Guide to

Senior Courses

Year 11 2015 Year 12 2016

The 2016 HSC

THE HIGHER SCHOOL CERTIFICATE

Preliminary Course 2015 and

HSC Course 2016

CONTENTS

PAGE

Choosing your Subjects

1

General Information for the 2016 HSC

2

What types of Courses are offered?

3

What are Units?

4

Requirements for the Award of the HSC

5

HSC Courses / Subjects Offered at TKS

6

VET/HSC Courses

8

Reporting Student Achievement in the HSC

9

The ATAR, Scaling and Choosing your Subjects

10

Summary for Students and Parents

14

Course Summaries

16

Additional information about courses and the HSC is available from: The BOSTES Website: http://www.boardofstudies.nsw.edu.au The UAC Website: http://www.uac.edu.au UAC Reports on the HSC: http://www.uac.edu.au/undergraduate/atar/ BOSTES is the Board of Studies, Teaching and Educational Standards

UAC is the Universities Admissions Centre

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CHOOSING YOUR SUBJECTS

Which subjects should I study in Years 11 and 12 for the Higher School Certificate (HSC)? The choice of what courses to undertake in the final two years of school is an important one. There are no simple answers as each individual student will have his own unique pattern of study. However, there is now a wide range of educational and training opportunities open to young people. The purpose of this handbook is to provide all the information about the wide range of programs on offer at The King’s School, so that boys may make informed decisions about their last two years at the School. The wide variety of courses available caters for the different interests and ability levels of our diverse student population. Boys are encouraged to choose courses appropriate to their needs and abilities; once chosen, the School asks no more than that each boy works to the best of his ability in his chosen courses.

Goals and Ambitions The first step in the process of choosing subjects for next year is to be aware of what your interests and goals might be. You should discuss your short-term and long-term goals with your parents and teachers. This should help you to narrow, or even broaden, areas that interest you and the directions which you would like to follow. For those of you who leave prior to receiving a HSC, you will receive a Record of School Achievement (RoSA) which will show your Grades for all the courses you have completed up until the point you leave school (including Year 10, Year 11 and Year 12).

Teachers are often the best guides as to how realistic students’ choices are in setting their academic goals. In particular, Heads of Department and your Year Coordinator can provide you with excellent advice as to your suitability for a course. As well, Mr Attard, the Careers Adviser, can assist with information ranging from UAC information for University entry to courses available at TAFE.

Students should choose subjects they find interesting. Personal interest is the best way of motivating yourself to commit two intensive years to the study of a subject. Where possible, keep your options open. Narrow specialisation is not wrong if a student is certain of his future destination, but few boys can be so sure of their abilities that they can afford to cut off other possible options.

Choose a balanced program of study that avoids forcing decisions which may later be regretted. It is important to select a pattern of study suitable for your interests and needs and to treat each subject that you study in the Preliminary HSC Course as though you will carry it through to the end of the Year 12 Higher School Certificate Course. The HSC is the traditional pre-tertiary credential for students in New South Wales. It is accepted throughout Australia and by every Australian university and TAFE College. The HSC offers a very wide curriculum with subjects ranging from the highly academic to the creative and the vocational. There is considerable flexibility offered to students as well as disability examination provisions for those who have been approved.

Resource Limitations It must be clearly stated that, while a broad configuration of choice is initially offered, the School will only proceed to form classes where it is deemed that sufficient students have chosen the particular subject and that the classes can be properly resourced. These limitations may necessitate some boys not receiving their first choices. Each boy is asked to select their preferences from the courses available but there can be no guarantee that every boy will get their first preferences. Every year, some students change their minds about courses. They will have the opportunity to discuss the proposed pattern of study with Mr Swinfield, Head Year Coordinator and complete a Change of Course Proposal Form. Changes occur only after confirmation from parents, teacher, Head of Department, Housemaster and Director of Studies.

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GENERAL INFORMATION for the 2016 HSC Please note: the information contained here may be subject to change due to announcements about the introduction of a National Curriculum – further advice will be supplied when the information comes to hand and if it is relevant to this year. Students should note that detailed information on the Higher School Certificate can be found using the following Students Online BOSTES links:

• How the HSC Works • HSC Subject Selection • HSC Rules and Procedures • Assessment • HSC Examinations, including submitted works, practical and oral examinations. • Higher School Certificate Results

Additionally the BOSTES flyer: Studying for the NSW Higher School Certificate is also worth reading. The Higher School Certificate is an exit certificate awarded and issued by the NSW Board of Studies, Teaching and Educational Standards (BOSTES). It marks the completion of 13 years of schooling, is the gateway to further study and employment and presents a profile of student achievement in a set of courses. In the interests of greater career choices and increased opportunities at University and TAFE, the HSC offers students a full range of study areas meeting individual abilities, interests and goals, whether you wish to pursue tertiary qualifications, vocational training or employment. The Higher School Certificate offers an extensive range (about 150) of Board Developed Courses and a large range of Board Endorsed Courses within the HSC curriculum. The King’s School cannot offer all these courses but continually assesses which courses should be offered at the School that suit the needs, abilities and interests of its students as well as offering opportunities outside the School in nationally recognised Vocational Educational and Training (VET) Courses for many industries. Extension courses may also be undertaken in areas of special interest. The HSC fairly assesses each student’s knowledge and skills. If a student meets the minimum standard expected in a 2 Unit course, he receives a mark of 50/100. When students display higher standards of performance, higher marks are achieved. For each course, students will receive easy-to-understand reports providing detailed information, giving clear indications of what students have demonstrated they know, understand and can do in each course. Vocational Education and Training courses offered through TAFE will count towards the HSC and will also lead to qualifications recognised across a range of industries. Students may choose to enrol in both ATAR framework and non-ATAR framework courses. Subject Choice Forms Students will receive Subject Choice Forms at the end of Term 2 with their Semester One Reports. These forms will provide additional information regarding the required pattern of study at The King’s School. Login details for entering selections online will be distributed early in Term 3.

Year 10 students are required to complete their Year 11 Subject Choice Form online by:

FRIDAY 1st AUGUST 2014.

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WHAT TYPES OF COURSES ARE OFFERED? There are two different types of courses that students can select in Years 11 and 12. Board Developed Courses These courses have been developed by BOSTES. There is a current syllabus for each course that contains:

course objectives, structure, content and outcomes

specific course requirements

assessment requirements

sample examination papers and marking guidelines

the performance scale (except for Vocational Education and Training Courses).

All students entered for the HSC studying these courses follow the appropriate syllabuses. These courses are examined externally at the end of the HSC Course and can count towards the calculation of the Australian Tertiary Admission Rank (ATAR). These are all studied at the School. As an alternative, some students may decide to include a Language Course through either Open High School or Saturday School of Community Languages. These are languages not offered at The King’s School. Courses in languages may be available for Background Speakers, Heritage, Continuers and Beginners – however, there are strict eligibility requirements attached to each course. For more information about any of these courses, please contact Mrs Dean, Head of Languages. In addition, a student may decide to include a course from the VET (Vocational Education and Training) Curriculum Frameworks that can be studied as a Preliminary and/or HSC Course. Most have an optional written examination for the HSC. A number of our boys have been involved over the years in these subjects and these courses may be studied in lieu of a School-based course at School or at a TAFE institution. Board Endorsed Courses Please note: Results in Board Endorsed Courses are not eligible for inclusion in the calculation of the ATAR. There are three main types of Board Endorsed Courses:

• Content Endorsed Courses • School Developed Courses (not offered by The King’s School) • University Developed Courses (for high ability students in Stage 6)

Content Endorsed Courses have syllabuses endorsed by BOSTES to cater for areas of special interest not covered in the Board Developed Courses. As such, these courses will only be offered within the TKS VET/HSC program. Most VET HSC courses delivered by TAFE are Content Endorsed Courses. Some Board Endorsed Courses are one-year courses. There is no external examination for any Content Endorsed Course but all Board Endorsed Courses count towards the Higher School Certificate and appear on the Record of Achievement. For more information about these courses, please contact Mr Attard, the Careers Adviser (aca@kings.edu.au).

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WHAT ARE UNITS?

• All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 2 units or 1 unit. Most courses have a value of 2 units.

• Each unit involves class time of approximately 60 hours per year.

• In the HSC each unit has a value of 50 marks. A 2-unit course has a value of 100 marks.

1 unit = 60 hours per year = 50 marks 2 units = 120 hours per year = 100 marks

2 UNIT COURSES This is the basic structure for all courses. They have a value of 100 marks. EXTENSION COURSES Extension courses are available in a number of subjects. All extension courses are 1 unit in value and build on the content of the 2 unit courses. Year 11 • Extension units require students to work beyond the standard of the 2 Unit course. • English and Mathematics Extension 1 Courses are available in Year 11 (Preliminary

Course). • Students must study the Preliminary Extension 1 Course in these subjects before

proceeding to the HSC Extension 2 Course(s). Year 12 • English and Mathematics Extension 2 Courses require students to work beyond the

standard of the Extension 1 Course(s). • English and Mathematics Extension 2 Courses are only available in Year 12 (HSC

Course). • HSC Extension Courses, in subjects other than English and Mathematics, are offered and

examined in Year 12 only and are available in History, Music and Languages only.

