The Higher School Certificate - Northlakes High · PDF fileThe Higher School Certificate . ......

The Higher School Certificate

Stage 6

Information & Subject Selection Guide

Preliminary Course 2017 HSC Course 2018

You are about to embark on a very important two years of schooling in the lead up to

the Higher School Certificate. To ensure that you make the best decisions, it is vital

that you take the time to read this booklet. It is also important to discuss your ideas

with your family and with people who can provide you with assistance in planning

your future career.

Preliminary Subject Selection 2017 1

Address Brava Avenue, San Remo NSW 2262

Telephone Number 4390 0555 (General Enquiries)

E-mail [email protected]

Principal Ms Merrilyn Rowley

Deputy Principal Mr Warren Welham Deputy Principal Mr Matthew Boake Head Teachers Administration Mr David Winter English Mrs Tamaryn Dunne Mathematics Mr Dean Lappas Science Mr Geoff Fleming HSIE Mrs Anna Howard Teaching and Learning Mrs Jan Curran Technology Applied Studies Mrs Dale De Waal CAPA/Languages Mr Leslie Brimbecom PD/H/PE Ms Sarah Bergan Special Education Mr Roy Goodenough Wellbeing Mrs Jodene Garside Wellbeing Ms Simone Byrnes Vocational Educational Training Mr Phillip Williamson Year Advisers Year 10 Mrs Kerry Bissaker Year 11 Mrs Sue Fulwood Year 12 Mrs Erin Campbell Careers and Transition Ms Lois Hewett Careers and Transition Mr James McKinnon

Librarian Mr Rocky Zappia Sports Co-ordinator Mr Mark Mansfield Computer Co-ordinator Ms Jackie Bryant Computer Co-ordinator Mr Gerry O’Mahoney School Chaplain Ms Felicity Robinson Counsellor Mr Wayne Hill Ms Lynda Purchase School Administration Manager Mrs Lynelle Maude


VALUES AND BELIEFS OF THE

NORTHLAKES HIGH SCHOOL COMMUNITY

These Values and Beliefs apply equally to all members of our school community - students, staff or community members

involved in school activities

The following values and beliefs are the collective viewpoints of the staff at Northlakes High School.

At Northlakes High School, we value and believe in teaching and learning that:

• It is important to celebrate students’ achievement

• Focused classroom management is an integral part of a positive learning environment

• Understanding the process of how one learns is essential

knowledge for an effective teacher

• Quality learning occurs when students are challenged and extended in a supportive way

• Learning by doing is more powerful than memorising

• Personal relevance is an essential factor in motivating students

• All students can learn, provided they are given appropriate tasks,

resources and assistance


INDEX – PRELIMINARY – 2017 – HSC – 2018 Studying for the NSW Higher School Certificate

Section One Board Developed Courses English Standard 42 English Advanced 43 English Extension – Preliminary 44 English Extension 1 & 2 – HSC 45 Aboriginal Studies 46 Agriculture 47 Ancient History 48 Biology 49 Business Studies 50 Chemistry 51 Community & Family Studies 52 Dance 53 Design & Technology 54 Drama

Earth & Environmental Science 55 56

Food Technology Geography

57 58

Industrial Technology – Timber and Furniture 59 Japanese Beginners 60 Legal Studies 61 Mathematics 62 Mathematics Extension 1 63 ` Mathematics General 1 64 Mathematics General 2 65 Modern History 66 Music 1 67 Personal Development Health & Physical Education 68 Physics 69 Senior Science 70 Society and Culture 71 Textiles and Design 72 Visual Art 73 VET Courses Frequently asked questions

Business Services 75 77

Construction 78 Entertainment 79 Hospitality – Food & Beverage Stream 80 Hospitality – Kitchen Operations 81 Information & Digital Technology 82 Metal and Engineering 83 Retail Services 84 Sport Coaching 85


Section Two

Board Endorsed Courses English Studies 87 Exploring Early Childhood 88 Sport, Lifestyle & Recreation 89 Work Studies 90

Section Three

School Based Apprenticeships

General Information 91

and Traineeships (SBATs) Industry Based Learning 94 Year 11 Fees Costs of subjects 95


The Higher School Certificate The Higher School Certificate (HSC) is the highest educational award you can gain in NSW schools. It is an internationally recognised qualification that provides a strong foundation, whether you wish to pursue tertiary study, vocational training or employment.

What is the Board of Studies Teaching & Educational Standards NSW (BOSTES)? In relation to the HSC, the Board of Studies & Educational Standards NSW: develops courses sets guidelines for school assessment tasks sets, organises and marks the HSC examinations calculates and records HSC marks issues the HSC and Record of Student Achievement (ROSA) to students gives advice to schools, employers and the public on educational issues.

Who is eligible for the HSC? To be eligible for the HSC you need to: be enrolled at a NSW government school, or a registered and accredited non-government

school, or a TAFE institute study the right number and type of courses satisfactorily complete the course requirements, including any practical or project work, or

work placement complete tasks set by your school for the assessment of each HSC course sit for the required HSC examinations.

All students studying an HSC course must also complete the HSC: All My Own Work program in ethical scholarship (or its equivalent). Your school will arrange this and help you to understand your rights and responsibilities in HSC assessment.

You can find out more about eligibility rules in the Board’s publication, the Assessment, Certification and Examination (ACE) Manual, which can be found on the Board’s website at www.boardofstudies.nsw.edu.au/manuals/acemanual.html. It is also available in every NSW secondary school and TAFE NSW institute.

What courses do you have to study? There are some rules about the courses you need to study to gain an HSC. You must complete at least 12 Preliminary units (usually studied in Year 11) and 10 HSC units (usually studied in Year 12). Most courses are worth 2 units although some, including HSC Extension courses, are 1 unit. The Preliminary component of a course must be completed before starting the HSC component.

In Year 11 and 12 your subject selection must include at least:

two units of English six units of Board Developed Courses three courses of 2 units or greater four subjects


http://www.boardofstudies.nsw.edu.au/manuals/acemanual.html

Are there different categories of courses? There are two main categories of courses – Board Developed and Board Endorsed

Board Developed Courses These are the large number of courses set and examined by BOSTES including courses in the areas of English, Mathematics, Science, Technology, Creative Arts, Personal Development, Health and Physical Education (PDHPE), Human Society and its Environment (HSIE), Languages and Vocation Education and Training (VET) Industry Curriculum Frameworks. Most Board Development Courses contribute to the calculation of the Australian Tertiary Admission Rank (ATAR).

Board Developed Courses are usually 2 units, with the exception of Studies of Religion 1 (1 unit), most Extension Courses (1 unit) and some VET courses.

Some Board Developed Courses might not be taught at your school and some have prerequisites and eligibility rules. Talk to your Year Adviser about the courses available at your school and individual course requirements.

A full list of Board Developed Courses is available on the Board’s website at www.boardofstudies.nsw.edu.au/syllabushsc/

Board Endorsed Courses These courses are developed by schools, TAFE and universities. They count towards your HSC but do not have an HSC examination and do not contribute towards calculation of your ATAR. The availability of Board Endorsed Courses varies across schools so again, you need to talk with your Year Adviser about which courses are taught at your school.

Special Education – Life Skills Courses If you have special education needs you can earn your HSC by studying HSC Life Skills courses. There are specific entry requirements for the Life Skills courses and you still need to meet the general eligibility and study patterns to gain your HSC.

You will need to talk with your Year Adviser to find out whether these courses are suitable for you. Life Skills courses do not count towards the ATAR. A list of Life Skills Courses is on the Board’s website at http://www.boardofstudies.nsw.edu.au/syllabus_hst/lifeskills_index.html

Vocational Education and Training and the HSC (VET) VET courses can be studied either at school or through TAFE NSW and other training providers. You’ll need to check with your school about which courses are available and the requirements of the different courses. For example, some VET courses involve a minimum number of hours in the workplace.

VET courses contribute towards your HSC and Australian Qualification Framework (AQF) VET credentials, recognised by industry and employers throughout Australia. Some of the Board Developed VET courses have an optional HSC examination, so if you choose to sit the examination your results can also count towards your ATAR.

Talk to your Year Adviser for further details about VET courses, and visit the Board’s Website: www.boardofstudies.nsw.edu.au/voc_ed

Can you change courses after you have started? Early in the year, your school submits to the Board the list of courses you expect to complete that year. If you wish to change courses after the list has been submitted, you need to apply to your school principal.


http://www.boardofstudies.nsw.edu.au/syllabushsc/

http://www.boardofstudies.nsw.edu.au/syllabus_hst/lifeskills_index.html

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

What to consider when making your course choices You should choose courses that you are good at, interested in and may use in the future. Talk with your teachers about your strengths and weaknesses, as well as individual course requirements, before making your selections. Also, make sure you ask for information about any prerequisites for your future study or work plans. If you want an ATAR, check that you are studying at least 10 units of Board Developed Courses.

Where can you find information about the different HSC courses? Your school will have a list of the courses available for study in Years 11 and 12 and will be able to help you with course selection. Also, BOSTES publishes syllabuses for every Board Developed Course. Board syllabuses contain information about course content and assessment requirements. Some HSC courses also have prescribed texts, topics, projects and works that must be studied for the HSC. Make sure you are aware of the requirements of your courses by talking with your Year Adviser. Copies of Board syllabuses are provided to your school and are published on the Board’s website. Further course information is also available at www.boardofstudies.nsw.edu.au/syllabus_hsc/support-materials

Flexible study options with HSC Pathways Most students study the HSC over two years during Years 11 and 12. However, HSC Pathways offer a more flexible program for people who wish to combine their studies with employment or other commitments, such as family care or elite sporting or cultural pursuits.

Accumulation You can take up to five years to complete your HSC studies. The five year period starts in the first year you complete an HSC course. At the end of the five-year period you need to have met all of the HSC requirements.

Repeating courses You can repeat one or more HSC course, but it must be within the five-year accumulation period. Results of all attempts will appear on your Record of Student Achievement. In calculating your Australian Tertiary Admission Rant (ATAR), the Universities Admissions Centre (UAC) will use the marks from your most recent attempt.

Recognition of Prior Learning You may be granted credit transfer – that is, be able to count courses studied in educational institutions such as TAFE towards your HSC. You may also be granted advanced standing – that is, be exempted from some components of courses if you can show you have met the necessary outcomes in another way, e.g. overseas study.

Acceleration Acceleration allows very capable students to complete a course in a shorter time. Students whose studies are accelerated usually sit their HSC examination for that course at the end of Year 11 and accumulate their results.

School-based Traineeships and Apprenticeships You can combine HSC study with a part-time traineeship. Traineeships and apprenticeships combine paid work and training and lead to a recognised AQF VET credential. A school-based traineeship or apprenticeship counts towards the HSC.


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/support-materials

Assessment Most Board Developed Courses have a school-based assessment component. Your school submits your assessment mark for each of your courses to BOSTES. Your assessment mark contributes to 50% of your final HSC mark.

For VET courses, you are assessed on your ability in carrying out relevant tasks. This assessment counts towards your AWF VET qualification but not towards your HSC mark.

What you need to know about school assessment Your school needs to provide you with information on its assessment policies and details of your assessment tasks, such as due dates and the requirements for each task. You are expected to have a copy of your school’s assessment program for each course and to complete the tasks that are part of that program.

You can find out more about your rights and responsibilities in HSC assessment in the brochure ‘HSC Assessments and Submitted Works – Advice to Students” on the Board’s website at www.boardofstudies.nsw.edu.au/manuals/pdCdoc/hse_assess_advice_student.pdf

Satisfactory completion of courses You must satisfactorily complete course requirements. If you are not meeting requirements your principal will give you written warnings and the opportunity to correct any problems.

Honesty in Assessment – the Standard The following standard sets out the requirements for submitting your HSC assessments. You, your teachers and anyone who assists you with your work are required to comply with the standard.

The honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others in guiding students, underpins the integrity of the Higher School Certificate. Throughout the assessment process, the highest level of honesty is required.

Each student’s mark will be determined only by the quality of the work produced by the student. To demonstrate honesty, any component of a student’s work that has been written, created or developed by others must be acknowledge in accordance with the Board’s subject-specific documentation. Use or inclusion of material from other sources such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and learning do not require formal acknowledgement.

Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process constitutes malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. BOSTES treats allegations of malpractice very seriously and detected malpractice will limit a student’s marks and jeopardise their HSC. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own. Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, BOSTES will report matters to the Independent Commission Against Corruption. These requirements should be read in conjunction with Board syllabuses and policies on malpractice and satisfactory completion of a course. Details can be found on the board’s website at www.boardofstudies.nsw.edu.au/hsc_assessment_policies/honesty.html


http://www.boardofstudies.nsw.edu.au/manuals/pdCdoc/hse_assess_advice_student.pdf

http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/honesty.html

HSC Examinations Your HSC examinations contribute 50% of your final HSC mark. You must sit for your required examinations to receive your HSC. Most examinations for the HSC are written examinations, held in October and November each year. However, some courses have practical examinations and/or submitted works or projects in addition to the written HSC examination. Talk with your Year Adviser or subject co-ordinator about course requirements before making your final course selections.

What are Special Examination Provisions? Special Examination Provisions offer practical support to students with disabilities that affect their exam performance. They include arrangements such as large print or coloured examination papers, rest breaks, writers or readers.

You should contact your Year Adviser if you wish to apply for Special Examination Provisions or if you need further information. There is also information on the Board’s website at www.boardofstudies.nsw.edu.au/manuals/specialexamprovisions.html

Your HSC results You will receive a summary of your HSC results in mid-December so you can start making decisions about your future. Your official HSC portfolio will be mailed to you in January. For a detailed explanation of the HSC documents, visit the Board’s website at www.boardofstudies.nsw.edu.au/employers/hsc/documents.html

How do your HSC results contribute towards university entry? Entry from Year 12 into university courses in NSW and the ACT generally depends on your ATAR. If you have requested an ATAR, the University Admission Centre (UAC) will use your HSC marks to calculate your ATAR. Your ATAR is not part of your HSC and is not calculated by BOSTES NSW.

