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Australian Islamic College of Sydney

Stage 62018 – 2019

Subject Information Handbook for the

Preliminary Course and

Higher School Certificate Course

1

ContentsAustralian Islamic College of Sydney.................................................................................................................................. 1

Introduction and Forward................................................................................................................................................. 5

HSC COURSES.................................................................................................................................................................... 6

Choosing your compulsory English course.................................................................................................................. 6

Understanding your Maths options............................................................................................................................... 7

Advice for students choosing HSC courses..................................................................................................................... 7

Meeting HSC eligibility requirements............................................................................................................................... 7

Course Unit Value............................................................................................................................................................ 8

Types of Higher School Certificate Courses.................................................................................................................... 9

Category A courses offered at the Australian Islamic College of Sydney in the Preliminary Course are:....................9

Category B courses: (Not offered at AICS)................................................................................................................10

Board Endorsed Courses. (BEC)............................................................................................................................... 10

Vocational Education Courses (VET)......................................................................................................................... 11

TAFE-VET Courses................................................................................................................................................... 11

Understanding HSC pathways................................................................................................................................... 11

HSC-University pathways.......................................................................................................................................... 12

Useful links................................................................................................................................................................. 12

Australian Tertiary Admission Rank (ATAR)..................................................................................................................12

Who calculates the ATAR?........................................................................................................................................ 13

Why are marks scaled in determining the ATAR?......................................................................................................13

How does scaling work?............................................................................................................................................ 14

Frequently asked questions....................................................................................................................................... 15

BOARD DEVELOPED COURSES................................................................................................................................ 16

ENGLISH....................................................................................................................................................................... 16

Rationale for English Extension................................................................................................................................. 16

Rationale for English Extension 2.............................................................................................................................. 16

Year 11 Course Structure and Requirements............................................................................................................17




Year 11 Course Structure and Requirements........................................................................................................................... 21


MATHEMATICS............................................................................................................................................................. 23

Rationale.................................................................................................................................................................... 23







Course Structure and Requirements..........................................................................................................................29

BIOLOGY...................................................................................................................................................................... 31


Requirements for Practical Investigations.................................................................................................................. 32



CHEMISTRY................................................................................................................................................................. 34





PHYSICS....................................................................................................................................................................... 37





ANCIENT HISTORY...................................................................................................................................................... 40



MODERN HISTORY.......................................................................................................................................................... 45



BUSSINESS STUDIES.................................................................................................................................................. 50

Year 11 and 12 Course Structure and Requirements................................................................................................50

Course Structure and Requirements..........................................................................................................................50

ECONOMICS................................................................................................................................................................ 52


STUDIES OF RELIGION............................................................................................................................................... 54


SOCIETY AND CULTURE............................................................................................................................................ 56


LEGAL STUDIES........................................................................................................................................................... 58


SENIOR SCIENCE........................................................................................................................................................ 60


PDHPE (Personal Development, Health and Physical Education)................................................................................62

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INDUSTRIAL TECHNOLOGY....................................................................................................................................... 64


ISLAMIC STUDIES........................................................................................................................................................ 68

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Introduction and Forward

Dear Students,

This booklet is designed to help you make wise decisions about your pattern of study for Year 11 2017. Choosing how to continue with schooling past the compulsory years is a significant milestone in your life journey. It is important that you take the time to consider your options. Listen carefully to the advice you will be given and make realistic assessments of your abilities and interests. Senior study requires increased commitment and application. All senior courses are demanding, but by choosing courses that match your abilities and interests you will be able to minimise stress and to maximise your chances of an enjoyable, successful two years.

This booklet is divided into THREE sections. Part A contains general information that you are advised to read carefully. The information contained in Part B of the booklet is from the Board of Studies and it provides a guideline to assist you in your subject selection. Part C outlines the subject selection process. It is recommended that you read the UAC Guide if you are planning to attend University. Through the subject selection process, your teachers at Australian Islamic College of Sydney will also be happy to discuss options with you.

The staff members at the Australian Islamic College of Sydney are looking forward to continuing to work with you during the next two years. We hope to challenge you to strive for personal excellence and to become independent, self- motivated learners. The next two years will be a time for us to work together as we help and support one another to successfully complete Years 11 and 12. We are looking forward to having young women and men who can leave the Australian Islamic College of Sydney well qualified and prepared to live full Muslim lives in which they continue to live out our school motto “Seek Knowledge and Serve thy Nation”.

Yours faithfully,

Mr Imam Ali Mr Zulqarnan Malik Principal Assistant Principal

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HSC COURSES

To get your Higher School Certificate (HSC), you must complete at least 12 units of Preliminary courses and 10 units of HSC courses, including English. Most HSC courses are worth 2 units.

You need to satisfactorily complete the Preliminary course (usually in Year 11) before you can start the corresponding HSC course (usually in Year 12).

There are two main types of HSC courses: Board Developed Courses and Board Endorsed Courses.

NESA develops Board Developed Courses. Your achievement in these can count towards your Australian Tertiary Admission Rank (ATAR).

Board Developed Courses cover:

English Maths Science Technology Creative Arts Personal Development, Health and Physical Education (PDHPE) Human Society and its Environment (HSIE) Languages Vocational Education and Training (VET) Curriculum Frameworks.

Read more about Board Developed Course subjects and their descriptions.

Board Endorsed Courses are ones that schools, TAFEs or universities generally develop. They contribute to the HSC, but don’t count towards your ATAR.

To help plan your Year 11 and Year 12 studies read more on choosing HSC courses.

Choosing your compulsory English course

The two main English courses are English Advanced and English Standard.

English Advanced is a higher level course for students who might want to study English at university. It includes literary texts like Shakespeare, and is a pre- or co-requisite for English Extension courses. English Extension 1 allows more specialised study, while English Extension 2 requires you to create a major work.

English Standard caters for a wide range of students. It develops and refines reading, writing, listening and speaking skills to enhance your personal, social and job opportunities.

English Studies is a Content Endorsed Course (CEC), which does not have an external exam. It is for students who plan to follow vocational interests after leaving school. It gives you the skills, knowledge and understanding to use language appropriately for future study, work and citizenship.

English as a Second Language (ESL) is for students who have been educated in English for five years or less, either in Australia or overseas. The strict eligibility rules for this course are on the ACE website.

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

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/subject-selection

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z

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

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

Understanding your Maths options

There are two 2-unit maths courses that contribute to the ATAR – Mathematics (‘2 unit’) and Mathematics General 2.

Mathematics (‘2 Unit’) includes calculus, and is a pre- or co-requisite for Maths Extension courses. Mathematics Extension 2 is the highest level maths course, for students with a special interest and ability. You can study Mathematics Extension 2 as well as or after completing Mathematics Extension 1.

Mathematics General 2 does not include calculus. It suits students who want to work in jobs that use various mathematical and statistical techniques.

Mathematics General 1 does not count towards the 6 units of Board Developed Courses required to be eligible for the HSC, or the 10 units required for calculating an ATAR. It is a Content Endorsed Course (CEC) with no external exam. It suits students who want to study maths but do not wish to study it at university.

Advice for students choosing HSC courses

Your aim is to attain the best HSC result you can. So, you should choose courses that you are good at, interested in and may use in the future.

When considering which courses to study, explore the content of a course. For example, what are the course outcomes? Will you be required to submit a major work, or perform, as part of your exams? Talk with your teachers about your strengths and weaknesses, as well as individual course requirements, before making your selections.

Meeting HSC eligibility requirements

To be eligible for the HSC, you must:

satisfactorily complete Years 9 and 10 or gain other qualifications that satisfy NESA attend a government school, an accredited non-government school, a NSW Education Standards

Authority recognised school outside NSW, or a TAFE college complete HSC: All My Own Work (or its equivalent) before you submit any work for Preliminary or

HSC courses, unless you are only entered for Year 11 and Year 12 Life Skills courses satisfactorily complete courses in the patterns of study detailed below sit for and make a serious attempt at the required HSC exams.

Certain patterns of study and course requirements apply

You must satisfactorily complete:

a Preliminary pattern of study that includes at least 12 units an HSC pattern of study that includes at least 10 units.

Both patterns of study must include at least:

6 units of Board Developed Courses 2 units of a Board Developed Course in English, or English Studies 3 courses of 2 or more units (either Board Developed or Board Endorsed Courses)

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http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work

4 subjects.

Some courses have certain rules and prerequisites. For example, you can include English Studies in your 6 units of Board Developed Courses, but you can’t count it as the 2 units of English that UAC uses to calculate an ATAR.

There are also specific eligibility rules for some Languages courses, such as Beginners and Heritage, to ensure your course is at the appropriate level for your experience.

Enrolling in a course that you are not eligible for could put your HSC at risk, so carefully check your eligibility for all courses you are entered for. You can find out more about eligibility, rules and prerequisites on our website.

Course Unit Value

All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 1 unit or 2 units. Most courses are 2 unit. The number of units indicates the length of time for which a course is taught each week, and the number of marks it counts for in the Higher School Certificate. Each unit of a course is equivalent to approximately 60 hours of study per year and marked out of 50. The following is a guideline to help you understand the pattern of courses.