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REQUIREMENTS FOR THE AWARD OF THE HSC To be eligible for the award of the Higher School Certificate, students must:

• have satisfactorily completed courses that meet the pattern of study required by BOSTES for the award of the HSC. This includes the completion of the practical, oral or project works required for specific courses and the assessment requirements for each course;

• have sat for and made a serious attempt at the requisite HSC examinations; • have studied a minimum of 12 units in the Preliminary Course; • have studied a minimum of 10 units in the HSC Course.

Both the Preliminary Course and the HSC Course must include at least: 6 units from Board Developed Courses 2 units of a Board Developed Course in English three courses of 2 units value or greater four subjects

Although the minimum number of units for the HSC Course is 10 units, the School recommends that the more able students attempt 1 or more

Extension courses in their pattern of study (11 or 12 units).

Student achievement of students choosing to leave school prior to receiving an HSC is reported by: a Record of School Achievement (RoSA) – this will show Grades for all the courses a

student has completed up until the point he leaves school – including those completed in Year 10, Year 11 or even Year 12. This is issued by BOSTES.

Student achievement at the completion of Stage 6 (Years 11 and 12) is reported in two ways: 1. Higher School Certificate Record of Achievement (issued by BOSTES); and 2. Australian Tertiary Admission Rank (ATAR) (issued by UAC).

A student’s Higher School Certificate Record of Achievement presents a profile of his achievement in the courses he has completed. Their achievement is reported in terms of standards reached in the courses he has completed.

BOSTES are responsible for the HSC results, including examination setting, marking, aligning marks to standards, moderation of assessment marks and the credentialing of the Higher School Certificate. Understanding HSC results and the process by which these results are produced can be confusing. There are often misconceptions that can lead to confusion. The best way to understand how the HSC works is to visit the BOSTES HSC Results webpage: http://www.boardofstudies.nsw.edu.au/hsc-results/ In particular students and parents are encouraged to read the sections on:

• Understanding HSC Results • How Moderation Works

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UAC are responsible for the Australian Tertiary Admissions Rank (ATAR), including the scaling of subjects. The ATAR is a numerical measure of the student’s overall contribution in the HSC in relation to that of other students. This measure allows the comparison of students who have completed different combinations of HSC courses. The ATAR is calculated solely for use by universities, either on its own or in conjunction with other selection criteria, to rank and select school leavers for admission to university. Information about the ATAR can be found at the following UAC webpage: http://www.uac.edu.au/undergraduate/atar/ In particular students and parents are encouraged to read the sections on:

• All About Your ATAR • Frequently Asked Questions about the ATAR

To be eligible for an ATAR, a student must satisfactorily complete at least 10 units of ATAR courses. These ATAR courses must include at least:

8 units from Category A courses (all courses at King’s are Category A courses) 2 units of English three Board Developed courses of 2 units or greater four subjects.

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HSC COURSES / SUBJECTS (offered in Year 11 2015/Year 12 2016)

Please note: these courses may be subject to numbers and resource limitations

(See course notes following this table for explanation of symbols)

Subject Preliminary & HSC Courses (2 Unit)

Preliminary Extension Courses (1 Unit)

HSC Extension Courses (1 Unit)

Agriculture Agriculture

Ancient History Ancient History HSC History Extension1

Biology Biology2

Business Studies Business Studies

Chemistry Chemistry2

Chinese Chinese Continuers HSC Chinese Extension

Design and Technology

Design and Technology

Drama Drama

Earth and Environmental Science

Earth and Environmental Science2

Economics Economics

Engineering Studies Engineering Studies

English English Standard # English Advanced # English as a Second Language #

Preliminary English Extension 1

HSC English Extension 1 HSC English Extension 2

French French Continuers HSC French Extension

Geography Geography

German German Continuers HSC German Extension

Industrial Technology Industrial Technology: Metal or Timber Information Processes and Technology

Information Processes and Technology

Legal Studies Legal Studies

Mathematics Mathematics General4 # Mathematics #

Preliminary Maths Extension 1

HSC Mathematics Extension 1 HSC Mathematics Extension 2

Modern History Modern History HSC History Extension1

Music Music 1 # Music 23 #

HSC Music Extension PD/Health/PE PD/Health/PE

Physics Physics2

Senior Science Senior Science2

Software Design and Development

Software Design and Development

Studies of Religion II Studies of Religion II

Visual Arts Visual Arts

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HSC COURSES / SUBJECTS Notes and Explanation

Footnotes from previous page # You may select one course only from each of these subject groups. 1. There is only one History Extension Course. Students studying both Ancient History and

Modern History may undertake one HSC History Extension Course only. 2. You may not include any more than 6 units of the following Science courses in meeting

the 12 Preliminary or 10 HSC units: Biology Chemistry Earth and Environmental Science Physics Senior Science

The course Senior Science may not be taken as a Preliminary course with Biology, Chemistry, Earth and Environmental Science or Physics. However, Preliminary Biology, Chemistry, Earth and Environmental Science or Physics can be used as a prerequisite for HSC Senior Science course. Students may pick up Senior Science with another Science course in the HSC Course.

3. You must study Music Course 2 if you wish to study HSC Extension Music.

4. In Year 11 this course is titled Mathematics General, whereas students at The King’s

School will study the Mathematics General 2 course (the higher level of two general course options) for the HSC.

General notes relating to courses listed on the previous page

• A number of subjects include a requirement for the development of project work for either internal or external assessment, eg. English Extension 2, History Extension, Visual Arts, Design and Technology, Agriculture, Drama, Industrial Technology, Information Processes and Technology and Software Design and Development. Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.

• Students studying Industrial Technology (Metal and Engineering Industries) are not permitted to study courses relating to the Metal and Engineering Industry Framework.

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VET/HSC COURSES

• Students from The King’s School have accessed VET/HSC courses for over a decade. Students in Years 11 and 12 are currently participating in courses that may include:

Information Technology Business services Construction Plumbing Hospitality Automotive Studies

• The TAFE networks are located close to the school in Northern Sydney. The Northern Sydney Colleges which offer courses are Meadowbank, Ryde and Hornsby. Transport is provided for TAFE students to these colleges, however students are responsible for making their own way home or back to school when their TAFE session has finished. Students seeking a TAFE course at a different institution (from those listed above) are responsible for their own transport to and from TAFE. A meal and travel allowance is provided to TAFE students. The majority of VET course are offered from 2-6pm each Tuesday. Thus undertaking a VET course requires dedication to catch up on the work for the two periods that are missed at School each week.

• Industry Framework Courses These courses count for 2 units of study and can count towards an ATAR if students study the course for two years and elect to sit for an examination during their HSC year. There is a 35 hours mandatory period of work placement for each year of study. Students also gain an AQF Certificate II in their chosen course area.

• Non Industry Framework Courses These courses count for 2 units of study and may be studied for one or two years. They do not count towards the ATAR but the units of work covered will give credit towards an AQF Certificate II qualification.

• Both Industry and Non-Industry Framework subjects are dual-accredited as VET subjects and HSC subjects, i.e. they are listed on each student’s Preliminary Course Certificate (Year 11) and Higher School Certificate (Year 12).

• Courses are subject to change and may be cancelled for various reasons, usually through lack of demand. Application procedures include the fact that the school must recommend students on the basis of behaviour, interest in the course area and outcomes and potential for success in the TAFE system.

• The King’s School is charged for the provision of each course and this cost is passed on to the parents of the student (although this is offset by a grant from the Government). The average charge to the parents is around $1000 per year for a 2 Unit course (depending on the course), and this will be added to the student’s account.

• A comprehensive outline of the VET/HSC pattern of study including specific course details and costs is available from Mr Attard, the School Careers Adviser (aca@kings.edu.au).

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REPORTING STUDENT ACHIEVEMENT in the HSC The HSC reports provide students with detailed descriptions of the knowledge, skills and understanding they have attained in each subject. For the majority of courses, BOSTES reports student achievement against published standards in a Course Report for each course that shows:

• the student’s moderated School Assessment Mark; • the student’s Examination Mark; • the student’s HSC Mark (the average of the assessment and examination marks); • the Performance Band attained; and • a graph showing where the student’s HSC Mark lies in relation to the total candidature.

The syllabus for each course, along with assessment and examination information and a performance scale used to describe a student’s level of achievement, gives a clear idea of the standards that are expected. The results gained are shown on the student’s Record of Achievement. For each Board Developed HSC Course, the Course Report is also provided which describes, using performance bands, the standard achieved in the course and provides a graph indicating the student’s position in the course candidature. School-based Assessment Tasks contribute 50% of the HSC Mark. The School Assessment Mark is based on a student’s performance in Assessment Tasks undertaken during the course. The other 50% of the HSC Mark comes from the HSC Examination in each subject. The Performance Band indicates the standard attained by a student in a course in relation to defined criteria, including the knowledge and understanding of the concepts and principles of that course. The standards described by the performance bands represent the range of achievement expected by students completing that course. The percentage of students in a given band for a particular course depends on how students enrolled in that course performed against the standards defining the bands in that course. There is no predetermined percentage of students to be placed in any given band. It follows that, although the standards defining the performance bands in a course will be constant from year to year, standards cannot be compared between courses as they are based on different criteria. Thus it can be expected that the percentage of students in each performance band will vary from course to course. In 2 unit courses, student achievement is reported using six (6) Performance Bands: Performance Band 1 2 3 4 5 6

Mark Range 0-49 50-59 60-69 70-79 80-89 90-100 In extension courses, student achievement is reported using four (4) Performance Bands: Performance Band E1 E2 E3 E4

Mark Range 0-24 25-34 35-44 45-50 The Examination Mark reported on a student’s Record of Achievement indicates the standard a student has attained in a specific course. The HSC Mark is calculated as the average of the Examination Mark and the Moderated School Assessment Mark. This HSC Mark determines a student’s Performance Band for each course undertaken.