Details of ATAR requirements can be found in the UAC Guide, published each year by UAC. You can phone UAC on (02) 9752 0200 or view the UAC website at www.uac.edu.au

Useful Websites

Board of Studies Teaching & Educational Standards NSW www.boardofstudies.nsw.edu.au Students Online www.studentsonline.bos.nsw.edu.au NSW HSC online www.hsc.csu.edu.au Universities Admissions Centre www.uac.edu.au Careers Advisory Service www.cas.det.nsw.edu.au NSW Department of Education www.det.nsw.edu.au/trainingindustry NSW Apprenticeships & Traineeships http://apprenticeship.det.nsw.edu.au/ TAFE NSW www.tafensw.edu.au NSW Government – Jobs and Careers www.nsw.gov.au/jobs.asp Careers Information Centres www.centrelink.gov.au/internet/internet.nsf/services/career_centres.htm My Future – Occupations www.myfuture.edu.au Australian JobSearch www.jobsearch.gov.au


http://www.boardofstudies.nsw.edu.au/manuals/specialexamprovisions.html

http://www.boardofstudies.nsw.edu.au/employers/hsc/documents.html

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

http://www.boardofstudies.nsw.edu.au/

http://www.studentsonline.bos.nsw.edu.au/

http://www.hsc.csu.edu.au/

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

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

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

http://apprenticeship.det.nsw.edu.au/

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

http://www.nsw.gov.au/jobs.asp

http://www.centrelink.gov.au/internet/internet.nsf/services/career_centres.htm

http://www.myfuture.edu.au/

Requirements for the Award of the HSC

There are three points about the structure of the Higher School Certificate (HSC) that you need to bear in mind.

1. The BOSTES divides the two years of Senior Schooling into PRELIMINARY (generally meaning Year 11) and HSC (generally meaning Year 12). Students must have satisfactorily completed the Preliminary course in a subject before they can attempt the HSC component of a course. The HSC courses commence in Term 4 of Year 11.

2. All courses offered for the Higher School Certificate have a unit value of either 1 or 2 units. Each Unit involves class time of about 120 hours and has a value of 50 marks in the HSC. Since most courses are 2 units it means that these will take 240 hours and be marked out of 100.

3. Extension study is available in a number of subjects and they build upon the content of the 2 unit course. These extension courses are each of 1 Unit value. In the Preliminary Year (Year 11) extension courses are available in English and Mathematics. Continuing and additional extension courses are available in these subjects in the HSC year. Extension courses may also be available in the HSC year in History, Music, Languages and perhaps some of the VET courses. Students need to be high achievers in these subject areas if they are hoping to attempt the extension courses.

If you wish to be awarded the HSC:

• you must sit for and make a serious attempt at the Higher School Certificate examinations • you must demonstrate a sustained and diligent effort • you must study at least 12 units in the Preliminary course and at least 10 units in the HSC

course. Both the Preliminary course and the HSC course must include the following: at least 6 units from Board Developed Courses including at least 2 units of a Board

Developed Course in English. at least three courses of 2 units value or greater. at least four subjects, including English

• a maximum of 6 units of courses in Science can contribute to HSC eligibility

If you wish to receive an ATAR (Australian Tertiary Admission Rank):

• you must study a minimum of 10 Board Developed units in the HSC course and count no more than 2 units of Category B courses in your best 10 units.


Australian Tertiary Admission Rank (ATAR)

If you wish to use your HSC to gain admission to a university you need to satisfy the requirements for an ATAR

Rule 1 - Eligibility for an ATAR To be eligible for an ATAR a student must complete at least ten units of Board Developed courses including at least two units of English. The Board Developed courses must include at least three courses of two units or greater, and at least four subjects.

Rule 2 - Categorisation of Subjects Board Developed courses are classified by the universities as Category A or Category B. The criteria for Category A courses are academic rigour, depth of knowledge and understanding, and the degree to which the course contributes to assumed knowledge for tertiary studies.

Only the best TWO units from Category B courses are available for inclusion in the calculation of the ATAR. All of the VET courses eligible for an ATAR are Category B.

Rule 3 - Calculation of the ATAR The AT AR will be based on an aggregate of the scaled marks in the best ten (10) units of Board Developed courses comprising:

• the best two units of English; • the best eight units from the remaining units, subject to the provision that no

more than two units of Category B courses be included.


Transition Information

For many students, choosing subjects can be daunting enough without choosing career pathways. It is important however, that students recognise the importance of course selection in helping to determine their final outcome. Many students receive an offer from university. The remainder undertake apprenticeships, traineeships, attend TAFE or take up employment. Students' immediate post-school transitions are not as limited as they once were. Students may undertake many different pathways. Here is a brief description of entry levels of the five main post-school pathways students undertake:

Apprenticeships are increasing in numbers and significant funding is being made available in skills shortage areas. While often employers prefer students with a HSC credential, apprenticeships usually do not require the HSC. Students who are intending on gaining an apprenticeship might consider Vocational Education and Training subjects.

Employment Most students who engage in employment immediately after school typically enter positions that require little or no formal training. Depending on the industry however, some form of Vocational Education and Training may assist.

TAFE and Other Education TAFE entry varies depending on the course. Students who complete their HSC can generally enter at a Certificate IV or higher level (as the HSC is an equivalent to a Certificate III on the AQF). Similarly, minimum qualifications for other Registered Training Organisations may vary, though again the majority will accept the HSC for most courses. Students who are considering a T AFE level qualification should consider Vocational Education and Training in their intended area of study as it will provide credit towards their study.

University Entry There are several ways to gain access to university, but for many school leavers the ATAR remains the key entry method. The Australian Tertiary Admission Rank ATAR can be used for access to most higher education institutions in the country. Students who are considering a university pathway could consider a VET Course as part of their AT AR.

Students and parents should consider transition information when making subject selections. Importantly, students should only consider an AT AR pathway where the intended outcome is University Entry. Students who intend to undertake an apprenticeship or traineeship who do not complete some form of Vocational Education and Training relevant to their career pathways may find themselves disadvantaged. Many students utilise TAFE and equivalent qualifications for entry into university. A Certificate IV may allow entry at the University of Newcastle, in many of their graduate courses. Ms Lois Hewitt Mr James MacKinnon Careers Advisers and Transition


1. 2.

Subject Selection University The information provided in this book are recommendations only.

All students intending on enrolling in university should be on an ATAR pathway.

Students attending university should seriously consider their course choices, especially with regard to the following: • Some courses have pre-requisites - these are subjects that must be completed in order to

gain entry. For example, Engineering - Mathematics. • Some courses have assumed knowledge. This is where a university assumes that students

have undertaken study at this level. For example Engineering - Mathematics (Band 5 or above).

• Some courses have recommended studies. That is where a university has demonstrated that study in this area has assisted students in university level. For example Engineering, Mathematics Extension 1.

• Some universities and courses offer ATA R reductions for particular choices. For example, University of Newcastle offers bonus points in Science and Engineering for high level Maths.

• Some universities and courses offer ATAR 'bonus points' for students. For example - University of Newcastle offers a bonus four ATAR points for Newcastle Region students (some exceptions).

• Some courses are difficult without prior knowledge. For example, Psychology - Mathematics

• Some courses have post-graduate entry that is students are expected to complete a degree prior to entry. For example, Dentistry.

For more information on university entry details, please consult your Year 10 UAC Booklets or go to www.uac.edu.au. Subject recommendations are mostly common sense, such as: • Architecture, Industrial Design, Visual Communication - Design & Technology, Visual

Arts, Engineering Studies etc. • Art, Communication etc - Advanced English is recommended • Biomedicine, Medical Radiation - Science Mathematics, Physics and Chemistry • Business - Commerce, Economics, Mathematics, Business Studies, Economics • Education - minimum Band 4 in any 2 Units of English (Secondary and Primary) and any 2

Units of Mathematics (Primary only) • Engineering, Surveying - Extension Mathematics, Engineering Science (either of Biology,

Chemistry, Physics, Earth & Environmental Science or VET Electrotechnology depending on area

• Fine Arts - Design & Technology, Industrial Technology, Visual Arts • Information Technology - Mathematics, Software Design & Development, Information

Processes & Technology, VET: Information Technology • Law - English Advanced, Legal Studies • Medicine, VET Science & Pharmacy - Advanced English, Mathematics, Chemistry and/or

Biology • Nursing - Advanced English, Chemistry and/or Biology and/or PDHPE • Nutrition, Dietetics, Occupational Therapy - Mathematics, Chemistry and Biology and/or

PDHPE • Psychology, Social Work - Social Science, General Mathematics • Speech Pathology, Podiatry, Physiotherapy - Biology, Chemistry, Mathematics and Advanced

English • Science - Mathematics and science(s) NOTE: The information provided here is only a guide to subject selection. The High School makes every effort to ensure the information is correct at the time of publication.


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

Board Endorsed Courses

These subjects DO NOT count towards the ATAR

These are not externally examined but they have the school assessment grade recorded on the Record on Achievement

Subject Preliminary & HSC Course 1 Unit

Preliminary & HSC Course 2 Unit

Preliminary Course Only

HSC Course Only

English Studies X

Exploring Early Childhood X

Sports Coaching X

Sport, Lifestyle & Recreation X X

Work Studies

Subject availability will be based on expressions of interest, Numbers for the class and availability of teaching staff


3.

VET Board Developed Courses

Vocational Education & Training (VET) and the Australian Qualifications Training Framework

(AQTF)

All VET courses at Northlakes High School are recognised under the Australian Qualifications Training Framework (AQTF). The AQTF is a national system endorsed by the Australian Government and therefore an AQTF qualification is recognised all around Australia and by other countries. AQTF qualifications link with each other, creating learning pathways between school, vocational education and training and university as your education and career ambitions change or develop. VET courses allow you to combine general and vocational studies and to gain practical business and industry experience which will help you get a job. Undertaking industry based training while at school can also help you to gain a dual qualification, your Higher School Certificate and credits towards a Vocational Certificate, Diploma or Degree qualification if you decide to go on to study at a T AFE, a university or with another private provider. The diagram below indicates how the AQTF functions at the national level. As all VET courses at the High School are accredited under the AQTF, students can receive Recognition of Prior Learning (RPL) or credit towards the same or similar units of competency at TAFE and other Registered Training Organisations (RTOs). Typically, most courses when completed over two years lead to the awarding of a Certificate 11 level qualification. Further opportunities will occur as the Trade Training Centre develops for specialisation (extra delivery of competencies) leading to a Statement of Attainment Certificate Ill.

4. 5. • Certificate I or; • Statement of

Attainment towards Certificate II or III

• Certificate II or; • Statement of

Attainment towards Certificate III or I

NOTE: The above is a guide only and not all courses are offered at a Certificate II level. The above diagram is for illustration purposes only and parents and students should refer to the individual subject page, the Board of Studies Syllabus document or the VET Coordinator for more information regarding articulation in VET subject areas.


Work Experience Work experience is a fantastic way to gain experience and understanding of particular occupations and industries, gain access to employers directly and gain on-the-job experience and skills.

Work experience is offered in a limited form at the High School. Other than organised work experience programs offered by large industry and government sectors (eg, Energy Australia), the organisation of work experience is the responsibility of the student. Work experience does not occur at a fixed time.

All students undertaking work experience must first complete a Work Readiness Program followed by the completion of the necessary insurance forms and other documentation, all available from the Careers Co-ordinator

All work experience students are fully insured by the school's work experience insurance. This insurance has several limitations on liability, so please ensure you speak to your Careers Co-ordinator prior to seeking work experience.

School Based Trainees and Apprentices

School Based Apprenticeships School-based apprenticeships allow senior high school students to commence an apprenticeship while at school. While studying for their HSC, school based apprentices work part time and undertake the first stage of their formal or off-the- job training.

Both the on-the-job and off-the-job training undertaken by school-based apprentices can contribute to their HSC. Providing that they have successfully completed both their on-the-job and off-the-job training program during their senior high school years, school based apprentices will commence full time employment as a second year apprentice from January after their HSC.

A school based apprentice is required to undertake a specific number of days on the job during the first two years of the apprenticeship. 100 days is the minimum and can be at a maximum of 180 depending on the industry. Students will also receive a full Certificate III in their industry relevant qualifications. For most apprenticeship students this would mean 1.5 - 2 full days absent from school.

School Based Apprenticeships are available in the areas of Automotive, Construction,

Electrotechnology, Hospitality, Metal & Engineering and Hairdressing.

School Based Traineeships School based traineeships (SBA T) allow senior high school students to commence a traineeship while at school. While studying for the HSC, school based apprentices work part time and undertake industry relevant VET studies either at the High School, through TAFE or through another RTO.

A school based trainee is required to undertake 100 days of work placement as well as a Certificate II Qualification in their relevant industry area. For most SBAT students this would mean one day at work per week.

School Based Traineeships are available in a range of industries. Common SBATs include Retail, Hospitality, Business Services and Automotive.

If students are interested in a School Based Apprenticeship or Traineeship they should contact Mr James McKinnon as early as possible. Most SBATs require students to be enrolled prior to the commencement of Year 11.


HSC Course Notes

What are the different English and Mathematics courses: ENGLISH The two main courses are English Advanced and English Standard English Advanced – involves the study of English at a higher level. It includes the study of Shakespeare and other literary texts and is undertaken by students who may wish to study English at University. There are additional English Extension courses which can only be studied in conjunction with English Advanced. English Extension 1 gives students the opportunity to study in-depth options and English Extension 2 provides students with the challenge of creating a major work which is assessed by examiners. English Standard – caters for a wide range of students. It is designed to develop and refine reading, writing, listening and speaking skills and to enhance a student’s personal, social and vocational opportunities. English Studies Content Endorsed Course (CEC) – is intended to address the needs of specific students for an English course to support their successful completion of the HSC while advancing their vocational interests and pathways. The course is intended to extend knowledge and understanding about, and skills in, accurate and appropriate use of language for current and future studies, careers and citizenship. The English Studies CEC is a non-examinable course that satisfies the Board’s eligibility requirements for the award of the HSC. English as a Second language (ESL) – has been developed for students who have been educated overseas (or in Australia for less than five years) where English has not been the language of instruction. Strict rules apply to the eligibility of students entering ESL. See the ACE manual. MATHEMATICS The two main courses are Mathematics and General Mathematics Mathematics – is a 2 unit course which involves the study of some calculus. It is a prerequisite for the higher level course Mathematics Extension 1. The highest level course is Mathematics Extension 2 which is designed for gifted students. Mathematics Extension 2 must be undertaken concurrently with Mathematics Extension 1. General Mathematics – is also a 2 unit Board Developed Course in Mathematics. It does not involve the study of calculus. It is designed for students who wish to enter occupations which require the use of standard mathematical and statistical techniques. A number of subjects include a requirement for the development of project work for either

internal or external assessment. This applies to: • Visual Arts • Drama • Design and Technology • Community & Family Studies • Industrial Technology • Textiles and Design • Software Design Development • Society and Culture

Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject. These projects take a lot of time, so be careful of your combinations.

