FOR ENTRY INTO - Edmund Rice College … · FOR ENTRY . INTO . YEAR 11, 2020 - 2 - TABLE OF CONTENTS ... SOFTWARE DESIGN AND DEVELOPMENT ... experiences provided in the course by

EDMUND RICE COLLEGE

INFORMATION BOOKLET

FOR ENTRY INTO

YEAR 11, 2020

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TABLE OF CONTENTS

TABLE OF CONTENTS .............................................................................................. 2

FROM THE PRINCIPAL ................................................................................................. 4 FROM THE DIRECTOR OF STUDIES .............................................................................. 5 OUTLINE OF MAIN STAGES IN THE SUBJECT SELECTION PROCESS ............................... 5 REQUIREMENTS FOR THE HSC .................................................................................... 6 COURSE COMPLETION CRITERIA ................................................................................. 7 WHAT TYPE OF COURSES CAN I SELECT? ..................................................................... 8 RECORD OF SCHOOL ACHIEVEMENT (ROSA) ................................................................ 9 MATRICULATION TO UNIVERSITY ............................................................................. 10 YEAR 10 ACHIEVEMENT LEVELS REQUIRED TO BE ELIGIBLE TO CHOOSE A YEAR 11 SUBJECT ................................................................................................................... 11 PROPOSED COURSE OF STUDY NON-ATAR STUDENTS .............................................. 14 ADDITIONAL INFORMATION ..................................................................................... 15

STUDIES OF RELIGION .......................................................................................... 16

STUDIES OF RELIGION II (2 UNIT) ................................................................................ 16 STUDIES OF RELIGION I (1 UNIT) ................................................................................. 17

CREATIVE ARTS .................................................................................................... 18

DRAMA .................................................................................................................... 18 MUSIC 1 ................................................................................................................... 19 VISUAL ARTS ............................................................................................................. 20

ENGLISH ............................................................................................................... 21

ENGLISH STUDIES ..................................................................................................... 21 ENGLISH STANDARD ................................................................................................. 22 ENGLISH ADVANCED ................................................................................................ 23 ENGLISH EXTENSION 1 AND 2 ................................................................................... 24

HISTORY ............................................................................................................... 25

ANCIENT HISTORY .................................................................................................... 25 MODERN HISTORY .................................................................................................... 26

LANGUAGES ......................................................................................................... 27

CHINESE BEGINNERS ................................................................................................ 27 CHINESE CONTINUERS .............................................................................................. 28 ITALIAN BEGINNERS ................................................................................................. 29

MATHEMATICS .................................................................................................... 30

MATHEMATICS STANDARD ...................................................................................... 30 MATHEMATICS ADVANCED (2 UNIT) .......................................................................... 31 MATHEMATICS EXTENSION (3RD UNIT) ...................................................................... 32

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PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION .............................. 33

PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION .............................. 33

SCIENCE ............................................................................................................... 34

BIOLOGY ................................................................................................................... 34 CHEMISTRY .............................................................................................................. 35 EARTH & ENVIRONMENTAL SCIENCE ........................................................................ 36 PHYSICS .................................................................................................................... 37

SOCIAL SCIENCE ................................................................................................... 38

BUSINESS STUDIES ................................................................................................... 38 ECONOMICS ............................................................................................................. 39 GEOGRAPHY ............................................................................................................. 40 LEGAL STUDIES ......................................................................................................... 41

TECHNOLOGICAL & APPLIED STUDIES .................................................................. 42

DESIGN AND TECHNOLOGY ...................................................................................... 42 INDUSTRIAL TECHNOLOGY (GRAPHICS TECHNOLOGIES OR METALS AND ENGINEERING TECHNOLOGIES OR TIMBER AND FURNITURE TECHNOLOGIES) ................................................. 43

COMPUTING ........................................................................................................ 44

INFORMATION PROCESSES AND TECHNOLOGY ........................................................ 44 SOFTWARE DESIGN AND DEVELOPMENT.................................................................. 45

VOCATIONAL EDUCATION AND TRAINING ........................................................... 46

BUSINESS SERVICES .................................................................................................. 46 CONSTRUCTION ....................................................................................................... 46 HOSPITALITY ............................................................................................................ 46 METAL & ENGINEERING ............................................................................................ 46

BOARD ENDORSED COURSES ............................................................................... 47

STUDIES IN CATHOLIC THOUGHT (1 UNIT) ................................................................. 48 CERAMICS ................................................................................................................ 49 COMPUTING APPLICATIONS ..................................................................................... 50 FILM STUDIES (PHOTOGRAPHY, VIDEO & DIGITAL IMAGING) ............................................... 51 MARINE STUDIES ...................................................................................................... 52 SPORT, LIFESTYLE AND RECREATION ........................................................................ 53

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FROM THE PRINCIPAL This booklet provides you with the necessary information on senior courses offered at Edmund Rice College so that you have the appropriate information to make informed decisions on the curriculum pathway in which you are interested and suited to follow in Year 11 and Year 12. With the leaving age from school being raised to 17 in recent years, the vast majority of Year 10 students will be returning to Edmund Rice College the following year to enrol in a senior curriculum. Whatever the circumstances surrounding your returning, it is critically important that you own the decision to return to Edmund Rice College for the HSC years. The decision to return to the College as a senior student requires a commitment to all that senior student enrolment encompasses. Whilst the life of a senior high school student is geared to meeting demands of time and effort in your studies, enrolment as a senior student in a Catholic high school such as Edmund Rice College also requires a commitment to the priorities outlined by the College that are centred on community and personal growth. The requirement to meet the hours of the Christian Service Learning Program, the role of leading the College student community as a senior student and role model for younger students and the expectation that you are a positive ambassador of Edmund Rice College, are all responsibilities that you should not take lightly. In meeting these responsibilities, you will need to take a positive attitude towards the various structures and rules here that are designed to allow you, the student, to develop to your full potential. You need to be able to accept that the staff here want to see you cope with your responsibilities as a student in order to reap the benefits that your achievements can bring you in terms of a job you may want on leaving school or entry into tertiary studies. The process of your re-enrolment in Year 11 does encourage you to reflect on your years in the junior school up to now and how you have coped with both your studies and participation in school life here. Edmund Rice College does have high expectations and the College’s undertaking of the process for re-enrolment in the senior years reflects the significant pride and care that the College community takes in supporting students to realise their potential as quality young men. With those high expectations comes some rigour both in terms of student behaviour and the study regime articulated here at Edmund Rice College. Whether you are returning to the College for an academic or vocational pathway next year, the choice of courses should always be governed by two priorities. These are:

• Choosing courses that you are interested in. • Choosing courses that you are good at and have the necessary skills in.

I encourage students to take the advice of College staff and parents when it comes to subject selection. College teachers are integral to your decision-making when it comes to both the course and the level of course in subjects such as English, Mathematics and Science. I urge you to listen to and accept the advice of your teachers when they are recommending particular courses and suggesting pre-requisite grades for entry into those courses. Edmund Rice College offers experienced teachers that are caring and committed to ensuring students are well taught and challenged to achieve. Students can expect to be encouraged and monitored. The College enjoys a fine reputation in the wider community, which recognises the high standards we set and the challenges we ask you to meet. Students often benefit greatly from this reputation. Students have chances to deepen friendships, be involved in extracurricular activities and explore a deepening spirituality at a time when life's important issues and values loom larger. Indeed, such personal growth does occur during these senior years. I encourage you to give this decision making process the time and attention necessary. Mr Peter McGovern Principal

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FROM THE DIRECTOR OF STUDIES As a Year 10 student, you are now entering the next stage of your formal schooling, the transition to Senior School. Central to the commencement of this process is the development of a profile of your abilities and personal and vocational desires. Delineating these characteristics requires you to engage in frank consideration of your strengths and interests. Within this genuine framework you can confidently select subjects that you anticipate will be most rewarding and maximise your efforts to attain your post High School aspirations, whether they be for a traineeship, employment, TAFE and/or University study. In this vital process of sincere self-appraisal, don't overlook the important role of parents/carers, teachers and specialist advisers in guiding you wisely. Access their advice with confidence. The content of this booklet gives you an overview of the subjects available for study at this College, NESA requirements and restrictions, University requirements and details for Year 11, unique to this College. With a majority of students now completing thirteen years of education, schools have had to become more flexible in what they can offer their senior students. At Edmund Rice College we are confident we have taken up this challenge of modern day education by providing adequate elasticity in our timetable structure for students to pursue meaningful options, in and out of the classroom, that allow them to realise their full potential. Therefore, during the subject selection process, do not hesitate to discuss your intended program with the relevant Heads of Department and me. Mr Brad Milner Director of Studies OUTLINE OF MAIN STAGES IN THE SUBJECT SELECTION PROCESS

Event Timing Action

Careers Expo Wednesday, May 8 Week 2

Visit to Careers Expo.

Yr 10 into Yr 11 2020 Subject Information for students

Monday, May 20 Week 4

Heads of Department will present detailed information to students about the various electives.

Yr 10 into Yr 11 2020 Information Evening for parents/carers and students

Thursday, May 23 Week 4

Information Evening commencing at 5.30pm. Heads of Department will be available in the Edmund Rice Centre to answer individual questions from parents/carers. A presentation by the Principal and the Director of Studies will commence at 7.00pm. It is expected that all students interested in commencing Year 11 in 2020 at Edmund Rice College will attend this meeting

Return of Electronic Expression of Interest Form

Wednesday, May 29 Week 5

Subject Selection Expression of Interest Form (returned electronically).

