Subject Selection Handbook - Year 11 2024

Subject Selection Handbook

Year 11 2024

Loreto Schools Educational Philosophy

The educational vision of Loreto schools springs from the Gospel of Jesus Christ. When Mary Ward founded the Institute of the Blessed Virgin Mary (IBVM) in 1609, she recognised the critical difference that education could make to her troubled world, especially through the care and development of faith.

Offering girls the kind of education that would make them “seekers of truth and doers of justice” was innovative and controversial, as was her plan for the Institute to be self-governing, mobile and actively engaged in the work of the gospel. Grounded in Ignatian spirituality, she believed in the capacity of women as well as men to find God in the ordinary experience of human life. In her time it seemed that she fought a losing battle, culminating in the suppression of the Institute, her own imprisonment and the closing of the schools.

Nearly 400 years later, however, the spirit of Mary Ward continues to inspire us and Loreto schools are part of an international network of friendship. In 1875 Mary Gonzaga Barry brought the IBVM to Australia. Her

influence on primary, secondary and tertiary education was both lively and profound. She established schools across the country which provided a wide range of students with a balanced, happy yet challenging education that prepared them to exert a lasting influence on the emerging nation. Moreover, her initiatives to improve the quality of teacher training and inservice went far beyond Loreto. Now the Institute is active across Australia and in every continent, collaborating with others to bring the gospel to life in the church and in society. Education is seen as a vital part of this endeavour, a way of promoting full human growth and freedom.

This is our vision: that Loreto schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service.

Central Educational Advisory Board Australian Province of the Institute of the Blessed Virgin Mary.

Heads of Department and Heads of House

HEADS OF DEPARTMENT

The Heads of Department provide leadership and direction in the areas of teaching, learning, assessment and reporting for particular subjects and general curriculum. The Heads of Department aim to ensure that the individual learning needs of all students are met and that each student is challenged to achieve to her full potential.

Director of Learning

Dean of Learning

Dean of Learning

Heads of Department 2023

Careers Advisors

Diverse Learning

Ms Kieryn Bateman

Ms Maryse Martin (Acting in Term 2 2023)

Ms Maryse Martin

Ms Sally Brimfield (Acting in Term 2 2023)

Ms Stefania Thomsett (Acting 2023)

Ms Alexi Kayes / Ms Katrina Smith

Ms Simonetta Cesamolo

Drama Ms Anna-lea Russo

English Ms Ellen Lincoln

History Ms Peta Holmes

Languages Ms Clara Marsh (Acting 2023)

Mathematics

Mrs Sally Brimfield

Ms Philippa Dowers (Acting in Term 2 2023)

Music Ms Kathryn McGreal

PDHPE Mrs Sandra Cunningham

Religious Education Ms Jacinta Wells (Acting 2023)

Science Ms Simone Bryant

Social Sciences

TAS (Technical & Applied Studies)

Mrs Gauri Gupta

Ms Rebecca Hill

Visual Arts Ms Monica Boardman

HEADS OF HOUSE

The Head of House provides the leadership of a House of students from Years 7-12. Each Vertical Tutor Group of approximately 20 students is cared for by a Tutor teacher who is responsible for guiding the pastoral, academic and co-curricular progress of each student. For matters concerning a specific subject, contact should be made with the subject teacher, for more general matters with her Tutor.

Director of Pastoral Care Mrs Sally Munro

Dean of Pastoral Care

School Counsellors

Mr Justin Madigan

Ms Marysa Boland

Mrs Catherine Walbank

Ms Shelly Acland

Ms Narelle Gillies

Mrs Jacqueline Thomas

Heads of House 2023

Aston Ms Divya Stanger

Barry Ms Alice Ossowski

Kendall Ms Natalie Helm

Kuring-gai Ms Erinn McMahon

Maye Ms Sonia Solo (Acting)

Mornane Mrs Sonia Prees

Mulhall Ms Patti Taaffe

Ward Ms Emma Hughes

Ms Livinia Coombes (Acting in Terms 1 and 2)

Subject Selection Handbook

The Year 11 Course (Year 11, 2024) & The HSC Course (Year 12, 2025)

Structure of Courses in Years 11 and 12

The Year 11 course begins Term 1 2024 and is completed at the end of Term 3 2024. The HSC course begins Term 4 2024 and is completed at the beginning of Term 4 2025.