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THE ATAR, SCALING AND CHOOSING YOUR SUBJECTS

The Australian Tertiary Admission Rank (ATAR) is a number which provides a measure of a student’s overall academic achievement in the HSC in relation to that of other students. The ATAR is calculated solely for use by universities to rank and select school leavers for admission to university.

To be eligible for an ATAR, a student must satisfactorily complete at least 10 units (including at least 2 units of English) of ATAR courses. This rank, reported to students separately, is reported as a number between 0 and 99.95 in groupings of 0.05.

Whereas BOSTES reports against standards, universities are concerned with ranking school leaver applicants. In calculating the ATAR, then, what is important about HSC marks is the information they convey about a student’s position in relation to other students; i.e. their rank order. The scaling process takes marks provided by BOSTES and estimates what the marks would have been if all courses had been studied by all students. The scaling algorithm is designed to encourage students to take the courses for which they are best suited and which best prepare them for their future studies. The principle underlying the algorithm is that a student should neither be advantaged nor disadvantaged by choosing one HSC course over another.

The mean, standard deviation and the maximum mark in a course are modified in the process of scaling. Adjustments are then made to the marks of individual students to produce scaled marks, which are the marks the students would have received if all courses had the same candidatures. Although scaled marks in most cases will be different from the raw marks from which they are derived, the ranking of students within a course is not changed.

Scaling is carried out each year, which means that an individual subject’s scaling can vary from year to year. It does not assume that one course is intrinsically more difficult than another or that the quality of the course candidature is always the same.

“The best advice for students wanting to maximise their ATAR? It is no different from the advice that has been given by good teachers for years – choose what you are interested in, what you do well in, and what will provide a strong base for your future career. Don’t try to ‘work the system’ – you are likely to get it wrong.”

However, there are certain historical patterns in the scaling of subjects that can be observed to help you with your choices. The following tables:

• present a summary of the effects of scaling within a common pattern of study • show you what happens to HSC marks when they are scaled for the ATAR • show you how achievement at different levels in different subjects can affect your ATAR.

Two examples of student achievement from a past HSC to show the effect of different scaled means:

Chris Alex HSC Mark HSC Mark

English Advanced 81 English Advanced 81 General Mathematics 70 Mathematics 80 Design and Technology 77 Biology 73 Senior Science 77 Chemistry 77 Visual Arts 79 Economics 78 ATAR 59.80 79.65

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Both Chris and Alex are at the 50th percentile in all of their courses so the reason for the difference in their ATARs is the difference in the strength of the competition in the courses they have chosen. The average scaled mean for Chris’ courses was 23.5 whereas the average scaled mean for Alex’s courses was 30.6. Alex has done better overall as he has competed against students of higher academic quality than Chris. Consequently, Alex’s ATAR is higher. The implications from these figures can be summarised as follows: • Subject selection is important, but there is no automatic benefit to be gained by doing subjects

which “scale up” and no automatic discount from subjects that scale down. A more precise way of making choices involves how well you perform in the subjects you choose, how motivated you are to achieve in them and how well-suited they are to you and your goals.

• The same set of courses, with HSC marks that are only slightly lower, can lead to a big drop in

the ATAR. Performance at the top of the state in any subject is rewarded in the scaling progress. Strong performance in a challenging subject is rewarded in the scaling process.

To follow this point further, consider two students who completed the same courses in a past HSC. The first student receives a mark of 70 in each course, while the second receives a mark of 80 in each course. In the table below, percentile refers to the rank position out of 100: Student One Student Two

Course HSC mark Percentile HSC mark Percentile English Advanced 70 14 80 46 Biology 70 42 80 72 Mathematics 70 23 80 52 Business Studies 70 35 80 71 Modern History 70 27 80 59 Visual Arts 70 16 80 57

ATAR 58.20 79.80 The 2 students’ HSC marks in each course differ by only 10%, yet their ATARs differ by 21.60! Student One’s ATAR is lower than the HSC marks gained while Student Two’s ATAR is a little higher! The 21.60 difference in their ATARs is a consequence of the larger number of students receiving HSC marks in a range 70 to 80. What are the implications and conclusions from these statistics?

Students should be encouraged to take the courses for which they are best suited and which best prepare them for their future studies.

A student should neither be advantaged nor disadvantaged by choosing one HSC course over another.

Just a few extra marks in each subject can make a huge difference!

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• Students who are aiming for an ATAR that gains them entry into generalist degree courses at university must achieve HSC marks in at least the low 80s.

• Students who are aiming for an ATAR that gains them entry into specialist or professional degree courses must achieve HSC marks well into the 80s, if not the 90s. They should choose subjects that are challenging: strong performance in these subjects will usually be rewarded in the scaling process.

• Students who are aiming for highly competitive ATAR courses, such as Law or Medicine, must achieve HSC marks well into the 90s. They will probably choose subjects that are most challenging: strong performance in these subjects will usually be rewarded in the scaling process.

• In any given course, 30-40% of students in the state who sit the course score HSC marks in the 70s. The best way to be above the middle of the state is to score marks above 80%!

Distribution of ATARs The distribution of ATARs has been consistent over the years (Source: UAC Report 2013 Table A7):

Percentage of students (all schools) receiving specific ATARs and above: 2009 - 2013 ATAR 2009

% ATAR 2010

% ATAR 2011

% ATAR 2012

% ATAR 2013

% ATAR 99.00 1.8 1.7 1.7 1.7 1.7 95.00 8.9 8.6 8.5 8.5 8.4 90.00 17.6 17.2 16.8 17.0 16.7 80.00 34.6 33.9 33.3 33.5 33.1 70.00 50.4 49.7 48.9 49.3 48.9 60.00 64.4 64.0 63.2 63.8 63.3 50.00 76.4 76.1 75.5 76.3 75.9

Median ATAR: 2009 - 2013

2009 ATAR

2010 ATAR

2011 ATAR

2012 ATAR

2013 ATAR

Median 70.25 69.80 69.25 69.55 69.20 In 2013, 48 students received the top ATAR of 99.95 from a mix of government and non-government schools and who studied a wide range of courses. In almost all courses, some students gained an ATAR in excess of 95.00 and for the majority of courses the maximum ATAR is higher. In the vast majority of courses at least one student gained an ATAR of 99 or above. This is consistent with previous years. The full report on scaling in the Higher School certificate is also available for you to download from the Universities Admissions Centre website (http://www.uac.edu.au/undergraduate/atar/reports.shtml).

Boys and parents should be practical and realistic in considering the suitability of a course. The primary considerations for a student to select a challenging course that he:

• enjoys the subject; • is capable of achieving well in the subject; • is committed to a high standard of achievement in the subject.

In short, the students who gain the most from the scaling effect are those who are suited to their courses and work hard to achieve their goals in them.

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University Bonus Point Schemes for HSC Subjects

Universities now have a number of schemes that allow the allocation of bonus points which may mean that applicants can receive an offer to a course even though they have an ATAR below the published cut-off. Examples include students with strong performance in HSC subjects, students who live or attend school in an area defined by the university and students who have applied for consideration through Educational Access Schemes.

Please note: if universities allocate bonus points, it does not change or increase a student’s ATAR – it changes and improves a student’s selection rank.

For most Year 12 students, their selection rank is their ATAR. However, if a student is allocated bonus points, then their selection rank = their ATAR + bonus points. As the bonus points schemes for each university, and often for each course at the same university, are different, then the selection rank can be different for each course listed in the student’s course preferences. Research by several universities has shown that performance in particular HSC subjects provides the best indication of likely success in first year university study, hence the recent introduction of bonus point schemes. Universities are also suggesting that the HSC Bonus Points Scheme is there to reward high achieving HSC students and to address national skills shortages. A typical Bonus Points Scheme has the potential to improve the ATAR selection rank by up to 5 points. Bonus points are credited automatically – for example:

• an HSC Band 5 or 6 result in 2 unit English Advanced and 2 unit Mathematics may each attract 2 points

• other points are awarded for Extension courses and subjects regarded as relevant to a particular degree, e.g. Physics for Engineering etc.

• Bonus points are not available for some high demand courses e.g. Medicine and Law.

The schemes are complex in that universities tend to differ in their application of bonus points and bonus points apply differently for each university course. There are therefore hundreds of different permutations. Students and parents are therefore encouraged to access the links to each university – some examples are given here for details on the bonus point schemes:

• University of Sydney – ‘Flexible Entry Scheme’ www.usyd.edu.au/future_students/domestic_undergraduate/admissions/special_entry_schemes/flexible.shtml

• Macquarie University – ‘Academic Advantage Scheme’ www.mq.edu.au/academicadvantage

• University of NSW –‘ HSC Plus’ www.unsw.edu.au/HSCPlus

For more information on Bonus Point Schemes and Alternate Entry Schemes for each university:

• See ‘UAC participating institutions’ for each university in Part 2.1 of the UAC Guide • See ‘Participating Institutions’ at:

http://www.uac.edu.au/international/institutions/index.shtml • See each university’s undergraduate prospectus • Phone each university for further details.