Individual Interviews for Year 10 students

Term 3 (date to be set)

Individual interviews with students, parents/carers and teachers from 3.00pm.

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REQUIREMENTS FOR THE HSC 1. THE NSW EDUCATION STANDARDS AUTHORITY (NESA) – COMPULSORY

REQUIREMENTS Students must undertake a program of study which consists of a minimum of: • 12 units of Year 11 courses • 10 units of Higher School Certificate courses Both the Year 11 course pattern and the Year 12 course pattern must include: • At least 6 units of Board Developed Courses • At least 2 units of a Board Developed Course in English • At least 3 courses of two units in value (or greater), and • At least 4 subjects No more than 6 units of courses in Science can contribute to Higher School Certificate eligibility. Students must satisfactorily complete the Year 11 course before they are eligible to commence the corresponding Year 12 course.

2. PATTERN OF STUDY REQUIREMENTS FOR THE HSC AT EDMUND RICE

COLLEGE (a) Minimum units of study in the Year 11 course = 12 (b) Minimum units of study in the Year 12 course = 10 (c) Compulsory subjects in the Year 11 course

- at least 1 unit of Studies of Religion I or Studies in Catholic Thought - at least 2 units of English - at least 2 units of Mathematics (Students wishing to discontinue Mathematics in

Year 11 must see the Director of Studies individually) (d) Compulsory subjects in the Year 12 course

- at least 1 unit of Studies in Catholic Thought/Studies of Religion I - at least 2 units of English

WHAT DO YOU CONSIDER WHEN CHOOSING YOUR PROGRAM OF STUDY? A number of variables impact on your selection of subjects for your HSC. Consider: (a) Your abilities: Assess your grades on your Year 9 and 10 Reports. Select subjects that

are within your level of ability. A realistic appreciation of your abilities is essential. (b) Your career aspirations beyond Year 12: Select subjects that would help you to pursue

this vocation. Before you select your subjects you might need to research in the Careers room, study requirements for this career interest.

(c) Your interests: Select subjects whose contents you would find interesting. Ask the Head of Department about the content. A profile of each subject is included in this booklet.

(d) Matriculation requirements: (Entry to University) Research prerequisites for courses of study at University and ensure that you are meeting these requirements. Select the subjects that will help you gain an Australian Tertiary Admission Rank (ATAR) for entry to a particular course of study.

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COURSE COMPLETION CRITERIA The NSW Educational Standards Authority (NESA) has set down very clear rules that allow schools to determine if a student has satisfactorily completed the requirements that lead to the award of the Preliminary HSC (Year 11) and the HSC (Year 12). The following course completion criteria refer to both Year 11 and Year 12 courses: A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:

a) Followed the course developed or endorsed by NESA; and b) Applied themselves with diligence and sustained effort to the set tasks and

experiences provided in the course by the school c) Achieved some or all of the course outcomes

Whilst NESA does not mandate attendance requirements, the Principal may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by the Principal who must give students early warning of the consequences of such absences. If at any time it appears that a student is at risk of being given a “N” (Non-Award) determination in any course the school will warn the student as soon as possible and advise the parent or carer in writing (if the student is under 18 years of age). This warning will be given in time for the problem to be corrected. Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then apply the “N” determination. Attendance in relation to the satisfactory completion of a course The school may determine an appropriate attendance pattern(s) that will allow each student to achieve the outcomes of each course being studied. Students whose attendance is called into question will be required to prove to the Principal’s satisfaction, following a review of their performances, that they are meeting the course completion criteria. The school will give students early warning of the consequences of absences in terms of course completion criteria. Granting of Leave Under the changes implemented to the way the Minister for Education implemented, family holidays and travel are no longer considered under the Exemption from School Procedures. Travel outside of vacation periods is now recorded as an absence. Where permission sought is for less than 10 days during the school term, a letter must be sent to the Principal to explain the absence. The Principal has the discretion to approve or disapprove the leave request. When permission is sought for more than 10 days a special Extended Leave – Travel form must be completed and returned to the Principal at least 2 weeks prior to the absence before the leave request can be considered. (Please note – different procedures apply for elite sport representation. Contact the College for details.) PLEASE NOTE: The granting of significant leave or significant absence from school may affect the Year 11 grade that will appear on a student’s RoSA.

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

Board Developed Courses These courses are developed by NESA. Most courses offered at Edmund Rice College are this type of course. All students entered for the HSC who are studying Board Developed Courses follow syllabuses set out by NESA. These courses are examined externally at the end of the (Year 12) course and can count towards the calculation of the Australian Tertiary Admission Rank (ATAR).

Board Endorsed Courses Board Endorsed Courses have syllabuses endorsed by NESA to cater for areas of special

interest not covered in the Board Developed Courses. The courses offered by Edmund Rice College are: Studies in Catholic Thought; Ceramics; Computing Applications; Film Studies (Photography, Video and Digital Imaging); Marine Studies; Sport Lifestyle & Recreation (These classes will run depending on numbers) There is no external examination for any Board Endorsed Course, but all Board Endorsed Courses count towards the Higher School Certificate and appear on a student’s Record of Achievement. Board Endorsed Courses DO NOT count in the calculation of the ATAR.

Vocational Education & Training – VET Courses

These courses allow students to gain both Higher School Certificate qualifications and accreditation with industry and the workplace as part of the Australian Qualifications Framework (AQF). The national framework is recognised across Australia and helps students to move between the education and training sectors and employment.

They enable students to study courses that are relevant to industry needs and have clear links beyond high school. The courses allow students to gain both Higher School Certificate qualifications and accreditation with industry at the workplace as part of the Australian Qualifications Framework (AQF). The national framework is recognised across Australia and helps students to move easily between the various education and training sectors and employment. All of the VET courses offered are accredited by the Australian Skills Quality Authority (ASQA)

At Edmund Rice College the following VET Courses are offered: - Metal & Engineering (utilising the College’s Trade Training Centre) - Hospitality - Construction - Business Services

Each course has a mandatory workplace component and a minimum number of hours that students must spend in the workplace.

Students receive special documentation showing competencies gained. All students are advised to undertake the written HSC examination in any of the above

courses. The results of that examination may be included in the calculation of their ATAR. (You can count only ONE VET subject in your ATAR)

PLEASE NOTE: Some Year 10 students have already completed the Year 11 requirements for Metal & Engineering using the College’s Trade Training Centre. These students may be able to accelerate directly to the Year 12 component of the course. Please consult Mr Brooks for details.

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RECORD OF SCHOOL ACHIEVEMENT (RoSA) Eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credential in that it allows students to accumulate their academic results until they leave school. The Record of School Achievement (RoSA) is the credential for students who leave school after Year 10 and before they receive their Higher School Certificate (HSC). The RoSA is designed to record and credential all of a secondary school student’s academic results up until the HSC. • The RoSA will detail grades for courses a student completes right up until the time they

leave school. • The RoSA details grades using an A to E grading scale (Please note: This is not the same

scale that is used in the HSC) • If a student leaves school before receiving a grade in Year 11 or Year 12 courses, their

RoSA will record the courses they commenced as well as a record of their Year 10 grades. • This measure acknowledges the fact that some students begin senior secondary study but

then leave school for employment or other training opportunities before receiving their HSC. • Students who leave school before the HSC, also have the option of taking literacy and

numeracy tests that can be used as evidence of these skills acquired before the student leaves school.

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MATRICULATION TO UNIVERSITY Matriculation means satisfying the minimum educational requirements necessary for admission to a University in NSW and ACT. This implies that the following two requirements are satisfied: • That subject prerequisite(s) for a course of study has been met. • That the student gains an Admission Rank (ATAR) high enough to gain entry into a particular

course of study. The Australian Tertiary Admission Rank Eligible students receive an ATAR that informs them of their relative position within the overall ranking of HSC candidates. The ATAR is the basis of admission to tertiary institutions. It is represented as a rank between 0.00 and 99.95 with increments of 0.05 for the purpose of assisting institutions to rank applicants for tertiary selection. Eligibility for an ATAR To be eligible a student must: 1) satisfactorily complete at least 10 units of ATAR Courses, i.e. Board Developed Courses

for which there are formal examinations conducted by NESA that yield a graded assessment.

2) include (in the minimum 10 units) at least two units of English and 3) include at least 8 units of Category A Courses 4) complete at least three Board Developed Courses of 2 units or greater and 5) complete at least 4 subjects

Calculation of the ATAR will be based on an aggregate of scaled marks in 10 units of ATAR Courses comprising: 1) the best 2 units of English, and 2) the best eight units from the remaining units subject to the provision that no more than two

units of Category B courses will be included. Board Developed Courses are classified by the Universities as Category A or Category B. The criteria for Category A courses are academic rigour, depth of knowledge and understanding and the degree to which the course contributes to assumed knowledge for tertiary studies. The only Category B subjects offered at Edmund Rice College are:

Certificate I in Metal and Engineering (MEM10105) Certificate II in Construction Pathways (CPC20211) Certificate II in Hospitality Food and Beverage (SIT20316) Certificate II in Business Services (BSB20115)

PLEASE NOTE: Students who choose to study 2 VET subjects will not be able to qualify for an ATAR at the end of their HSC (Year 12) program of study.