Satisfactory completion of the Year 11 course or its equivalent is a pre-requisite for entry into the HSC course.

The Extension Courses (with the exception of English and Mathematics) may not be commenced until the Year 11 course has been completed.

For examination purposes the Year 11 course is regarded as assumed knowledge. However, all course work in a subject will need to be completed for a student to gain a Year 11 Record of School Achievement. (RoSA) The major focus of the final HSC examination in most courses will be on the content of the HSC course. The assessment component of the HSC will only occur during the HSC course. All HSC courses will be listed in the Year 12 Record of School Achievement (RoSA).

NESA Developed courses have NESA syllabuses, external HSC examinations and may contribute marks to the Australian Tertiary Admissions Rank (ATAR). NESA Endorsed Courses are developed by individual schools. They are included on the HSC record with an assessment mark awarded by the school and hence do not contribute to the ATAR. Content Endorsed Courses (CEC) have content developed by NESA but no external HSC and hence do not contribute to the ATAR.

THE PATTERN OF STUDY (SEE NESA SECTION)

All students must study 2 units of English in both Years 11 and 12.

All students must study at least three courses of two units value or greater.

All students in Years 11 and 12 undertake the NESA developed course, Studies of Religion I (1 unit) or Studies of Religion II (2 units). This may count towards an ATAR.

Classes in subjects will be available provided there are sufficient students to warrant a class being formed.

In some cases, the demands of timetabling will limit the choice of subjects a student may take.

At the end of Term 3 in Year 11, students who have shown a high level of competence and interest in a subject may, with the approval of the Head of Department concerned, elect to do that subject at the extension level. In the case of Mathematics Extension 1 and English Extension 1 this election must be made at the end of Year 10. Students may, however, choose to extend this study in Year 12 to Mathematics Extension 2 or English Extension 2.

Some classes (see list below) may be timetabled outside of normal school hours, i.e. before school or after school. These are considered mandatory classes and attendance is compulsory if the student elects that course of study.

Dance, Drama, English Extension 1 & 2, History Extension, Hospitality, Mathematics Extension 1 & 2, TAFE, Visual Art.

Units of Study at Loreto Normanhurst

Students who want the award of HSC must study a minimum of 12 units in the Year 11 course and a minimum of 10 units in the HSC course. For 2024, students may study either 12 or 13 units in Year 11.

12 Units

2 Units Studies of Religion II (SOR II)

2 Units English Standard OR English Advanced OR English Studies

8 Units 4 courses of 2 units OR

1 Unit Studies of Religion I (SOR I)

1 Unit English Extension 1

2 Units English Advanced

8 Units 4 courses of 2 units OR

1 Unit Studies of Religion I (SOR I)

2 Units English Standard OR English Advanced

1 Unit Mathematics Extension 1

2 Units Mathematics Advanced

6 Units 3 courses of 2 units

13 Units

1 Unit Studies of Religion I (SOR I)

2 Units English Standard OR English Advanced

10 Units 5 courses of 2 units OR

1 Unit Studies of Religion I (SOR I)

1 Unit English Extension 1

2 Units English Advanced

1 Unit Mathematics Extension 1

2 Units Mathematics Advanced

6 Units 3 courses of 2 units OR

2 Units Studies of Religion II (SOR II)

1 Unit English Extension 1

2 Units English Advanced

8 Units 4 courses of 2 units OR

2 Units Studies of Religion II (SOR II)

1 Unit Mathematics Extension 1

2 Units Mathematics Advanced

2 Units English Standard OR English Advanced

6 Units 3 courses of 2 units

Units of Study at Loreto Normanhurst (Continued)

Students may transfer out of courses until Term 1 Week 6 provided there is room in the new course. After Term 1 Week 6, students cannot transfer out of this course until the end of Year 11.