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SUMMARY FOR STUDENTS AND PARENTS

• All courses in the HSC have a unit value.

Most courses are 2 units 2 units = 120 hours per year = 100 marks

• Courses are divided into two categories:

Board Developed Courses Board Endorsed Courses (see VET/HSC Program)

• Requirements for the HSC:

Preliminary Course 12 units

Students must satisfactorily complete the Preliminary course before they are eligible to commence the corresponding HSC course.

HSC Course 10 units Both Preliminary and HSC courses must include:

• At least 6 units from Board Developed Courses, including at least 2 Units of a Board Developed Course in English.

• At least 3 courses of two units or greater.

• At least 4 subjects (including English).

• At most, 6 units of courses in Science can count towards HSC eligibility.

• Extension Courses build on the content of the 2 unit course and require students to work beyond the standard of a 2 unit course.

Both English and Mathematics have Preliminary Extension Courses (Year 11).

In each of English and Mathematics, you may choose one or two HSC Extension Courses (Year 12).

All other extension Courses are offered in Year 12 only.

• A minimum of 2 units of English must be taken in both the Preliminary and HSC Courses.

• Students wishing to take the English Extension Course(s) must be enrolled in the English

Advanced course. • English as a Second Language (ESL) course may be offered if student numbers permit and if

students meet the eligibility requirements. • Students at The King’s School are strongly encouraged to take one of the Mathematics

courses. Students studying the Mathematics General course cannot study any other Mathematics course.

• Although not required by BOSTES, students at The King’s School are encouraged to study a broad based HSC that includes courses from the Sciences and the Humanities.

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• To satisfactorily complete a Preliminary and HSC course, a student must have:

(i) followed the course developed or endorsed by the Board;

(ii) applied himself with diligence and sustained effort to set tasks and experiences in the course;

(iii) achieved the course outcomes.

• Key considerations when deciding and choosing your subjects for Years 11 & 12:

Ability

Choose subjects that are appropriate to your level of ability.

Interest

Choose subjects that interest you.

Motivation

Choose subject areas that you want to study.

Career aspirations and needs:

Be realistic about your career choices and about your subject choices. Mr Attard, the School Careers Adviser (aca@kings.edu.au), can assist students in providing information about tertiary course requirements in both University and TAFE institutions throughout Australia and overseas. In addition, each University and TAFE institution will have Undergraduate Advisers who can provide assistance. Students will be provided with the University Entry Requirements Year 10 Booklet, published by UAC. This booklet contains important information about entry to university courses, course prerequisites, ATAR requirements and other information to assist each student’s choice of HSC courses for study in Years 11 and 12 in preparation for university entry.

Pattern of Study:

Select your pattern of study carefully as most courses extend over 2 years, although there is limited range of Extension Courses available in Year 12.

A reminder: Each boy is asked to select their preferences from the courses available but there can be no guarantee that every boy will get their first preferences. JJ Walkden-Brown Director of Studies jjw@kings.edu.au June 2014

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COURSE

SUMMARIES

Board Developed Courses

Offered to Year 11 students

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Course Page

English Standard 19 English Advanced 20 English Extension 1 21 English Extension 2 (HSC only) 21 English as a Second Language (Eligibility rules apply) 22 Agriculture 23 Ancient History 24 Biology 25 Business Studies 26 Chemistry 27 Chinese Continuers 28 Design and Technology 29 Drama 30 Earth and Environmental Science 31 Economics 32 Engineering Studies 33 French Continuers 34 French Extension (HSC only) 35 Geography 36 German Continuers 37 German Extension (HSC only) 38 History Extension (HSC only) 39 Industrial Technology (Metal, Timber) 40 Information Processes and Technology 41 Legal Studies 42 Mathematics General 43 Mathematics 44 Mathematics Extension 1 45 Mathematics Extension 2 (HSC only) 46 Modern History 47 Music 1 48 Music 2 49 Music Extension (HSC only) 50 PD/Health/PE 51 Physics 52 Senior Science 53 Software Design and Development 54 Studies of Religion II 55 Visual Arts 56

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English Standard 2 units for each of Preliminary and HSC Exclusions: English (Advanced); English (ESL); Board Developed Course English (Extension) Course Description In the Preliminary English (Standard) 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, nonfiction, film, media and multimedia, as well as Australian texts. In the HSC English (Standard) course, students further strengthen their knowledge and understanding of language and literature by reflecting on and demonstrating the effectiveness of texts for different audiences and purposes. Students study at least four types of prescribed texts drawn from: prose fiction; drama; poetry; nonfiction or film or media or multimedia texts. Main Topics Covered Preliminary Course - The course has two sections: • Content common to the Standard and Advanced courses is undertaken through units of work called an Area of

Study. Students explore texts and develop skills in synthesis. The common content comprises 40% of the course content. Students undertake at least one Area of Study.

• Electives in which students explore and examine texts and analyse aspects of meaning. The electives comprise 60% of the content.

HSC Course - The course has two sections examined in two papers: • One Area of Study common to the HSC Standard and the HSC Advanced courses where students analyse and

explore concepts through texts and apply skills in synthesis. • 3 Modules

Particular Course Requirements In the Preliminary English (Standard) course students are required to: • study Australian and other texts • explore a range of types of text drawn from: prose fiction; drama; poetry; non-fiction; film, media, multimedia texts • undertake wide reading programs involving texts and textual forms composed in and for a wide variety of contexts • integrate the modes of reading, writing, listening, speaking, and viewing and representing as appropriate • engage in the integrated study of language and text • HSC English (Standard) course requires the close study of: • at least four types of prescribed text, one drawn from each of the following categories: prose fiction; drama; poetry;

non-fiction or film or media or multimedia • a wide range of additional related texts and textual forms

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English Advanced 2 units for each of Preliminary and HSC Exclusions: English (Standard); Fundamentals of Board Developed Course English; English (ESL) Course Description In the Preliminary English (Advanced) course, students explore, examine and analyse a range of texts which include prose fiction, drama, poetry, nonfiction, film, media and multimedia, 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 HSC English (Advanced) course, students further strengthen their knowledge and understanding of language and literature by analysing and evaluating texts and the ways they are valued in their contexts. Students study at least five types of prescribed texts drawn from: Shakespearean drama; prose fiction; drama or film; poetry; nonfiction or media or multimedia; and a wide range of additional related texts and textual forms.

Main Topics Covered Preliminary Course – The course has two sections: • Content common to the Standard and Advanced courses is undertaken through units of work called an Area of

Study. Students explore texts and develop skills in synthesis. The common content comprises 40% of the course content. Students undertake at least one Area of Study.

• Electives in which students explore, examine and analyse the ways in which texts and contexts shape and are shaped by different attitudes and values. The Electives comprise 60% of the content.

HSC Course – The course has two sections examined in two papers: • One Area of Study common to the HSC Standard and the Advanced courses where students analyse and explore

concepts through texts and apply skills in synthesis. • 3 Modules. Particular Course Requirements In the Preliminary English (Advanced) Course, students are required to: • study Australian and other texts • explore a range of types of text drawn from: prose fiction; drama; poetry; non-fiction; film, media, multimedia

texts • undertake wide reading programs involving texts and textual forms composed in and for a variety of purposes • integrate the modes of reading, writing, listening, speaking, and viewing and representing as appropriate • engage in the integrated study of language and text. HSC English (Advanced) course requires the close study of: • at least five types of prescribed text, one drawn from each of the following categories: Shakespearean

drama, prose fiction, drama or film, poetry, non-fiction or media or multimedia texts • a wide range of additional related texts and textual forms

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Preliminary English Extension HSC English Extension 1 HSC English Extension 2

1 unit of study for each of Preliminary and HSC Prerequisites: (a) English (Advanced) course (b) Preliminary English Extension Course is prerequisite for Extension Course 1 (c) Extension Course 1 is prerequisite for Extension Course 2 Exclusions: English (Standard); Fundamentals of English; English (ESL) Course Description In the Preliminary English (Extension) Course, students explore how and why texts are valued in and appropriated into a range of contexts. They consider why some texts may be perceived as culturally significant. In the HSC English (Extension) Course 1, students explore close study of Crime Writing. In the HSC English (Extension) Course 2, students develop a sustained major work and document their reflection on this process. Main Topics Covered Preliminary English (Extension) Course The course has one mandatory section: Module: Appropriation and Adaptation. HSC English Extension Course 1 The course has one section. Students must complete one elective chosen from one of the three modules offered for study:

• Module A: Genre • Module B: Texts and Ways of Thinking • Module C: Language and Values.

HSC Extension Course 2 The course requires students to complete a Major Work. Particular Course Requirements In the Preliminary English (Extension) Course students are required to examine a key text from the past and its manifestations in one or more popular cultures. Students also explore, analyse and critically evaluate different examples of such appropriations in a range of contexts and media. HSC English Extension Course 1 requires the study of prescribed texts in a set area (as outlined in the prescriptions document, HSC Electives and Prescribed Texts). The HSC English Extension Course 2 requires completion of a Major Work and a statement of reflection.