There is only one History Extension course and it is available ONLY in the HSC year. It can be studied with the Ancient History course and/or the Modern History Course.


You may not include any more than 6 units of the following Science courses:

• Biology • Chemistry • Science • Physics • Senior Science in meeting the 12 Preliminary or 10 HSC units.

The course Senior Science may not be taken as a Preliminary course with any other Science courses.

You must study Music Course 2 if you wish to study HSC Extension Music. You must study the Continuers course of a language if you wish to study the Extension

Course.

Additional information about courses and the HSC is available on the BOSTES Website:

www.boardofstudies.nsw.edu.au


http://www.boardofstudies.nsw.edu.au/

6.

‘Pathways’ Taking more than Two

Years

While the current two year pattern of study is likely to be the way most students attempt the HSC, provision has been made for students to adopt a more flexible approach.

Some students may like to combine part time school and part time work and/or study at an Institute of Technology (TAFE).

Some students who would find a "full load" of subjects too much, or who feel that they would like to concentrate their energies on a reduced study load, or who may have a heavy sport commitment may also like to think of accumulating the Higher School Certificate over a number of years. Students who wish to accumulate the HSC should be aware of a number of requirements: • Accumulation of the HSC cannot extend over more than a five year period from the

time the first subject is presented at an HSC examination. • Result Notices will be issued by the Board of Studies each year for each student

who attempts a Preliminary or HSC course. • The total number of Preliminary units studies must be at least 12. • The total number of HSC units must be at least 10. Generally students will present a Preliminary study of a subject in one year and then follow it the next year by the HSC course in that subject. At any time students may be studying some HSC courses and some Preliminary courses, or they may be repeating a HSC course. There are a number of very specific rules governing students wishing to accumulate the HSC and students wishing to seek recognition of prior learning. It is essential for any student thinking of doing either of these alternatives to contact the Deputy Principal at the High School for advice as soon as possible to ensure that they meet Board requirements.


Safety Footwear Agreement Personal Protective Equipment

Students enrolled in the following subjects at Northlakes High School are required to wear footwear that meets Australian Safety Standard (AS/NZS2210) in all practical classes and while on work placement:

Construction (VET), Design & Technology, Furnishings (VET), Hospitality (VET), Industrial Technology (Furniture), Metal & Engineering (VET).

The High School recognises that this places additional cost for parents. Safety footwear is now available in a range of styles that are also consistent with the High School Uniform Policy. Therefore parents will be able to purchase one pair of shoes that will meet both requirements. The following table shows the range available from one manufacturer, Oliver Footwear, but similar styles are available from other manufacturers.

HYTEST SAFETY FOOTWEAR: Wide Profile Type 1 Steel Toe Cap Description The steel toe cap surpasses the AS/NZS 2210.3 type 1 Australian Standard

Unisex Footwear

The elastic Sided Safety Boot • Black Rambler Leather • $39.95 (Prices are subject to change)

Oliver 15480

Lace Up Safety Boot • Black Rambler leather • $74.95 (Prices are subject to change)

Oliver 15434

Students without the required footwear WILL NOT be able to take part in practical lessons or complete Work Placement

The Original form will be issued for signing prior to Subject Selection interview

I have familiarised myself with the Personal Protective Equipment requirements for my subjects and agree to comply with these for all practical lessons and Work Placement


CyberSafety User Agreement for Secondary Students

Instructions for students

Section A: Introduction Section B: CyberSafety Rules for Secondary Students

1. Please read sections A and B carefully. If there are any points you would like to discuss with the school, let the school office know as soon as possible

2. Discuss the CyberSafety rules with your child 3. Please keep Sections A and B for future reference a) The abbreviation ‘ICT’ in this document refers to the term ‘Information and

Communication Technologies’ b) ‘CyberSafety’ refers to the safe use of the Internet and ICT equipment/devices c) ‘School ICT’ refers to the school’s computer network, Internet access facilities,

computers and other school ICT equipment/devices as outlined in (d) below d) The term ‘ICT equipment’ used in this document, includes but is not limited to,

computers (such as desktops, laptops, PDAs), storage devices (such as USB and flash memory devices, CDs, DVDs, floppy disks, iPods, MP3 players), cameras (such as video, digital, webcams) all types of mobile phones, gaming consoles, video and audio players/receivers (such as portable CD and DVD players), and any other similar, ICT device as they come into use.

e) ‘Objectionable’ in this agreement means material that deals with matters such as sec, cruelty or violence, in such a manner that it is likely to be injurious to the good of students or incompatible with a school environment

f) The term ‘parent’ used throughout this document also refers to legal guardians and caregivers



Section A: Introduction The school's computer network, Internet access facilities, computers and other school ICT equipment bring great benefits to the teaching and learning programs and to the effective operation of the school. The use of the school's ICT equipment are for educational purposes appropriate to the school environment. This applies whether the ICT equipment is owned or leased either partially or wholly by the school, and used on or off the school site. Parents need to note that while our school has rigorous CyberSafety practices in place, it is not possible to completely eliminate the risk of exposure to inappropriate online content. The school may monitor traffic and material sent and received using the school's ICT network. The school may use filtering and/or monitoring software to restrict access to certain sites and data, including email. You should be aware that general internet browsing by your child from home or other locations other than school are not monitored or filtered by the school. The school may audit its computer network, Internet access facilities, computers and other school ICT equipment/devices or commission an independent forensic audit. All students will be issued with a user agreement and once signed consent has been returned to school, students will be able to use the school ICT equipment. Section B: CyberSafety Rules for Secondary Students 1. I will log on to school ICT with the user name the school has issued me with. I will not allow

anyone else to use my user name. I will not tell anyone else my password. 2. While at school or a school-related activity, I will not have any involvement with any ICT

material or activity which might put myself or anyone else at risk (e.g. bullying or harassing).

3. I understand that I must not at any time use ICT to upset, offend, harass, bully or threaten or in any way harm anyone connected to the school or the school itself, even if it is meant as a joke.

4. I understand that the rules in this use agreement also apply to mobile phones. I will only use my mobile phone(s) at the times that I am permitted to during the school day.

5. While at school, I will not: a) Access, or attempt to access inappropriate, age restricted, or objectionable material.

b) Download, save or distribute such material by copying, storing, printing or showing it to other people.

c) Make any attempt to bypass security, monitoring and filtering that is in place at school. This includes but is not limited to the use of Internet proxy anonymises.

6. If I accidentally access inappropriate material, I will: a) Not show others b) Turn off the screen or minimise the window and c) Report the incident to a teacher immediately



7. I understand that I must not download any files such as music, videos, games or programs

without the permission of a teacher. This makes sure the school complies with the Copyright Act 2006. I also understand that anyone who infringes copyright may be personally liable under this law.

8. I understand that these rules apply to any privately owned ICT equipment (such as a laptop, mobile phone, USB drive) I bring to school or a school-related activity. Any images or material on such equipment must be appropriate to the school environment I also understand that the school can view the contents stored on these devices when brought to school or a school activity.

9. I will not connect any device (such as a USB drive, camera or phone) to, or attempt to run any software on, school ICT without a teacher's permission. This includes all wireless technologies.

10. I will ask a teacher's permission before giving out any personal information (including photos) online about myself or any other person. I will also get permission from any other person involved. Personal information includes name, address, email address, phone numbers, and photos.

11. I will respect all ICT systems in use at school and treat all ICT equipment with care. This includes: • Not intentionally disrupting the smooth running of any school ICT systems • Not attempting to gain unauthorised access to any system • Following all school cybersafety rules, and not joining in if other students choose to be

irresponsible with ICT • Reporting any breakages/damage to a staff member.

12. I understand that the school may monitor traffic and material sent and received using the schools ICT network. The school may use filtering and/or monitoring software to restrict access to certain sites and data, including email.

13. I understand that the school may audit its computer network, Internet access facilities, computers and other school ICT equipment/devices or commission an independent forensic audit. Auditing of the above items may include any stored content, and all aspects of their use, including email.

14. I understand that if I break these rules, the school may inform my parent(s). In serious cases the school may take disciplinary action against me. I also understand that my family may be charged for repair costs. If illegal material or activities are involved, it may be necessary for the school to inform the police.


7. 8.

HSC (Year 12) Credentials 1. Higher School Certificate testamur

This shows that a student is eligible for the Higher School Certificate. It includes the student’s name, school and date of the award.

2. Higher School Certificate Record of Achievement From 2014 the Higher School Certificate (HSC) Record of Achievement (RoA) will include students’ Year 11 (Preliminary Stage 6) grades. This provides formal recognition of students’ two years of senior secondary school achievements.

As 2014 will be the first year students’ grades are included on the RoA, and the HSC cohort will have been the first cohort of Year 11 students to be awarded grades, the grades will appear on a separate page.

• Assessment mark: School-based assessment tasks measure performance in a wider range of course outcomes than can be tested in an external examination. Students are required to complete a number of assessment tasks for most courses, which may include tests, written or oral assignments, practical activities, fieldwork and projects. Schools submit an HSC assessment mark based on performance in these tasks for every student in every course. The Board puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

• Examination mark: The examination mark for each course shows the student’s performance in the Board’s HSC examination for that course. The examination consists of a written paper and, for some course, may include speaking and listening examinations, practical examinations, or major works that are submitted for external marking. Each student’s achievement is assessed and reported against set standards of performance.

• HSC mark: The HSC mark is a 50:50 combination of a student’s external examination mark and school-based assessment mark for each course.

• Performance band: A student’s HSC mark for each course will fall within one of six performance bands, where the highest achievement is Band 6 (90-100 marks) and where the minimum standard expected is 50 marks. A performance band of E1-E4 is shown for Extension courses. Each performance band is aligned to what a student at that level of performance typically knows, understands and can do.

• Stage 6 Preliminary grades: Schools using the common Grade Scale for Preliminary courses award A-E grades for Stage 6 Preliminary courses (other than Life Skills and Vocational Educational Training (VET) courses.

The HSC does not report a single, overall score.

3. Course Reports Students receive an HSC course report for each course with an external examination that has

been completed satisfactorily. The course report shows the student’s assessment mark, examination mark, HSC mark and performance band with a description of what a student within that band typically knows, understands and can do. In most courses, it also has a graph showing


where the student’s HSC mark lies within the state distribution of all student performance in that course.

4. AQF VET Certificate

This certificate is awarded to students in Vocational Education and Training (VET) courses who successfully complete all requirements of an Australian Qualifications Framework (AQF) VET Certificate.

5. VET Statement of Attainment A Statement of Attainment is issued to students in VET courses who partially complete the requirements of an AQF VET Certificate.

6. Life Skills Profile of Student Achievement Where students satisfactorily complete a Life Skills course, the course is listed on the Record of Achievement with the annotation “Refer to Profile of Student Achievement”. The Profile of Student Achievement provides details of the specific Life Skills syllabus outcomes achieved.


GLOSSARY Acceleration

Allows very capable students to complete a course in a shorter time

Accumulation Allows students to take up to five years to complete their HSC studies

Australian Tertiary Admission Rank (ATAR)

A rank calculated by the Universities Admissions Centre to select students for university entry

Board Developed Course Developed and examined by the Board of Studies, these courses count towards the HSC but do not have an HSC examination and do not contribute towards calculation of an ATAR

Course A focused area of study within a subject, e.g. French Beginners is a course within the French subject

Extension Course Expands on the related 2 unit course. Extension courses are available in English, Mathematics, History, Music and some languages and VET courses. Students must study the related 2 unit course

HSC: All My Own Work Program in ethical scholarship all students are required to complete as part of their HSC studies

HSC Course HSC courses are divided into two sections – the Preliminary component and the HSC component. The Preliminary course must be studied before the HSC course

Life Skills Course Designed for some students with special education needs

Major Work Some courses require students to complete a practical work or project which contributes towards the HSC examination mark. Major Works are usually due in Term 3 of Year 12

Pathways Allows students to take longer than the standard two years to complete their HSC studies

Preliminary Course HSC courses are divided into two sections – the Preliminary component and the HSC component. The Preliminary course (usually studied in Year 11) must be studied before the HSC course

Recognition of Prior Learning Allows students to count courses studied in educational institutions such as TAFE, towards their HSC or be exempted from some components of courses if they have already achieved course requirements

Special examination provisions Offer practical support to students with special needs and can include provisions such as Braille or large print papers, the use of a reader or writer, rest breaks, permission to take medication and other requirements as judged appropriate

Syllabus Describes the aims, objectives, content and outcomes to be achieved in a course

Units All HSC courses have a unit value – most courses have a 2 unit value, extension courses usually have a 1 unit value


Section One Board Developed Courses

1. Students MUST do 2 Units of ENGLISH and at least 2 more courses from these pages to qualify for a HSC.

2. Students seeking admission to University should choose all of their courses from this section.

3. Only One Category B (Board Developed) course can be used towards an ATAR.

4. Students are reminded that only One VET Course can count towards an ATAR.

5. These courses have a HSC Exam at the end of Year 12


English Standard

Assessment: HSC Course only External Assessment Weighting Internal Assessment Weighting

A written examination paper consisting of: Paper 1 (2 hrs) Areas of Study (Common course Content) Paper 2 (2 hrs) Module A Module B Module C

40%

60%

Area of Study (Common Course Content) Module A Module B Module C

40%

20% 20% 20%

100% Assessment across the language modes: • Listening • Speaking • Reading • Writing • Viewing & Representing

15% 15% 25% 30% 15%

100% 100%

Text: Yes Faculty: English Contact Head Teacher: Mrs T Dunne

Course: English Standard Course No: 15130

2 units for each of Preliminary and HSC Board Developed Course

Exclusions: English (Advanced), English (ESL); English Extension

Course Description The Preliminary English (Standard) course is designed for students who require an ATAR for entry into university or as a prerequisite for specific TAFE courses. Students are required to complete a variety of compulsory assessment tasks covering reading, writing, listening and speaking in both the Preliminary and HSC course. This course requires students to write short answers, essay responses and creative responses, as well as, extended reading and research of concepts. In the Preliminary English (Standard) course, students learn about language and literature by exploring and experimenting with the ways events, experiences, ideas and processes are represented in and through texts. Students study a range of texts which include prose fiction, drama, poetry, nonfiction, film, media and/or multimedia, as well as Australian texts. In the HSC English (Standard) course, students further strengthen their knowledge and understanding of language and literature by reflecting on and demonstrating the effectiveness of texts for different audiences and purposes. Students study at least four types of prescribed texts drawn from prose fiction, drama, poetry, nonfiction, film, media and/or multimedia, and a wide range of additional related texts and textual forms. Main Topics Covered Preliminary course – The course has two sections: • Content common to the Standard and Advanced courses is undertaken through a unit of work called an Area of

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

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

HSC Course – The course has two sections: • The HSC Common Content which consists of one Area of Study common to the HSC Standard and the HSC

Advanced courses where students analyse and explore texts and apply skills in synthesis. • Modules that provide elective choices, which emphasise particular aspects of shaping meaning and demonstration

of the effectiveness of texts for different audiences and purposes. Students are required to choose one elective from each of three Modules A, B and C.