2 UNIT COURSE This is the basic structure for all courses. The course is studied for approximately 120 hours per year and marked out of 100 for the Higher School Certificate. Two unit Board Developed Courses offer suitable preparation for the study of that subject at tertiary level.

EXTENSION COURSE Extension study is available in a number of subjects. Extension courses offer suitable preparation for the study of that subject at tertiary level and build on the content of the 2 unit course carrying an additional value of 1 unit. Requiring students to work beyond the standard of the 2 unit course, extension courses are available in English, Mathematics, History, Music, some Languages and VET.

English and Mathematics Extension Courses are available at Preliminary and Higher School Certificate levels. Students must study the Preliminary extension course in these subjects before proceeding to the two Higher School Certificate extension courses (Extension 1 and Extension 2). The Extension 2 course requires students to work beyond the standard of the Extension 1 course.

Higher School Certificate extension courses in subjects other than English and Mathematics are made available to students after completion of the Preliminary course if the student shows exceptional ability in the subject area.

.

1 UNIT COURSE A 1 unit course is equivalent to approximately 60 hours of study per year and marked out of 50. Studies of Religion may be undertaken as either a 1 unit or 2 unit courses.

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http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes

Types of Higher School Certificate Courses

Senior courses are divided into Preliminary and Higher School Certificate components. Preliminary courses begin Term 1, Year 11 and conclude at the end of Term 3, Year 11. Higher School Certificate courses begin when students have satisfactorily completed the requirements of the Preliminary course.

Board Developed Courses (BDC)

These courses are developed by the Board of Studies. There is a syllabus for each course, which contains:▪ the course objectives, structure, content and outcomes▪ specific course requirements▪ assessment requirements▪ sample examination papers and marking guidelines▪ the performance scale

All students entered for the Higher School Certificate who are studying these courses follow these syllabuses. These courses are examined externally at the end of the Higher School Certificate course and can count towards the calculation of the Australian Tertiary Admissions Rank (ATAR). Board developed courses are given a category for the purpose of calculating the Australian Tertiary Admission Rank. No more than 2 units of Category B Courses can be used in the calculation of the ATAR.

Category A courses offered at the Australian Islamic College of Sydney in the Preliminary Course are:

SUBJECT

English Standard (2units)

English Advance (2units)

English Extension (1unit)

General Mathematics 2 (2units)

Mathematics (2units)

Mathematics Extension 1 (1unit)

Modern History (2units)

Economics (2units)

Business Studies (2units)

Studies of Religion (2units)

Society and Culture (2units)

Legal Studies (2units)

Senior Science (2units)

Physics (2units)

Chemistry (2units)

Biology (2units)

PDHPE (2units)

Industrial Technology (2units)

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Category B courses: (Not offered at AICS)

26087 Automotive Examination 2unit Automotive (Vehicle Body)26089 Automotive Examination 2unit Automotive (Mechanical Technology)26199 Business Services Examination 2unit Business Services26299 Construction Examination 2unit Construction26399 Electrotechnology Examination 2unit Electrotechnology26499 Entertainment Industry Examination 2unit Entertainment Industry27299 Financial Services Examination 2unit Financial Services 26587 Hospitality Examination 2unit Hospitality (Kitchen Operations and Cookery)26589 Hospitality Examination 2unit Hospitality (Food and Beverage)27199 Human Services Examination 2unit Human Services27385 Information and Digital Technology 2unit Information and Digital Examination (Digital Animation) Technology27387 Information and Digital Technology 2unit Information and Digital Examination (Networking and Technology Hardware)27389 Information and Digital Technology 2unit Information and Digital Examination (Web and Software Technology Applications)26799 Metal and Engineering Examination 2unit Metal and Engineering17195 Primary Industries Examination 2unit Primary Industries26999 Retail Services Examination 2unit Retail Services27499 Tourism, Travel and Events 2unit Tourism

Board Endorsed Courses. (BEC)

There are two main types of Board Endorsed Courses – Content Endorsed Courses and School Designed Courses.

▪ Content Endorsed Courses (CEC) have syllabuses endorsed by the Board of Studies to cater for areas of special interest not covered in the Board Developed Courses.

▪ Schools may also design special courses to meet student needs. The Board of Studies must approve these courses. Once approval is granted, schools offer selected courses to senior students as part of the Higher School Certificate.

There is no external examination for any Board Endorsed Courses, but all Board Endorsed Courses count towards the Higher School Certificate and appear on your Record of Achievement.

Board Endorsed Courses studied in Year 12 are recorded on the Higher School Certificate, with a single school assessment mark being given. There are examinations throughout the course, but students do not sit for the Higher School Certificate examination. Board Endorsed Courses do not count towards the calculation of the Australian Tertiary Admissions Rank (ATAR).

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At present AICS does not offer such courses.

Vocational Education Courses (VET)

Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate. They enable students to study courses, which are relevant to industry needs and have clear links to post-school destinations. These courses allow students to gain Higher School Certificate qualifications, an ATAR and accreditation with industry and the workplace as part of the Australian Qualifications Framework (AQF). The national framework is recognised across Australia and helps students to move easily between the various education and training sectors and employment. These courses each have a specific workplace component and a minimum number of hours that students spend in the workplace or a simulated workplace at school. Students receive special documentation showing the competencies gained.

All Vocational Education is designed to lead to employment and further study, including university study. Courses are module based and each module contains a number of competencies to be achieved. Courses studied at school will lead to either a Statement of Attainment or Certificate II. Certificate IV leads on to a Diploma level from which students can access Degree qualifications at a University. If you require more information on these courses you will need to see the Mrs James.

TAFE-VET Courses

These are selected Board Developed or Board Endorsed Vocational Education and Training courses delivered by TAFE at TAFE. They are one year, 2 unit courses designed to allow Year 11 and 12 students to participate in established TAFE courses. The courses count as 2 unit towards the Higher School Certificate when done in the Higher School Certificate year and are also given accreditation by TAFE. Students undertaking Board Endorsed Vocational Education and Training courses do not sit for the Higher School Certificate examination and they do not count towards the Australian Tertiary Admission rank (ATAR).

Understanding HSC pathways

While most students complete their HSC over two years during Years 11 and 12, there are other options. If you want to study while you work, care for your family or, for example, take part in elite sports or cultural activities, one of these five pathways may be suitable for you.

Pathway Description1. Accumulating You can take up to five consecutive years to finish your studies,

starting from the first year you complete an HSC course. After five years, you must have met all HSC requirements.

2. Repeating You can repeat one or more courses within the five years (see pathway 1) without penalty. Your Record of Achievement will show the results of all attempts. The Universities Admissions Centre

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(UAC) will calculate your Australian Tertiary Admission Rank (ATAR) from the results of your most recent attempt.

3. Transferring credit and recognition of prior learning (RPL)

You may be able to count courses you did at TAFE or other educational institutions towards your HSC as ‘credit transfer’.

Or, you may not need to complete some course components if you can show that you have met the necessary outcomes in another way, such as through interstate study, as ‘RPL’. This may apply to a Preliminary course, part of a Preliminary course or part of an HSC course.

4. Accelerating You may be able to accelerate in a course, sit for the HSC exam for that course (usually at the end of Year 11) and accumulate your results.

5. Studying during an apprenticeship or traineeship

You can complete a school-based apprenticeship or traineeship while you study. These combine paid work and training, lead to a recognised Vocational Education and Training (VET) credential and count towards your HSC.

HSC-University pathways

If you have achieved high-level results at school you can apply to undertake university studies while you are studying for the HSC. For students from Year 11 onwards. Macquarie University and the University of New England offer HSC-University Pathways programs. For further details about the program and the application process, contact the university directly.

Useful links

Education and Training - State Training Services Careers Advisory Service Universities Admissions Centre My Future - Occupations TAFE NSW Australian Job Search

Australian Tertiary Admission Rank (ATAR)

Tertiary institutions in Australia have found that a selection rank based on a student's overall academic achievement is the best single predictor of success for most tertiary courses. The ATAR provides a measure of a student's overall academic achievement in relation to that of other students. It is calculated solely for use by institutions, either on its own or with other selection criteria, to rank and select school leavers for their courses.

The ATAR is a rank, not a mark.

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https://jobsearch.gov.au/

https://www.tafensw.edu.au/

https://myfuture.edu.au/

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

http://www.cas.det.nsw.edu.au/

https://www.training.nsw.gov.au/

https://www.training.nsw.gov.au/

The ATAR is a number between 0.00 and 99.95 and indicates a student’s position relative to all the students who started high school with them in Year 7. So, an ATAR of 80.00 means that you are 20 per cent from the top of your Year 7 group (not your Year 12 group).

The average ATAR is usually around 70.00.

If everyone from Year 7 went on to achieve an ATAR, the average ATAR would be 50.00. But because some students leave early and the ones who stay on to receive an ATAR are a smaller, more academically able group, the average ATAR is higher.

ATARs are calculated in each state to reflect a student’s rank against other students in their state. In NSW, the ATAR is calculated and released by UAC. In the ACT, it’s calculated by the ACT Board of Senior Secondary Studies and is released by schools.

NSW ATARs are equivalent to those in other states. For example, an ATAR of 85.00 in NSW is equivalent to an ATAR of 85.00 in other states.