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YEAR 10 ACHIEVEMENT LEVELS REQUIRED TO BE ELIGIBLE TO CHOOSE A YEAR 11 SUBJECT

YEAR 11 & YEAR 12 SUBJECT FACULTY

ACADEMIC CONSIDERATIONS

ADDITIONAL INFORMATION

Information Processes and Technology (2 units)

Computing Required entry level – Average Grade C in Year 10 subjects

Software Design and Development (2 units)

Computing Required entry level – Level 3 Grades A or B or C in Year 10 Mathematics or Level 2 Grade A

Drama (2 units) Creative Arts Nil Major Project

Music 1 (2 units) Creative Arts Required entry level – Preferred to have studied Music in Years 9 or 10 OR have received Music lessons privately and can play an instrument or sing

Major Project

Visual Arts (2 units) Creative Arts Nil Major Project English Advanced (2 units)

English Required entry level – Grade B or above in Year 10 English

Initial level assigned to student, based on performance.

English Extension (1 unit)

English Required entry level – Grade A or strong Grade B in Year 10 English

English Standard (2 units)

English Required entry level – Average Grade C or above in Year 10 subjects

Initial level assigned to student

English Studies (2 units)

English Nil ATAR - only if student sits the HSC examination

Ancient History (2 units)

History Required entry level – Average Grade C or above in Year 10 subjects

Modern History (2 units)

History Required entry level – Grade B or above in Year 10 English

Chinese Beginners (2 units) Languages Nil

Chinese Continuers (2 units)

Languages Required entry level – students must have studied Chinese in Years 9 and 10 and achieved at a high level

See the relevant page in the booklet for other specific exclusions.

Italian Beginners (2 units)

Languages Nil

Mathematics Standard (2 units)

Mathematics In Year 12 the Mathematics Standard Course offers 2 strands: ∗ one strand leading to

2 ATAR counting units ∗ the other strand

leading to 2 non-ATAR counting units


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Mathematics Advanced (2 units)

Mathematics Required entry level – Level 3 Grades A or B or C in Year 10 Mathematics


Mathematics Extension (1 unit)

Mathematics Required entry level is Level 3 Grade A, B in Year 10 Mathematics

Ceramics (1 unit) Creative Arts Nil – non-ATAR counting course

Computing Applications (1 unit) Computing Nil – non-ATAR counting

course

Film Studies (Photography, Video & Digital Imaging) (1 unit)

Creative Arts Nil – non-ATAR counting course

Marine Studies (1 unit) Science Nil – non-ATAR counting course

Students will be required to complete a qualification swim to undertake some modules

Sport, Lifestyle and Recreation Studies (1 unit)

PDHPE Nil – non-ATAR counting course

PD Health PE (2 units)

PDHPE Required entry level – Average Grade C or above in Year 10 subjects. Theoretical Subject – very little practical work

Studies of Religion 2 (2 units)

Religion Required entry level – Average Grade C or above in Year 10 subjects

Studies of Religion 1 (1 unit)

Religion Required entry level – Average Grade C or above in Year 10 subjects

At ERC students must study either this subject or Studies in Catholic Thought in Year 11 AND Year 12

Studies of Religion (Accelerated)

Religion Students will complete the Year 11 course while in Year 10 and study the Year 12 course while in Year 11

By invitation

Studies in Catholic Thought (1 unit)

Religion Nil – non-ATAR counting course

Non-ATAR counting course. At ERC students must study either this subject or Studies of Religion in Year 11 AND Year 12

Biology (2 units) Science Required entry level – Grade C or above in Year 10 Science

Chemistry (2 units) Science Required entry level – Grade B or above in Year 10 Science AND meets the entry requirement for Mathematics Advanced

Earth & Environmental Science (2 units)

Science Required entry level – Grade C or above in Year 10 Science

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Physics (2 units) Science Required entry level – Grade B or above in Year 10 Science AND meets the entry requirement for Mathematics Advanced

Business Studies (2 units)

Social Science Required entry level – Average Grade C or above in Year 10 subjects

Economics (2 units) Social Science Required entry level – Grade B or above in all Year 10 courses

Geography (2 units) Social Science Nil Legal Studies (2 units) Social Science Required entry level –

Average Grade C or above in Year 10 subjects

Design & Technology TAS Nil Major Project

Industrial Technology (Graphics Technologies / Metal & Engineering Technologies / Timber & Furniture Technologies) (2 units)

TAS Nil – Students can only study ONE of these options

Graphics OR Metals OR Timber focus area must be selected. Major Project

Business Services (Certificate II in Business BSB20115) (2 units)

VET Nil Vocational Education and Training: Work Placement compulsory

Construction (Certificate II in Construction Pathways CPC20211) (2 units)


Hospitality (Certificate II in Hospitality Food and Beverage SIT20316) (2 units)


Metal & Engineering (Certificate I in Engineering MEM10105) (2 units)


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PROPOSED COURSE OF STUDY NON-ATAR STUDENTS • Students who are achieving an average grade of D or E in their Semester One or

Semester Two Reports are recommended to study a non-ATAR HSC program of study.

• The completion of a non-ATAR HSC program of study will still qualify the student for the award of a HSC.

• A non-ATAR program of study is designed for students who do not plan to go directly to university studies immediately after leaving school.

• Students studying a non-ATAR HSC program of study usually aim to obtain an apprenticeship, go to TAFE full- time or enter full-time employment after they leave school.

In Year 11, students who wish to study a non-ATAR program of study would follow the following pattern:

SUBJECTS UNITS • English Studies (Compulsory) 2

• Studies in Catholic Thought (Compulsory) 1

• Mathematics Standard (Compulsory in Year 11 only ) – Students can choose in Year 12 to change to the non-ATAR General Mathematics 1

2

• A choice of one (or two maximum) VET subjects. • These include:

Business Services Construction Metal & Engineering Hospitality.

(Successful completion of these subjects also leads to an Australia wide recognised industry certificate.)

2 or 4

• Choice from: Industrial Technology (ONE ONLY of Timber, Automotive,

Graphics) Geography Drama Visual Arts

2 each

• Choice from: (These subjects will run only if numbers permit) Sport, Lifestyle and Recreation Studies Marine Studies Film Studies (Photography, Video & Digital Imaging) Ceramics Computing Applications

1 each

• Each student must study a minimum of 12 units in Year 11 and 11 units in Year 12 (depending on subject choices)

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ADDITIONAL INFORMATION 1. Vocational Education and Training: An optional written examination will be offered for

the HSC. If students want the results from this course to be available for inclusion (subject to ATAR rules) in the calculation of their ATAR, they must undertake the optional written examination. This decision does not have to be made until the HSC (Year 12) Year.

2. Completion of a Major Work: Required in Year 12. A major work requires a long-term commitment for the student in order to reach a satisfactory standard. Therefore, students should not choose more than two courses involving major works.

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STUDIES OF RELIGION

STUDIES OF RELIGION II (2 Unit) Contact Person: Mr M Toohey

2 units for each of the Year 11 and Year 12 Board Developed Courses

Exclusions: Cannot study both Studies of Religion I and Studies of Religion II

Course Description: Studies of Religion II promotes an understanding and critical awareness of the nature and significance of religion and the influence of beliefs systems and religious traditions on individuals and within society. In this course there is an emphasis on the development of skills of analysis, independent research, collaboration and effective communication. The Year 11 course begins with a general investigation of the nature of Religion that includes a study of Australian Aboriginal spirituality. This is followed by two broad studies of the Religious Traditions of Christianity and Islam. In the Year 12 Course students focus on the significance of Religion in Australian society from 1945 to the present, continuing the investigation of Aboriginal spiritualities in reference to the Land Rights movement and the process of Reconciliation. Students develop their study of Christianity and Islam in reference to specific studies of Significant People and Ideas, Ethics and a Significant Practice.

Students also will investigate an additional Religious Tradition in both the Year 11 course and the Year 12 course. This is a study of Buddhism. In the Year 11 course they also study two religions of ancient origin (Aztec or Inca or Mayan & Taoism) and Religion in Australia pre-1945. In the Year 12 Course they study Religion and Peace and Religion and Non-Religion.

Students opting to study this course will be required to attend extension classes in addition to normally schedules Studies of Religion classes.

TOPICS COVERED

YEAR 11 COURSE

• Nature of Religion and Beliefs

• Religious Tradition Study 1 - Islam

• Religious Tradition Study 2 – Christianity

• Religions of Ancient Origin

• Religious Tradition Study 3 - Buddhism

• Religion in Australia pre-1945

YEAR 12 COURSE

• Religion and Belief Systems in Australia post 1945

• Religious Tradition Depth Study 1 – Islam (Al-Ghazali, Environmental Ethics, the Hajj)

• Religious Tradition Depth Study 2 – Christianity (Liberation Theology, Environmental Ethics, Baptism)

• Religion and Peace

• Religious Tradition Study 3 – Buddhism (Wesak, Bioethics, Thich Nhat Hanh)

• Religion and Non-Religion

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STUDIES OF RELIGION I (1 Unit) Contact Person: Mr M Toohey

1 unit for each of the Year 11 and Year 12 Board Developed Course (All ERC students must study either Studies of Religion I or II or Studies in Catholic Thought)

Students may study Studies of Religion 1 Unit or Studies of Religion 2 Unit but not both

Course Description: Prerequisite: Must achieve C Grade or better in Year 10 Catholic Studies

The Year 11 course begins with a general investigation of the nature of Religion that includes a study of Australian Aboriginal spirituality. This is followed by two broad studies of the Religious Traditions of Christianity and Islam. In the Year 12 course students focus on the significance of Religion in Australian society from 1945 to the present, continuing the investigation of Aboriginal spiritualities in reference to the Land Rights movement and the process of Reconciliation. Students develop their study of Christianity and Islam in reference to specific studies of Significant People and Ideas, Ethics and a Significant Practice.