When choosing subjects, allow for the possibility of needing to discontinue the study of an Extension course. Students who study outside courses through TAFE or the Open High School will study three electives within school and hence these students will have study time for the outside course.

ATAR eligibility and calculation from 2025

From 2025, there will be no distinction between Category A and and Category B courses.

To be eligible for an ATAR in NSW, you must satisfactorily complete at least 10 units of HSC courses.

These courses must include at least:

• 10 units of Board Developed courses

• 2 units of English

• 3 Board Developed courses of 2 units or greater

• 4 subject areas.

Your ATAR is then calculated from your:

• best 2 units of English

• best 8 units from your remaining units.

CHOOSING A COURSE

There are four major criteria that should be considered when choosing your courses for Years 11 and 12:

• choose courses that you are interested in

• choose courses that you can competently handle

• choose courses that have relevance for future career paths

• ensure that you have chosen appropriate courses according to the HSC requirements.

If you have not made up your mind about possible future careers don’t worry. Choose a combination of subjects that will give the most options in the future. This means choosing a broadly balanced range of courses.

Remember that a good performance in any subject will advantage the ATAR. All subjects at an HSC level are difficult and achievement will depend on the extent to which students are able to meet this challenge. Achievements at Bands 5 and 6 are more likely to support a higher ATAR.

To protect students from frustration and disappointment resulting from inappropriate subject choices, the school reserves the right to prevent students selecting subjects in Year 11 of which they have not demonstrated sufficient mastery in Year 10.

Students can usually assess their own level of competency in a subject. If there are doubts they talk to a Careers Advisor or a Dean of Learning, Heads of Department of particular subjects or your current subject teachers or Tutors.

Students who have some idea regarding their future career should ensure that they have checked the current requirements for that particular career or relevant course and if in doubt should see a Careers Advisor.

PROCEDURES FOR CHOOSING YEAR 11 COURSES

Initially all students should study the outlines of available courses in this Handbook and discuss these with parents. It may be advisable to consult a subject teacher or Head of Department.

All students will be invited to meet with a Careers Advisor or Dean of Learning or other staff member to discuss their proposed choices.

The Subject Selection website will be open on Wednesday 21st June 2023 for students to make their selections after considering all the information provided in the weeks prior. Students will complete Subject Choices by Friday 28th July 2023

New students should discuss their subject choices with an appropriate staff member at their present school and they may also wish to discuss their choices with a Dean of Learning. New students must inform the Dean of Learning of their subject choices as soon as acceptance for Year 11 2024 has been confirmed.

The lines for subjects are constructed according to the majority of students’ choices.

English and Studies of Religion are mandatory subjects. Students are asked to elect the English and Studies of Religion courses of their choice. They are required to have a minimum of 12 units, which includes English and Studies of Religion. Every effort will be made to give each student their first selected preferences. Students need to also select 2 reserve subjects should their selected preferences become unavailable.

Students should be informed about their 2024 course enrolment by the end of Term 3. If there are any problems with a student’s subject choice, they will be advised of this.

If after the classes are finalised, a student wishes to change their chosen subject, they may only do so if there is space available in the particular class. Students will need to make an appointment with the Careers Advisor and the Dean of Learning to discuss the change. If the change is possible, students will then be required to complete a Subject Change Form which also needs to be signed by a parent or guardian.

Please Note: The lines for subjects are constructed according to the majority of students’ choices. Loreto Normanhurst does not guarantee that all subjects will be available to all students. Students should consider their priority order carefully as multiple classes will not be available in all subjects.

We look forward to assisting you and your daughter reflect on her future courses of study. Please contact the Learning Office if you have any further questions.

TIME MANAGEMENT IN YEAR 11 AND 12

It is important to be organised effectively from the beginning of Year 11. The Higher School Certificate is a two-year course.