The Australian Tertiary Admissions Rank (ATAR) is a rank. It is used by the Universities to rank students for entry to a course. Students only need to opt for an ATAR if they are intending to go to University straight from school. The ATAR provides a measure of a student’s overall academic achievements in the Higher School Certificate in relation to that of other students. The ATAR is calculated solely for use by universities and is not used for any other purpose. Universities use the ATAR either on its own or in conjunction with other selection criteria, to rank and select school leavers for admission to university. The ATAR is reported as a number between 0.00 and 99.95 with increments of 0.05.

Who calculates the ATAR?The Technical Committee on Scaling – a committee set up by the NSW Vice Chancellor’s Conference, calculates the ATAR on behalf of the universities in NSW.The ATAR is confidential and released by the Universities Admissions Centre (UAC) to▪ Students who have requested an ATAR; and▪ Universities to which the students have applied.

The ATAR is not provided to the Board of Studies or individual schools.

Why are marks scaled in determining the ATAR?As the purpose of the ATAR is to provide a measure of overall academic achievement in the Higher School Certificate, it is based on marks gained in Higher School Certificate courses. The NSW Higher School Certificate offers students a wide choice of courses, taken by different groups of students. The ATAR needs to be determined in such a way as to enable the comparison of students who may have taken different combinations of Higher School Certificate courses.

It is not possible to use the marks reported by the Board to compute a measure of overall Higher School Certificate performance such as the ATAR, as the criteria used to define a student's achievement differs across courses. So, while it will be possible to compare

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achievement in a particular course from year to year, it will not be possible to compare achievement across courses.

For example, because the standards set for English, Mathematics, Geography, Latin and Visual Arts are different, the Higher School Certificate marks in these courses cannot be simply added together. The marks need to be adjusted before an overall measure can be calculated.

This process of adjustment is called scaling, and the adjusted marks are called scaled marks. Scaled marks are not reported to students. They are determined during an interim phase in the calculation of the ATAR.

Scaling adjusts the marks for different courses so that they are comparable and can then be added together. In the absence of scaling, students might be encouraged to take courses that were perceived as easier in order to gain higher marks at the Higher School Certificate and hence a better ATAR.

The scaling process enables fair comparisons to be made, allowing for variations in student choice, by determining what the marks in each course would have been if all students had enrolled in each course. Scaling therefore gives students freedom to choose courses they enjoy, and courses that will be useful for their future careers, knowing that their results will be treated fairly. The principle underlying the scaling procedure is that a student should neither be advantaged nor disadvantaged by choosing one course rather than another. The scaling procedure modifies the mean, the standard deviation and the maximum mark in a course using as a criterion the overall demonstrated academic attainment of the course candidature.

How does scaling work?The scaling process is carried out afresh each year. It makes no assumptions about how difficult a course is or what type of students enrol in that course in a particular year; the results of scaling depend only on the calculations for that year.

The ATAR is reported as a number between 0.00 and 99.95 with increments of 0.05. An ATAR of 50.00 indicates that the student is half-way up the cohort for that year. An ATAR of 75.00 indicates that a student is three-quarters of the way up the cohort for that year. An ATAR of 99.95 indicates that the student is ahead of 99.95% of their cohort that year.

Remember: The ATAR is a measure of overall academic achievement in the Higher School Certificate. It enables universities to rank applicants for tertiary selection in a fair and equitable way. The ATAR is designed only for use in tertiary selection as a possible indicator of readiness for university study. There is no notion of pass or fail.

In summary:

▪ What scaling does is to put a student's marks in different courses on the same scale.

▪ Generally, students' marks are scaled up if the average academic ability of a course candidature is high and scaled down if the

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average academic ability of a course candidature is low.▪ For most students their scaled marks will be different from their

Higher School Certificate marks, so their best scaled marks may not be the same as their best Higher School Certificate marks.

▪ Students with similar Higher School Certificate marks, but in different courses, may receive a very different ATAR.

Frequently asked questions

Are some subjects more difficult than others? Are students better off taking subjects that are easier so they can get higher marks?

All courses in the Higher School Certificate will be rigorous in terms of the standard of knowledge, skills and understanding expected of the students undertaking them.

The process of setting standards for each Higher School Certificate course has involved:▪ an evaluation of the content and outcomes of existing courses▪ an analysis of the standards of performance that students are currently demonstrating through Higher School Certificate examinations. This involved experienced Higher School Certificate markers analysing student responses to questions in recent Higher School Certificate examinations including written answers, major works, projects and performances.

The learning outcomes and content for each Higher School Certificate course is set at an appropriate standard.

It is most likely that students will perform best in subjects in which they have an interest and ability and that will best suit their future needs.

Find out moreATAR eligibilityLimited ATAR ATAR courses

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http://www.uac.edu.au/atar/courses.shtml

http://www.uac.edu.au/atar/limited-atar.shtml

http://www.uac.edu.au/atar/eligibility.shtml

BOARD DEVELOPED COURSES

ENGLISHRationale for English Extension The English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their understanding and appreciation of the cultural roles and the significance of texts.

Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of responding to and composing texts. Students learn about research methodology to enable them to undertake extensive investigation used to develop extended compositions. Throughout the course students explore and evaluate multiple meanings and relative values of texts. They explore a range of conceptual frameworks for the reading and composition of texts and examine a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation. They engage with complex texts that intellectually challenge them to think creatively and critically about the way that literature shapes and reflects the global world.

The course is designed for students with an interest in literature and a desire to pursue specialised study of English.Rationale for English Extension 2The English Extension 2 course enables students who are accomplished in their use of English with the opportunity to craft language and refine their personal voice in critical and creative ways. They can master skills in the composition process to create a substantial and original Major Work that extends their knowledge, understanding and skills developed throughout Stage 6 English courses. Through the creative process they pursue areas of interest independently, develop deep knowledge and manipulate language in their own extended compositions.

Through the experimentation with and exploration of form, style and media students express complex concepts and values in innovative, insightful and powerful ways. The creative process involves the exploration and expression of complex human experiences, connects individuals to wider visions and perspectives, and enhances a student’s enjoyment of literature and the aesthetics of language.

This course provides students with the opportunity to apply and extend research skills developed in the English Extension Year 11 course to their own extensive investigation and develop autonomy and skills as a learner and composer. English Extension 2 develops independent and collaborative learning skills and higher-order critical thinking that are essential at tertiary levels of study and in the workplace.

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The course is designed for students who are independent learners with an interest in literature and a desire to pursue specialised study of English.Year 11 Course Structure and RequirementsEnglish Standard is designed for all students to increase their expertise in English and consolidate their English literacy skills in order to enhance their personal, social, educational and vocational lives. The students learn to respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators.

Year 11 course(120 hours)

English Standard Indicative hours

Common module – Reading to Write: Transition to Senior English

40

Module A: Contemporary Possibilities 40

Module B: Close Study of Literature 40

Text requirements

There are no prescribed texts for Year 11.

Students are required to study ONE complex multimodal or digital text in Module A. (This may include the study of film.)

Students are required to study ONE substantial literary print text in Module B, for example prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of one poet.

Students must study a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts.

The Year 11 course requires students to support the study of texts with their own wide reading.

For the Year 11 English Standard course students are required to:● complete 120 indicative hours● complete the common module as the first unit of work● complete Modules A and B.

Across Stage 6 the selection of texts must give students experience of the following:● a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media

and digital texts.● texts which are widely regarded as quality literature, including a range of literary texts

written about intercultural experiences and the peoples and cultures of Asia

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

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

appropriate.

Year 12 Course Structure and Requirements


English Standard Indicative hours

Common module – Texts and Human Experiences 30

Module A: Language, Identity and Culture 30

Module B: Close Study of Literature 30

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

30

Text requirements

Students are required to closely study three types of prescribed texts, one drawn from each of the following categories:● prose fiction ● poetry OR drama● film OR media OR nonfiction

The selection of texts for Module C: The Craft of Writing does not contribute to the required pattern of prescribed texts for the course.

Students must study ONE related text in the Common module: Texts and Human Experiences.

For the Year 12 English Standard course students are required to:● complete the Year 11 course as a prerequisite ● complete 120 indicative hours ● complete the common module as the first unit of work● complete modules A, B and C over the course of the year.



written about intercultural experiences and the peoples and cultures of Asia

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appropriate.

Year 11 Course Structure and RequirementsEnglish Advanced is designed for students to undertake the challenge of higher-order thinking to enhance their personal, social, educational and vocational lives. These students apply critical and creative skills in their composition of and response to texts in order to develop their academic achievement through understanding the nature and function of complex texts.


English Advanced Indicative hours

Common module: Reading to Write 40

Module A: Narratives that Shape our World 40

Module B: Critical Study of Literature 40

Text requirements

There are no prescribed texts for Year 11.

Students must study a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts.

The Year 11 course requires students to support their study of texts with their own wide reading.

For the English Advanced Year 11 course students are required to:● complete 120 indicative hours● complete the common module as the first unit of work● complete modules A and B.



written about intercultural experiences and the peoples and cultures of Asia● a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander

authors and those that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander Peoples

● texts with a wide range of cultural, social and gender perspectives

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● integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate.