TOPICS COVERED

YEAR 11 COURSE • Nature of Religion and Beliefs

• Religious Tradition Study 1 - Islam

• Religious Tradition Study 2 – Christianity

YEAR 12 COURSE

• Religion and Belief Systems in Australia post 1945

• Religious Tradition Depth Study 1 – Islam (Al-Ghazali, Environmental Ethics, the Hajj)

• Religious Tradition Depth Study 2 – Christianity (Liberation Theology, Environmental Ethics, Baptism)

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CREATIVE ARTS

DRAMA Contact Person: Ms M Costello

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

Course Description: Students study the practices of Making, Performing and Critically Studying in Drama. Students engage with these components through collaborative and individual experiences. Year 11 Course content comprises an interaction between the components of Improvisation, Play building and Acting, Elements of Production in Performance and Theatrical Traditions and Performance Styles. Learning is experiential in these areas. Year 12 Course Content Australian Drama and Theatre and Studies in Drama and Theatre involves the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre exploring relevant acting techniques, performance styles and spaces. The Group Performance of between 3 and 6 students involves creating a piece of original theatre (8 to 12 minutes duration). It provides an opportunity for each student to demonstrate his or her performance skills. For the Individual Project students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design or Performance or Script-Writing or Video Drama.

TOPICS COVERED

YEAR 11 COURSE

• Improvisation, Play building, Acting

• Elements of Production in Performance

• Theatrical Traditions and Performance Styles

YEAR 12 COURSE

• Australian Drama and Theatre (Core content)

• Studies in Drama and Theatre

• Group Performance (Core content)

• Individual Project

Particular Course Requirements: The Year 11 course informs learning in the Year 12 course. In the study of theoretical components, students engage in practical workshop activities and performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the Group performance, a published topic list is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the Year 12 course. Students choosing Individual Project Design or Critical Analysis should base their work on one of the texts listed in the published text list. This list changes every two years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other Year 12 course when choosing Individual Projects.

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MUSIC 1 Contact Person: Ms M Costello

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

Course Description: This course has been designed for any student who has an interest in music. In the Year 11 and Year 12 course, students will study:

• The concepts of Music through learning experiences in Performance, Composition, Musicology and Aural within the context of a range of topics.

TOPICS COVERED

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

Particular Course Requirements: Year 11 Course Students will study the concepts of Pitch, Duration, Dynamics and Expressive techniques, Tone Colour, Texture and Structure through learning experiences in PERFORMANCE, COMPOSITION, and MUSICOLOGY AND AURAL within the context of a range of topics. Year 12 Course: In addition to core studies in Performance, Composition, Musicology and Aural, students select THREE electives from any combination of Performance, Composition and Musicology. These electives must represent EACH of the three topics studied in the course.

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VISUAL ARTS Contact Person: Ms M Costello


Course Description: Visual Arts involves students in the practices of art making, art criticism and art history. Students develop their own artworks culminating in a ‘body of work’ in the Year 12 course that reflects students’ knowledge and understanding about the practice and which demonstrates their ability to resolve a conceptually strong work. Students critically investigate works, critics, historians and artists from Australia as well as those from other cultures, traditions and times.

The Year 11 course is broad, while the Year 12 course provides for deeper, increasingly more independent investigations.

While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.

TOPICS COVERED

YEAR 11 COURSE learning opportunities focus on: • The nature of practice in art making, art criticism

and art history through different investigations

• The role and function of artists’ artwork, the world and audiences in the art world

• The frames and how students might develop their own informed points of view

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

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

YEAR 12 COURSE learning opportunities focus on: • How students may develop their own informed

points of view in increasingly more independent ways using the frames

• How students may develop their own practice of art making, art criticism, and art history applied to selected areas of interest

• How students may learn about the relationships between artist, artwork, world, audience within the art world

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

Particular Course Requirements: Year 11 Course • artworks in at least 2 forms and use of a process diary • a broad investigation of ideas in art criticism and art history Year 12 Course • development of a body of work and use of a process diary • a minimum of 5 Case Studies (4–10 hours each) • deeper and more complex investigations of ideas in art criticism and art history.

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ENGLISH

ENGLISH STUDIES Contact Person: Ms F Gazzola

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: All other English Courses

English Studies now offers a potential ATAR pathway: 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.

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.

TOPICS COVERED

YEAR 11 COURSE (120 hours) Mandatory Module: Achieving through English: English in education, work and community An additional 2–4 modules to be studied

YEAR 12 COURSE (120 hours) Mandatory Common Module: Texts and Human Experiences An additional 2–4 modules to be studied

Across Stage 6 the selection of texts must give students experiences of the following as appropriate: • reading, viewing, listening to and composing a wide range of texts, including literary texts written

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

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

texts.

Year 11 and Year 12 – Students are required to: • 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. Year 12 – 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.

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ENGLISH STANDARD Contact Person: Ms F Gazzola 2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: All other English Courses

Course Description In the English Standard Year 11 course, students learn about language and literature by exploring and experimenting with the ways events, experiences, ideas and processes are represented in and through texts. Students study a range of texts which include prose fiction, drama, poetry, non-fiction, film, digital and media, as well as Australian texts.

In the English Standard Year 12 course, students further strengthen their knowledge and understanding of language and literature by reflecting on and demonstrating the effectiveness of texts, including their own, for different audiences and purposes. Students study at least three types of prescribed texts drawn from prose fiction, poetry or drama, film or media or non-fiction texts.

In this course, students will consolidate their English literacy skills in order to enhance their personal, social, educational and vocational lives.

TOPICS COVERED

YEAR 11 COURSE (120 hours) Common Module: Reading to Write: Transition to Senior English Module A: Contemporary Possibilities

Module B: Close Study of Literature

YEAR 12 COURSE (120 hours) Common Module: Texts and Human Experiences Module A: Language, Identity and Culture

Module B: Close Study of Literature

Module C: The Craft of Writing

Optional: This module may be studied concurrently with the common module and/or Modules A and B

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

• a range of types of texts inclusive of prose fiction, drama, poetry, non-fiction, film, media and digital texts.

• texts which are widely regarded as quality literature, including a range of literary texts written about intercultural experiences and the peoples and cultures of Asia

• a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples

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

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ENGLISH ADVANCED Contact Person: Ms F Gazzola 2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: English Standard, English Studies

Course Description In the English Advanced Year 11 course, students learn explore, examine and analyse a range of texts which include prose fiction, drama, poetry, non-fiction, film, digital and media, as well as Australian texts. They explore the ways events, experiences, ideas, values and processes are represented in and through texts and analyse the ways texts reflect different attitudes and values.

In the English Advanced Year 12 course, students further strengthen their knowledge and understanding of language and literature by analysing and evaluating of texts and the ways they are valued in their contexts. Students study at least four prescribed texts drawn from: Shakespearean drama, prose fiction, poetry or drama, film or media or non-fiction.

In this course, students develop their higher-order thinking skills to enhance their personal, social, educational and vocational lives.

TOPICS COVERED

YEAR 11 COURSE (120 hours) Common Module: Reading to Write Module A: Narratives that Shape our World

Module B: Critical Study of Literature

YEAR 12 COURSE (120 hours) Common Module: Texts and Human Experiences Module A: Textual Conversations

Module B: Critical Study of Literature

Module C: The Craft of Writing Optional: This module may be studied concurrently with the common module and/or Modules A and B

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

• a range of types of texts inclusive of prose fiction, drama, poetry, non-fiction, film, media and digital texts.

• texts which are widely regarded as quality literature, including a range of literary texts written about intercultural experiences and the peoples and cultures of Asia

• a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples

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

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ENGLISH EXTENSION 1 AND 2 Contact Person: Ms F Gazzola

Course Description In the English Extension Year 11 course, students explore the ways in which aspects and concerns of texts from the past have been carried forward, borrowed from and/or appropriated into more recent culture. They consider how and why cultural values are maintained and changed.

In the English Extension 1 Year 12 course, students explore, investigate, experiment with and evaluate the ways texts represent and illuminate the complexity of individual and collective lives in literary worlds.

In the English Extension 2 Year 12 course, students develop a sustained composition, and document their reflection on this process. In studying these courses, students will develop skills to work independently to experiment with language forms, features and structures and to engage with complex levels of conceptualisation.

TOPICS COVERED

YEAR 11 COURSE English Extension (60 hours) Module: Texts, Culture and Value Related Research Project: This project may be undertaken concurrently with the module

YEAR 12 COURSE English Extension 1 (60 hours) Common Module: Literary Worlds with ONE elective option YEAR 12 COURSE English Extension 2 (60 hours) The Composition Process Major Work

Reflection Statement

The Major Work Journal

For the Year 12 English Extension 1 course students are required to:

• complete the Year 11 English Extension course as a prerequisite

• complete 60 indicative hours

• undertake ONE elective option from the common module. For the Year 12 English Extension 2 course students are required to:

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

• complete 60 indicative hours.

• complete a Major Work and Reflection Statement. • document coursework in a Major Work Journal.

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HISTORY

ANCIENT HISTORY Contact Person: Mrs H Lothian


Course Description

The study of Ancient History engages students in an investigation of life in early societies based on the analysis and interpretation of physical and written remains. It offers students the opportunity 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. The investigation of the ancient past develops students’ appreciation of the diversity of ancient societies.

The study of Ancient History is of contemporary relevance. It equips students with the skills to analyse and challenge accepted theories and interpretations about the ancient world, especially in light of new evidence or technologies. It requires students to analyse different interpretations and representations of the ancient world in forms. Ancient History also raises important ethical issues associated with present and future ownership, administration and presentation of the cultural past. It encourages students to appreciate our responsibility for conserving and preserving the world’s cultural heritage.

