives

1. In the workplace

2. Preparing Job Applications

3. Workplace Communication

4. Teamwork and Enterprise Skills

5. Managing Work and Life Commitments

6. Personal Finance

7. Self-Employment

8. Team and Enterprise Project

9. Experiencing Work

Specific requirements: Core • The core study is compulsory and should be

completed in 30 hours

Specific requirements: Modules • In addition to the Board endorsed modules,

schools can develop their own modules to cater to student interests.

• Each module should take between 15-30 hours

Who should choose this course? As work plays a central part in all our lives, students who are interested in gaining an understanding of work related issues as well as acquiring work related skills should choose this course.

57

Category B – VET Framework Courses

Vocational Education and Training (VET) Courses Public Schools NSW, Macquarie Park RTO 90222 is accredited as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students. By enrolling in a VET qualification in NSW Public Schools Macquarie Park RTO 90222, you are choosing to participate in a program of study that will give you the best possible direction towards a nationally recognised qualification. To receive the AQF VET qualification Certificate I, II or III, students must meet the assessment requirements of the Industry Training Package (http://training.gov.au). Students will also be expected to complete all requirements relevant to the HSC and adhere to the requirements of NESA. When a student achieves a unit of competency it is signed off by a qualified assessor. To achieve the qualification students must be deemed competent in all units of competency. 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 the 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 will assist students to move to various education and training sectors and employment.

Board Developed VET courses are classified as Category B subjects and ONLY ONE may 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 requirement and include 70 hours of industry specific mandatory work placement or simulated workplace hours at school as specified by NESA.

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 (Transcript).

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

Vet courses may also require the payment of a fee to cover the cost of materials and equipment. Some VET courses may also require students to purchase additional specific protective and/or work wear to meet WHS and competency requirements. These are NOT included in the subject fee.

School-based traineeships are available for these courses, for more information: http://www.sbatinnsw.info/

http://training.gov.au/

http://www.sbatinnsw.info/

58

NESA Course: VET - ENTERTAINMENT

QUALIFICATION: Statement of Attainment towards CUA30415 Certificate III in Live Production and Services • Board Developed Course – NESA Course No: 26401 • Minimum mandatory work placement – 70 hours • Exclusions with other Board Developed Courses - nil

• A total of 4 units of credit – Preliminary and/or HSC • Category B status for the Australian Tertiary Admission Rank (ATAR) • Consumables

Course Description: This course provides students with the opportunity to obtain national vocational qualifications for employment in the Entertainment industry. Students will be able to gain skills in communication, safe work practices, working with others, resolving complaints, staging and using audio, lighting and vision systems. Possible occupations include stage hand, lighting technician, set designer and sound technician. HSC Course Structure: This course consists of four core units of competency and eight elective units. UNITS OF COMPETENCY Core – Attempt all units

Unit code Unit title HSC indicative hours of credit

CPCCWHS1001 Prepare to work safely in the construction industry 10 CUAIND301 Work effectively in the creative arts industry 20 CUAWHS302 Apply work health and safety practices 15 SITXCCS303 Provide service to customers 20 Electives - Attempt ALL units CUASOU301 Undertake live audio operations 25 CUASTA301 Assist with production operations for live performances 25 CUALGT301 Operate basic lighting 25 CUAVSS302 Operate vision systems 25 MEM18002B Use power tools/hand held operations 20 CUASOU306 Operate sound reinforcement systems 20 CUASMT301 Work effectively backstage during performances 25 CUASTA202 Assist with bump in and bump out of shows 20

ASSESSMENT AND COURSE COMPLETION Competency-based Assessment: Students in this course work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. Work placement: Students must complete a minimum of 70 hours work placement in an Entertainment related industry workplace (35 hours in each of Years 11 and 12). It is permissible for up to 50% to be undertaken in other entertainment production environments intended for public performance, including school productions. Optional HSC examination: Students completing this course are eligible to sit an optional, written HSC examination. The questions will be drawn from the Mandatory Units of Competency. The purpose of the examination is to provide a mark which may be used in the calculation of the ATAR. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive an AQF VET qualification. N Determinations: Where a student has not met NESA course completion criteria, including meeting work placement requirements, they will receive an ‘N’ determination (course not satisfactorily completed). The course will then not count towards the HSC although units of competency achieved will still count towards an AQF VET qualification. Appeals: Students may lodge appeals against assessment decisions or ‘N’ determinations through their school or college. Recognition of Prior Learning: Students may apply for Recognition of Prior Learning by submitting current evidence of their competency against relevant unit s of competency. If a student is assessed as competent in a unit of competency there is no need for further training for that unit.