English Advanced Indicative hours

Common module: Texts and Human Experiences

30

Module A: Textual Conversations 30

Module B: Critical Study of Literature 30

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

30

Text requirements

Students are required to closely study four prescribed texts, one drawn from each of the following categories:● Shakespearean drama● prose fiction ● poetry OR drama

The remaining text may be film, media or nonfiction text or may be selected from one of the categories above.

The selection of texts for Module C: The Craft of Writing may be drawn from any types of texts and do not contribute to the pattern of prescribed texts for the course.

Students must study ONE related text in the common module: Texts and Human Experiences.

For the English Advanced Year 12 course students are required to:● complete the Year 11 course as a prerequisite ● complete 120 indicative hours ● complete the common module as the first unit of work● complete modules A, B and C over the course.


and digital texts.

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



appropriate.


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


English Extension 1 Indicative hours

Module: Texts, Culture and Value 40

Related research projectThis project may be undertaken concurrently with the module

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Text requirements

Teachers prescribe ONE text from the past and its manifestations in one or more recent cultures

Students select ONE text and its manifestations in one or more recent cultures. Students research a range of texts as part of their independent project

For the Year 11 English Extension course students are required to: ● complete 60 indicative hours ● undertake the common module ● undertake the related independent research project.

Across Stage 6 the selection of texts should give students experience of the following as appropriate:

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


● a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media, multimedia and digital texts

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● integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate.




Common module: Literary Worlds with ONE elective option

60

Text requirements

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

Students are required to study at least TWO related texts



The Composition ProcessMajor WorkReflection StatementThe Major Work Journal

60

Text requirements

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

For the Year 12 English Extension 1 course students are required to:● complete the Year 11 English Extension course as a prerequisite ● complete 60 indicative hours ● undertake ONE elective option from the common module.

For the Year 12 English Extension 2 course students are required to:● be undertaking study of the Year 12 English Extension 1 course ● complete 60 indicative hours ● complete a Major Work and Reflection Statement● document coursework in a Major Work Journal.

The selection of texts will depend on the Major Work form and will be appropriate to the purpose, audience and context of the composition.

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MATHEMATICSRationaleMathematics is the study of order, relation, pattern, uncertainty and generality and is underpinned by observation, logical reasoning and deduction. From its origin in counting and measuring, its development throughout history has been catalysed by its utility in explaining real-world phenomena and its inherent beauty. It has evolved in highly sophisticated ways to become the language now used to describe many aspects of the modern world.

Mathematics is an interconnected subject that involves understanding and reasoning about concepts and the relationships between those concepts. It provides a framework for thinking and a means of communication that is powerful, logical, concise and precise.

The Mathematics Stage 6 syllabuses are designed to offer opportunities for students to think mathematically. Mathematical thinking is supported by an atmosphere of questioning, communicating, reasoning and reflecting and is engendered by opportunities to generalise, challenge, identify or find connections and think critically and creatively.

All Mathematics Stage 6 syllabuses provide opportunities for students to develop 21st-century knowledge, skills, understanding, values and attitudes. As part of this, in all courses students are encouraged to learn with the use of appropriate technology and make appropriate choices when selecting technologies as a support for mathematical activity.

The Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 courses form a continuum to provide opportunities at progressively higher levels for students to acquire knowledge, skills and understanding in relation to concepts within the area of mathematics that have applications in an increasing number of contexts. These concepts and applications are appropriate to the students’ continued experience of mathematics as a coherent, interrelated, interesting and intrinsically valuable study that forms the basis for future learning. The concepts and techniques of differential and integral calculus form a strong basis of the courses, and are developed and utilised across the courses, through a range of applications and in increasing complexity.

The Mathematics Advanced course is focused on enabling students to appreciate that mathematics is a unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty. The course provides students with the opportunity to develop ways of thinking in which problems are explored through observation, reflection and reasoning.

The Mathematics Advanced course provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have an important role. It is designed for those students whose future pathways may involve mathematics and its applications in a range of disciplines at the tertiary level.

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Mathematics Standard 1 – Year 11 and Year 12 course components

Mathematics Standard 1 or 2 – Year 11 and Year 12 course components

Mathematics Advanced – Year 11 and Year 12 course components

Mathematics Extension 1 – Co-requisites + Year 11 and Year 12 course components

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Mathematics Extension 2 – Co-requisites (Year 11 and Year 12 courses) + Year 12 course components

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


Mathematics Standard

Topics Subtopics

Algebra MS-A1 Formulae and EquationsMS-A2 Linear Relationships

Measurement MS-M1 Applications of MeasurementMS-M2 Working with Time

Financial Mathematics MS-F1 Money Matters

Statistical Analysis MS-S1 Data AnalysisMS-S2 Relative Frequency and Probability

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Year 12 Course Structure and RequirementsThe courses are organised into topics, with the topics divided into subtopics.


Mathematics Standard 1

Topics Subtopics

Algebra MS-A3 Types of Relationships

Measurement MS-M3 Right-angled TrianglesMS-M4 RatesMS-M5 Scale Drawings

Financial Mathematics MS-F2 InvestmentMS-F3 Depreciation and Loans

Statistical Analysis MS-S3 Further Statistical Analysis

Networks MS-N1 Networks and Paths

Year 12 Course(120 hours)

Mathematics Standard 2

Topics Subtopics

Algebra MS-A4 Types of Relationships

Measurement MS-M6 Non-right-angled TrigonometryMS-M7 Rates and Ratios

Financial Mathematics MS-F4 Investments and LoansMS-F5 Annuities

Statistical Analysis MS-S4 Bivariate Data AnalysisMS-S5 The Normal Distribution

Networks MS-N2 Network ConceptsMS-N3 Critical Path Analysis

Year 11 Course Structure and RequirementsThe course is organised in topics, with the topics divided into subtopics.

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Mathematics Advanced

Topics Subtopics

Functions MA-F1 Working with Functions

Trigonometric Functions MA-T1 Trigonometry and Measure of AnglesMA-T2 Trigonometric Functions and Identities

Calculus MA-C1 Introduction to Differentiation

Exponential and Logarithmic Functions

MA-E1 Logarithms and Exponentials

Statistical Analysis MA-S1 Descriptive StatisticsMA-S2 ProbabilityMA-S3 Discrete Probability Distributions


Year 12 course (120 hours)

Mathematics Advanced

Topics Subtopics

Functions MA-F2 Graphing Techniques

Trigonometric Functions MA-T3 Trigonometric Functions and Graphs

Calculus MA-C2 Differential CalculusMA-C3 The Second DerivativeMA-C4 Integral Calculus

Financial Mathematics MA-M1 Modelling Financial Situations

Statistical Analysis MA-S4 Bivariate Data AnalysisMA-S5 Random Variables

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Year 11 Course Structure and RequirementsThe study of Mathematics Extension 1 in Stage 6 enables students to extend their knowledge and understanding of what it means to work mathematically, develops their skills to reason logically, generalise and make connections, and enhances their understanding of how to communicate in a concise and systematic manner.

The course is organised in topics, with the topics divided into subtopics.


Mathematics Extension 1

Topics Subtopics

Functions ME-F1 Further Work with FunctionsME-F2 Polynomials

Trigonometric Functions ME-T1 Inverse Trigonometric FunctionsME-T2 Further Trigonometric Identities

Calculus ME-C1 Rates of Change

Combinatorics ME-A1 Working with Combinatorics

For the Year 11 course:● The Mathematics Advanced Year 11 course should be taught prior to or concurrently with

this course.● 60 indicative hours are required to complete the course.● Students should experience content in the course in familiar and routine situations as well

as unfamiliar situations.● Students should be provided with regular opportunities involving the integration of

technology to enrich the learning experience.


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Topics Subtopics

Proof ME-P1 Introduction to Proof by Mathematical Induction

Vectors ME-V1 Introduction to Vectors

Trigonometric Functions ME-T3 Trigonometric Equations

Calculus ME-C2 Further Calculus SkillsME-C3 Applications of Calculus

Statistical Analysis ME-S1 The Binomial Distribution

For the Year 12 course:● The Mathematics Advanced Year 12 course should be taught prior to or concurrently with

this course.● The Mathematics Advanced Year 11 course is a prerequisite. ● 60 indicative hours are required to complete the course.● Students should experience content in the course in familiar and routine situations as well

as unfamiliar situations.Students should be provided with regular opportunities involving the integration of technology.

Course Structure and RequirementsThe study of Mathematics Extension 2 in Stage 6 enables students to extend their knowledge and understanding of working mathematically, enhancing their skills to tackle difficult, unstructured problems, generalise, make connections and become fluent at communicating in a concise and systematic manner.

The course is organised in topics, with the topics divided into subtopics.

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Topics Subtopics

Proof MEX-P1 The Nature of ProofMEX-P2 Further Proof by Mathematical Induction

Vectors MEX-V1 Further Work with Vectors

Complex Numbers MEX-N1 Introduction to Complex NumbersMEX-N2 Using Complex Numbers

Calculus MEX-C1 Advanced Calculus Skills

Mechanics MEX-M1 Applications of Calculus to Mechanics

For this course:● The Mathematics Extension 1 Year 12 course should be taught prior to or concurrently

with this course. ● 60 indicative hours are required to complete the course.● Students should experience content in the course in familiar and routine situations as well

as unfamiliar situations.● Students should be provided with regular opportunities involving the integration of

technology to enrich the learning experience.