TOPICS COVERED

YEAR 11 COURSE

• Investigating Ancient History – The Nature of Ancient History: The Treatment and Display of Human Remains

• Investigating Ancient History Case Study 1: Roman Games

• Historical Investigation: Student-developed inquiry

• Features of Ancient Societies: Weapons and Warfare: Ancient Society 1: Greece

• Features of Ancient Societies: Weapons and Warfare: Ancient Society 2: Persia

• Investigating Ancient History Case Study 2: Persepolis

YEAR 12 COURSE

• Core Study: Cities of Vesuvius – Pompeii and Herculaneum

• Ancient Societies: Bronze Age – Spartan Society to the Battle of Leuctra 371BC

• Historical Periods: 4th Century Greece to the Death of Philip II

• Personalities in their times: Greece – Alexander the Great

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MODERN HISTORY Contact Person: Mrs H Lothian


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. Modern History enables students to trace the historical background of contemporary issues and to explore the significance of individuals, events and ideas. It equips students with knowledge, understanding and skills to help them examine and make sense of the world around them.

TOPICS COVERED

YEAR 11 COURSE

• Investigating Modern History – History and Memory: Gallipoli (Australian and British perspectives)

• Historical Investigation Student-Developed Inquiry

• The Shaping of the Modern World: World War I

• Investigating Modern History Case Study 1: The Cuban Revolution

• Investigating Modern History Case Study 2: The Decline and Fall of the Romanov Dynasty

YEAR 12 COURSE

• National Studies: Russia and the Soviet Union 1917-1941

• Core Study: Power and Authority in the Modern World 1919-1946

• Conflict in Indochina 1954-1979

• Change in the Modern World: The Cultural Revolution to Tiananmen Square 1966-1989

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LANGUAGES

CHINESE BEGINNERS Contact Person: Mrs Lothian

2 Units for each of Year 11 and Year 12 Board Developed Course Exclusions: Chinese Continuers; Chinese Extension; Chinese In

Context; Chinese and Literature

(Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages courses Eligibility Criteria below)

Course Description: In the Year 11 and Year 12 courses, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Chinese. Topics studied through two interdependent perspectives, the personal world and the Chinese-speaking communities, provide contexts in which students develop their communication skills in Chinese and their knowledge and understanding of language and culture.

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

TOPICS COVERED

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

Particular Course Requirements: Nil

Course Eligibility Criteria: To be eligible for a course, students are required to meet all of the criteria at the entry point to that course.

Target Candidature Eligibility Criteria

Students are learning the language as a second (or subsequent) language. Students either have no prior spoken or written knowledge or experience of the language, or their experience is derived solely from, or is equivalent to, study of the language for 100 hours or less in Stage 4 or Stage 5.

Students have had no more than 100 hours’ study of the language at the secondary level (or the equivalent).

Students have little or no previous knowledge of the language. For exchange students, a significant in-country experience (involving experiences such as homestay and attendance at school) of more than three months renders a student ineligible.

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-languages/eligibility


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CHINESE CONTINUERS Contact Person: Mrs Lothian

2 Units for each of Year 11 and Year 12 Board Developed Course Pre-requisites: Stage 5 Chinese

Course Description: The Year 11 and Year 12 courses have as their organisational focuses themes and associated topics. The student’s skills in, and knowledge of Chinese will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. The student will also gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.

Other Special Eligibility Requirements

• Students have had no more than one year’s formal education from the first year of primary education (Year 1) in a school where Chinese is the medium of instruction.

• Students have had no more than three years’ residency in the last ten years in a country where Chinese is the medium of communication.

• Students do not use Chinese for sustained communication outside the classroom with someone with a background in using the language.

TOPICS COVERED

Prescribed Themes – Mandatory Topics: • The Individual

- Personal World - Daily Life - Leisure - Future Plans

• The Chinese-Speaking Communities - Travelling in China - Living in China - Cultural Life

• The Changing World - The World of Work - Current Issues

Students’ language skills are developed through tasks such as: • Conversation • Responding to a variety of different written material • Responding to an aural stimulus • Writing for a variety of purposes • Studying Chinese culture through texts

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ITALIAN BEGINNERS Contact Person: Mrs Lothian

2 Units for each of Year 11 and Year 12 Board Developed Course Exclusions: Italian Continuers; Italian Extension

(Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Languages courses Eligibility Criteria below)

Course Description: In the Year 11 and Year 12 courses, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Italian. Topics studied through two interdependent perspectives, the personal world and the Italian-speaking communities, provide contexts in which students develop their communication skills in Italian and their knowledge and understanding of language and culture.

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

TOPICS COVERED

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

Particular Course Requirements: Nil

Course Eligibility Criteria: To be eligible for a course, students are required to meet all of the criteria at the entry point to that course.

Target Candidature Eligibility Criteria

Students are learning the language as a second (or subsequent) language. Students either have no prior spoken or written knowledge or experience of the language, or their experience is derived solely from, or is equivalent to, study of the language for 100 hours or less in Stage 4 or Stage 5.

Students have had no more than 100 hours’ study of the language at the secondary level (or the equivalent). Students have little or no previous knowledge of the language. For exchange students, a significant in-country experience (involving experiences such as homestay and attendance at school) of more than three months renders a student ineligible.



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MATHEMATICS

MATHEMATICS STANDARD Contact Person: Mr J Meyer

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

Prerequisites: The Mathematics Standard Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7-10 Syllabus.

Course Description: The Mathematics Standard Year 11 course is common course for all students studying the Mathematics Standard syllabus. In Year 12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course.

TOPICS COVERED

YEAR 11 COURSE (120 hours) MATHEMATICS STANDARD

Algebra - Formulae and Equations - Linear Relationships

Measurement - Applications of Measurement - Working with Time Financial Mathematics - Money Matters

Statistical Analysis - Data Analysis - Relative Frequency and Probability

YEAR 12 COURSE (120 hours) MATHEMATICS STANDARD 2 (ATAR) Algebra - Types of Relationships

Measurement - Non-right-angled Trigonometry - Rates and Ratios

Financial Mathematics - Investments and Loans - Annuities

Statistical Analysis - Bivariate Data Analysis - The Normal Distribution Networks - Network Concepts - Critical Path Analysis

MATHEMATICS STANDARD 1 (NON-ATAR) Algebra - Types of Relationships

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

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MATHEMATICS ADVANCED (2 Unit) Contact Person: Mr J Meyer

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

Prerequisites: The Mathematics Advanced Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7-10 Syllabus.

The course is designed for students who have studied Level 3 Mathematics in Stage 5. However, we recommend a grade of A or B in Year 10 Level 3 course to enrol in this course. Any Level 2 student who is accepted into this course will be required to catch up on several missed topics that are a requirement for the Advanced course. Course Description: The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality. The course is intended to give students who have demonstrated competence in the skills of Level 3 Mathematics an understanding of, and competence in, some further aspects of Mathematics which are applicable to the real world. The course is a sufficient basis for further studies in Mathematics as a minor discipline at tertiary level in support of courses such as the Life Sciences or Commerce. Students who require substantial Mathematics at a tertiary level supporting the physical sciences, computer science or engineering should undertake the Extension course.

TOPICS COVERED

YEAR 11 COURSE

Functions - Working with Functions

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

Calculus - Introduction to Differentiation

Exponential and Logarithmic Functions - Logarithms and Exponentials Statistical Analysis - Probability and Discrete Probability

Distributions

YEAR 12 COURSE

Functions - Graphing Techniques

Trigonometric Functions - Trigonometric Functions and Graphs Calculus - Differential Calculus - The Second Derivative - Integral Calculus

Financial Mathematics - Modelling Financial Situations

Statistical Analysis - Descriptive Statistics and Bivariate Data

Analysis - Random Variables

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MATHEMATICS EXTENSION (3rd Unit) Contact Person: Mr J Meyer

1 unit in each of Year 11 and Year 12 Board Developed Course Prerequisites: The Mathematics Extension 1 Year 11 course has been developed on the assumption that students have studied the content and achieved the outcomes of the NSW Mathematics Years 7-10 Syllabus.

The course is designed for students who have achieved the outcomes of Level 3 Mathematics in Stage 5 to a very high degree. We recommend a grade of A in Year 10 Level 3 Mathematics to enrol this course.

Course Description: The Mathematics Extension 1 Year 11 and Year 12 course includes the Mathematics Advanced course.

The content of this course builds on the Mathematics Advanced course, and its depth of treatment indicates that it is intended for students who have demonstrated a mastery of the skills of Level 3 Mathematics and who are interested in the study of further skills and ideas in Mathematics. The course is intended to give these students a thorough understanding of and competence in aspects of Mathematics including many which are applicable to the real world. The course is a recommended minimum basis for further studies in Mathematics as a major discipline at a tertiary level and for the study of Mathematics in support of the physical and engineering sciences.

TOPICS COVERED

YEAR 11 COURSE

Functions - Further Work with Functions - Polynomials Trigonometric Functions - Inverse Trigonometric Functions - Further Trigonometric Identities Calculus - Rates of Change

Combinatorics - Working with Combinatorics

YEAR 12 COURSE

Proof - Proof by Mathematical Induction

Vectors - Introduction to Vectors

Trigonometric Functions - Trigonometric Equations Calculus - Further Calculus Skills - Applications of Calculus Statistical Analysis - The Binomial Distribution

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PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION

PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION Contact Person: Mr D MacDonald

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: Nil Prerequisites: Required entry level – Average Grade C or above in Year 10 Theoretical component. Year 11 and Year 12 PD Health PE is a theoretical subject – there is no practical component.