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

poetry; nonfiction or film or media or multimedia texts • a wide range of additional related texts and textual forms


English Advanced

Assessment: HSC Course only External Assessment Weighting Internal Assessment Weighting

A written examination paper consisting of: Paper 1 (2 hrs) Areas of Study (Common course Content) Paper 2 (2 hrs) Module A Module B Module C

40%

60%

Area of Study (Common Course Content) Module A Module B Module C

40%

20% 20% 20%

100% Assessment across the language modes: • Listening • Speaking • Reading • Writing • Viewing & Representing

15% 15% 25% 30% 15%

100% 100%


Course: English Advanced Course No: 15140


Exclusions: English (Standard), English Studies (ESU) This course must be applied for via a process of portfolio and past results.

Course Description This course is for students who thoroughly enjoy the subject of English, who have well developed skills in this subject and who are prepared to work conscientiously. The texts in this course are complex and a Shakespearian play is compulsory. This is a challenging course. The Preliminary and HSC English (Advanced) courses are designed for students to become critical and sophisticated users of English in order to enhance their personal, social and vocational lives. These courses provide students who have a particular interest and ability in the subject with challenging learning experiences and opportunities to enjoy the breadth and variety of English texts, through the integration of the modes of reading, writing, speaking, listening, viewing and representing. These courses foster an appreciation of aesthetic values and provide students with opportunities for enhancing their understanding of literary expression. Students explore the different ways in which texts rewrite and represent conventions used in other texts, and they consider how these representations achieve meaning. They learn that different ways of reading may produce different meanings and may reflect attitudes and values. Main Topics Covered Preliminary course – The course has two sections: • Content common to the Standard and Advanced courses is undertaken through a unit of work called an Area of

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

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

HSC Course – The course has two sections: • The HSC Common Content which consists of one Area of Study common to the HSC Standard and the HSC

Advanced courses where students analyse and explore texts and apply skills in synthesis. • Modules that provide elective choices, which emphasise particular aspects of shaping meaning and demonstration

of the effectiveness of texts for different audiences and purposes. Students are required to choose one elective from each of three Modules A, B and C.

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

prose fiction; drama; poetry; nonfiction or film or media or multimedia texts • a wide range of additional related texts and textual forms


English Extension 1 – Preliminary

ASSESSMENT: Preliminary Course

Internal Assessment Weighting

Speaking/Listening Reading/Writing Viewing and Representing

10%

20%

20%

50%


Course: Preliminary English Extension HSC English 2 Course No: 15160

1 unit of study for each of Preliminary and HSC Prerequisites: (a) English (Advanced) Exclusions: English (Standard); English Studies; English (ESL)

Course Description This is a 1 unit course is for students who study Advanced English. Students explore a range of ideas and values associated with particular genres. The course involves research and extended imaginative and analytical composition. It is a challenging course that requires student commitment and responsibility. In the Preliminary English (Extension) Course, students explore how and why texts are valued in and appropriated into a range of contexts. They consider why some texts may be perceived as culturally significant. Main Topics Covered Preliminary Extension Course The course has one mandatory section: Module; Texts, culture and Value Particular Course Requirements in the Preliminary English (Extension) Course Students are required to examine a key text from the past and its manifestations on one or more popular cultures. Students also explore, analyse and critically evaluate different examples of such appropriations in a range of contexts and media.


English Extension 1 & 2 - HSC

ASSESSMENT: HSC Extension Course 1

Course: Extension 1 HSC English Extension 2 Course No: 15170

1 unit of study for each of Preliminary and HSC

Prerequisites: (a) English (Advanced) (b) Preliminary English Extension is a prerequisite for HSC

English Extension Course 1 (c) English Extension Course 1 is a prerequisite for HSC

English Extension Course 2 Exclusions: English (Standard); English Studies; English (ESL)

Course Description In the HSC English Extension Course 1, students explore ideas of value and consider how cultural values and systems of valuation arise. In the HSC English Extension Course 2, students develop a sustained composition, and document their reflection on this process. Main Topics Covered Preliminary Extension Course HSC English Extension Course 1 The course has one section. Students must complete one elective chosen from one of the three modules offered for study • Module A: Genre • Module B: Texts and Ways of Thinking • Module C: Language and Values HSC English Extension Course 2 The course requires students to complete a Major Work Particular Course Requirements in the Preliminary English (Extension) Course In the HSC Extension Course 1 requires the study of prescribed texts (as outlined in the prescriptions document, HSC English 2015-2020 Electives and Prescribed Texts) HSC English Extension Course 2 requires completion of a Major Work and a statement of reflection

External Assessment Weighting Internal Assessment Weighting

A written examination of 2 hours duration

50%

Module A, B or C

50%

50% Assessment across the language modes: Speaking and Listening Reading and Writing Viewing and Representing

10% 30% 10%

50% 50%

ASSESSMENT: HSC Extension Course 2


Submission of Major Work including a 1000-1500 word (maximum) reflection statement

50%

Proposal: Presentation of proposal for Major Work Viva Voce: Interview and discussion/exploration of the work in progress Report: The impact of independent investigation on the development of the major Work

10%

20%

20%

50% 50%



Aboriginal Studies

Assessment Components, Weightings and Tasks HSC Course The internal assessment mark for Aboriginal Studies Stage 6 is to be based on the HSC course only. Final assessment should be based on a range and balance of assessment instruments.


Section I Social Justice and Human Rights Issues Part A – Global Perspective Stimulus-based short answer Part B – Comparative Investigation Two structured extended response questions Part C – Extended response question Section II – Research and Inquiry Methods – Major Project Section III – Aboriginality and the Land

25%

15%

15% 15%

30%

Knowledge and understanding of course content

Investigating, analysis, synthesis and evaluation of Information from a variety of sources and perspectives

Research and inquiry methods, including aspects of the Major Project

Communication of information, ideas and issues in Appropriate forms

40%

25%

20%

15%

Marks 100 Marks 100

Text: No Faculty: HSIE Contact Head Teacher: Mrs A Howard

Course: Aboriginal Studies Course No: 15000

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil

Course Description The Preliminary course focuses on Aboriginal people’s relationship to the Land, Aboriginal heritage and identity, and an historical examination of colonialism, racism and prejudice from pre-contact times to the 1960s. The course also includes the development of skills in culturally appropriate research and inquiry methods. It involves local community case studies. The HSC course provides for in depth study of legislation, policy, judicial processes and current events from the 1960s. During the course, students will undertake consultation with the local Aboriginal community and will study national and international Indigenous communities. Students apply research and inquiry methods through the completion of a major project. Main Topics Covered Preliminary Course • Part I: Aboriginality and the Land (20%) – Aboriginal people’s relationship Country; the dispossession and dislocation of

Aboriginal peoples from Country and the impact of British colonisation on Country • Part II: Aboriginal Heritage and Identity (30%) – The Dreaming and cultural ownership; the impact of colonisation on

Aboriginal cultures and families, the diversity of Aboriginal culture and social life and impact of racism and stereotyping. • Part III: International Indigenous Community: Comparative Study (25%) – Location, environment and features of an

international Indigenous community; comparison of the key experiences of the international Indigenous and an Australian Aboriginal community in relation to Aboriginality and the Land and Heritage and Identify

• Part IV: Research and Inquiry Methods: Local Community Case Study (25%) – Methods and skills relating to; community consultation; planning research; acquiring information; processing information; communicating information.

HSC Course • Part I – Social Justice and Human Rights issues (50%)

A) Global perspective (20%) – Global and understanding of human rights and social justice AND B) Comparative Study (30%) – A comparative case study on an Aboriginal and international Indigenous community, in

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

• Part II – Case Study of an Aboriginal community for each topic (20%) A) Aboriginality and the Land – The Land Rights movement and the recognition of native title; government policies

and legislation; Non-Aboriginal responses OR B) Aboriginal Heritage and Identity – Contemporary aspects of Aboriginal heritage and identity, government policies

and legislation; Non-Aboriginal responses • Part III – Research and Inquiry Methods – Major Project (30%) – choice of project topic based on student interest. Particular Course Requirements In both courses, students must undertake mandatory community case studies. The project log will document all work completed, including the sequential development of the project and the nature and timing of community-based fieldwork.


Agriculture

HSC Course The mandatory components and weightings for the HSC course are set out below. The internal assessment mark submitted to the Board of Studies is to be based on the HSC course only.

Component Weighting

Plant/animal production 45%

Farm/product study 25%

Electives (2) OR Research Project 30%

100%

Text: Yes Faculty: Science Contact head Teacher: Mr G Fleming Cost: $50.00

Course: Agriculture Course No: 15010


Course Description

The Preliminary Course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issue of sustainability of the farming system. This is an ‘on-farm’, environmental-oriented course. The HSC Course builds upon the Preliminary Course. It examines the complexity and scientific principles of the components of agricultural production. It examines the place of the farm in the wider economic, environmental and social environment. The Farm/Product Study is used as a basis for analysing and addressing social, environmental and economic issues as they relate to sustainability. Main Topics Covered Preliminary Course • Overview of Australian Agriculture • The Farm Case Study • Plant Production • Animal Production

HSC Course • Plant/Animal Production • Farm/Product Study

Particular Course Requirements Practical experiences should occupy a minimum of 30% of both Preliminary and HSC course time. If the research project option is undertaken, a project report and process journal must be submitted to the Board of Studies.


Ancient History

ASSESSMENT: HSC Course only


Section I - Cities of Vesuvius – Pompeii and Herculaneum Part A Source-based objective response and short-answer questions Part B – Comparative Investigation One source-based questions Section II – Ancient Societies One questions in parts Section III – Personalities One question in parts Section IV – Historical Periods Candidates answer one of two extended response alternatives

15%

10%

25%

25%

25%


Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources

Historical inquiry and research

Communication of historical understanding in appropriate forms

40%

20%

20%

20%

Marks 100% Marks 100%

Text: No Faculty: HSIE Contact Head Teacher: Mrs A Howard

Course: Ancient History Course No: 15020


Course Description The Preliminary course is structured to provide students with opportunities to investigate past people, groups, events, institutions, societies and historical sites from the sources available, by applying the methods used by historians and archaeologists.

The HSC course provides the opportunity for students to investigate in depth the range and nature of archaeological and written sources that provide evidence for a life in Pompeii and Herculaneum. They also study the key features and sources of an ancient society, historical period and ancient personality.

Main Topics Covered Preliminary Course • Part I: Introduction

• Investigating the past: History, Archaeology and Science • Case Studies (at least ONE)

• Part II: Studies of Ancient Societies, Sties and Sources – At least ONE study to be chosen • Part III: Historical Investigation – The investigation can be either integrated into any aspect of the

Preliminary Course or attempted as one project, individually or as part of a group.

HSC Course • Part I: Core Study: Cities of Vesuvius – Pompeii and Herculaneum (25%) • Part II : ONE Ancient Society (25%) • Part III: ONE Personality in their Times (25%) • Part IV: ONE Historical Period (25%) Particular Course Requirements In the Preliminary Course choices of studies in parts 1, II and III must be chosen from different civilisations. The Historical Investigation and choice of topics in parts I and must not overlap or duplicate significantly any topic attempted for the HSC Ancient History or History Extension courses.


Biology



A three hour written examination Core Option

80% 20%

Core (25% each topic) Option

75% 25%

100% 100%

Text: Yes Faculty: Science Cost: $30.00 Contact Head Teacher: Mr G Fleming

Course: Biology Course No: 15030


Exclusions: Senior Science (Preliminary only)

Course Description Biology is the study of living organisms, life processes and interactions between organisms and their environment.

The Preliminary Course incorporates the study of the mechanisms and systems that living things use to obtain, transport and draw on materials for their own growth and repair; biotic and abiotic features of the environment and the interdependence or organisms in an ecosystem; the evolution of life on Earth; and the effects of global changes on the diversity of Australian biota during the formation of the Australian continent.

The HSC Course builds upon the Preliminary Course. It examines the processes and structures that plants and animals use to maintain a constant internal environment and the way in which characteristics are transmitted from generation to generation. The options over a variety of interest areas and draw on the increased information and understanding provided by improved technology to examine areas of current research. Main Topics Covered

Preliminary Course Biology Skills Module 8.1 Core Modules • A Local Ecosystem • Patterns in Nature • Life on Earth • Evolution of Australian Biota

HSC Course

Biology Skills Module 9.1 Core Modules • Maintaining a Balance • Blueprint of Life • The Search for Better Health One Option from the following modules: • Biotechnology • Genetics; The Code Broken? • The Human Story • Biochemistry

Particular Course Requirements Each module specifies content which provides opportunities for students to achieve the Biology skill outcomes. Biology Modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the Module content to develop the full range of skills content identifies in Biology skills Modules 8.1 and 9.1.

The Preliminary Course includes a field study related to local terrestrial and aquatic environments. Students will complete a minimum of 80 indicative hours of practical experiences across preliminary and HSC course time with no less than 35 hours in the HSC Course. Practical experiences must include at least one open-ended investigation both the preliminary and HSC Courses.