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BIOLOGYThe Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world.

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.

The study of biology, which is often undertaken in interdisciplinary teams, complements the study of other science disciplines and other STEM (Science, Technology, Engineering and Mathematics) related courses. Through the analysis of qualitative and quantitative data, students are encouraged to solve problems and apply knowledge of biological interactions that relate to a variety of fields.

The Biology course builds on the knowledge and skills of the study of living things found in the Science Stage 5 course. The course maintains a practical emphasis in the delivery of the course content and engages with the technologies that assist in investigating current and future biological applications.

The course provides the foundation knowledge and skills required to study biology after completing school, and supports participation in a range of careers in biology and related interdisciplinary industries. It is a fundamental discipline that focuses on personal and public health and sustainability issues, and promotes an appreciation for the diversity of life on the Earth and its habitats.

The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used.

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Year 11 course

(120 hours)

Working Scientifically Skills

Modules Indicative hours

Depth studies

Module 1 Cells as the Basis of Life

60

*15 hoursin Modules 1–

4

Module 2Organisation of Living Things

Module 3 Biological Diversity

60Module 4 Ecosystem Dynamics

*15 hours must be allocated to depth studies within the 120 indicative course hours.Requirements for Practical Investigations

Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.

Practical investigations include:● undertaking laboratory experiments, including the use of appropriate digital technologies● fieldwork.

Secondary-sourced investigations include:● locating and accessing a wide range of secondary data and/or information ● using and reorganising secondary data and/or information.

One fieldwork exercise must be completed in Year 11.

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Year 12 course

(120 hours)


Module Indicative hours

Depth studies

Module 5Heredity

60

*15 hours in Modules 5–8

Module 6 Genetic Change

Module 7 Infectious Disease

60Module 8Non-infectious Disease and Disorders




Secondary-sourced investigations include:● locating and accessing a wide range of secondary data and/or information● using and reorganising secondary data and/or information.

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CHEMISTRYThe Chemistry Stage 6 Syllabus explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability.

The course further develops an understanding of chemistry through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena.

Chemistry involves using differing scales, specialised representations, explanations, predictions and creativity, especially in the development and pursuit of new materials. It requires students to use their imagination to visualise the dynamic, minuscule world of atoms in order to gain a better understanding of how chemicals interact.

The Chemistry course builds on students’ knowledge and skills developed in the Science Stage 5 course and increases their understanding of chemistry as a foundation for undertaking investigations in a wide range of Science, Technology, Engineering and Mathematics (STEM) related fields. A knowledge and understanding of chemistry is often the unifying link between interdisciplinary studies.

The course provides the foundation knowledge and skills required to study chemistry after completing school, and supports participation in a range of careers in chemistry and related interdisciplinary industries. It is an essential discipline that currently addresses and will continue to address our energy needs and uses, the development of new materials, and sustainability issues as they arise.

The study of Chemistry in Stage 6 enables students to develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. Through applying Working Scientifically skills processes, the course aims to examine how chemical theories, models and practices are used and developed.

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Year 11 course

(120 hours)



Depth studies

Module 1Properties and Structure of Matter

60


4

Module 2Introduction to Quantitative Chemistry

Module 3 Reactive Chemistry

60Module 4 Drivers ofReactions

*15 hours must be allocated to depth studies within the 120 indicative course hours.Requirements for Practical InvestigationsScientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.

Practical investigations include:

● undertaking laboratory experiments, including the use of appropriate digital technologies● fieldwork.

Secondary-sourced investigations include:

● locating and accessing a wide range of secondary data and/or information● using and reorganising secondary data and/or information.

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Year 12 course

(120 hours)



Depth studies

Module 5Equilibrium and Acid Reactions 60


8

Module 6Acid/base Reactions

Module 7Organic Chemistry

60Module 8ApplyingChemical Ideas



Practical investigations include:

● undertaking laboratory experiments, including the use of appropriate digital technologies● fieldwork.

Secondary-sourced investigations include:

● locating and accessing a wide range of secondary data and/or information using and reorganising secondary data and/or information.

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PHYSICSThe Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the Universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the Universe, and participate in navigating and influencing the future.

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena.

Students who study physics are encouraged to use observations to develop quantitative models of real-world problems and derive relationships between variables. They are required to engage in solving equations based on these models, make predictions, and analyse the interconnectedness of physical entities.

The Physics course builds on students’ knowledge and skills developed in the Science Stage 5 course and help them develop a greater understanding of physics as a foundation for undertaking post-school studies in a wide range of Science, Technology, Engineering and Mathematics (STEM) fields. A knowledge and understanding of physics often provides the unifying link between interdisciplinary studies.

The study of physics provides the foundation knowledge and skills required to support participation in a range of careers. It is a discipline that utilises innovative and creative thinking to address new challenges, such as sustainability, energy efficiency and the creation of new materials.

The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications.

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Year 11 course

(120 hours)



Depth studies

Module 1 Kinematics

60


4

Module 2 Dynamics

Module 3 Waves and Thermodynamics

60Module 4 Electricity and Magnetism

*15 hours must be allocated to depth studies within the 120 indicative course hours.Requirements for Practical Investigations Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.


Secondary-sourced investigations include:● locating and accessing a wide range of secondary data and/or information● using and reorganising secondary data and/or information.

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Year 12 course

(120 hours)



Depth studies

Module 5 Advanced Mechanics

60

*15 hoursin Modules 5–8

Module 6 Electromagnetism

Module 7 The Nature of Light

60Module 8 From the Universe to the Atom

*15 hours must be allocated to depth studies within the 120 indicative course hours.Requirements for Practical InvestigationsScientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.


Secondary-sourced investigations include:● locating and accessing a wide range of secondary data and/or informationusing and reorganising secondary data and/or information.

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ANCIENT HISTORYThe study of Ancient History engages students in an investigation of life in early societies based on the analysis and interpretation of physical and written remains. It offers students the opportunity to investigate the possible motivations and actions of individuals and groups, and how they shaped the political, social, economic and cultural landscapes of the ancient world. Ancient History stimulates students’ curiosity and imagination and enriches their appreciation of humanity by introducing them to a range of cultures and beliefs as well as to the origins and influences of ideas, values and behaviours that are still relevant in the modern world. The investigation of the ancient past develops students’ appreciation of the diversity of ancient societies and the longevity of Australia's Aboriginal and Torres Strait Islander Peoples.

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

The study of Ancient History requires students to understand and use historical concepts and apply skills in their investigation of the ancient world. It draws upon the methods used by historians and archaeologists to investigate sources from the past, and to communicate their findings and interpretations. In Ancient History, students engage with a range of sources, both physical and written. They are introduced to the complexities of reconstructing aspects of the past, often using fragmentary evidence from a range of literary, documentary and archaeological sources. Students are encouraged to develop their own interpretations and to compare these with those offered in published works.

Students develop transferable skills associated with the process of historical inquiry. These include critical literacy skills, for example interpreting, analysing and weighing evidence; synthesising evidence from a variety of sources; and developing reasoned and evidence-based arguments. Students develop increasingly sophisticated historiographical skills and historical understanding from the close study of features of ancient societies and their distinctive legacies, to the analysis and interpretation of broader themes and issues from the ancient world.

The knowledge, understanding and skills that students acquire through studying Ancient History provide a firm foundation for further study, the world of work, active and informed citizenship, and for lifelong learning. It fosters a critical approach to understanding events, issues and interpretations as well as the effective communication of accounts conveying ideas, judgements and evidence.

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The study of Ancient History in Stage 6 enables students to:● develop knowledge and understanding of the ancient world, historical skills, and values

and attitudes essential to an appreciation of the ancient world● develop a lifelong interest in the study of history● prepare for active and informed citizenship in the contemporary world.

Year 11 Course Structure and RequirementsThe Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and written sources, students investigate various aspects of the ancient world, including historical sites, people, societies, events and developments.

The course comprises three sections. Students are required to study all three sections of the course.


Ancient History Indicative hours

Investigating Ancient History● The Nature of Ancient History● Case Studies

Each case study should be a minimum of 10 indicative hours.

60

Features of Ancient Societies 40

Historical Investigation 20

Historical concepts and skillsThe Historical concepts and skills content is to be integrated throughout the course. The various studies and topics provide the contexts through which concepts and skills are to be developed. These provide the means by which students are able to engage in historical analysis and argument.

Studies undertaken in the Year 11 course should be selected from a range of societies.

Content may be integrated across the three sections of the course in the development of a teaching and learning program. 1. Investigating Ancient History (a) The Nature of Ancient History(b) Case Studies

Students undertake:

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● at least ONE option from ‘The Nature of Ancient History’, AND ● at least TWO case studies.

ONE case study must be from Egypt, Greece, Rome or Celtic Europe.ONE case study must be from Australia, Asia, the Near East or the Americas.

The table in the ‘Investigating Ancient History – Case Studies’ section of this syllabus provides case study options teachers may use.

Teachers may develop their own case studies.

Case studies are inquiry-based investigations into historical features, people, places, events and developments of the ancient world. They are oriented towards the problems and issues of investigating the past.