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English as a Second Language 2 units for each of Preliminary and HSC Exclusions: English (Standard); English (Advanced); Board Developed Course English (Extension) Eligibility rules apply. Please ask your teacher to check the Stage 6 English syllabus Course Description In the Preliminary English (ESL) course, students acquire and develop specific English language skills, knowledge and understanding by exploring a range of texts which include prose fiction, drama, poetry, nonfiction, film, media and/or multimedia, as well as Australian texts. Through this close study of text, students develop their understanding of the ways ideas and processes are represented in texts. In the HSC English (ESL) course, students reinforce and extend their language skills through the close study of at least three types of prescribed texts drawn from prose fiction, drama, poetry, nonfiction, film, media and multimedia and a wide range of additional related texts and textual forms. Through this close study of texts, students develop and apply skills in synthesis. Main Topics Covered Preliminary Course – The course has two sections: • Language Study within Areas of Study, which is undertaken through a unit of work called an Area of Study.

Students acquire and develop their specific English language skills, knowledge and understanding through exploration of an idea or process represented in texts. The Area of Study comprises 60% of the content.

• Electives where students develop and use their English language skills in their examination and analysis of particular aspects of shaping meaning. The Electives comprise 40% of the content.

HSC Course – The course has two sections: • Language Study within an Area of Study, where students reinforce and extend their language skills and apply

skills in synthesis. This section consists of one prescribed Area of Study. The Area of Study comprises 50% of the content.

• Modules which emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes. The Modules comprise 50% of the content.

Particular Course Requirements In the Preliminary English (ESL) Course students are required to: • study Australian and other texts • explore a range of types of text drawn from: prose fiction; drama; poetry; non-fiction; film, media, multimedia

texts • undertake wide reading programs involving texts and textual forms composed in and for a wide variety of

contexts • integrate the modes of reading, writing, listening, speaking, and viewing and representing as appropriate • engage in the integrated study of language and text. In the HSC English (ESL) Course students are required to study: • at least three types of text drawn from: prose fiction; drama; poetry; non-fiction; film or media or multimedia

texts • a wide range of additional related texts and textual forms

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Agriculture 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description The Preliminary course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issue of sustainability of the farming system. This is an ‘on-farm’, environment-oriented course. The HSC course builds upon the Preliminary course. It examines the complexity and scientific principles of the components of agricultural production. It places greater emphasis on farm management to maximise productivity and environmental sustainability. The Farm Product Study is used as a basis for analysing and addressing social, environmental and economic issues as they relate to sustainability. Main Topics Covered Preliminary Course Overview (15%)

- The Farm Case Study (25%) - Plant Production (30%) - Animal Production (30%)

HSC Course Core (80%)

- Plant/Animal Production (50%) - Farm Product Study (30%)

Elective (20%) Choose ONE of the following electives to study:

- Agri-food, Fibre and Fuel Technologies - Climate Challenge - Farming for the 21 Century

Particular Course Requirements Practical experiences should occupy a minimum of 30% of both Preliminary and HSC course time.

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Ancient History

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Descriptions The Preliminary course is structured to provide students with opportunities to investigate past people, groups, events, institutions, societies and historical sites from the sources available, by applying the methods used by historians and archaeologists. The HSC course provides the opportunity for students to investigate in depth the range and nature of archaeological and written sources that provide evidence for a life in Pompeii and Herculaneum. They also study the key features and sources of an ancient society, historical period and ancient personality.

Main Topics Covered Preliminary Course Part 1: Introduction o Investigating the past: History, Archaeology and Science o Case Studies (at least ONE) Part II: Studies of Ancient Societies, Sites and Sources At least ONE study to be chosen. Part III: Historical Investigation The investigation can be either integrated into any aspect of the Preliminary course or attempted as one project, individually or as part of a group. HSC Course Part I: Core Study: Cities of Vesuvius – Pompeii and Herculaneum (25%) Part II: ONE Ancient Society (25%) Part III: ONE Personality in their Times (25%) Part IV: ONE Historical Period (25%) Particular Course Requirements In the Preliminary course, choices of studies in Parts I, II and III, must be chosen from different civilisations. The Historical Investigation and choice of topics in Parts I and II must not overlap or duplicate significantly any topic attempted for the HSC Ancient History or History Extension courses.

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Biology 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Senior Science (Preliminary only) Course Description Biology is the study of living organisms, life processes & interactions between organisms and their environment. The Preliminary course incorporates the study of the mechanisms and systems that living things use to obtain, transport and use for their own growth and repair; biotic and abiotic features of the environment and the interdependence of organisms in an ecosystem; the evolution of life on Earth; and the effects of global changes on the diversity of Australian biota during the formation of the Australian continent. The HSC course builds upon the Preliminary course. It examines the processes and structures that plants and animals use to maintain a constant internal environment and the way in which the inheritance of characteristics are transmitted from generation to generation. The options cover a wide variety of interest topics and draw on the increased information and understanding provided by improved technology to examine areas of current research. Topics Covered Preliminary Course Biology Skills Module 8.1 Core Modules • A Local Ecosystem • Patterns in Nature • Life on Earth • Evolution of Australian Biota HSC Course Biology Skills Module 9.1 Core Modules • Maintaining a Balance • Blueprint of Life • The Search for Better Health One Option from the following modules: • Communication • Biotechnology • Genetics: The Code Broken? • The Human Story • Biochemistry Particular Course Requirements: Each module specifies content which provides opportunities for students to achieve the Biology skill outcomes. Biology modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Biology skills modules 8.1 and 9.1. The Preliminary course includes a field study related to local terrestrial and aquatic environments. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.

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Business Studies 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description Business activity is a feature of everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the management of operations, marketing, finance and human resource in large businesses. Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral development by assisting students to think critically about the role of business and its ethical responsibilities to society.

Main Topics Covered Preliminary Course Nature of business (20%) – the role and nature of business Business management (40%) – the nature and responsibilities of management Business planning (40%) – establishing and planning a small to medium enterprise HSC Course Operations (25%) – strategies for effective operations management Marketing (25%) – development and implementation of successful marketing strategies Finance (25%) – financial information in the planning and management of business Human resources (25%) – human resource management and business performance

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Chemistry 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Senior Science (Preliminary only) Course Description Chemistry is the study of the physical and chemical properties of matter, with a focus on substances and their interactions. Chemistry attempts to provide chemical explanations and to predict events at the atomic and molecular level. The Preliminary course develops a knowledge of atomic structure, chemical changes, rates of reaction and relationships between substances by focusing on increasing students’ understanding of the Earth’s resources, the development of increasingly sophisticated methods to extract and use metals, the importance of water on Earth and high energy carbon compounds. The HSC course builds on the concepts developed in the Preliminary course expanding on areas such as the search for new sources of traditional materials, the design and production of new materials, the management and monitoring of chemicals that have been developed and/or released as a result of human technological activity and the way in which environmental problems could be reversed or minimised. The options cover a wide variety of interest topics and draw on the increased information and understanding provided by improved technology to examine areas of current research. Topics Covered Preliminary Course Chemistry Skills Module 8.1 Core Modules • The Chemical Earth • Metals • Water • Energy

HSC Course Chemistry Skills Module 9.1 Core Modules • Production of Materials • The Acidic Environment • Chemical Monitoring and Management One Option from the following modules: • Industrial Chemistry • Shipwrecks, Corrosion and Conservation • The Biochemistry of Movement • The Chemistry of Art • Forensic Chemistry Particular Course Requirements Each module specifies content which provides opportunities for students to achieve the Chemistry skill outcomes. Chemistry modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Chemistry skills modules 8.1 and 9.1. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.

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Chinese Continuers

2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC Board Developed Course Prerequisites: Stage 5 Chinese or equivalent knowledge is assumed. Exclusions: Chinese Beginners; Heritage Chinese (Mandarin); Chinese Background Speakers Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.2 of the Board’s ACE Manual

Course Description The Preliminary and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ 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. Students also will gain an insight into the culture and language of Chinese-speaking communities through the study of a range of texts.

Prescribed Themes: The Individual

Mandatory Topics Personal identity Education and aspirations Recreation and leisure Travel experiences

The Chinese-speaking communities History and culture Lifestyles

The changing world Youth Issues The world of work Tourism and hospitality

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

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Design and Technology 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description The Preliminary course involves the study of both designing and producing. This is explored through areas such as design theory and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of materials, tools and techniques. The course involves hands- on practical activities which develop knowledge and skills in designing and producing. The Preliminary course includes the completion of at least two design projects. These projects involve the design, production and evaluation of a product, system or environment and includes evidence of the design process recorded in a design folio. The design folio can take a variety of different forms. The HSC course applies the knowledge and understanding of designing and producing from the preliminary course. It involves the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60% of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact on Australian society. Main Topics Covered Preliminary Course Involves both theory and practical work in designing and producing. This includes the study of design theory and practice, design processes, factors affecting design and producing, design and production processes, technologies in industrial and commercial settings, environmental and social issues, creativity, collaborative design, project analysis, marketing and research, management, using resources, communication, manufacturing and production, computer-based technologies, occupational health and safety, evaluation, and manipulation of materials, tools and techniques. HSC Course Involves the study of innovation and emerging technologies, including a case study (20%) of an innovation and the study of designing and producing including a Major Design Project. The project folio addresses three key areas: project proposal and project management, project development and realisation, and project evaluation. Particular Course Requirements: In the Preliminary course, students must participate in hands-on practical activities and undertake a minimum of two design projects. The projects will develop skills and knowledge to be further developed in the HSC course. Students will develop their knowledge of the activities within industrial and commercial settings which support design and technology and relate these processes to the processes used in their own designing and producing. Each project will place emphasis on the development of different skills and knowledge in designing and producing. This is communicated in a variety of forms, but students should be encouraged to communicate their design ideas using a range of appropriate media. In the HSC course the activities of designing and producing that were studied in the Preliminary course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and a case study of an innovation. Students should select and use the wide range of skills and knowledge developed in the Preliminary course, appropriate to their selected project. They must also relate the techniques and technologies used in industrial and commercial settings to those used in the development of design projects.