Business Studies



Section I Objective response questions Section II Short-answer questions Section III Candidates answer one extended response question in the form of a business report Section IV Candidates answer one extended response question

20%

40%

20%

20%


Stimulus-based skills

Inquiry and research

Communication of business information, ideas and issues in appropriate forms

40%

20%

20%

20%

100% 100%

Text: Yes Faculty: HSIE Contact Head Teacher: Mrs A Howard

Course: Business Studies Course No: 15040


Course Description Business activity is a feature of everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the management of operations, marketing, finance and human resource in large business.

Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral development by assisting students to think critically about the role of business and its ethical responsibilities to society.

Main Topics Covered

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

In the Preliminary Course there is a research project investigating the operation of a small business or planning the establishment of a small business.


Chemistry



A three hour written examination Core Option

80% 20%

Core (25% each topic) Option

75% 25%

100% 100%

Text: Yes Faculty: Science Cost: $30.00 Contact Head Teacher: Mr G Fleming

Course: Chemistry Course No: 15050



Course Description Chemistry is the study of the physical and chemical properties of matter, with a focus on substances and their interactions. Chemistry attempts to provide chemical explanations and to predict events at the atomic and molecular level.

The Preliminary Course develops a knowledge of atomic structure, chemical changes, rates of reaction and relationships between substances by focusing on increasing students’ understanding of the Earth’s resources, the development of increasingly sophisticated methods to extract and use metals, the importance of water on Earth and high energy carbon compounds.

The HSC Course builds on the concepts developed in the Preliminary Course, expanding on areas such as the search for new sources of traditional materials, the design and production of new materials, the management and monitoring of chemicals that have been developed and/or released as a result of human technological activity and the way in which environmental problems could be reversed or minimised.

The options cover a variety of interest areas and draw on the increased information and understanding provided by improved technology to examine areas of current research. Main Topics Covered

Preliminary Course Chemistry Skills Module 8.1 Core Modules • The Chemical Earth • Metals • Water • Energy

HSC Course

Chemistry Skills Module 9.1 Core Modules • Production of Materials • The Acidic Environment • Chemical Monitoring and Management One Option from the following modules: • Industrial Chemistry • Shipwrecks, Corrosion and Conservation • The biochemistry of Movement • The Chemistry of Art • Forensic Chemist

Particular Course Requirements Each module specifies content which provides opportunities for students to achieve the Chemistry skill outcomes. Chemistry Modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the Module content to develop the full range of skills content identifies in Biology skills Modules 8.1 and 9.1.

Students will complete a minimum of 80 indicative hours of practical experiences across preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.


Community & Family Studies

ASSESSMENT: HSC Exam (3 hours). Independent Research Project (IRP) in Year 12 and school assessment • School Assessment Tasks • Independent Research Project (IRP) • HSC Examination: 3 hours

Cost: $10.00 Faculty: PDHPE Contact Head Teacher: Ms S Bergan

Course: Community & Family Studies Course No: 15060


Course Description

Community & Family Studies is designed to develop in each student an understanding of the diverse nature and interdependence of families and communities, within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities. Main Topics Covered

Preliminary Course • Resource Management – Basic concepts of the resource management process (approximately 20% of course

time) • Individuals and Groups – The individual’s roles, relationships and tasks within groups (approximately 40% of

course time) • Families and Communities – Family structures and functions and the interaction between family and

community (approximately 40% of course time) HSC Course

• Research Methodology – Research methodology and skills culminating in the production of an Independent Research Project (approximately 25% of course time)

• Groups in Context – The characteristics and needs of specific community groups (approximately 25% of course time)

• Parenting and Caring – Issues facing individuals and groups who adopt roles of parenting and caring in contemporary society (approximately 25% of course time)

HSC Option Modules

Select one of the following (approximately 25% of course time) • Family and Societal Interactions – Government and community structures that support and protect family

members throughout their lifespan • Social Impact of Technology – The impact of evolving technologies on individuals and lifestyle • Individuals and Work Contemporary – Issues confronting individuals as they manage roles within both their

family and work environments

Particular Course Requirements

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


Dance


Course: Dance Course No: 15070


Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description Students undertake a study of Dance as an artform. There is an equal emphasis on the components of Performance, Composition and Appreciation in the study of Dance. Students studying Dance bring with them a wide range of prior dance experience. Physical training and preparation of the body is fundamental and of paramount importance to the course and informs all three components of the course. Main Topics Covered Preliminary Course Components to be completed are: • Performance (40%) • Composition (20%) • Appreciation (20%) • Additional (20%) to be allocated by the teacher to suit the specific circumstances/context of the class HSC Course Students continue common study in the three course components of Performance, Composition and Appreciation and also undertake an in-depth study of dance in one of the Major Study components, either Performance, Composition, Appreciation or Dance and Technology • Core (60%) Performance 20%, Composition 20%, Appreciation 20% • Major Study (40%) Performance or Composition or Appreciation or Dance and Technology Particular Course Requirements The interrelation of the course components is a major feature in the study of dance as an artform and is emphasised throughout both courses. The published Course Prescriptions, which may change in total or in part every three years, indicate works and artists to be studied in the HSC Course in Core Appreciation and Major Study Appreciation.


Core Performance Solo dance and Interview Core Composition Solo composition and performed by another student, 300 word rationale and interview Core Appreciation A Written Examination: One Hour Major Study • Major Study Performance One solo dance and

interview or

• Major Study Composition One dance composition: new solo, group dance, 300 word rationale and interview or

• Major Study Appreciation Written Examination: 1 ¼ hours or

• Major Study-Dance & Technology Option 1: Choreographing the Virtual Body Presentation of a composition via 3D animation software and 300 word rationale, interview & Process Diary or

• Major Study – Dance and Technology Option 2: Film and Video Presentation of a composition via film/video and Manifesto & Process Diary

20%

20%

20%

40%

Core Performance Core Composition Core Appreciation Development of Major Study

20%

20%

20%

40%

100% 100%

Cost: $30.00 Performance Kit Faculty: Creative Arts Contact Head Teacher: Mr L Brimbecom


Design & Technology


Section I: A one and a half hour written exam Questions based on Innovation & Emerging Designing and Producing. These will provide for students to make reference to the major Design and the Case Study Section II: Major Design project Project proposal Folio Product, system or environment

40%

60%

Innovation and Emerging Technologies, including a compulsory case study of a innovation/design/designer Designing and Producing (which may include aspects the Major Design Project)

40%

60%

100% 100%

Text: Yes Cost: $10.00 plus cost of materials and safety equipment Faculty: TAS Contact Head Teacher: Ms D De Waal

Course: Design & Technology Course No: 15080

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Nil Course Description

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

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

HSC Course HSC Course involves the study of innovation and emerging technologies, including a case study (20%) of an innovation and the study of designing and producing including a Major Design Project. The project folio addresses 3 key areas: project proposal and project management, project development and realisation, and project evaluation. Particular Course Requirements

In the Preliminary course, students must participate in hands-on practical activities and undertake a minimum of 2 design projects. The projects will develop skills and knowledge to be further developed in the HSC course. Students will develop their knowledge of the activities within industrial and commercial settings which support design and technology and relate these processes to the processes used in their own designing and producing. Each project will place emphasis on the development of different skills and knowledge in designing and producing. This is communicated in a variety of forms, but students should be encouraged to communicate their design ideas using a range of appropriate media.


Drama

ASSESSMENT: HSC Course


Group Presentation Individual Project A one and a half hour Written Examination comprising two compulsory sections: • Australian Drama and theatre (Core) • Studies in Drama and Theatre

30%

30%

40%

Making Performing Critically Studying

40%

30%

30%

100% 100%

Text: Yes Cost: $20.00 Cost of materials kit Faculty: Creative Arts Contact Head Teacher: Mr L Brimbecom

Course: Drama Course No: 15090


Exclusions: Projects developed for assessment in one subject are not be used either in full or in part for assessment in any other subject

Course Description

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

Main Topics Covered

Preliminary Course Improvisation, Playbuilding, Acting Elements of Production in Performance Theatrical Traditions and Performance Styles

HSC Course Australian Drama and Theatre (Core content) Studies in Drama and Theatre Group Performance (Core content) Individual Project Particular Course Requirements

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


Earth & Environmental Science

Outline of HSC examination specifications A written examination of three hours plus 5 minutes reading time

Section/Part Marks

Section I Part A • Objective response questions

20

Section I Part B • Short answer questions

55

Section II (Options) • There is one question on each Option. Each question will consist of short answer parts • Students answer the question on the Option they have studied

25 100 Outline of internal assessment requirements There will be three to five assessment tasks comprising of the following components and weightings

Component Weighting

Knowledge and understanding of: • the history, nature, and practice of earth and environmental science, applications and

uses of earth and environmental science and their implications for society and the environment, and current issues, research and developments in earth and environmental science

• resources of Earth, the abiotic features of the environment, models to explain structures and processes of change, Australian resources and biotic impacts on the environment

40%

Skills in planning and conducting first-hand investigations, gathering and processing first-hand data, gathering and processing relevant information from secondary sources

30%

Skills in: • communicating information and understanding • developing scientific thinking and problem-solving techniques • working individually and in teams

30%

Cost: $25.00 Faculty: Science Contact Head Teacher: Mr G Fleming

100%

Courses: Earth & Environmental Science Course No: Course No: 15100



Course Description: The Preliminary course incorporates the study of the formation of Earth and the evolution of its atmosphere, cryosphere, hydrosphere and lithosphere; the physical and chemical features of the environment; Australia as an island continent with a wide range of climates; the use of water as a chemical essential for life on Earth and its importance in the maintenance of Australian biomes; and the interplay of forces internal and external to the Earth. The HSC course builds upon the Preliminary course. It examines the geological, physical and chemical evidence related to the evolution of Australia over time and pressures on the Australian environment and the indicators of environmental ill-health.

Main Topics Covered Preliminary Course: Planet Earth and Environment – a five thousand million year journey The Local Environment Water Issues Dynamic Earth

HSC Course: Core Topics: Tectonic impacts Environments through t ime Caring for the country One Option from the following: Int roduced Species and the Aust ralian environment Organic Geology – a non-renewable resource Oceanography Mining and the Aust ralian Environment

Particular course requirements: The Preliminary course includes field experience in the identification of landforms, rocks and soil types as well as how biological factors interact to form the local environment. Practical experiences should occupy a minimum of 80 indicative hours across Preliminary and HSC course time with no less than 35 hours in the HSC course.


Food Technology


Course: Food Technology Course No: 15180


Course Description

The Preliminary Course will develop knowledge and understanding ab0ut food nutrients and diets for optimum nutrition, the functional properties of food, safe preparation, presentation and storage of food, sensory characteristics of food, the influences on food availability and factors affecting food selection. Practical skills in planning, preparing and presenting food are integrated throughout the content areas.

The HSC Course involves the study of: sectors, aspects, policies and legislations of the Australian Food Industry; production, processing, preserving, packaging, storage and distribution of food and the impact of technology; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. The study of marketplace trends and their implications are also incorporated. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course.

Main Topics Covered

Preliminary Course • Food Availability and Selection (30%) • Food Quality (40%) • Nutrition (30%)

HSC Course

• Involves the study of The Australian Food Industry, Food Manufacture, Food Product Development and Contemporary Nutrition. The study of contemporary issues relating to the marketplace are also included.


There is no prerequisite study for the 2 Unit Preliminary Course. Completion of the 2 Unit Preliminary Course is a prerequisite to the study of the 2 Unit HSC Course. In order to meet the course requirements, students must ‘learn about’ food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary food issues. Researching, analysing, communicating, experimenting and preparing, designing, implementing and evaluating skills will be developed throughout the course. It is mandatory that students undertake practical activities. Such experiential learning activities are specified in the ‘learn to’ section of each strand.


A three hour written examination

100%

Knowledge and understanding about the Australian Food Industry, Food Manufacture, Food Product and Contemporary Food issues or marketplace

Research, analysis and communication

Experimentation and preparation

Design, implementation and evaluation

20%

30% 30%

20%

100% 100%

Cost: $30.00 Faculty: TAS Contact Head Teacher: Ms D De Waal


Geography


External Assessment Weighting Internal Assessment Weighting Section I Objective response questions Section II Short-answer questions Section III Candidates answer two extended response questions

20%

40%

40%


Geographical tools and skills

Geographical inquiry and research, including fieldwork

Communication of geographical information, ideas and issues in appropriate forms

40%

20%

20%

20%

100% 100% Text: Yes Faculty: HSIE Contact Head Teacher: Ms A Bromley

Course: Geography Course No: 15190


Exclusions: Nil

Course Description The Preliminary Course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues.

The HSC Course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies combine with an assessment of the geographers’ contribution to understanding our environment and demonstrates the relevance of geographical study.

Main Topics Covered Preliminary Course • Biophysical Interactions (45%) – how biophysical processes contribute to sustainable management • Global Challenges (45%) – geographical study of issues at a global scale • Senior Geography Project (10%) – a geographical study of student’s own choosing

HSC Course • Ecosystems at Risk (33%) – the functioning of ecosystems, their management and protection • Urban Places (33%) – study of cities and urban dynamics • People and Economic Activity (33%) – geographic study of economic activity in a local and global context Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration


Industrial Technology (Timber Products and Furniture Technologies)


Course: Industrial Technology Course No: 15200


Exclusions: Some Industry Focus areas with similar VET Curriculum Framework streams and Content Endorsed Courses

Course Description

Industrial Technology at Stage 6 will develop a student’s knowledge and understanding of a selected industry and its related technologies highlighting the importance of design, management and production through practical experiences.

Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen for the course. The Focus Areas include Automotive Technologies; Electronics Technologies; Graphics Technologies; Metal and Engineering Technologies; Multimedia Technologies; Timber Products and Furniture Technologies.

Main Topics Covered

Preliminary Course

The following sections are taught in relation to the relevant focus area: • Industry Study – structural, technical, environmental and sociological factors, personnel issues, Occupational Health and

Safety • Design, Management and Communication – designing, drawing, computer applications, project management, literacy,

calculations, graphics • Production – display a range of skills through the construction of a major project • Industry Related Manufacturing Technology – understanding of a range of materials, processes, tools and equipment,

machinery and technologies

HSC Course

The following sections are taught in relation to the relevant focus area through the development of a Major Project (60%) and a study of the relevant industry: • Industry Study • Design, Management and Communication • Production • Industry related manufacturing technology Particular Course Requirements In the Preliminary Course, students must design, develop and construct a minimum of 2 projects. Each project will include a management folio. Each project may emphasise different areas of the Preliminary Course content. Students also undertake the study of an individual business within a focus area industry. In the HSC Course, students design, develop and construct a Major Project with a management folio. They will also undertake a study of the overall industry related to the specified focus area industry.