http://training.gov.au/Training/Details/CPCCWHS1001

http://training.gov.au/Training/Details/cuaind301

https://training.gov.au/Training/Details/CUAWHS302

http://training.gov.au/Training/Details/sitxccs303http:/training.gov.au/Training/Details/sitxccs303

https://training.gov.au/Training/Details/CUASOU301

https://training.gov.au/Training/Details/CUASTA301

https://training.gov.au/Training/Details/CUALGT301

http://training.gov.au/Training/Details/cuavss302

https://training.gov.au/Training/Details/MEM18002B

https://training.gov.au/Training/Details/CUASOU306https:/training.gov.au/Training/Details/CUASOU306

https://training.gov.au/Training/Details/CUASMT301

http://training.gov.au/Training/Details/cuasta202

59

Course: Entertainment Industry Specialisation (60 indicative hours) Board Developed Course Number: 26403

Total of 1 unit of credit – HSC

The CUA30415 Certificate III in Live Production and Services is accredited for the HSC and provides students with the opportunity to obtain this nationally recognised vocational qualification. This is known as dual accreditation.

By enrolling in a VET qualification in NSW Public Schools Macquarie Park RTO 90222, you are choosing to participate in a program of study that will give you the best possible direction towards a nationally recognised qualification. To receive this AQF VET qualification, students must meet the assessment requirements of the CUA Creative Arts and Culture Training Package (Release 3.0) (https://training.gov.au/Training/Details/CUA). You will also be expected to complete all requirements relevant to the HSC and adhere to the requirements of NESA.

CUA30415 Certificate III in Live Production and Services

This specialisation course maybe available for students in the HSC year of study only. Students must be deemed competent in all units of competency from the Preliminary and HSC course as well as the HSC units of competency in the specialisation course listed below, to gain a full qualification CUA30415 Certificate III in Live Production and Services.

Core BSBWOR301 Organise personal work priorities and development

Core CUAPPR304 Participate in collaborative creative projects Elective CUALGT304 Install and operate follow spots Group A

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

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

Lighting and sound operations Audio visual operations

Set and props construction and staging Creative projects

Examples of occupations in the Entertainment Industry

Technical Assistant (Productions) Sound Technician

Assistant venue technician Follow spot operator

Special Effects Assistant

Mandatory course requirements to attain an HSC credential in this course Students do not have to complete any additional work placement hours.

Admission Requirements To enrol in CUA30415 Certificate III in Live Production, students who are interested in lighting, sound, staging, set design and dealing with patrons would be suited to this course. Prior to enrolment, students will be advised individually of their suitability. Reasonable adjustments and support are available for all students. There will be out of class homework, research activities, assignments and students will be involved in performances and productions.

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 qualified assessor. To achieve the qualification above students must be deemed competent in all units of competency. Complaints and Appeals: Students may lodge an appeal about assessment or any other decisions through the VET teacher.

Course consumables Course contributions are made to cover the ongoing costs of consumables and materials used as part of this course and are paid to the school. If you are unable to make contributions or are experiencing financial difficulty, please contact the school. Refunds: Students who exit the course before completion may be eligible for a partial refund of fees. The amount of the refund will be pro-rata, dependent upon the time the student has been enrolled in the course. Please discuss any matters relating to refunds with the school

A school-based traineeship is available in this course. For more information, contact the school’s Careers Adviser.

Exclusions: VET course exclusions can be confirmed with the school.

https://training.gov.au/Training/Details/CUA

60

NESA Course: VET – HOSPITALITY – Food & Beverage QUALIFICATION: : Certificate II in Hospitality (SIT20316) • Board Developed Course – NESA Course No: 26512 • Minimum mandatory work placement – 70 hours • Exclusions with other Board Developed Courses - nil

• A total of 4 units of credit – 2 units x 2 years (Preliminary and HSC) • Category B status for the Australian Tertiary Admission Rank (ATAR) • Consumables

Course Description: This course provides students with the opportunity to obtain national vocational qualifications for employment in the hospitality industry. Students will be able to develop generic hospitality skills in customer service, communication, environmentally sustainable work practices, hygiene and safety as well as basic skills in food service. Occupations in the hospitality industry including café attendant, food and beverage attendant, front office assistant. Course HSC Structure: To meet HSC course requirements, students completing the Hospitality (240 indicative hours) course with a food and beverage focus must undertake four mandatory and four Food and Beverage stream associated units of competency (four core, one Group A elective and three Group B electives for Certificate II in Hospitality) plus a minimum of 95 HSC indicative hours of HSC elective units of competency.