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Drama 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject. Course Description Students in Drama study the practices of Making, Performing and Critically Studying. Students engage with these components through collaborative and individual experiences. Preliminary Course Content comprises an interaction between the components of Improvisation, Playbuilding and Acting, Elements of Production in Performance and Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas. HSC Course “Australian Drama and Theatre” and “Studies in Drama and Theatre” involve the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre, exploring relevant acting techniques, performance styles and spaces. The Group Performance (3-6 students) involves creating a piece of original theatre (8–12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills. For the Individual Project, students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design or Performance or Script-writing or Video Drama. Main Topics Covered Preliminary Course Realism with Stanislavsky Theatre of the Absurd Monologues: Deconstruction and Reconstruction Group Performance HSC Course Australian Drama and Theatre (Core Content) Studies in Drama and Theatre (Approaches to Acting) Group Performance (Core Content) Individual Project Particular Course Requirements The Preliminary course informs learning in the HSC course. In the study of theoretical components, students engage in practical workshop activities and performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the group performance, the published Course Prescriptions include a topic list which is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC course. Students choosing Individual Project Design or Critical Analysis must base their work on one of the texts listed in the published text list. This list changes every three years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other HSC course when choosing Individual Projects.

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Earth and Environmental Science

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Senior Science (Preliminary only) Course Description: Earth and Environmental Science is the study of the planet Earth, its processes and its environment. The Preliminary course develops a knowledge of the physical and chemical features of the environment, the available resources and human impact on Australian environments and the interplay between the internal and external forces that constantly shape the Earth. It increases students’ understanding of these concepts by focusing on the unique nature of the Australian continent, its geology and environments and, in particular, the local environment and the effect of human impact on it. The HSC course builds upon the Preliminary course. It examines the geological, physical and chemical evidence related to the evolution of Australia over time, current pressures and the effects on the Australian environment, and the indicators of environmental ill-health. The options cover a wide variety of interest areas and draw on increased information and understanding provided by improved technology to examine areas of current research. Topics Covered: Preliminary Course Earth and Environmental Science Skills Module 8.1 Core Modules • Planet Earth and Environment

– A Five Thousand Million Year Journey • The Local Environment • Water Issues • Dynamic Earth HSC Course Earth and Environmental Science Skills Module 9.1 Core Modules • Tectonic impacts • Environments Through Time • Caring for the Country One Option from the following modules: • Introduced Species and the Australian environment • Organic Geology – a Non-renewable Resource • Mining and the Australian Environment • Oceanography Particular Course Requirements: Each module specifies content which provides opportunities for students to achieve the Earth and Environmental Science skill outcomes. Earth and Environmental Science modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Earth and Environmental Science skills modules 8.1 and 9.1. The Preliminary course includes field experience in the identification of landforms, rocks and soil types, as well as how biological factors interact to form the local environment. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.

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Economics 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil 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 issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian economic context within the course.

Main Topics Covered Preliminary Course • Introduction to Economics – the nature of economics and the operation of an economy • Consumers and Business – the role of consumers and business in the economy • Markets – the role of markets, demand, supply and competition • Labour Markets – the workforce and role of labour in the economy • Financial Markets – the financial market in Australia including the share market • Government in the Economy – the role of government in the Australian economy HSC Course • The Global Economy – Features of the global economy and globalisation • Australia’s Place in the Global Economy – Australia’s trade and finance • Economic Issues – issues including growth, unemployment, inflation, wealth and management. • Economic Policies and Management – the range of policies to manage the economy

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Engineering Studies 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description Both Preliminary and HSC courses offer students knowledge, understanding and skills in aspects of engineering that include communication, engineering mechanics/hydraulics, engineering materials, historical/societal influences, engineering electricity/electronics, and the scope of the profession. Students study engineering by investigating a range of applications and fields of engineering. Main Topics Covered Two types of modules are used to facilitate learning in the course. These are engineering application modules and engineering focus modules. Engineering application modules develops knowledge and understanding of engineering concepts and impacts through the study of engineered products. Engineering focus modules develops knowledge and appreciation of the role of engineers by studying the nature of the engineering profession and emphasising the scope of engineering activities in a given field. Preliminary Course Students undertake the study of the following four modules: • three application modules: Engineering Fundamentals, Engineered Products and Braking Systems and • one focus module relating to the field of Bio-Engineering HSC Course Students undertake the study of the following four modules: • two application modules: Civil structures and Personal and Public Transport and • two focus modules: Aeronautical Engineering and Telecommunications Engineering. Particular Course Requirements In the Preliminary course students will learn to understand the significance of an Engineering Report and then develop an Engineering Report. Students are first required to produce a component of an Engineering Report in Engineering application module 3, Braking systems, before producing a complete Engineering Report in Engineering focus module 4, Biomedical Engineering. In the HSC course students must produce one Engineering Report from either of the two Engineering application modules of Civil structures or Personal and public transport, and one from either of the two engineering focus modules of Aeronautical engineering or Telecommunications engineering. At least one report in each of the Preliminary and the HSC courses must be the result of collaborative work.

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French Continuers 2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC Board Developed Course Prerequisites: Stage 5 French or equivalent knowledge is assumed. Exclusions: French Beginners Course Description The Preliminary and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ skills in, and knowledge of French will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts. Prescribed Themes: • The Individual Mandatory Topics • Personal identity • Relationships • School life and aspirations • Leisure and interests

• The French-speaking communities Daily life/lifestyles Arts and entertainment • The changing world Travel and tourism

The world of work Current issues The young people’s world

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

Particular Course Requirements: Nil

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HSC French Extension 1 unit for HSC Board Developed Course Prerequisites: The French Continuers Preliminary course Co-requisites: The French Continuers HSC course. Exclusions: Nil Course Description The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of French language and culture will be enhanced through accessing a variety of texts (some of which are prescribed) related to the theme and issues. Students will extend their ability to use and appreciate French as a medium for communication and creative thought and expression. Theme:

• The individual and contemporary society. Prescribed Issues:

• The outsider versus social order • The power of attachment • Our relationship with the environment.

Students’ knowledge and understanding of the issues are developed through tasks such as:

• discussing issues in prescribed and related texts • presenting points of view on issues • analysing aural and written texts.

Particular Course Requirements: Nil

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Geography 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description The Preliminary course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues. The HSC course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies combine with an assessment of the geographers’ contribution to understanding our environment and demonstrates the relevance of geographical study. Preliminary Course Biophysical Interactions – how biophysical processes contribute to sustainable management Global Challenges – geographical study of issues at a global scale. Senior Geography Project – a geographical study of student’s own choosing HSC Course Ecosystems at Risk – the functioning of ecosystems, their management and protection Urban Places – study of cities and urban dynamics People and Economic Activity – geographic study of economic activity at a local and global context. Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration. Particular Course Requirements Students complete a senior geography project (SGP) in the Preliminary course and should undertake 12 hours of fieldwork in both the Preliminary and HSC courses.

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German Continuers 2 units for each of Preliminary and HSC, with the option of a 1 unit Extension course for the HSC Board Developed Course Prerequisites: Stage 5 German or equivalent knowledge is assumed. Exclusions: German Beginners. Course Description The Preliminary and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ skills in, and knowledge of German will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of German-speaking communities through the study of a range of texts. Prescribed Themes:

• The Individual Mandatory Topics

• Personal identity • Education and aspirations • Leisure and lifestyles

• The German-speaking communities People and places Past and present Arts and entertainment

• The changing world. The world of work Youth Issues Tourism and hospitality

Students’ language skills are developed through tasks such as:

• Conversation • Responding to an aural stimulus • Responding to a variety of written material • Writing for a variety of purposes • Studying the culture of German-speaking communities through texts.

Particular Course Requirements: Nil

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HSC German Extension 1 unit for HSC Board Developed Course Prerequisites: The German Continuers Preliminary course Co-requisites: The German Continuers HSC course Exclusions: Nil Course Description The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of German language and culture is enhanced through accessing a variety of texts (some of which are prescribed) related to the theme and issues. Students will extend their ability to use and appreciate German as a medium for communication and creative thought and expression. Theme:

• The individual and contemporary society. Prescribed Issues:

• Tolerance of difference • Coping with change • Pressures in today’s society.

Students’ knowledge and understanding of the issues are developed through tasks such as:

• discussing issues in prescribed and related texts • presenting points of view on issues • analysing aural and written texts.