A one and a half hour written examination Major Project (product and portfolio) including the following aspects: Major Project-Design Management and Production

40%

60%

Industry Study

Major Project – Design Management and Communication – Production

Industry Related Manufacturing Technology

15%

60%

25%

100% 100%

Cost: $50.00 plus Safety Equipment and cost of project materials Faculty: TAS Contact Head Teacher: Ms D De Waal


Japanese Beginners

Course: Japanese Beginners Course No: 15820


Exclusions: Japanese Continuers; Japanese Extension; Japanese Background Speakers. Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.3 of the Board’s ACE Manual

Course Description

In the Preliminary and HSC Courses, student will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent perspectives, the personal world and the Japanese-speaking communities, provide contexts in which students develop their communication skills in Japanese and their knowledge and understanding of language and culture.

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

Main Topics Covered

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


There is no prerequisite study for the 2 Unit Preliminary Course. Completion of the 2 Unit Preliminary Course is a prerequisite to the study of the 2 Unit HSC Course.

Internal Assessment Prelim Weighting

HSC Weighting

External Assessment Weighting

Listening 35% 30%

Combination examination consisting of Listening, Reading, Writing and Speaking components

Reading 35% 30%

Writing 15% 20%

Speaking 15% 20%

100% 100% 100%

Cost: $25.00 plus excursions Faculty: Language Teacher: Ms F Davis


Legal Studies

Course: Legal Studies Course No: 15220


Course Description

Preliminary Course Develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and responsibilities, how disputes are resolved, and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives.

HSC Course Investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform. Main Topics Covered

Preliminary Course • Part I – The Legal System (40% of course time) • Part II – The Individual and the Law (30% of course time) • Part III – The Law in Practice (30% of course time) The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course.

HSC Course

• Core Part I: Crime (30% of course time) • Core Part II: Human Rights (20% of course time) • Core Part III: Two options (50% of course time) Two options are chosen from: • Consumers • Global environment and protection • Family • Indigenous peoples • Shelter • Workplace • World order Each topic themes and challenges should be integrated into the study of the topic Particular Course Requirements: No special requirements


Section I - Core Crime and Human Rights Objective response questions Section II – Core Part A Human Rights Short-answer questions Part B Crime One extended response question Section III - Options Candidates answer two extended response questions, each from a different option

20%

15%

15%

50%


Inquiry and research

Communication of Legal Studies information, issues and ideas in appropriate forms

60%

20%

20%

100% 100%



Mathematics


Course: Mathematics Course No: 15240

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: For students who intend to study the Mathematics course, it is recommended that they study the topics Real Numbers, Algebraic Techniques and Coordinate Geometry as well as at least some of Trigonometry and Deductive Geometry from Stage 5.3 of Mathematics Years 7-10 Syllabus, if not all of the content

Exclusions: General Mathematics

Course Description

The course is intended to give students who have demonstrated competence in the skills of Stage 5 Mathematics an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Students who require substantial mathematics at a tertiary level, supporting the physical sciences, computer science or engineering, should undertake the Mathematics Extension 1 Course or both the Mathematics Extension 1 and Mathematics Extension 2 courses.

Main Topics Covered

Preliminary Course • Basic arithmetic and algebra • Real functions • Trigonometric ratios • Linear functions • The quadratic polynomial and the parabola • Plane geometry – geometrical properties • Tangent to a curve and derivative of a function

HSC Course • Co-ordinate methods in geometry • Applications of geometrical properties • Geometrical applications of differentiation • Integration • Trigonometric functions • Logarithmic and exponential functions • Applications of calculus to the physical world • Probability • Series and series applications


One written 3 hour examination paper incorporating objective response and written responses. Board approved calculators, geometrical instruments and approved geometrical templates may be used.

50%

The objectives of the course are grouped into two components, Component A and Component B, for assessment purposes. Component A (70%) is primarily concerned with the student’s knowledge, understanding and skills developed in each Content Area listed in the syllabus. Component B (30%) is primarily concerned with the student’s reasoning, interpretative, explanatory and communicative abilities. A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainments in both components.

50%

50% 50%

Text: Yes Must have calculator – approximate cost $30.00 Faculty: Mathematics Contact Head Teacher: Mr D Lappas


Mathematics Extension 1


Course: Mathematics Extension 1 Course No: 15250

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: For students who intend to study the Mathematics Extension 1 Course, it is recommended that they study the Stage 5.3 optional topics Curve Sketching and Polynomials, Functions and Logarithms and Circle Geometry of Mathematics Years 7 – 10 Syllabus

Exclusions: General Mathematics

Course Description

The content of this course and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills of Stage 5 Mathematics and are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of and competence in aspects of mathematics, including many which are applicable to the real world. It has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level and for the study of mathematics in support of the physical and engineering sciences. Although the course is sufficient for these purposes, students of outstanding mathematical ability should consider undertaking the Mathematics Extension 2 Course.

Main Topics Covered

Preliminary Course • Other inequalities • Further geometry • Further trigonometry • Angles between two lines • Internal and external division of lines into ratios • Parametric representation • Permutations and combinations • Polynomials • Harder applications of the Mathematics Preliminary

course topics

HSC Course • Methods of integration • Primitive of sin2x and cos 2x • Equation dN =k(N-P) dt • Velocity and acceleration as a function of x • Projectile motion • Simple harmonic motion • Inverse functions and inverse trigonometric functions • Induction • Binomial theorem • Further probability • Iterative methods for numerical estimation of the roots

of a polynomial equation • Harder applications of Mathematics HSC Course topics


A single written examination paper of 2 hours’ duration, incorporating objective response and written responses. Board-approved calculators, geometrical instruments and approved geometrical templates may be used.

100%

The objectives of the course are grouped into two components, Component A and Component B, for assessment purposes. Component A (50%) is primarily concerned with the student’s concepts, skills and techniques developed in each content Area listed in the syllabus. Component B (20%) is primarily concerned with the student’s reasoning, interpretative, explanatory and communicative abilities. A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainments in both Components.

100%

100% 100%



Mathematics General 1


Course: General Mathematics 1 Course No: Prelim – 11235 HSC - 30120

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: For students who intend to study the General Mathematics 1 Course, it is recommended that they study at least some of the Stage 5.1 content of Mathematics Years 7-10 Syllabus, particularly the Patterns and Algebra topics and Trigonometry, if not all of the content.

Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with General Mathematics.

Course Description

General Mathematics 1 focuses on mathematical skills and techniques which have direct application to everyday activity. The course content is written in five areas of study plus “focus studies”, with an emphasis on application of specific skills and on tasks that involve integrating mathematical skills and techniques across a range of familiar and unfamiliar situations. These tasks may draw from more than one are of study, and encourage transfer of knowledge across the entire course, as well as linking with study in other Stage 6 subjects.

The course is fully prescribed, and is designed to support TAFE and other vocational courses. It provides an appropriate mathematical background for students who do not wish to pursue the formal study of mathematics at tertiary level.

NOTE: The Preliminary General Course is common to both General 1 Mathematics and General 2 Mathematics

Main Topics Covered

Preliminary Course • Financial Mathematics • Data Analysis • Measurement • Probability • Algebraic Modelling • Focus Studies

- Maths and Communication - Maths and Driving

HSC Course • Financial Mathematics • Data Analysis • Measurement • Probability • Algebraic Modelling • Focus Studies

- Maths and Design - Maths and Household

No External Assessment Internal Assessment Weighting

A variety of assessment tasks across all of the content of the course

100%

100%



Mathematics General 2


Course: General Mathematics 2 Course No: Prelim – 11235 HSC - 30120

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: For students who intend to study the General Mathematics 2 Course, it is recommended that they study at least some of the Stage 5.2 content of Mathematics Years 7-10 Syllabus, particularly the Patterns and Algebra topics and Trigonometry, if not all of the content.

Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with General Mathematics.

Course Description

General Mathematics 2 focuses on mathematical skills and techniques which have direct application to everyday activity. The course content is written in five areas of study plus “focus studies”, with an emphasis on application of specific skills and on tasks that involve integrating mathematical skills and techniques across a range of familiar and unfamiliar situations. These tasks may draw from more than one are of study, and encourage transfer of knowledge across the entire course, as well as linking with study in other Stage 6 subjects.

The course is fully prescribed, and is designed to support TAFE and other vocational courses. It provides an appropriate mathematical background for students who do not wish to pursue the formal study of mathematics at tertiary level.

NOTE: The Preliminary General Course is common to both General 1 Mathematics and General 2 Mathematics

Main Topics Covered

Preliminary Course • Financial Mathematics • Data Analysis • Measurement • Probability • Algebraic Modelling • Focus Studies

- Maths and Communication - Maths and Driving

HSC Course • Financial Mathematics • Data Analysis • Measurement • Probability • Algebraic Modelling • Focus Studies

- Maths and Design - Maths and Household

No External Assessment Internal Assessment Weighting

A single HSC examination of 2 ½ hours duration. No more than 30% of the examination will be based on the Preliminary Course. Questions based on the Preliminary Course can be asked when they lead in to questions based on topics from the HSC Course. Marks from these lead-in questions will not be counted in the 30% allowance from the Preliminary Course.

A variety of assessment tasks across all of the content of the course

100%

100%



Modern History


Course: Modern History Course No: 15270


Course Description Preliminary Course Structured to provide students with opportunities to investigate the role of key features, issues, individuals, groups, events and concepts from the C19th to the present using the methods of historical inquiry.

HSC Course Provides the opportunity for students to investigate in depth a source-based study of World War I. They also study key features and issues in the history of ONE country during the C20th, ONE personality and ONE international study in peace and conflict. Main Topics Covered Preliminary Course • Part I – Case Studies (50%) – At least TWO Case Studies should be undertaken (see below) • Part II – Historical Investigation (20%) – The Investigation can be either integrated into any aspect of the Preliminary

Course or attempted as one project, individually or as part of a group • Part III – Core Study: The World at the Beginning of the C20th (30%) – A source-based approach is to be used

HSC Course • Part I: Core Study: World War I: 1914 – 1919 – A source-based study (25%) • Part II: ONE National Study (25%) • Part III: ONE Personality in the C20th (25%) • Part IV: ONE International Study in Peace and Conflict (25%) Particular Course Requirements: 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 Historical Investigation and choice of Case Study must not overlap or duplicate significantly any topic attempted for the HSC Modern History or History Extension courses.


Section I – World War I – 1914 - 1919 Part A Source-based objective response and short-answer questions Part B One source-based question Section II – National Studies One extended response question Section III – Personalities in the Twentieth Century One question in two parts Section IV – International Studies in Peace and Conflict Candidates answer one of two extended response alternatives

20%

15%

15%

50%


Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources

Historical inquiry and research

Communication of historical understanding in appropriate forms

40%

20%

20%

20%

100% 100%



Music 1

Course: Music Course No: 15290

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Music 2

Course Description

In the Preliminary and HSC Courses, students will study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres.

Students should bring sound musical skills and specialise in one or more musical instruments or voice.

Main Topics Covered

Preliminary Course

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

HSC Course

In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studies in the course. Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the Board of Studies to validate authorship of the submitted work.


Core Performance (one piece) A 45 minute – 1 hour aural exam Electives: Three electives from any combination of: • Performance (one piece) • Composition (and submitted

composition) • Musicology (one viva voce) • The Core performance and the

electives be converted to a mark out of 70

20%

30%

20% 20% 20%

Core performance Core Composition Core Musicology Core Aural Elective 1 Elective 2 Elective 3

10%

10%

10%

25% 15% 15% 15%

100% 100%

Cost: $30.00 Kit Faculty: Creative Arts Contact Head Teacher: Mr L Brimbecom


Personal Development Health & Physical Education


Course: Personal Development Health & Physical Education Course No: 15320


Course Description

Preliminary Course - Examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students will study first aid and fitness choices.

HSC Course – Students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance.

Students study improving performance and safe participation by learning about advanced approaches to training and sports medicine concepts.

Main Topics Covered

Preliminary Course

Core Topics (60%) • Better Health for Individuals • The Body in Motion Optional Component (40%) • First Aid • Fitness Choices

HSC Course

Core topics (60%) • Health Priorities in Australia • Factors Affecting Performance Optional Component (40%) • Sports Medicine • Improving Performance

Component Weighting Tasks

Preliminary Course Core Module One Core Module Two Option Module One Option Module Two Preliminary Exam

20% 20% 10% 10% 40%

Tasks include: • Laboratory reports • Debates • Oral Presentations • Research Reports • Practical Performances to

demonstrate understanding • Examination/tests

100%

HSC Course – The internal assessment mark for PDHPE Stage 6 is to be based on the HSC Course only

Internal Assessment: Core Module One Core Module Two Option Module One Option Module Two Trial Exam

20% 20% 10% 10% 40%

Tasks include: • Laboratory reports • Debates • Oral Presentations • Research Reports • Practical Performances to

demonstrate understanding • Examination/tests (up to max 50%)

100%

External Assessment: A three hour written paper

100%

Faculty: PDHPE Contact Head Teacher: Ms S Bergan


Physics


Course: Physics Course No: 15330

2 units for each of Preliminary and HSC Board Developed Course Exclusions: Senior Science (Preliminary only)

Course Description

Main Topics Covered

Preliminary Course Physics Skills Module 8.1 Core Modules • The World Communicates • Electrical Energy in the Home • Moving About • The Cosmic Engine

HSC Course Physics Skills Module 9.1 Core Modules • Space • Motors and Generators • From ideas to Implementation One Option from the following modules: • Geophysics • Medical Physics • Astrophysics • From Auanta to Quarks • The Age of Silicon

Particular Course Requirements:

Each module specifies content which provides opportunities for students to achieve the Physics skill outcomes. Physics modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Physics skills modules 8.1 and 9.1. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC Course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.