UNITS OF COMPETENCY Core - Attempt ALL units

Unit code Unit title HSC indicative hours of credit

SITXWHS001 Participate in safe work practices (Mandatory) 15 BSBWOR203 Work effectively with others (Mandatory) 15 SITHIND002 Source and use information on the hospitality industry(Mandatory) 20 SITXCCS003 Interact with customers (F&B Stream) 15 SITHIND003 Use hospitality skills effectively (Elective) 20 SITXCOM002 Show social and cultural sensitivity (Elective) 10 Electives SITXFSA001 Use hygienic practices for food safety (Mandatory) 10 SITHFAB005 Prepare and serve espresso coffee (F&B Stream) 15 SITHFAB007 Serve food and beverage (F&B Stream) 40 SITXFSA002 Participate in safe food handling practices (Elective) 15 SITHFAB004 Prepare and serve non-alcoholic beverages (F&B Stream) 15 SITHCCC003 Prepare and present sandwiches (Elective) 10 Additional Units of competency delivered to meet BOSTES requirements

SITHCCC001 Use food preparation equipment (Elective) 20 SITXCOM001 Source and present information (Elective) 10 BSBSUS201 Participate in environmentally sustainable work practices(Elective) 15 ASSESSMENT AND COURSE COMPLETION Competency-based Assessment: Students in this course, work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in units of competency through holistic assessment. Work placement: Students must complete a minimum of 70 hours work placement in a Hospitality related industry workplace (35 hours in each of Years 11 and 12). For the 240-hour course only, it is permissible for up to 50% of work placement to include school and community functions where students cater for and/or service customers. N Determinations: Where a student has not met NESA course completion criteria they will receive an ‘N’ determination (course not satisfactorily completed). The course will then not count towards the HSC although units of competency achieved will still count towards an AQF VET qualification. Appeals: Students may lodge appeals against assessment decisions or ‘N’ determinations through their school or college. Recognition of Prior Learning: Students may apply for Recognition of Prior Learning by submitting current evidence of their competency against relevant units of competency. If a student is assessed as competent in a unit of competency there is no need for further training for that unit.

https://training.gov.au/Training/Details/SITXWHS001

https://training.gov.au/Training/Details/BSBWOR203

https://training.gov.au/Training/Details/SITHIND002

https://training.gov.au/Training/Details/SITXCCS003

https://training.gov.au/Training/Details/SITHIND003

https://training.gov.au/Training/Details/SITXCOM002

https://training.gov.au/Training/Details/SITXFSA001

https://training.gov.au/Training/Details/SITHFAB005


https://training.gov.au/Training/Details/SITXFSA002


https://training.gov.au/Training/Details/SITHCCC003

https://training.gov.au/Training/Details/SITHCCC001

https://training.gov.au/Training/Details/SITXCOM001

https://training.gov.au/Training/Details/BSBSUS201

61

Glossary of Terms Assessment Mark School based assessment tasks contribute to the HSC mark. A student’s school

assessment mark is based on their performance in assessment tasks undertaken during a course. These tasks are compulsory and if not completed a student will receive an ‘N’ award for the course.

ATAR Australian Tertiary Admission Rank. Required for admission into a University

Board Developed Courses

BDC. These courses are developed by the NESA and each course is examined externally at the end of the HSC course and can count towards the ATAR calculation.

Board Endorsed Courses

BEC. Are devised and delivered by schools, universities or TAFE and are approved by the NESA. These courses count towards the HSC and are listed on the record of achievement but cannot count towards the calculations of the ATAR.

HSC Higher School Certificate

HSC Mark The HSC mark for 2 unit courses will be reported on a scale of 0 -100. A mark of 50 represents the minimum standard expected. If a student achieves a minimum standard expected in a course they will receive a mark of 50. There are 5 performance bands above 50 that correspond to different levels of achievement, knowledge, skills and understanding. The band 6 (a mark from 90 -100) corresponds to the highest level of achievement.

HSC Testamur Confirms a student’s achievement of the requirements of the HSC. Issued during December.

NESA NSW Education Standards Authority, formerly BOSTES. The governing body which develops courses for use in NSW government and non-government schools.

Preliminary Course Preliminary courses are pre-requisites for HSC courses. Students are required to study 6 x 2 unit courses to be eligible for the HSC and ATAR.

Record of Achievement

This document lists the courses a student has studied and reports the marks and band they have achieved in the HSC. Issued during December

UAC University Admission Centre

Unit Each Preliminary and HSC course is divided into units of study. The number of units is based on the amount of school time spent studying the course. Each unit = 2 hours per week. Most courses are 2 units therefore = 4 hours per week.

VET

Vocational Education and Training – defined as courses which have dual accreditation from both the NESA and Training Accreditation Board (VETAB). These courses provide relevant industry content and have clear links to post school destinations

Stage 6 2019 - 2020 Subject selection booklet€¦ · Students selecting a more academic pathway...

Documents

Transcript of Stage 6 2019 - 2020 Subject selection booklet€¦ · Students selecting a more academic pathway...