Particular Course Requirements: Nil

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HSC History Extension 1 unit HSC Board Developed Course Exclusions: Nil Course Description HSC History Extension involves the study and evaluation of the ideas and processes used by historians to construct history. In Part I of the course, students investigate the question ‘What is history?’ through a selection of readings and through one case study. In Part II, students design, undertake and communicate their own personal historical inquiry. Main Topics Covered • Part I: What is History? (60% of course time)

Key questions: - Who are the historians? - What are the aims and purposes of history? - How has history been constructed and recorded over time? - Why have the approaches to history changed over time? Students will investigate one case study from a selection of ancient, medieval and early modern, modern and Australian options.

• Part II: History Project (40% of course time) An original piece of historical investigation by the student which includes a Proposal, Essay, Bibliography and Process Log.

Particular Course Requirements A Preliminary course in Modern or Ancient History is a prerequisite for the HSC History Extension course.

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Industrial Technology 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Some Industry Focus areas with similar VET Curriculum Framework streams and Content

Endorsed Courses Course Description Industrial Technology at Stage 6 will develop a student’s knowledge and understanding of a selected industry and its related technologies highlighting the importance of design, management and production through practical experiences. Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen for the course. The Focus Areas include Automotive Technologies; Electronics Technologies; Graphics Technologies; Metal and Engineering Technologies; Multimedia Technologies; Timber Products and Furniture Technologies. Main Topics Covered Preliminary Course The following sections are taught in relation to the relevant focus area:

• Industry Study – structural, technical, environmental and sociological factors, personnel issues, Occupational Health and Safety (15%)

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

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

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

tools and equipment, machinery and technologies (15%) HSC Course The following sections are taught in relation to the relevant focus area through the development of a Major Project (60%) and a study of the relevant industry: • Industry Study (15%) • Major Project (60%)

- Design and Management - Production

• Industry Related Manufacturing Technology (25%) Particular Course Requirements In the Preliminary course, students must design, develop and construct a number of projects. Each project will include a management folio. Each project may emphasise different areas of the preliminary course content. Students also undertake the study of an individual business within a focus area industry. In the HSC course, students design, develop and construct a Major Project with a management folio. They will also undertake a study of the overall industry related to the specific focus area industry.

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Information Processes and Technology 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Computing Applications CEC Course Description Information Processes and Technology is the study of information-based systems. It focuses on information processes performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures resulting from the processes are considered. Different types of information systems are studied. Through project work, students will create their own information system to meet an identified need. Main Topics Covered Preliminary Course Introduction to Information Skills and Systems (20%) Tools for Information Processes (50%) Developing Information Systems (30%) HSC Course Project Management (20%) Information Systems and Databases (20%) Communication Systems (20%) Option Strands (40%) – Students will select TWO of the following options: Transaction Processing Systems; Decision Support Systems; Automated Manufacturing Systems; Multimedia Systems. Particular Course Requirements There is no prerequisite study for the 2 unit Preliminary course. Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course. The percentage values in each course refer to indicative course time. A minimum of 40% course time is to be devoted to the integration of content into project work in both Preliminary and HSC courses. It is also expected that a significant proportion of time be devoted to integrated practical activities.

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Legal Studies 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description The Preliminary course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives. The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform. Preliminary Course • Part I - The Legal System (40% of course time) • Part II - The Individual and the Law (30% of course time) • Part III - The Law in Practice (30% of course time) The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course. This section may be integrated with Part I and Part II. HSC Course • Core Part I: Crime (30% of course time) • Core Part II: Human Rights (20% of course time) • Part III: Two options (50% of course time) Two options are chosen from:

• Consumers • Global environment • Family • Indigenous peoples • Shelter • Workplace • World order

Each topic’s themes and challenges should be integrated into the study of the topic. Particular Course Requirements: No special requirements

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Mathematics General (Mathematics General 2 for HSC) 2 units for each of Preliminary and HSC (2012 Syllabus) Board Developed Course Prerequisites: For students who intend to study the Mathematics General course, it is recommended that they study at least some of the Stage 5.2 content of Mathematics Years 7–10 Syllabus, particularly the Patterns and Algebra topics and Trigonometry, if not all of the content. Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with Mathematics General. Course Description General Mathematics focuses on mathematical skills and techniques, which have direct application to everyday activity. The course content is written in five areas of study, with an emphasis on application of specific skills and on tasks that involve integrating mathematical skills and techniques across a range of familiar and unfamiliar situations. These tasks may draw from more than one area of study, and encourage transfer of knowledge across the entire course, as well as linking with study in other Stage 6 subjects. The course is fully prescribed, and is designed to support TAFE and other vocational courses. It provides an appropriate mathematical background for students who do not wish to pursue the formal study of mathematics at tertiary level, while giving a strong foundation for university study in the areas of business, humanities, nursing and paramedical sciences. Satisfactory completion of the Preliminary Mathematics General course may be followed by study of either the HSC Mathematics General 2 course or the HSC Mathematics General 1 course. (Note: The HSC Mathematics General 2 course is a Board Developed Course (examined at the HSC), while the HSC Mathematics General 1 course is a Content Endorsed Course (not examined at the HSC). Main Topics Covered Preliminary General Course Content HSC General 2 Course Content • Financial Mathematics • Financial Mathematics • Data and Statistics • Data and Statistics • Measurement • Measurement • Probability • Probability • Algebra and Modelling • Algebra and Modelling Focus Study: Mathematics and Communication Focus Study: Mathematics and Health Focus Study: Mathematics and Driving Focus Study: Mathematics and Resources

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Mathematics (2 unit) 2 units for each of Preliminary and HSC Board Developed Course Prerequisites: For students who intend to study the Mathematics course, it is recommended that they study the topics Real Numbers, Algebraic Techniques and Coordinate Geometry as well as at least some of Trigonometry and Deductive Geometry from Stage 5.3 (identified by §) of Mathematics Years 7–10 Syllabus, if not all of the content. Exclusions: Mathematics General Course Description The course is intended to give students who have demonstrated general competence in the skills of Stage 5 Mathematics an understanding of and competence in some further aspects of mathematics, which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Students who require substantial mathematics at a tertiary level, supporting the physical sciences, computer science or engineering, should undertake the Mathematics Extension 1 course or both the Mathematics Extension 1 and Mathematics Extension 2 courses. Main Topics Covered Preliminary Course HSC Course • Basic arithmetic and algebra • Coordinate methods in geometry • Real functions • Applications of geometrical properties • Trigonometric ratios • Geometrical applications of differentiation • Linear functions • Integration • The quadratic polynomial and the parabola • Trigonometric functions • Plane geometry • Logarithmic and exponential functions • Tangent to a curve and derivative of a function • Applications of calculus to the physical world • Probability • Series and series applications

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Mathematics Extension 1 The 3 Units awarded at the HSC will be based on 2 units at the Mathematics Level and 1 Unit at the Extension 1 level. Prerequisites: For students who intend to study the Mathematics Extension 1 course, it is recommended that they study the Stage 5.3 optional topics (identified by #) Curve Sketching and Polynomials, Functions and Logarithms, and Circle Geometry of Mathematics Years 7–10 Syllabus. Exclusions: Mathematics General Course Description The content of this course and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills of Stage 5 Mathematics and 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. It has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level and for the study of mathematics in support of the physical and engineering sciences. Although the course is sufficient for these purposes, students of outstanding mathematical ability should consider undertaking the Mathematics Extension 2 course. Main Topics Covered Preliminary Course • Other inequalities • Further geometry • Further trigonometry • Angles between two lines • Internal and external division of lines into given ratios • Parametric representation • Permutations and combinations • Polynomials • Harder applications of the Mathematics Preliminary course topics

HSC Course • Methods of integration • Primitive of sin2x and cos 2x • Equation )( PNk

dtdN

−=

• Velocity and acceleration as a function of x • Projectile motion • Simple harmonic motion • Inverse functions and inverse trigonometric functions • Induction • Binomial theorem • Further probability • Iterative methods for numerical estimation of the roots of a polynomial equation • Harder applications of Mathematics HSC course topics

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Mathematics Extension 2 The 4 units awarded at the HSC will be determined by 2 units at Extension 1 level and 2 units at Extension 2 level. Board Developed Course The course is designed for students, who are talented in Mathematical ability and possess outstanding drive, determination and application in order to meet the challenges of the course. Exclusions: Mathematics General Course Description The course offers a suitable preparation for study of mathematics at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other mathematics courses. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus. These topics are treated in some depth. Thus, the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject. Main Topics Covered • Graphs • Complex Numbers • Conics • Integration • Volumes • Mechanics • Polynomials • Harder Mathematics Extension 1 Topics

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Modern History 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description The Preliminary course is structured to provide students with opportunities to investigate the role of key features, issues, individuals, groups, events and concepts from the C19th to the present using the methods of historical inquiry. The HSC course provides the opportunity for students to investigate in depth a source-based study of World War I. They also study key features and issues in the history of ONE country during the C20th, ONE personality and ONE international study in peace and conflict. Main Topics Covered Preliminary Course Part 1: Case Studies (50%) At least TWO Case Studies should be undertaken (see below). Part II: Historical Investigation (20%) The investigation can be either integrated into any aspect of the Preliminary course or attempted as one project, individually or as part of a group. Part III: Core Study: The World at the Beginning of the C20th (30%) A source-based approach is to be used. HSC Course Part I: Core Study: World War I: 1914–1919: A source-based study (25%) Part II: ONE National Study (25%) Part III: ONE Personality in the C20th (25%) Part IV: ONE International Study in Peace and Conflict (25%) Particular Course Requirements In the Preliminary course, one Case Study must be from Europe, North America or Australia (see list A on p.18 of the syllabus). One Case Study must be from Asia, the Pacific, Africa, the Middle East or Central/South America (see list B on p.18 of the syllabus). The Historical Investigation and choice of Case Study must not overlap or duplicate significantly any topic attempted for the HSC Modern History or History Extension courses.