Course Description: PD Health PE is an integrated area of study that 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 understanding about movement which leads to enhanced movement potential and appreciation about movement in their lives. Critical thought is also directed towards aspects of history, economics, gender and media as they impact on patterns of participation.

The course also focuses on aspects of Health in Australia such as National Health Priority Areas, issues related to Equity and Health and the Health of Young People. The Year 11 course explores factors regarding health and physical activity. This includes how a social construct of health is formed, the determinants of health and how people think about health and physical activity. It also looks at the body systems, the management of health and the basis of how the body moves and responds to exercise. Students explore basic first aid and how to respond and treat injuries. They will get the opportunity to gain their First Aid Certificate during this course. Students examine fitness choices in Australia and how the body responds to exercise.

In the Year 12 course, students focus on major issues related to Australia's health status. This includes certain lifestyles diseases and groups experiencing health inequities. They also look at factors that affect physical performance and the physiological adaptations to exercise. Students analyse concepts of sports medicine and explore classifications of injuries, injury rehabilitation and sports policy procedures. They also focus on improved performance, advanced training approaches and performance elements. Students will explore factors that affect physical activity and sport in Australia.

Whilst both the Year 11 and Year 12 courses focus on health status and physical activity, both courses are 100% theory. There is no practical component in Year 11 or Year 12 PD Health PE.

TOPICS COVERED

YEAR 11 COURSE

Core Strands (60%) • Core 1: Better Health for Individuals

• Core 2: The Body in Motion Options (40%) • First Aid

• Fitness Choices

YEAR 12 COURSE Core Strands (60%) • Core 1: Health Priorities in Australia

• Core 2: Factors Affecting Performance Options (40%) • Sports Medicine

• Improving Performance

Particular Course Requirements: In addition to core studies students select two options in each of the Year 11 and Year 12 courses.

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SCIENCE

BIOLOGY Contact Person: Mr P Coleman

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: Can only choose 6 units of Science

Course Description: The Year 11 course investigates cellular structure and provides a base for understanding the way in which multicellular organisms transport and absorb nutrients and carry out gas exchange. Exploring variations in the structures and functions of organisms provides an understanding of the effects of the environment on living things and how this leads to biodiversity.

The Year 12 course investigates reproduction, inheritance patterns and the causes of genetic variation in both plants and animals. Applications of this knowledge in biotechnology and various genetic technologies are explored in the light of their uses in the treatment, prevention and control of infectious and non-infectious diseases.

TOPICS COVERED

YEAR 11 COURSE Module 1: Cells as the Basis of Life - Students investigate biochemical processes of photosynthesis and respiration, the way substances move into and out of cells and how the structure of organelles, cells and tissues affect the functioning or organisms. Module 2: Organisation of Living Things - Students examine the relationship between transport systems in living things and compare nutrient and gas requirements.

Module 3: A Trip to Galapagos - In this contextualised unit, students analyse data gathered by Darwin on his voyage to the Galapagos. Module 4: Ecosystem Dynamics - Students engage in the study of past ecosystems and create models of possible future ecosystems so that human impact on biodiversity can be minimised.

YEAR 12 COURSE Module 5: Heredity - Students investigate reproduction and inheritance patterns in plants and animals. They investigate the role of DNA in polypeptide synthesis and the uses of technologies in the study of inheritance patterns.

Module 6: Genetic Change - Students investigate genetic change, including mutations, environmental pressure and uses of biotechnology. They investigate how the processes of inheritance and evolution are applied.

Module 7: Infectious disease - Students examine the treatment, prevention and control of infectious diseases. They investigate the role of the human immune system and its response to infection. Module 8: Non-infectious Diseases and Disorders - Students investigate non-infectious diseases and disorders including their causes and effects on human health. They examine technologies and their uses in treating disease and disorders as well as the epidemiology of non-infectious disease in populations.

Depth Study: 15 hours of depth study will be completed during both the Year 11 and Year 12 course. The depth study is designed to allow a depth of understanding to be developed in relation to some of the content covered. One assessment will be based around the depth study.

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CHEMISTRY Contact Person: Mr P Coleman

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: Can only choose 6 units of Science

Course Description: The Year 11 course develops the knowledge, understanding and skills in relation to the properties and structures of matter, the types and drivers of chemical reactions and how we measure the quantities involved in these processes.

The Year 12 course builds on the concepts introduced in Year 11 by examining particular classes of chemicals, processes and a variety of chemical reactions which incorporate organic compounds and acid/base equilibrium reactions. The course challenges students to apply this knowledge to the investigation of a range of methods used in identifying and measuring quantities of chemicals which leads to an understanding of the structure, properties and trends of and between classes of chemicals.

TOPICS COVERED

YEAR 11 COURSE Module 1: Properties and Structure of Matter - Students investigate the fundamental chemical concepts about structure and bonding. Students design their own investigations and practise efficient information and data-collection strategies, as well as developing skills in communicating their findings using appropriate scientific language.

Module 2: Introduction to Quantitative Chemistry - Students examine the quantitative nature of chemistry. Module 3: Reactive Chemistry - Students investigate the basic reaction types in chemistry and the energy transformations that are associated with chemical changes, such as light and heat. The rate of chemical reactions and the factors that affect the rate are investigated.

Module 4: Drivers of Reactions - Students investigate the factors that initiate and drive a reaction. They will use mathematical models to predict the spontaneity of a reaction and the thermodynamic nature of chemical processes.

YEAR 12 COURSE Module 5: Equilibrium and Acid Reactions - Students investigate the effects of changes in temperature, concentration of chemicals and pressure on equilibrium systems, and consider that these can be predicted by applying Le Chatelier’s principle. Students make reliable predictions by comparing equilibrium calculations and equilibrium constants to determine whether a combination of two solutions will result in the formation of a precipitate. Module 6: Acid/Base Reactions - Students analyse how and why the definitions of both an acid and a base have changed over time, and how the current definitions characterise the many chemical reactions of acids. The chemistry of acids and bases contributes to industrial contexts and the environment. By investigating the qualitative and quantitative properties of acids and bases, students learn to appreciate the importance of factors such as pH and indicators.

Module 7: Organic Chemistry - Students examine the principles and applications of chemical synthesis in the field of organic chemistry. Current and future applications of chemistry include techniques to synthesise new substances – including pharmaceuticals, fuels and polymers. Students investigate the many classes of organic compounds and their characteristic chemical reactions.

Module 8: Applying Chemical Ideas - Students investigate a range of methods used to identify and measure quantities of chemicals. They process and analyse data involving the identification and quantification of ions present in aqueous solutions. Students deduce or confirm the structure and identity of organic compounds by interpreting data from qualitative tests of chemical reactivity and determining structural information using proton and carbon-13 nuclear magnetic resonance (NMR) spectroscopy.


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EARTH & ENVIRONMENTAL SCIENCE Contact Person: Mr P Coleman

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: Can only choose 6 units of Science Course Description: The Year 11 course investigates compositional layers of the Earth, the origins of minerals, tectonic movements and energy transformations that occur and includes the study of human impact on the Earth’s resources and its surface. The Year 12 course investigates how the processes of plate tectonics, the formation of water and the introduction of life interact with the atmosphere, hydrosphere, lithosphere and climate. Investigation of hazards, the mitigation of their effects and resource management are also considered which leads to an understanding of the need to centralise the theme of sustainability for the long term welfare of our planet and all forms of life dependent upon it.

TOPICS COVERED

YEAR 11 COURSE Module 1: Earth’s resources - Students investigate the fundamentals of Geology (rocks and minerals) as well as some of the guiding principles of Geology. They will describe the key features of the Earth’s systems, including the geosphere, atmosphere, hydrosphere and biosphere and explain how they are interrelated.

Module 2: Plate Tectonics - Students investigate the evidence for the theory of plate tectonics and how movements in the Earth’s crust can be monitored and used to predict Earth events.

Module 3: Energy Transformations - Students investigate the energy transformations that move tectonic plates and those that occur between the atmosphere, oceans and land that generate weather and climate phenomena.

Module 4: Human Impacts - Students investigate the effects of humans on the Earth’s resources and environment and how these effects can be mitigated to maintain a sustainable future.

YEAR 12 COURSE Module 5: Earth’s Processes - Students investigate the evidence for changes that have occurred in the geosphere, atmosphere, hydrosphere and biosphere Module 6: Hazards - Students explore the use, development and analysis of seismic data in order to examine significant seismic events and consider whether we as humans have the capacity to disaster-proof the planet. Module 7: Climate Science - Students examine the mechanisms and scientific evidence for climate variation. They distinguish between evidence of natural processes and scientific evidence of anthropogenic influences, which both cause the Earth's climate to change.

Module 8: Resource Management - Students examine how the extraction and disposal of waste can greatly impact on the surrounding environment, affecting the quality and availability of renewable resources such as water and living organisms.


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PHYSICS Contact Person: Mr P Coleman

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: Can only choose 6 units of Science Course Description: The Year 11 course develops student’s knowledge, understanding and skills relevant to the study of motion, how we describe it and what causes it. The course also examines energy in its different forms and how we describe and measure electricity and magnetism and their interrelated effects. The Year 12 course provides avenues for students to apply the concepts they were introduced to in Year 11 to motion in two dimensions, electromagnetism, theories of light, the atom and the Universe.