Case studies in the Year 11 course are intended to provide students with opportunities to:● study the various ways in which historians and archaeologists investigate and construct

the past: the types of questions they ask, the explanations they give and the issues they raise

● question, analyse and interpret archaeological and written sources ● generate hypotheses and weigh up contemporary theories and explanations on the basis of

the available evidence.

Case studies can provide an historical context within which students learn about relevant methods and issues.

Case studies must not overlap with or duplicate significantly any topic to be attempted in the Year 12 Ancient History or History Extension courses.2. Features of Ancient SocietiesStudents study at least TWO ancient societies through an investigation of:● a different key feature for each society, OR● one key feature across the societies selected.

A range of possible studies is provided within the ‘Features of Ancient Societies’ section of this syllabus.

Studies of features of ancient societies are concerned with seeking explanations to the ‘how’ and ‘why’ questions of history: how people lived in the past, why they may have lived that way, and how and why their life circumstances changed. These studies provide students with opportunities to develop an understanding of:● the social history of a people through an investigation of the remains of their material

culture● the key developments and forces that may have shaped the selected feature(s)

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● the nature of the available sources.

Studies must not overlap with or duplicate significantly any topic to be attempted in the Year 12 Ancient History or History Extension courses.

3. Historical InvestigationThe historical investigation is designed to further develop relevant investigative, research and presentation skills. The investigation should extend a particular area of individual student or group interest. The investigation may be undertaken as a standalone study or integrated into any aspect of the Year 11 course and need not be completed as one project. It may be conducted individually or collaboratively.

Further information about the investigation is provided within the ‘Historical Investigation’ section of this syllabus.

The investigation must not overlap with or duplicate significantly any topic to be attempted in the Year 12 Ancient History or History Extension courses.

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Year 12 Course Structure and RequirementsThe Year 12 course is structured to provide students with opportunities to apply their understanding of archaeological and written sources and relevant historiographical issues in the investigation of the ancient past.

The course comprises four sections. Students are required to study all four sections of the course.


Ancient History Indicative hours

Core Study: Cities of Vesuvius – Pompeii and Herculaneum

30

Ancient Societies 30

Personalities in their Times 30

Historical Periods 30

Historical concepts and skillsThe Historical concepts and skills content is to be integrated throughout the course. The topics provide the contexts through which concepts and skills are to be developed. These provide the means by which students are able to engage in historical analysis and argument.

The course comprises a study of:1. Core Study: Cities of Vesuvius – Pompeii and Herculaneum2. ONE ‘Ancient Societies’ topic3. ONE ‘Personalities in their Times’ topic4. ONE ‘Historical Periods’ topic.

The course requires study from at least TWO of the following areas:● Egypt● Near East● China● Greece● Rome.

The core study, Cities of Vesuvius – Pompeii and Herculaneum, is a Roman study.

Topics in the Year 12 course consist of two sections – ‘Survey’ and ‘Focus of study’. The following time allocations provide guidance to teachers about the depth of study for each section:● Survey (a maximum of 3 hours)● Focus of study (a minimum of 27 hours).

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MODERN HISTORY

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

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

The study of Modern History requires students to understand and use historical concepts and apply skills in their investigation of people, ideas, movements, events and developments of the modern world within personal, local, national, regional and global contexts. Students are introduced to the complexities associated with the changing nature of sources, their expanding quantity, range and form, and the distinctive characteristics of modern historical representation. Students are encouraged to interpret sources for evidence, establish which evidence is relevant to an inquiry, and use evidence to construct and analyse historical accounts.

Modern History provides students with opportunities to explore their interest and curiosity about people and events that have had a significant impact on the modern world. It provides insight into the possible motivations and role of individuals and groups, as well as the origin and impact of ideas and developments that have transformed societies. It enables students to acquire knowledge and to understand how knowledge is constructed. Modern History provides opportunities for students to explore historical problems, to pose questions and to consider problems of evidence, causation and historical agency as part of the historical inquiry process, using the information technology available to them.

Students develop transferable skills associated with the process of historical inquiry and the interplay of historical evidence and argument. These include critical literacy skills, for example interpreting, analysing and weighing evidence; synthesising evidence from a variety of sources; and developing reasoned and evidence-based arguments. Students develop increasingly sophisticated historiographical skills and historical understanding, from the close study of people and events to the analysis and interpretation of broader developments that have shaped the modern world.

The knowledge, understanding and skills that students acquire through studying Modern History provide a firm foundation for further study, the world of work, active and informed citizenship, and for lifelong learning. It fosters a critical approach to understanding events,

45

issues and interpretations as well as the effective communication of accounts conveying ideas, judgements and evidence.

The study of Modern History in Stage 6 enables students to:● develop knowledge and understanding of the modern world, the skills of critical analysis,

and values and attitudes essential for an appreciation of the people, forces and ideas that have shaped the modern world

● develop a lifelong interest in the study of history● prepare for active and informed citizenship in the contemporary world.

Year 11 Course Structure and RequirementsThe Year 11 course is structured to provide students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students investigate various aspects of the modern world, including people, ideas, movements, events and developments.

The course comprises three sections. Students are required to study all three sections of the course.


Modern History Indicative hours

Investigating Modern History● The Nature of Modern History● Case Studies

Each case study should be a minimum of 10 indicative hours.

60

Historical Investigation 20

The Shaping of the Modern World 40

Historical concepts and skillsThe Historical concepts and skills content is to be integrated throughout the course. The various studies and topics provide the contexts through which concepts and skills are to be developed. These provide the means by which students are able to engage in historical analysis and argument.

Content may be integrated across the three sections of the course in the development of a teaching and learning program.1. Investigating Modern History(a) The Nature of Modern History(b) Case Studies

46

Students undertake:● at least ONE option from ‘The Nature of Modern History’, AND● at least TWO case studies.

ONE case study must be from Europe, North America or Australia. ONE case study must be from Asia, the Pacific, Africa, the Middle East or Central/South America.

The table in the ‘Investigating Modern History – Case Studies’ section of this syllabus provides case study options teachers may use.

Teachers may develop their own case studies.

Case studies are inquiry-based investigations into historical features, individuals, groups, events or concepts in modern history. They are oriented towards the problems and issues of investigating the past.

Case studies in the Year 11 course are intended to provide students with opportunities to:● study the various ways historians investigate and construct the past, the types of questions

they ask, the explanations they give and the issues they raise● question, analyse and interpret sources.

Case studies can provide an historical context within which students learn about relevant methods and issues.

Case studies must not overlap with or duplicate significantly any topic to be attempted in the Year 12 Modern History or History Extension courses.2. Historical InvestigationThe historical investigation is designed to further develop relevant investigative, research and presentation skills. The investigation should extend a particular area of individual student or group interest. The investigation may be undertaken as a standalone study or integrated into any aspect of the Year 11 course and need not be completed as one project. It may be conducted individually or collaboratively.

Further information about the investigation is provided within the Historical investigation section of this syllabus.

The investigation must not overlap with or duplicate significantly any topic to be attempted in the Year 12 Modern History or History Extension courses.3. The Shaping of the Modern WorldStudents investigate forces and ideas that shaped the modern world through a study of key events and developments and the meaning of modernity.

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At least ONE study from ‘The Shaping of the Modern World’ is to be undertaken. A range of possible studies is provided within ‘The Shaping of the Modern World’ section of this syllabus.

Studies must not overlap with or duplicate significantly any topic to be attempted in the Year 12 Modern History or History Extension courses.Year 12 Course Structure and RequirementsThe Year 12 course is structured to provide students with opportunities to apply their understanding of sources and relevant historiographical issues in the investigation of the modern world.

The course comprises four sections. Students are required to study all four sections of the course.


Modern History Indicative hours

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

30

National Studies 30

Peace and Conflict 30

Change in the Modern World 30

Historical concepts and skillsThe Historical concepts and skills content is to be integrated throughout the course. The topics provide the contexts through which concepts and skills are to be developed. These provide the means by which students are able to engage in historical analysis and argument.

The course comprises a study of:1. Core Study: Power and Authority in the Modern World 1919–19462. ONE ‘National Studies’ topic3. ONE ‘Peace and Conflict’ topic4. ONE ‘Change in the Modern World’ topic.

Students are required to study at least ONE non-European/Western topic, selected from the following list:

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Non-European/Western topics

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

National Studies China 1927–1949India 1942–1984Indonesia 1945–2005Japan 1904–1937Iran 1945–1989

Peace and Conflict Conflict in Indochina 1954–1979Conflict in the Pacific 1937–1951Conflict in the Gulf 1980–2011The Arab-Israeli Conflict 1948–1996

Change in the Modern World Pro-democracy Movement in Burma 1945–2010The Cultural Revolution to Tiananmen Square 1966–1989Apartheid in South Africa 1960–1994

Topics in the Year 12 course consist of two sections – ‘Survey’ and ‘Focus of study’. The following indicative time allocations provide guidance to teachers about the depth of study for each section:● Survey (a maximum of 3 hours)Focus of study (a minimum of 27 hours)

BUSSINESS STUDIES

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Year 11 and 12 Course Structure and Requirements

Through Business Studies, students will develop:

knowledge and understanding about: the nature, role and structure of business internal and external influences on business the functions and processes of business activity management strategies and their effectiveness

skills to: investigate, synthesise and evaluate contemporary business issues and hypothetical and

actual business situations communicate business information and issues using appropriate formats apply mathematical concepts appropriate to business situations

values and attitudes about: responsible participation in business activity ethical business behaviour corporate social responsibility.The ordering of the topics in the Preliminary and Higher School Certificate courses is not prescriptive and in practice may be influenced by students’ needs, interests and access to case studies and other resources.