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Music 1 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Music 2 Course Description In the Preliminary and HSC courses, students will study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. Main Topics Covered Students study three topics in each year of the course. Topics are chosen from a list of 21 which cover a range of styles, periods and genres. Particular course requirements HSC course In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course. Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by BOSTES to validate authorship of the submitted work.

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Music 2 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Music 1 Course Description In the Preliminary and HSC courses, students will study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. Main Topics Covered Students study one Mandatory Topic covering a range of content and one Additional Topic in each year of the course. In the Preliminary course, the Mandatory Topic is Music 1600–1900. In the HSC course, the Mandatory Topic is Music of the Last 25 Years (Australian focus). Particular Course Requirements In addition to core studies in performance, composition, musicology and aural, students nominate one elective study in Performance, Composition or Musicology. Students selecting Composition or Musicology electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by BOSTES to validate authorship of the submitted work. All students will be required to develop a composition portfolio for the core composition.

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HSC Music Extension 1 unit/60 hour course Board Developed Course Prerequisites: Music 2 (studied concurrently with HSC course of Music 2) or at the completion of the HSC course in Music 2 for those students undertaking pathways. Exclusions: Music 1 Course Description The HSC Music Extension course builds on Music 2 and assumes a high level of music literacy and aural ability as well as advanced performance or composition or musicology skills. Students will specialise in performance or composition or musicology and will follow an individual program of study which will be negotiated between the teacher and student. Particular Course Requirements Students selecting Composition or Musicology as their area of specialisation will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by BOSTES to validate authorship of the submitted work.

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Personal Development, Health and Physical Education 2 units for each of Preliminary and HSC Exclusions: Nil Board Developed Course Course Description The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing and fitness choices. In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society. Preliminary Course Core Topics (60%) • Better Health for Individuals • The Body in Motion Optional Component (40%) Students select two of the following options: • First Aid • Composition and Performance • Fitness Choices • Outdoor Recreation

HSC Course Core Topics (60%) • Health Priorities in Australia • Factors Affecting Performance Optional Component (40%) Students select two of the following options: • The Health of Young People • Sport and Physical Activity in Australian Society • Sports Medicine • Improving Performance • Equity and Health Particular Course Requirements In addition to core studies, students select two options in each of the Preliminary and HSC courses.

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Physics 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Senior Science (Preliminary only) Course Description Physics investigates natural phenomena, identifies patterns and applies models, principles and laws to explain their behaviour. The Preliminary course develops a knowledge of waves, motion, forces, fields, electricity and magnetism by focusing on increasing students’ understanding of current communication technologies, the use of electricity in the home, interaction involving vehicles (such as car crashes) and the mechanisms that maintain the physical conditions of planet Earth. The HSC course builds on the concepts of the Preliminary course by expanding on areas such as relativity, the motor effect and solid state physics, and by focusing on space flight, motors and generators and the scientific advances involved in the development of semi-conductors and electronics. The options cover a variety of interest areas and draw on the increased information and understanding provided by improved technology to examine areas of current research. Topics Covered Preliminary Course Physics Skills Module 8.1 Core Modules • The World Communicates • Electrical Energy in the Home • Moving About • The Cosmic Engine HSC Course Physics Skills Module 9.1 Core Modules • Space • Motors and Generators • From Ideas to Implementation One Option from the following modules: • Geophysics • Medical Physics • Astrophysics • From Quanta to Quarks • The Age of Silicon Particular Course Requirements Each module specifies content which provides opportunities for students to achieve the Physics skill outcomes. Physics modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Physics skills modules 8.1 and 9.1. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.

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Senior Science 2 units for each of Preliminary and HSC Exclusions: Preliminary courses in Biology, Board Developed Course Chemistry, Earth and Environmental Science and Physics. Course Description The Preliminary course incorporates the study of the collection, storage and conservation of water resources, and the structure and function of plants, with an emphasis on Australian native plants. It examines issues associated with the protection of the body in the workplace and the interactions between organisms in local ecosystems. The HSC course investigates the importance of a range of biological molecules found in humans and other organisms, the physical and chemical properties of chemicals used by people on and in their bodies, and information systems. The options draw on the increased information and understanding provided by improved technology to examine a variety of interest areas. The Senior Science course caters for students requiring a broad overview across all disciplines of science and focuses on encouraging them to become scientifically literate citizens. The course emphasises skill development and is particularly suited to students who have achieved Elementary to Substantial Achievement in the School Certificate in Science. In the HSC study pattern, students may study HSC Senior Science in combination with the HSC course in Biology, Chemistry, Earth and Environment Science or Physics to a maximum of six units. Students who are undertaking the Senior Science HSC course must have satisfactorily completed the Preliminary course in Senior Science or Biology or Chemistry or Earth and Environmental Science or Physics. Topics Covered Preliminary Course Senior Science Skills Module 8.1 Core Modules • Water for Living • Plants • Humans at Work • The Local Environment HSC Course Senior Science Skills Module 9.1 Core Modules • Lifestyle Chemistry • Medical Technology – Bionics • Information Systems One option from the following modules: • Polymers • Preservatives and Additives • Pharmaceuticals • Disasters • Space Science Particular Course Requirements Each module specifies content which provides opportunities for students to achieve the Senior Science skill outcomes. Senior Science modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Senior Science skills modules 8.1 and 9.1. The Preliminary course includes field experience in the identification of soil types as well as how biological factors interact to form the local environment. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.

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Software Design and Development 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description The Preliminary course introduces students to the basic concepts of computer software design and development. It does this by looking at the different ways in which software can be developed, the tools that can be used to assist in this process and by considering the interaction between software and the other components of the computer system. The HSC course builds on the Preliminary course and involves the development and documentation of software using a variety of data structures and language facilities. Students learn to solve a number of interesting and relevant software problems.

Preliminary Course : Concepts and Issues in the Design and Development of Software (30%) - Social and ethical issues - Hardware and software - Software development approaches Introduction to Software Development (50%) - Defining and understanding the problem - Planning and designing software solutions - Implementing software solutions - Testing and evaluating software solutions - Maintaining software solutions Developing software solutions (20%)

HSC Course : Development and Impact of Software Solutions (15%) - Social and ethical issues - Application of software development Approaches Software Development Cycle (40%) - Defining and understanding the problem - Planning and design of software solutions - Implementing software solutions - Testing and evaluating software solutions - Maintaining software solutions Developing a Solution Package (25%) Options (20%) Study one of the following options: - Programming paradigms or - The interrelationship between software and hardware

Particular Course Requirements There is no prerequisite study for the Preliminary course. Completion of the Preliminary course is a prerequisite for the HSC course. It is a mandatory requirement that students spend a minimum of 20% of Preliminary course time and 25% of HSC course time on practical activities using the computer.

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Studies of Religion II (2 Unit) 2 units for each of Preliminary and HSC Board Developed Course

Exclusions: Studies of Religion I

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

Preliminary Course • Nature of Religion and Beliefs - The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctive response to the human search for meaning in life. • Three Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism - Origins - Principal beliefs - Sacred texts and writings - Core ethical teachings - Personal devotion/expression of faith/observance. • Religions of Ancient Origin - The response to the human search for ultimate meaning in two religions of ancient origin from: - Aztec or Inca or Mayan - Celtic - Nordic - Shinto - Taoism - an Indigenous religion from outside Australia • Religion in Australia pre-1945 - The arrival, establishment and development of religious traditions in Australia prior to 1945. HSC Course • Religion and Belief Systems in Australia post-1945 - Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today. • Three Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism - Significant people and ideas - A religious traditions ethical teachings about bioethics or environmental ethics or sexual ethics - Significant practices in the life of adherents. • Religion and Peace - The distinctive response of religious traditions to the issue of peace. • Religion and Non-Religion - The human search for meaning through new religious expression, Non-religious worldviews and the difference between Religious and Non-Religious worldviews.

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Visual Arts 2 units for each of Preliminary and HSC Board Developed Course. Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject Course Description Visual Arts involves students in art-making, art criticism and art history. Students develop their own artworks, culminating in a ‘body of work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. The Preliminary course is broadly focused, while the HSC course provides for deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts. Preliminary 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, artworks, the world and audiences in the art world • the different ways the visual arts may be interpreted and how students might develop their own

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

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

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

the art world and apply these to their own investigations • how students may further develop meaning and focus in their work. Particular Course Requirements Preliminary Course: • Artworks in at least two expressive forms and use of a process diary • a broad investigation of ideas in art making, art criticism and art history HSC Course: • development of a body of work and use of a process diary • a minimum of five Case Studies (4–10 hours each) • deeper and more complex investigations in art making, art criticism and art history.