TOPICS COVERED

YEAR 11 COURSE Module 1: Kinematics - Students are introduced to the characteristics, measurement and analysis of motion. Module 2: Dynamics - Students are introduced to forces on objects and the results of forces in systems. Module 3: Waves and Thermodynamics - Students are introduced to wave characteristics and behaviour. Students also study subsequent movement of energy and its modes of behaviour.

Module 4: Electricity and Magnetism - Students are introduced to characteristics and features of charges and associated fields. They are then introduced to applications of flowing charges and subsequent magnetic phenomena.

YEAR 12 COURSE Module 5: Advanced Mechanics - Students investigate complex kinematic situations involving multiple dimensions and varying force components. Students study projectile motion and circular motion, among others.

Module 6: Electromagnetism - Students investigate the interactions that take place between charged particles and electric/magnetic fields, including their application in electricity production and their uses in motors.

Module 7: The Nature of Light - Students investigate theories of light and the significant and profound modifications as a result of the quantum theory. The properties of light and their consequences are explored in relativity and applications of the quantum theory. Module 8: From the Universe to the Atom - This is then explored in the context of the smallest units of matter and the theories underpinning our understanding of physics at the smallest scales.


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SOCIAL SCIENCE

BUSINESS STUDIES Contact Person: Mr M Tyler


Course Description: Business Studies is distinctive in that it encompasses the theoretical and practical aspects of business in contexts that students will encounter throughout their lives. It offers learning about the ownership and planning of a small business through to the management of operations, marketing, finance and human resources in large businesses. Business issues and Case Studies are used so students can apply their theory to problems encountered by real businesses.

TOPICS COVERED

YEAR 11 COURSE

Nature of Business (20% of course time)

Business Management (40% of course time) Business Planning (40% of course time)

YEAR 12 COURSE

Operations (25% of course time)

Marketing (25% of course time) Finance (25% of course time)

Human Resources (25% of course time)

Particular Course Requirements: Nil.

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ECONOMICS Contact Person: Mr M Tyler


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

TOPICS COVERED

YEAR 11 COURSE

Introduction to Economics (10% of course time)

Consumers and Business (10% of course time)

Markets (20% of course time)

Labour Markets (20% of course time)

Financial Markets (20% of course time) Government in the Economy

(20% of course time)

YEAR 12 COURSE The Global Economy Australia’s Place in the Global Economy

Economic Issues

Economic Policies and Management Each Year 12 Course topic constitutes 25% of

course time

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GEOGRAPHY Contact Person: Mr M Tyler


Course Description: The Year 11 course draws on contemporary developments in biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. It uses enquiry methodologies to investigate the unique characteristics of our world through fieldwork, the application of geographical skills and the study of contemporary geographical issues.

The Year 12 course enables students to understand and appreciate geographical perspectives about the contemporary world. The application of enquiry methodologies through fieldwork and a variety of case studies combines with an assessment of the geographers’ contribution to understanding our environment, and demonstrates the relevance of geographical study. Issues such as environmental management, urban studies, mega cities and the contribution of economic activities like tourism or dairying are covered in the Year 12 course.

TOPICS COVERED

YEAR 11 COURSE

Biophysical studies (45% of course time)

Global Studies (45% of course time)

The Senior Geography Project (10% of course time

YEAR 12 COURSE

Ecosystems at Risk (33.3% of course time)

Urban Places (33.3% of course time)

People and Economic Activity (33.3% of course time)

Key concepts incorporated across all topics: Change, Environment, Sustainability, Spatial and Ecological Dimensions, Interaction, Technology, Spatial Justice, Management and Cultural Integration.

Particular Course Requirements: Students complete a Senior Geography Project (SGP) in the Year 11 course (choosing a topic of personal interest) and undertake fieldwork in both the Year 11 and Year 12 courses.

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LEGAL STUDIES Contact Person: Mr M Tyler


Course Description:

The Year 11 course develops students’ knowledge and understanding about the nature and social functions of law and law making, the development of Australian and international legal systems, and the specific nature of the Australian constitution, and the role of the individual. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives.

The Year 12 course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform.

TOPICS COVERED

YEAR 11 COURSE The Legal System

(40% of course time) The Individual and the Law


The Law in Practice (30% of course time)

YEAR 12 COURSE Core 1: Crime

(30% of course time) Core 2: Human Rights


Additional Focus Studies (50% of course time (2 options))

Two Focus Studies to be chosen from Consumers, Families, Global environmental protection, Indigenous Peoples, Shelter, Workplace, and World Order

Key concepts 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.

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TECHNOLOGICAL & APPLIED STUDIES

DESIGN AND TECHNOLOGY Contact Person: Mr A Edmondson


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

The Year 12 course applies the knowledge and understanding of designing and producing from the Year 11 course. It involves the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60% of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact on Australian society.

TOPICS COVERED

YEAR 11 COURSE

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

YEAR 12 COURSE Involves the study of innovation and emerging technologies, including a case study (20%) of an innovation and the study of designing and producing including a Major Design Project. The project folio addresses three key areas: project proposal and project management, project development and realisation, and project evaluation.

Particular Course Requirements: In the Year 11 course, each of the content areas should be introduced and given appropriate emphasis through teaching and learning activities and a minimum of two design projects.

In the Year 12 course, each of the content areas is addressed through the major design project, case study and through other teaching and learning activities.

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INDUSTRIAL TECHNOLOGY (Graphics Technologies OR Metals and Engineering Technologies OR Timber and Furniture Technologies)

Contact Person: Mr A Edmondson

2 units for each of Year 11 and Year 12 Board Developed Course Exclusions: Students can study only ONE focus area

Course Description: Industrial Technology Stage 6 will develop a student's knowledge and understanding of a selected industry and its related technologies highlighting the importance of design, management and production through practical experiences. Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen, and an introduction to industrial processes and practices.

TOPICS COVERED

YEAR 11 COURSE

The following sections are taught in relation to the relevant focus area:

Industry Study – structural, technical, environmental and sociological, personnel, Occupational Health and Safety.

Design and Management – designing, drawing, computer applications, project management.

Workplace Communication – literacy, calculations, graphics.

Industry Specific Content and Production

YEAR 12 COURSE

The following sections are taught in relation to the relevant focus area through the development of a Major Project and a study of the relevant industry:

Industry Study Design and Management

Workplace Communication

Industry Specific Content and Production

Particular Course Requirements: In the Year 11 course, students must design, develop and construct a number of projects. These projects will be accompanied by a management folio. Students also undertake the study of an individual business within the industry. In the Year 12 course, students must design, develop and construct a major project with a management folio. They also undertake a study of the overall industry related to the specific focus area.

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COMPUTING

INFORMATION PROCESSES AND TECHNOLOGY Contact Person: Mr B Milner


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

TOPICS COVERED

YEAR 11 COURSE

Introduction to Information Skills and Processes

Tools for Information Processes Developing Information Systems

YEAR 12 COURSE

Project management

Information Systems and Databases Communication Systems

Option Strands – TWO of the following

Transaction Processing Systems Decision Transport systems

Automated manufacturing Systems Multimedia Systems

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SOFTWARE DESIGN AND DEVELOPMENT Contact Person: Mr B Milner


Course Description: The Year 11 course introduces students to the basic concepts of computer software design and development. It does this by looking at the different ways in which software can be developed, the tools that can be used to assist in this process and by considering the interaction between software and the other components of the computer system.

The Year 12 course builds on the Year 11 course, and asks students to develop and document software using a variety of data structures and language facilities and through these will learn to solve a number of interesting and relevant software problems.

TOPICS COVERED

YEAR 11 COURSE Concepts and issues in the design and development of software

Social and ethical issues Hardware and software

Software development approaches

Introduction to software development

Defining the problem and planning software solutions

Building software solutions

Checking software solutions Modifying software solutions

Developing software solutions

YEAR 12 COURSE Development and impact of software solutions Social and ethical issues

Application of software development approaches

Software Development cycle Defining and understanding the problem

Planning and design of software solutions

Implementation of software solutions Testing and evaluation of software

solutions Maintenance of software solutions

Developing a software solution package Option Strands - ONE of the following:

Evolution of programming languages, OR

Software developer’s view of the hardware

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VOCATIONAL EDUCATION AND TRAINING Delivered under the authority of:

For detailed information about Business Services, Construction, Hospitality, Metal & Engineering, see the separate VET information booklet. BUSINESS SERVICES

Certificate II in Business (BSB20115) Contact Person: Mr A Brooks

CONSTRUCTION

Certificate II in Construction Pathways (CPC20211) Contact Person: Mr A Brooks

HOSPITALITY

Certificate II in Hospitality Food and Beverage (SIT20316) Contact Person: Mr A Brooks

METAL & ENGINEERING

Certificate I in Engineering (MEM10105) Contact Person: Mr A Brooks

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BOARD ENDORSED COURSES

BOARD ENDORSED COURSES – SOME DETAILS There is no external examination for Board Endorsed Courses. Assessment is school based. All Board Endorsed Courses count towards the Higher School Certificate and appear on the student’s Record of Achievement. However, Board Endorsed Courses do not count in the calculation of the Australian Tertiary Admission Rank (ATAR). Board Endorsed Courses may be studied as 1 or 2 units and as Year 11 and/or Year 12 courses. These courses are primarily offered for students who do not wish to gain university entrance and hence do not require an ATAR and who intend to proceed from school directly into employment or vocational training. In 2020 Edmund Rice College will offer the following Board Endorsed Courses:

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STUDIES IN CATHOLIC THOUGHT (1 Unit) Contact Person: Mr M Toohey

Content Endorsed Course (does not count towards an ATAR)

Exclusions: Studies of Religion I, Studies of Religion II

Course Entry Guidelines: This course is designed to meet the specific needs of students who are seeking an alternative to the study of Studies of Religion.