Course Structure and Requirements

Preliminary course structure (120 indicative hours)

Topic Indicative hours % of course time

Nature of business 24 20

Business management 48 40

Business planning 48 40

HSC course structure (120 indicative hours)

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Topic Indicative hours % of course time

Operations 30 25

Marketing 30 25

Finance 30 25

Human resources 30 25

For the Preliminary course: 120 indicative hours are required to complete the course. For the HSC course: the Preliminary course is a prerequisite 120 indicative hours are required to complete the course.

ECONOMICS

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Through the study of Economics Stage 6, students will develop:

knowledge and understanding about:• the economic behaviour of individuals, firms, institutions and governments • the function and operation of markets• the operation and management of economies• contemporary economic problems and issues facing individuals, firms and governments

skills to:• investigate and engage in effective analysis, synthesis and evaluation of economic

information from a variety of sources• communicate economic information, ideas and issues in appropriate forms

values and attitudes about:• informed participation in economic debate and decision-making• responsible approaches towards people, societies and environments.

Economics Stage 6 consists of a Preliminary course and an HSC course.

Preliminary Course

The Preliminary course is essentially microeconomic in nature, focusing on aspects of the economic behaviour of consumers, business and governments. Much of this behaviour is influenced by the operation of markets. Two key markets, the labour market and the financial market, are examined in detail. The Preliminary course provides an essential foundation for the HSC course.

Preliminary Course120 indicative hours

% of coursetime

IndicativeHours

1 Introduction to Economics 10 12

2 Consumers and Business 10 12

3 Markets 20 24

4 Labour Markets 20 24

5 Financial Markets 20 24

6 Government in the Economy 20 24

HSC Course

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The HSC course focuses on the management of an economy and is therefore essentially macroeconomic in nature. It examines the external framework in which the Australian economy operates. The course investigates the impact of the global economy on the Australian economy and the link between economic issues and the management of an economy, with specific reference to the Australian economy.

Higher School Certificate Course120 indicative hours

% of coursetime

IndicativeHours

1 The Global Economy 25 30

2 Australia’s Place in the Global Economy 25 30

3 Economic Issues 25 30

4 Economic Policies and Management 25 30

The order of the topics in both the Preliminary and HSC courses is not prescriptive and may be influenced by economic events, the interests and needs of the students or the availability of resources.

For the Preliminary course:• 120 indicative hours are required to complete the course.

For the HSC course:• the Preliminary course is a prerequisite• 120 indicative hours are required to complete the course.

Indicative time is the time expected for a typical student to achieve the objectives and outcomes of the course. The Board recognises that less time may be allocated to a topic or to a course where a student can demonstrate the ability to achieve the course outcomes in less time.

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STUDIES OF RELIGIONYear 11 and 12 Course Structure and Requirements

Students will develop knowledge and understanding about:

the nature of religion and belief systems in local and global contexts the influence and expression of religion and belief systems in Australia religious traditions and their adherents

and skills relating to:

effective gathering, analysing and synthesising of information about religion effective evaluation and application of findings from research about religion communication of complex information, ideas and issues in appropriate forms to different

audiences and in different contexts.

Values and attitudes

Students will value and appreciate:

ethical and socially responsible behaviours which are brought about through empathy for, and acceptance of, religious diversity

fundamental rights of religious believers, rules and laws that promote fairness, justice and equality in society.

PreliminarySOR I Duration

(indicative hours)

SOR II Duration

(indicative hours)

Nature of Religion and Beliefs 16 Nature of Religion and Beliefs 16

Religious Tradition Study 1 22 Religious Tradition Study 1 22

Religious Tradition Study 2 22 Religious Tradition Study 2 22

Religious Tradition Study 3 22

Religions of Ancient Origin 22

Religion in Australia pre-1945 16

Total 60 hours Total 120 hours

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HSCSOR I Duration

(indicative hours)

SOR II Duration

(indicative hours)

Religion and Belief Systems in Australia post-1945

16 Religion and Belief Systems in Australia post-1945

16

Religious Tradition Depth Study 1

22 Religious Tradition Depth Study 1

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22 Religious Tradition Depth Study 2

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22

Religion and Peace 22

Religion and Non-Religion 16

Total 60 hours Total 120 hours

For the Preliminary course:120 indicative hours are required to complete this course.

For the HSC course:120 indicative hours are required to complete this course.

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SOCIETY AND CULTURE


Through the study of Society and Culture Stage 6, students will develop:

knowledge and understanding about:

• personal, social and cultural identity• cultures shared by members of societies• interactions of persons, societies, cultures and environments across time • continuity and change, personal and social futures and strategies for change• the role of power, authority, gender and technology in societies and cultures• the methodologies of social and cultural research;

skills to:

• apply and evaluate social and cultural research• investigate and engage in effective evaluation, analysis and synthesis of information

from a variety of sources• communicate information, ideas and issues in appropriate forms to different audiences in

a variety of contexts;

informed and responsible values and attitudes towards:

• a just society • intercultural understanding • informed and active citizenship • ethical research practices • lifelong learning.

There are two courses in the Society and Culture Stage 6 Syllabus:

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Preliminary Course(120 indicative hours)

• The Social and Cultural World (20% of course time)

• Personal and Social Identity (40% of course time)

• Intercultural Communication (40% of course time)

HSC Course(120 indicative hours)

Core

• Personal Interest Project (30% of course time)

• Social and Cultural Continuity and Change (30% of course time)

Depth Studies (40% of course time)

TWO to be chosen from the following:

• Popular Culture

• Belief Systems

• Equality and Difference

• Work and Leisure

For the Preliminary course:

• 120 indicative hours are required to complete this course.

For the HSC course:

• 120 indicative hours are required to complete this course• completion of a personal interest project is a prerequisite of completing this course.

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LEGAL STUDIES


Through Legal Studies, students will develop:

knowledge and understanding about:

the nature and institutions of domestic and international law the operation of Australian and international legal systems and the significance of the rule

of law the interrelationship between law, justice and society and the changing nature of the law

skills in:

investigating, analysing and communicating relevant legal information and issues

interest in, and informed and responsible values and attitudes in regard to:

legal functions, practices and institutions.

The structure of Legal Studies

Preliminary HSC

Core40%

Core Part I: The legal system

Basic legal concepts

Sources of contemporary Australian law

Classification of law

Law reform

Law reform in action

Core Part I: Crime

The nature of crime

The criminal investigation process

The criminal trial process

Sentencing and punishment

Young offenders

International crime

Core30%

Core Part II: The individual and the law

Core Part II: Human rights

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Core30%

Your rights and responsibilities

Resolving disputes

Contemporary issue: the individual and technology

The nature and development of human rights

Promoting and enforcing human rights

Contemporary issue

Core20%

Core30%

Core Part III: Law in practice

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/or Part II.

Part III: Options

Choose Two

Consumers

Global environmental

protection

Family

Indigenous peoples

Shelter

Workplace

World order

Option25%each

For the Preliminary course:

• 120 indicative hours are required to complete this course.

For the HSC course:

• 120 indicative hours are required to complete this course• Completion of a personal interest project is a prerequisite of completing this course.

SENIOR SCIENCE


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To provide learning experiences through which students will: acquire knowledge and understanding about fundamental concepts related to the nature

and functioning of physical, chemical, geological and biological systems, the historical development of these concepts and their application in personal, social, economic, technological and environmental situations

progress from the consideration of specific data and knowledge to the understanding of models and concepts and the explanation of generalised scientific terms; from the collection and organisation of information to problem-solving and from the use of simple communication skills to those that are more sophisticated

Develop positive attitudes towards the study of physical, chemical, geological and biological systems, the environment and opinions held by others, recognising the importance of evidence and the use of critical evaluation of differing scientific opinions related to various aspects of science.

This Senior Science Stage 6 Syllabus has a Preliminary course and a HSC course. The Preliminary and HSC courses are organised into a number of modules. The Preliminary modules consist of core content that would be covered in 120 indicative hours. The HSC course consists of core and options organised into a number of modules. The core content covers 90 indicative hours, with options covering 30 indicative hours. Students are required to cover one of the options.Practical experiences are an essential component of both the Preliminary and HSC courses. Students will complete 80 indicative hours of practical/field work during the Preliminary and HSC courses, with no less than 35 indicative hours of practical experiences in the HSC course. Practical experiences must include at least one open-ended investigation, integrating skill and knowledge outcomes, in both the Preliminary and HSC courses.Practical experiences should emphasise hands-on activities and include: undertaking laboratory experiments, including the use of appropriate computer and

digital-based technologies fieldwork research by using the library, Internet and digital technologies using computer simulations for modelling or manipulating data using and reorganising secondary data extracting and reorganising information in the form of flowcharts, tables, graphs,

diagrams, prose and keys using animation, video and film resources to capture/obtain information not available in

other forms.