Core

Option

75%

25%

Core (25% each topic)

Option

75%

25%

100% 100%

Text: Yes Faculty: Science Contact Head Teacher: Mr G Fleming


Senior Science


Course: Senior Science Course No: 15340


Exclusions: Preliminary courses in Biology, Chemistry, Earth and Environmental Sciences and Physics

Course Description Preliminary Course – Incorporates the study of the collection, storage and conservation of water resources, and the structure and function of plants, with an emphasis on Australian native plants. It examines issues associated with the protection of the body in the workplace and the interactions between organisms in local ecosystems. HSC Course – Investigates the importance of a range of biological molecules found in humans and other organisms, the physical and chemical properties of chemicals used by people on and in their bodies, and information systems. The options draw on the increased information and understanding provided by improved technology to examine a variety of interest areas. The Senior Science course caters for student requiring a broad overview across all disciplines of science and focuses on encouraging them to become scientifically literate citizens. The course emphasises skill development and is particularly suited to students who have achieved Elementary to Substantial Achievement in the School Certificate in Science. In the HSC study pattern, students may study HSC Senior Science in combination with the HSC Course in Biology, Chemistry, Earth and Environmental Science or Physics to a maximum of six units. Students who are undertaking the Senior Science HSC Course must have satisfactorily completed the Preliminary course in Senior Science or Biology or Chemistry or Earth and Environmental Science of Physics. Main Topics Covered Preliminary Course Senior Science Skills Module 8.1 Core Modules • Water for Living • Plants • Humans at Work • The Local Environment

HSC Course Senior Science Skills Module 9.1 Core Modules • Lifestyle Chemistry • Medical Technology – bionics • Information Systems One Option from the following modules: • Polymers • Preservatives and Additives • Pharmaceuticals • Disasters • Space Science

Particular Course Requirements: Each module specifies content which provides opportunities for students to achieve the Senior Science skill outcomes. Senior Science modules 8.1 (Preliminary) and 9.1 (HSC) provide the skills content that must be addressed within and across each course. Teachers should provide opportunities based on the module content to develop the full range of skills content identified in Senior Science skills modules 8.1 and 9.1. The preliminary course includes field experience in the identification of soil types as well as how biological factors interact to form the local environment. Students will complete a minimum of 80 indicative hours of practical experiences across Preliminary and HSC course time with no less than 35 hours in the HSC course. Practical experiences must include at least one open-ended investigation in both the Preliminary and HSC Courses.



Core

Option

75%

25%

Core (25% each topic)

Option

75%

25%

100% 100%

Text: Yes Faculty: Science Contact Head Teacher: Mr G Fleming


Society and Culture


Requirements for the Personal Interest Project – Society and Culture students must each undertake, on an individual basis, a Personal Interest Project (PIP) worth 40% of the HSC examination mark. The Personal Interest project requires students to select a suitable topic related to the course, develop and apply appropriate methodologies and submit a completed project containing the required components. Development of the PIP may commence from the beginning of the HSC course. Schools must have procedures in place to ensure the effective supervision of the development of students’ PIP’s. This is particularly the case where work is done away from school. Schools must be confident that effective supervision and sufficient documentation of this work is possible before giving consent for students to begin work on their PIP. Each student is to report their progress at three points during the development of the PIP. Both the student and the teacher are to sign these reports. A proforma for the reports is included with this document. In addition, a brief written record of each student’s progress throughout the project must be kept by the teacher. Teachers may refer to students’ PIP diary and progress reports as well as observations and discussions to maintain the record of student’s progress

Course: Society and Culture Course No: 15350


Course Description Society and Culture develops knowledge, understanding, sills, values and attitudes essential to an appreciation of the social world. How the interaction of persons, society, culture, environment and time shape human behaviour is a central theme of study. Students develop an understanding of research methodologies and undertake research in an area of particular interest to them. The research findings are presented for external assessment in the Personal Interest Project (PIP). The course deals with areas of interest and relevance to students. Main Topics Covered Preliminary Course • The Social and Cultural World (30%) – the interaction between aspects of society and cultures • Personal and Social Identity (40%) – socialisation and coming of age in a variety of social and cultural settings • Intercultural Communication (30%) – how people in different cultures interact and communicate HSC Course Core • Social and Cultural Continuity and Change (30%) – the nature, continuity and change, research and study of a selected

country • The Personal Interest Project (30%) – an individual research project Depth Studies (40%) – Two to be chosen from: • Popular culture – the interconnection between individuals and popular culture • Belief Systems and Ideologies – role of belief systems in societies, cultures and personal life • Social Inclusions and Exclusions • Social Conformity and Non-Conformity Particular Course Requirements: Completion of Personal Interest Project


Written examination Section I – Core Objective response questions Short-answer questions Section II Candidates answer one question in parts on a Depth Study Section III Candidates answer one extended response question on a different Depth Study to that chosen in Section II Personal Interest Project

8% 12%

20%

20%

40%

Knowledge and understanding of course content Application and evaluation of social and cultural research methodologies Communication of information, ideas and issues in appropriate forms

50%

30%

20%

100% 100%



Textiles and Design

ASSSESSMENT: HSC Course only

Course: Textiles and Design Course No: 15390


Course Description

The Preliminary Course involves the study of design, communication techniques, manufacturing methods, fibres, yarns, fabrics and the Australian Textile Clothing, Footwear and Allied Industries. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and includes the completion of two preliminary textile projects. These projects develop each student’s creative abilities and skills in designing, manipulating, experimenting and selecting appropriate fabrics for end use. The HSC Course builds upon the Preliminary Course and involves the study of fabric colouration and decoration, historical design development, cultural factors that influence design and designers, contemporary designers, end-use applications of textiles, innovations and emerging technologies, appropriate textile technology and environmental sustainability, current issues and the marketplace. This course involves the development of a Major Textile Project, worth 50% of the HSC mark. The project is selected from one of the five focus areas and enables students to explore an area of interest. The project has two components: the supporting documentation and textile item/s. Main Topics Covered

Preliminary Course • Design (40%) • Properties and Performance of Textiles (50%) • The Australian Textiles, Clothing, Footwear and Allied Industries (10%) HSC Course Core • Design (20%) • Properties and Performance of Textiles (20%) • The Australian Textiles, Clothing, Footwear and Allied Industries (10%) • Major Textiles Project (50%)


In the Preliminary Course students will undertake two preliminary textile projects. Preliminary Project 1 is drawn from the area of study Design and focus on the generation and communication of ideas, design modification, manipulative skills, evaluation of ideas and of the project, and management of time and resources. Preliminary Project 2 is drawn from the area of study of Properties and Performance of Textiles and focus on an analysis of fabric, yarn and fibre properties, experimental procedures, product design, fabric choice, manipulative and management skills, communication methods and the recording of information.

In the HSC Course, the Major Textiles Project allows students to develop a textile project from one of the following focus areas: apparel, furnishings, costume, textile arts, non-apparel. The selected focus area allows students to explore in detail one area of interest through a creative textile design process that integrates the areas of Design, Properties and Performance of Textiles and the Australian Textiles, Clothing, Footwear and Allied Industries.


A written examination of 1 ½ hours Major Textiles Project

50%

50%

Textile and Clothing, Footwear and Allied Industries

Properties and Performance of Textiles

Design

Major Textiles Project

10%

20%

20%

50%

100% 100%

Cost: $10.00 Students provide materials for their own projects. Text: Yes Faculty: TAS Contact Head Teacher: Ms D De Waal


Visual Art


Course: Visual Art Course No: 153400


Exclusions: Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject

Course Description

Visual Arts involves students in artmaking, art criticism, and art history. Students develop their own artworks, culminating in a ‘body of work’ in the HSC Course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. The Preliminary Course is broadly focused, while the HSC Course provides for deeper and more complex investigations. The course builds on Visual Arts courses in Stage 4 and 5. Main Topics Covered

Preliminary Course • The nature of practice in artmaking, art criticism and art history through different investigations • The role and function of artists, artworks, the world and audiences in the artworld – Conceptual Framework • The different ways the visual arts may be interpreted and how students mighty develop their own informed

points of view - Frames • How students may develop meaning and focus and interest in their work - Practice • Building understandings over time through various investigations and working in different forms - Practice HSC Course Core • How students may develop their practice in artmaking, art criticism, and art history • How students may develop their own informed points of view in increasingly independent ways and use

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

the artworld and apply these to their own investigations – Conceptual Framework • How students may further develop meaning and focus in their work - Practice


Preliminary Course • Artworks in at least three expressive forms and use of a process diary • A broad investigation of ideas in artmaking, art criticism and art history HSC Course • Development of a body of work and use of a process diary – HSC Course • A minimum of five Case Studies (4-10 hours each) – HSC Course • Deeper and more complex investigations in artmaking, art criticism and art history


A written examination of 1 ½ hours Submission of a body of work

50%

50%

Development of the body of work Art criticism and art history

50%

50%

100% 100%

Cost: $60.00 materials Faculty: Creative Arts Contact Head Teacher: Mr L Brimbecom


VET Course Information

2017 HSC COURSE DESCRIPTIONS

PLEASE NOTE: CONSTRUCTION: Students wishing to undertake Construction in Year 11 and 12 are required to have completed their WHS White Card Course. Students can see the Careers Adviser to organise a place in this course. ENTERTAINMENT: Students wishing to undertake Entertainment in Year 11 and 12 are required to have completed their First Aid Course. Students can see the Careers Adviser to organise a place in this course. Students who do not complete the above requirements prior to the completion of Year 10 studies will not be given a place in these classes in 2017.


-


FREQUENTLY ASKED QUESTIONS What does VET mean? VET means Vocational Education and Training. VET courses are Higher School Certificate (HSC) courses for students which allow the student to gain an HSC and an AQF credential at the same time. School, TAFE and other private providers deliver VET courses. What is the difference between VET courses and other HSC courses? • VET courses can deliver dual accreditation, meaning a VET course can give an Australian

Qualification Framework (AQF) qualification in addition to units of study counting towards the HSC.

• Learning and assessment focuses on skills and is competency based. • In some VET courses work placement is compulsory

What is reported on the HSC? All VET courses are recorded on the HSC. As well, an HSC student receives either an Australian Qualification Framework (AQF) credential or a Statement of Attainment towards an AQF credential with a transcript of the units of competency achieved. Units of competencies are reported to the NSW Board of Studies. What are competencies? A student is assessed for competency against standards set by industry for skill performance. Being assessed as competent means a student has reached a pre-defined minimum level of work performance in an industry skill area. Do VET courses count towards the Australian Tertiary Admissions Rank (ATAR)? VET courses can be included in the HSC pattern of study. All VET Industry Curriculum Framework Courses (ICF), VET Board Developed Courses (VET BEC) as well as Accounting (Board Developed Course) are Category B. Only one Category B course can be used in the calculation of the ATAR. In order for a VET course to count towards a ATAR, a student must study a 240 hour course and must sit a written exam for the HSC. What is the Australian Quality Framework (AQF)? The AQF broadly refers to national principles, standards for delivery and qualifications in VET. VET is delivered by Registered Training Organisations What are Australian Qualification Framework (AQF) qualifications? VET qualifications are expressed as AQF levels. They are recognised Australia wide. Students may gain an AQF credential at either Certificate I or II and in some instances either part or all of Certificate III depending on the VET course they study and the units of competency they achieve.


What are Industry Curriculum Frameworks? BOSTES has packaged VET courses from national Training Packages into courses and units of study for the Higher School Certificate. A student may do a 120-hour course, 240-hour course, and may elect to do a 60 or 120-hour specialisation course. ICF courses have a mandatory work placement component and an optional HSC exam that may contribute to the ATAR. What is the difference between an Industry Curriculum Framework (ICF) course and a VET Board Endorsed Course (VET BEC)? A VET BEC course may have a mandatory work placement but does not have a HSC exam. Both ICF and BEC VET courses contribute to a student’s HSC pattern of study. What are Specialisation Courses? Specialisation courses are 1 unit or 2 unit extensions added to the 240 hour (2 unit x two years) course. Specialisation courses build upon the normal ICF course and deliver more training towards AQF levels. They may be selected during the HSC year. These units do not count towards the ATAR but do count towards the HSC. Why is work placement compulsory in some VET courses? Industry says workplace learning greatly enhances classroom training. Work placement in a 240-hour course is 70 hours (usually done as two one-week blocks, 1 x during the Preliminary course and 1 x during the HSC course). Part-time work may be used to claim Recognition of Prior Learning (RPL) credit. Specialisation courses also have work placement requirements. Who delivers VET to students? VET courses are delivered in schools by teachers who have undertaken additional training to become qualified to deliver a VET course. What is RPL? Recognition of Prior Learning (RPL) allows students to seek recognition of their skills and knowledge gained prior to beginning a VET course as a result of formal training, work experience, life experience and part-time work. The relevant VET Coordinator at your school holds application forms. What is Credit Transfer? Credit Transfer (CT) allows students to seek recognition of their skills and knowledge gained as a result of previous achievement of units of competency and/or a qualification. The relevant VET Coordinator at your school holds application forms.


How do employability skills relate to VET courses? Employability Skills feature in all units of competency; they are defined as "skills required not only to gain employment, but also to progress within an enterprise so as to achieve one's potential and contribute successfully to enterprise strategic directions". The eight Employability Skills are communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning, and technology. All AQF Credentials or Statements of Attainment achieved by students provide an Employability Skills Summary that lists the elements of each skill that have been identified for the qualification.

STUDY IN A VET ICF COURSE MAY GIVE A STUDENT ACCESS TO THE HSC

AND AN AQF CREDENTIAL, WORKPLACE LEARNING AND AN ATAR.


Section Two

Board Endorsed Courses

Students can choose a maximum of 3 Courses from these pages

• These courses DO NOT have a HSC Exam at the end of Year 12

• These courses DO NOT count towards a ATAR

• Courses will be subject to availability


ASSESSMENT: English Studies Internal Assessment External Assessment

A variety of assessment tasks across all of the content of the course There is no external examination for this course

100

Text: YES Faculty: English

Contact Head Teacher: Mrs T Dunne

ATAR: No Category: Content Endorsed Course

Prerequisites:

Students are required to have successfully completed Stage 5. English Studies addresses the needs of a specific group of students who wish to complete and be awarded a Higher School Certificate but who are seeking an alternative to the current Standard English course. Results in the course are not eligible for inclusion in the calculation of the Australian Tertiary Admission Rank (ATAR). There is no external examination.

Exclusions: Students may not study any other Stage 6 English course in conjunction with English Studies.