It is also designed for those students who wish to pursue an interest in Studies in Catholic Thought. Students considering choosing the course should be advised that:

• Studies in Catholic Thought (1 unit) is a Stage 6 Content Board Endorsed Course.

• Students who complete the course are not eligible for the calculation of an Australian Tertiary Admission rank (ATAR).

Course Description:

Studies in Catholic Thought promotes: • knowledge and understanding of Divine Revelation and of the relationship between Scripture and

Tradition • knowledge and understanding of the teachings of the Catholic Church • an understanding of the relationship between the Catholic Church and the world • an understanding of the richness of the Catholic tradition and its contribution to the • cultural life of adherents • an understanding of the contribution of the Catholic Church to the challenges of • society and the guidance it offers to adherents

TOPICS COVERED

The Studies in Catholic Thought (1 Unit) course covers 6 topics across Years 11 and 12.

YEAR 11 (60 hours)

Who is a Human Person? The Trinitarian God and Humanity

The Re-imagining of Creation

YEAR 12 (60 hours)

Virtue, Vice, Salvation The Good Works

The Common Good

Particular Course Requirements • Nil

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CERAMICS Contact Person: Ms M Costello


Exclusions: Projects developed in this course may not be used in full or part for assessment in another subject.

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.

Contemporary applications of ceramics are constantly expanding. New industrial and high technology uses are being found and artists and designers are exploring new expressive forms. Ceramics provides challenging work opportunities for students in such areas as studio and industrial ceramics, ceramic research, engineering and product design. This course enables students to develop an understanding of ceramic processes and practices, and the ways in which these can be used in making a range of products. Students develop a critical appreciation of the aesthetic, expressive and utilitarian qualities of ceramic forms in contemporary and past societies, and knowledge of the diverse applications of ceramics in contemporary society and ways of valuing the skills involved in making well-crafted forms. They also develop skills to give form to their ideas and feelings in ceramic products.

Modules include: • Handbuilding • Throwing • Sculptural Forms • Kilns • Glaze Technology • Casting • Surface Treatment • Mixed Media

The Introduction to Ceramics (Core) and Occupational Health and Safety modules are mandatory. The additional module Ceramics Project extends students' learning experiences and may reflect students' increasing interests and desire to specialise in one or more area of ceramics.

Assessment: Students will complete a range of assessment tasks in this course including practical assessments and research activities. The balance of assessment activities is:

• 70% Practical • 30% Theory

Particular Course Requirements • Students are required to keep a Visual Diary during the course

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COMPUTING APPLICATIONS Contact Person: Mr B Milner

Content Endorsed Course (does not count towards an ATAR

Exclusions: Information Processes and Technology; Software Design and Development and courses within the Information Technology Curriculum Framework.

Course Description: Computers and related information technology permeate all aspects of contemporary life. Computer technology has become an integral part of the workplace and it has also become an increasingly obvious part of our entertainment and recreation. Computing and related information is a 'hands-on' skills based course aimed at developing the student's abilities to utilise hardware and software to complete a range of practical experiences in a broad range of topic areas. Students will develop their knowledge and understanding of the role of computing in completing tasks and enable them to be confident users of the technology. Students will also develop skills in evaluation and be able to discriminate in the use of this technology to accomplish a defined task.

It is expected that the target group for Computing Applications is those students who have had little practical experience in using computers in a real world application.

Topics Covered: • Hardware and Software Skills

• Graphics

• Spreadsheets

• Desktop Publishing

• Databases

• Communications

• Multimedia

Particular Course Requirements • Nil

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FILM STUDIES (Photography, Video & Digital Imaging) Contact Person: Ms M Costello

Content Endorsed Course (does not count towards an ATAR) This course will appear on students RoSA as Photography, Video and Digital Media

Exclusions: Projects developed in this course may not be used in full or part for assessment in another subject.

Course Description: Film Studies lies within the Content Endorsed Course of Photography, Video and Digital Imaging. This course introduces students to the fundamentals of film making, exploring history, cinematography, editing, lighting, digital software, location sound recording, sound design, screen writing and production management. Students investigate the techniques and aesthetics of cinema screen language and storytelling, while working on a range of film making projects and short films.

This course introduces students to the importance of working collaboratively in a range of roles. Students are also required to express their individual creativity and vision through more complex production exercises including the completion of a short film. Students will have the option of entering their films into competitions such as Tropfest, V-Fest and the Robin Anderson Film Awards. Skills gained include: • collaborating with other students to create original films • utilise technical elements and digital technology • create storyboards and frame shots • edit scenes using current software programs • understanding the power of the green screen • create films using a range of cinematic techniques This course develops students' understanding and skills, which contribute to an informed critical practice in a contemporary context. The course is designed to enable students to gain an increasing accomplishment and independence in their representation of ideas and understand and value how film making invites different interpretations and explanations. Students will develop knowledge, skills and understanding through the making of short films that lead to and demonstrate conceptual and technical accomplishment. They will also develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of film making.

Modules include: • Introduction to the Fields of Film and Video • Developing a Point of View Traditions • Conventions, Styles and Genres • Manipulated Forms • The Arranged Image • Temporal Accounts. An Occupational Health and Safety Module is mandatory. The additional module Individual/Collaborative Project extends students’ learning experiences and may reflect students’ increasing interests and desire to specialise in one or more of these fields or explore the connections further between the fields.

The study of Film will support students in developing a commitment to and capacity for lifelong learning in this area, either as a professional pursuit or hobby. It may lead to further post-school study at University or TAFE or vocational training in the context of the workplace as well as the further study of design and the arts. This course can also be used as a step towards careers in the Australian Film and Television industry, Media or Communications.

Assessment: Students will complete a range of assessment tasks in this course including practical assessments and research activities. The balance of assessment activities is:

• 70% Practical • 30% Theory

Particular Course Requirements: • Students are required to keep a Visual Diary during the course which can be in digital form. • A portable digital storage device • Students are not required to have their own camera / film equipment

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MARINE STUDIES Contact Person: Mr P Coleman

Content Endorsed Course (does not count towards and ATAR) Exclusions: Nil Course Description: The oceans cover more than 70 per cent of the earth’s surface and influence all forms of life on this planet. Oceans are alternatively viewed as areas rich in minerals and marine life which can supply our needs virtually without limit, or as convenient dumping grounds for agricultural, industrial and domestic waste. The growing demands of urbanisation, industry, recreation and tourism have increased the pressures on marine facilities and our fragile water ecosystems. There is a need for wise management practices and a responsible, realistic approach to conservation of marine resources into the twenty first-century. Marine Studies provides an opportunity for students to view these issues in a comprehensive and global perspective. Marine Studies provides an educational context, linked to the needs of a significantly coastal and waterways-based population, fostering links to tertiary study and vocational pathways. This syllabus brings a wide range of marine-based leisure experiences to students in a safe setting. Marine Studies provides for both practical and theoretical learning and students acquire skills to solve real life problems. Through Marine Studies, students will develop: • knowledge, understanding and appreciation that promote sound environmental practices in the

marine environment. • the ability to cooperatively manage activities and communicate in a marine context. • an ability to apply the skills of critical thinking, research and analysis. • knowledge and understanding of marine industries and their interaction with society and with leisure

pursuits. • knowledge, understanding and skills in safe practices in the marine context.

Topics Studied General Content Marine Safety and First Aid (6 hours)

Introduces safety specifically in relation to marine activities (surfing, fishing, spearfishing etc.)

The Marine Environment (6 hours)

Introduction to Oceanography – learn about tides, currents, waves, weather etc.

Life in the Sea (6 hours)

Introduction to Marine Ecology and Biodiversity – learn about the variety of organisms living with the oceans from sharks/whales to plankton and how they interact with one another.

Humans in Water (6 hours)

How are humans able to withstand extreme depths of over 200m and hold their breath over 20 minutes? This topic looks at human activities in the water, human physiology and the equipment that makes it possible.

Marine/Maritime Employment (6 hours)

Is the marine/maritime industry a future career path for you? This module looks at the various occupations that exist in relation to the ocean.

Boating and Seamanship (30 hours)

This is a more detailed module which results in all students obtaining their boat licence. This unit includes both the theory and practical associated with obtaining a NSW Boat License, with practical activities conducted on Lake Illawarra.

Practical Opportunities: A strong focus on practical based activities is associated with this course. Students who choose Marine Studies should be willing to participate in a range of practical/excursion-based activities. Students will be required to complete a qualification swim in order to undertake some of these activities.

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SPORT, LIFESTYLE AND RECREATION Contact Person: Mr D MacDonald


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

Course Description: Students will learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers. This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential. Through the course students will develop:

• knowledge and understanding of the factors that influence health and participation in physical activity

• knowledge and understanding of the principles that impact on quality of performance

• an ability to analyse and implement strategies to promote health, activity and enhanced performance

• a capacity to influence the participation and performance of self and others.

The course provides the opportunity to specialise in areas of expertise or interest through optional modules such as:

• Aquatics

• Athletics

• First Aid

• Fitness

• Specific Sports

• Gymnastics

• Outdoor Recreation

• Sports Administration

• Coaching

• Social Perspectives of Sport

• Healthy Lifestyle

Documents

FOR ENTRY INTO - Edmund Rice College … · FOR ENTRY . INTO . YEAR 11, 2020 - 2 - TABLE OF CONTENTS ... SOFTWARE DESIGN AND DEVELOPMENT ... experiences provided in the course by