Preliminary Course – 120 indicative hoursThe Preliminary course incorporates the study of: Water for Living (30 indicative hours) Plants (30 indicative hours) Humans at Work (30 indicative hours) The Local Environment (30 indicative hours).

HSC Course – 120 indicative hoursThe HSC course builds upon the Preliminary course. The Preliminary course contains content that is considered assumed knowledge for the HSC course. The HSC course incorporates the study of:

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a) The core, which constitutes 90 indicative hours and includes: Lifestyle Chemistry (30 indicative hours) Medical Technology – Bionics (30 indicative hours) Information Systems (30 indicative hours)

b) The option constitutes 30 indicative hours and may comprise any ONE of the following: Polymers Preservatives and Additives Pharmaceuticals Disasters Space Science.

For the Preliminary course: 120 indicative hours are required to complete the course the content in each module must be addressed over the course experiences over the course must cover the scope of each skill as described in Section 8.1 practical experiences should occupy a minimum of 45 (indicative) hours of course time at least one open-ended investigation integrating the skills and knowledge and

understanding outcomes should be included.

For the HSC course: the Preliminary course is a prerequisite the content in each module of the core and option must be addressed over the course experiences over the course must cover the scope of each skill as described in Section 9.1 120 indicative hours are required to complete the course practical experiences should occupy a minimum of 35 (indicative) hours of course time at least one open-ended investigation integrating the skills and knowledge and

understanding outcomes should be included.

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PDHPE (Personal Development, Health and Physical Education)


The aim of PDHPE at Stage 6 is to develop in each student a capacity to think critically about key issues related to health and physical activity in order to make informed decisions that support and contribute to healthy, active lifestyles and communities. Through the study of PDHPE, students will develop:

values and attitudes that promote healthy and active lifestyles and communities knowledge and understanding of the factors that affect health a capacity to exercise influence over personal and community health outcomes knowledge and understanding about the way the body moves an ability to take action to improve participation and performance in physical activity an ability to apply the skills of critical thinking, research and analysis.

The PDHPE Syllabus includes two 120 hour courses.

The Preliminary course consists of two core modules representing 60% of course time. An options component representing 40% of course time includes four options of which students are to study two.

The HSC course consists of two core modules representing 60% of course time. An options component representing 40% of course time includes five options of which students are to study two.

Preliminary Course HSC Course

Core Strands (60% total) Core Strands (60% total)

Better Health for Individuals (30%)

The Body in Motion (30%)

Health Priorities in Australia (30%)

Factors Affecting Performance (30%)

Options (40% total) Options (40% total)

Select two of the following options:

First Aid (20%)

Select two of the following options:

The Health of Young People (20%)

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Composition and Performance (20%)

Fitness Choices (20%)

Outdoor Recreation (20%)

Sport and Physical Activity in Australian Society (20%)

Sports Medicine (20%)

Improving Performance (20%)

Equity and Health (20%)

The PDHPE Stage 6 Syllabus includes a Preliminary course of 120 hours (indicative time) and a HSC course of 120 hours (indicative time).

There is no prerequisite for the Preliminary course. Completion of the Preliminary course is a prerequisite to study of the HSC course.

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INDUSTRIAL TECHNOLOGY


Industrial Technology at Stage 6 is designed to develop in students a knowledge and understanding of the selected industry and its related technologies with an emphasis on design, management and production through practical applications.

Students will develop: knowledge and understanding of the focus area industry and of manufacturing processes

and techniques used by industry knowledge and understanding of safe and cooperative work practices and of the need for

a safe and cooperative work environment competence in designing, managing and communicating within a relevant

industry context knowledge and skills in producing quality products knowledge and skills in communication and information processing related to the

industry focus area an appreciation of quality products and the principles of quality control an appreciation of the relationships between technology, the individual, society and the

environment.

Industrial Technology Stage 6 has a Preliminary course and an HSC course.The Preliminary course of 120 indicative hours consists of project work and an industry study that provide a broad range of skills and knowledge related to the focus area chosen and an introduction to processes, skills and practices relevant to the design, management, communication and construction of practical projects.The HSC course of 120 indicative hours consists of the development, management and communication of a major practical project and folio that contribute to the development of knowledge, skills and understanding related to the focus area of study.Students choose to study ONE of SIX focus areas. The same area is to be studied in both the Preliminary and HSC courses. The focus areas are: Automotive Technologies Electronics Technologies Graphics Technologies Metal and Engineering Technologies Multimedia Technologies Timber Products and Furniture Technologies.

Both the Preliminary and HSC courses are organised around four sections:

A. Industry Study

B. Design, Management and Communication

C. Production and Industry Related Manufacturing Technology.

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HSC Course120 indicative hours

Industry Study 15%Study of the organisation and management of an individual business within the focus area, including: • structural • technical • environmental • sociological • personnel • WHS issues

Industry Study 15%Study of the organisation and management of the industry related to the focus area, including: • structural • technical • environmental • sociological • personnel • sectors within the industry• legislation• WHS issues• career opportunities• historical aspects• sales and marketing

Design 10%Design and plan projects through the completion of associated folios• elements and principles of design• types of design• quality• influences affecting design

Major Project 60%Design, Management and Communication• application of design principles in the

production of the Major Project:– design development – sketching and idea generation– prototyping, modelling and testing– production and working drawings– quality and ongoing evaluation– selection of appropriate materials,

processes and other resources• application of management and

communication skills to produce a related folio justifying:– research – design– analysis – evaluation including selection of

appropriate materials, components, processes and technologies

– ICT – WHS – presentation

Management and Communication 20%Manage work through the completion of a management folio linked to each project produced• development of a number of practical

projects • development of management folios• development of skills related to

research, analysis and evaluation• skills in managing projects• documentation skills in the preparation,

planning and presentation of a management folio

• skills in literacy through written reports, folio work

• skills in computer-based technologies

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HSC Course120 indicative hours

• numeracy skills related to sizing, costing, estimating, ordering and efficient resource usage

• graphical skills related to the project work

• knowledge and understanding of workplace safety and communication:– signage– WHS principles and requirements– personal protective equipment (PPE)– safe working practices– risk assessment

Production • applying knowledge and skills through

the construction of a Major Project which reflects:– quality– evidence of a range of skills– degree of difficulty– links between planning and

production– use of appropriate materials,

components, processes and technologies

– evidence of practical problem solving

– WHS and safe work practices

Production 40%• developing knowledge and skills

through the construction of a number of projects

• acquisition of relevant practical skills

Industry Related Manufacturing Technology 25%• demonstrates knowledge and

understanding of a range of materials, processes, tools, equipment, machinery and technologies related to the focus area industry through practical experiences, including the development of the Major Project

• new/emerging technologies associated with the industry

Industry Related Manufacturing Technology 15%• developing knowledge and

understanding of a range of materials, processes, tools, equipment and machinery through the construction of a number of projects

The course requirements are: a Preliminary and HSC course, each of 120 hours indicative time. exclusions exist between Industrial Technology and some Vocational Education and

Training Curriculum Frameworks, and some Content Endorsed Courses. For details of these exclusions refer to the current ACE Manual.

The Preliminary course, of 120 indicative hours, consists of project work and an industry study that provide a broad range of skills and knowledge related to the focus area chosen and an introduction to industrial processes and practices.The HSC course, of 120 indicative hours, consists of the development of a Major Project and industry study.

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Students choose to study ONE of SIX focus areas. The same area is to be studied in both the Preliminary and HSC courses. The focus areas are: Automotive Technologies Electronics Technologies Graphics Technologies Metal and Engineering Technologies Multimedia Technologies Timber Products and Furniture Technologies.

Both the Preliminary and HSC courses are organised around four sections:

Industry Study

Design, Management and Communication

Production

Industry Related Manufacturing Technology

ISLAMIC STUDIES2018 Islamic Studies

Year 11

Course description The aim of Islamic studies in our College is to help the students develop a clear understanding for the Islamic Aqeedah of Tawhid, Fiqh, Adab, Hadith and Sirah.

We encourage the students to discuss the points raised; therefore students are guided to

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relate these points to their experience and perception. In addition, students generate lively discussions to help reinforce their beliefs. Discussion focuses on the College’s weekly value.

We promote a positive cultural identity and want our student to be good citizen with excellent moral and behaviour.

Topics to be covered

Muhammad (PBUH) before Prophethood Prophet Muhammad in Makkah Prophet Mohammed in Madinah The Victory of Islam

Types of learning activities

Students will be responding to different text via handouts from Islamic Studies International Curriculum (Islam the Natural Way) and will involve following activities:

Reading materials and discussions Related activities to spoken topic Related researches to spoken topic Related verses from the holy Qur’an to

spoken topics Memorising verses related to topics Researching using internet with guided

outlines Group discussions, group work and

collages, collecting opinions on spoken topics.

Ways to how students will be assessed

Presentations, research tasks, listening and responding tasks, topic quizzes, half yearly and yearly examinations.

Duration of teaching 2 classes per week

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australian islamic college of sydney · web viewthe aim of islamic studies in our college is to...

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