Course Description:

English Studies is designed to support students in developing proficiency in English to enhance their personal, social and vocational lives. It offers a comprehensive language experience that is reflected in the modes of reading, writing, speaking, listening, viewing and representing. Students explore the ideas, values, language forms, features and structures of texts in a range of personal, social, cultural and workplace contexts.

This course provides diverse approaches to texts so that students may become flexible and critical thinkers, capable of engaging with, understanding, contributing to and appreciating the variety of cultural heritages and differences that make up Australian society and society more broadly. It also encourages the continued development of skills in individual, collaborative and reflective learning. Such skills form the basis of sound practices of investigation and analysis required for adult life, including the world of work as well as post-school training and education. The course encourages students to reflect on their own processes of responding, composing and learning.

Mandatory Modules:

Preliminary: Achieving through English: English and the worlds of education, careers and community

HSC: We are Australians: English in citizenship, community and cultural identity

Modules and levels of challenge:

Elective modules may be studied in either the Preliminary course or the HSC course but it is expected that as students’ progress in English Studies, there will be an increasing level of challenge. As students advance into the HSC course they should be presented with increased levels of conceptual and textual difficulty consistent with the progress in their learning.

English Studies


1.

2.

Assessment Preliminary

• Internal assessment tasks • Yearly examination

HSC

• Internal assessment tasks • Trial exam • No HSC exam

Exploring Early Childhood

Course: Exploring Early Childhood (2 Unit) Category: Content Endorsed Course:

Exclusions: Nil

Course Description

Our society is increasingly recognising children's experiences in the early childhood years as the foundation for future growth, development and learning.

This course explores issues within an early childhood context and considers these in relation to the students themselves, their family and the community.

The study of this course will enable students to: • develop an awareness and understanding of the growth, development and learning of young

children and the importance of the early childhood years • recognise the uniqueness of all children, including those who have special needs • become aware of the value of play in the lives of children, arid consider means of providing

safe and • challenging environments for play • identify the range of services developed and provided for young children and their families • consider the role of family and community in the growth, development and learning of

young children • reflect upon potential implications for themselves as adults, in relation to young children • understand and appreciate the diversity of cultures within Australia and the ways in which

this influences children and families • become aware of the work opportunities available in the area of children's services

Text: Yes Cost: $10.00 plus materials Faculty: TAS Contact Head Teacher: Ms D De Waal


ASSESSMENT: HSC and Preliminary

Sport, Lifestyle & Recreation

Course: Sport, Lifestyle and Recreation Studies (2 Unit) Content Endorsed Course:

Exclusions: Student studying Board Developed PDHPE must not study CEC modules which duplicate PDPHE modules

Course Description:

Students will learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers.

This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential. Through the course students will develop:

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

• knowledge and understanding of the principles that impact on quality of performance • an ability to analyse and implement strategies to promote health, activity and enhanced

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

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

• Aquatics • Athletics • First Aid • Fitness • Specific Sports • Gymnastics • Outdoor Recreation • Sports Administration • Coaching • Social Perspectives of Sport • Healthy Lifestyle

Component Weighting

Knowledge and Understanding

Skills

50%

50%

Faculty: PD/H/PE Contact Head Teacher: Ms Sarah Bergan

83 Preliminary Subject Selection 2017

Work Studies

Course: Work Studies (2 Unit) Content Endorsed Course:

Exclusions: Nil

Course Description:

Work in all its forms - paid and unpaid - plays a central role in our lives. Technological, social and economic I factors are rapidly changing the nature of work and traditional patterns of work organisation. Many of the occupations in which students will work do not yet exist.

This course in Work Studies will assist students:

• to recognise the links between education, training, work and lifestyle, and to recognise the economic

• and social factors that affect work opportunities • to develop an understanding of the changing nature of work organisation and the

implications for individuals and society • to undertake an extended work placement to allow for the development of specific

job-related skills • to acquire general work-related knowledge, skills and attitudes, transferable across a

number of occupational areas • to develop their skills in accessing work-related information, presenting themselves to

potential employers, and functioning effectively in the workplace. The course has two core studies, and elective course modules. Core 1 – Work and change Core 2 -Experiencing work

Modules

There are 12 elective modules which expand on the issues introduced in the core. Modules are studied for either 15 or 30 hours.

Students will be required to undertake both Work Experience and Community Services activities

Text Required: Yes – Career Scope Faculty: VET Contact Head Teacher: Mr P Williamson Cost: $30.00

Additional costs for WHS & First Aid courses. Students who have already completed these courses will be given credit for these qualifications


Section Three

School Based Apprenticeships and

Traineeships (SBATS)

2017


SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS - SBATS

School based apprenticeships and traineeships provide students with the opportunity to attain a nationally recognised Vocational Education and Training (VET) qualification as well as their Higher School Certificate (HSC) and gain valuable work skills and experience through paid employment.

KEY FEATURE OF SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS

School Based Apprentices are required to: • Enter into a Training Contract for a nominal duration of generally five years; two years part time

followed by three years full time post the HSC. • Undertake a minimum requirement of 100 days of paid employment unless otherwise stated in the

Vocational Training Order (VTO) by 31 December of the year they will complete their HSC.

• Enrol in a minimum Certificate III AQF qualification. School Based Trainees are required to: • Enter into a Training Contract for a term of sufficient duration to allow them to complete their formal

training requirements for the HSC as well as the minimum requirement of 100 days, of paid employment by 31 December of the HSC year.

• The minimum training term nominated on the training contract for a school based traineeship must be

18 months. However, the Commissioner for Vocational Training will consider variations to this timeframe where required.

School based apprentices and school based trainees will be on the job for approximately one day each week but a minimum of 100 days over Year 11 and Year 12. For the building trades, school based apprentices will undertake 144 days of work based training over two years while at school. For the plumbing trades, school based apprentices will undertake 180 days of work based training over two years while at school. For the electro-technology trades, school based apprentices will undertake 180 days of work based training over two years while at school.

For the automotive, hospitality and metals and engineering trades, school based apprentices will undertake a minimum of 100 days of work based training over two years while at school. For other trades updated information will be available as Industry Training Advisory Bodies (ITABs) release new guidelines.


COMPARISON OF SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS

FREQUENTLY ASKED QUESTIONS ABOUT SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS

How to apply to become a School Based Trainee? Make sure you discuss this with your school SBAT Co-ordinator (Mr MacKinnon) immediately as this may affect your choice of subjects for Years 11 and 12. To sign up and apply for jobs advertised go to www.sbatjobs.info

How are School Based Trainees selected? By competitive application – this involves industry representatives, interview with potential employer and a trial work experience in Term 3 or 4 of Year 10. How does the School Based Trainee travel to the workplace and TAFE? Students are required to ensure they can make their own way to both the workplace and TAFE (if required). What happens if an SBAT misses classes at School? Students must ensure they communicate regularly with their school SBAT Co-ordinator or Head Teacher Teaching and Learning and teachers to manage their school work load. Each school will provide mentoring support as required.

School Based Traineeship School Based Apprenticeship

ATAR ATAR option available in some industry areas

ATAR attainment is difficult

CERTIFICATION

achieved post HSC

Certificate II or Certificate III Student is working towards a Cert III

Articulation

STAGE II articulation both on and off the job into Cert III Trade course

Transcript of competencies achieved towards Trade Cert III

Contract

Two year part time

Indentured under a 5 year contract the first two years part time and then 3 years full time

Progression

Students and employers make an informed decision regarding the students progression into Stage II of the Apprenticeship course

The apprenticeship Training Plan outlines all of the aspects of the SBAT. The completion date is defined in the Training Plan and generally falls after the student has completed their HSC


http://www.sbatjobs.info/

SCHOOL BASED TRAINEESHIPS AVAILABLE

School Based Traineeships are available in a range of industry areas, see industry areas below. More information on each of the traineeships can be found at http://www.sbatjobs.info/

Aero-skills Furnishing

Aged Care Work Health Services

Animal Care & Management Horticulture

Automotive Hospitality Operations

Beauty Information Technology

Business Laboratory Operations

Care Support Services – for Aboriginal People Local Government

Caravan Operations Meat Processing

Community Pharmacy Multimedia

Community Services Work Out of School Hours Care

Conservation and Land Management Plumbing

Construction Printing and Graphic Arts

Electro-technology Process Manufacturing

Engineering Property Services

Entertainment Retail – Customer Contact

Fashion Technology Rural Skills

Financial Services Sport and Recreation

Floristry Telecommunications

Food Processing Tourism Operations

Forestry Transport & Distribution


http://www.sbatjobs.info/

HSC SCHOOL BASED APPRENTICESHIPS AVAILABLE School Based Apprenticeships are currently being undertaken in the following industry areas.

More information on each of these apprenticeships can be found at http://www.sbatinnsw.info/

Automotive Horticulture (Turf)

Cabinetmaking – Furniture Making Metal & Engineering

Electrotechnology Plumbing

Horticulture (Retail Nursery) Beauty Therapy

Meat Processing Construction

Outdoor Recreation Horticulture (Landscaping)

Baking Hospitality

Carpentry & Joinery Offsite Construction (shop-fitting)

Hairdressing Wall and Ceiling Lining

There are many other trade qualifications that may be available while attending school. If you want to enquire further about a School Based Apprenticeships or Traineeships that are not listed speak to your Careers Advisor.

Other websites for further information:

http://www.aapathways.com.au/Self-Help/Australian-Apprenticeships-Job-Sites

www.training.nsw.gov.au

INDUSTRY - BASED LEARNING STAGE 6 COURSE The Board of Studies has approved a Board Endorsed Course in Industry-based Learning to give HSC unit credit for the 'on-the-job' component of school based apprenticeships and traineeships. This HSC unit credit would be in addition to the unit credit for the formal 'off-the-job' training that students already receive through their HSC VET courses.

The Industry-based Learning Stage 6 Course is available to students with an approved school-based apprenticeship or traineeship training contract and who are also entered for the appropriate HSC VET course(s) for the formal off-the-job training component of the school-based apprenticeship or traineeship.

The Industry-based Learning course may be credited for a minimum of 2 units and a maximum of 4 units out of the 22 units required for the HSC. The unit credit from this course may be counted in either the Preliminary and/or HSC pattern of study.


http://www.sbatinnsw.info/

http://www.aapathways.com.au/Self-Help/Australian-Apprenticeships-Job-Sites

INDUSTRY-BASED LEARNING BOS COURSE NUMBER 19905 – 2 UNITS BY 2 YEARS FOR A TOTAL 4 UNITS

Why study Industry-based Learning?

The Industry-based Learning course is available to students that have a School Based Traineeship or Apprenticeship. The course supports student by providing recognition for the time they spend in the workplace as a part of their traineeship/apprenticeship. Students are able to undertake the course in Year 11 for the Preliminary and HSC years to contribute 4 units towards their HSC or start the course in Year 12 to gain 2 units credit towards their HSC.

Pre-Requisites for Industry-based Learning Students must be engaged in a:

• School Based Traineeship

• School Based Apprenticeship

Course description: Students are required to maintain a log and journal of their experiences in the workplace. Both the log and journal will need to be submitted to the school supervisor at regular intervals. The Log: The log of workplace tasks and activities undertaken must be maintained on a regular basis and include: a brief description by the student of the tasks and activities undertaken in the workplace that are related to

the course outcomes and,

verification that these tasks and activities have been undertaken. The Journal: The journal of learning will complement the log by providing, on a regular basis, a record of what has been learned from the workplace related to the course outcomes. This record will be different from the record of competencies achieved which is required by the RTO. The journal will not only describe what has been learned but its usefulness and applicability to the apprentice or trainee in the workplace. The journal will be in the apprentice or trainees’ own words and comprise: • a reflection on the tasks and activities undertaken from the on the job training component

• an evaluation of the experiences gained in workplace, and • synthesis of what has been learned related to the course outcomes.

Course costs: Nil

Course requirements: A workbook folder (eg A4 38mm insert binder)


• Online Payments can be made on our Northlakes High School Website; click on the link ‘Make a

Payment’ (no registration no. is required)

• Please note that Senior Course fees must be paid prior to allowing students to participate in non-mandatory excursions and activities including the Year 12 Formal. Final payment for the formal cannot be taken and the issuing of tickets cannot be finalised until the Senior Course Fees are paid.

YEAR 11 - 2017

NORTHLAKES HIGH SCHOOL General Senior Fees $40.00 per term

The Senior fee covers all subject, computer consumables and course photocopy costs. YEAR 11 Total Fee 3 Terms = $120.00

Fees to be paid at beginning of each term or in full at beginning of each year. Subjects such as VET courses, and courses that use consumables such as Food, Wood, Metal & Photographic paper etc. will have a materials component that you will be required to pay, in addition to the General Senior Fee.

COURSE SUBJECT MATERIALS/EQUIPMENT ETC TEXT BOOK LEVY: Covers all text books $30.00 One off payment non-refundable MATHEMATICS: Calculator $30.00

SCIENCE

Earth & Environmental Studies $25.00 Agriculture $50.00 Biology $30.00 Chemistry $30.00 Earth and Environmental Science $25.00

INDUSTRIAL ARTS Industrial Technology – Timber & Furniture $45.00 Plus project costs

CAPA

Dance $30.00 Performance Kit Drama $20.00 Cost of materials Kit Music 1 $30.00 Performance Kit Visual Arts $60.00 Materials Kit

TECHNOLOGY

Exploring Early Childhood $10.00 Plus materials Food Technology $30.00 Kit Design and Technology $10.00 Plus cost of materials and safety equipment Textiles & Design $10.00 Plus materials for own project

LANGUAGE Japanese - Beginners $25.00 Plus excursions PDHPE Community and Family Studies $10.00

HSIE Work Studies $30.00

VET COURSES: All fees must be paid on commencement of course

Business Services $30.00

Construction $50.00 Students to supply own safety equipment as required plus WHC White Card Course

Entertainment $100.00 Plus cost of WHC White Card Course Hospitality – Food & Beverage $110.00 Plus cost of uniform $110.00 including boots Hospitality Kitchen Operations $110.00 Plus cost of uniform $100.00 Information and Digital Technology $50.00

Metal & Engineering $100.00 Students to supply own safety equipment as required

Retail Services $30.00 Sports Coaching $30.00 Plus cost of First Aid Course

The Higher School Certificate - Northlakes High · PDF fileThe Higher School Certificate . ......

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