It is important to plan time. Although the needs and requirements of all students are

different, the following is a rough guide. Students will need to allocate the following (estimated times):

20 hours/week on homework and study; 8-9 hours sleep/night; 20 hours of recreation per week; 3-4 hours of exercise per week.

• Plan to study/review work for most difficult subjects during that time of day when learning is most effective.

• Constantly evaluate study/work schedule and its effectiveness.

• Make a decision to be effective in schoolwork and study.

Time Management in Year 11 and 12 (Continued)

Study should be planned and calculated carefully depending on how much time is needed to allocate to each subject. It is important to allocate an appropriate amount of time to each subject, based on strengths and weaknesses. Ensure that some work in each subject, is done almost every evening. If there is not an assignment in a particular subject, use the time scheduled for it to review is done and/or revise notes. This is an essential part of the revision process.

• Study periods are scheduled for most students at school. It should be used effectively. Research is an effective use of this time.

• Check the assessment calendar regularly. Dates should then inform student deadlines to ensure completion of all work. Consult the Assessment Calendar on the school portal.

• Be as realistic as possible about potential and the marks achieved.

ACCUMULATION OF THE HSC

Since 1994, Year 11 students have been able to accumulate courses towards their HSC credential. This means that a student may take up to 5 years to complete the HSC by sitting for the HSC in just one or a few subjects each year.

Students who are interested in this option will need to seek an interview with a Dean of Learning.

Calculating the Australian Tertiary Admission Rank

This information is available in the booklet University Entry Requirements 2021/22

Year 10 Booklet published by The University Admissions Centre. More information may be found at the ATAR website https://www.uac. edu.au/future-applicants/year-10-students

CAREER PLANNING Career Advisors:

Ms Katrina Smith / Ms Alexi Kayes

The subject choices made for the senior years are part of the lifelong process of career decisions. The choices should be based on sound research but it is highly likely that some refinement of choices will be necessary.

The following points may be helpful in subject selection and career planning:

• Base your choices on your interests, abilities, skills and possible future plans

• Knowledge of the job market and changes to the world of work

• The level of training required

• Admission requirements

• Choose subjects that give you broad future options

The school provides:

• The Year 11 Subject Selection Handbook

• University Admissions Centre (UAC) ‘Steps to Uni for Year 10 Students’

• Optional Career Interviews for all students

• Subject Selection Plenary

• Morrisby Profiling Test

The above resources are all useful for helping students choose subjects in senior years and developing an understanding of tertiary courses available and occupations. If you are interested in pursuing a particular tertiary course you should seek out specific information concerning prerequisites (course and subjects), assumed knowledge, recommended subjects and additional selection requirements.

Entry to Tertiary Education

INSTITUTIONS PREREQUISITES

There are two types of prerequisites: course and subject.

If the student has not studied a course prerequisite or achieved a specific standard in an HSC course, the student cannot be selected for the course, regardless of the ATAR or other admission requirements.

Subject prerequisite requires students to achieve a specified standard in an HSC course before they can enrol into those particular subjects. If the student has met the admission requirements but does not have the required subject prerequisite, they may still be selected for the course but unable to study particular subjects within the course.

ASSUMED KNOWLEDGE

Refers to the understanding that students previously have a certain level of knowledge in subjects relevant to higher education institutions courses.

RECOMMENDED STUDIES

Institutions can suggest a student should study a specific subject or two, to help in their selected university course. If a student has not studied these courses the selection process is not affected.

ENTRY REQUIREMENTS

For all other entry requirements please see the individual tertiary institutions.

NESA Assessment and Reporting Information

The HSC reports provide students with more detailed descriptions of the knowledge, skills and understanding attained in each subject. The syllabuses, along with assessment and examination information and a performance scale that will be used to describe levels of achievement and give a clear idea of the standards that are expected.

School-based assessment tasks will contribute 50% of the HSC mark. The school assessment mark will be based on performance in assessment tasks undertaken during the course. The other 50% will come from the HSC examination.

The HSC mark for 2-unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. If students achieve the minimum standard expected in a course they will receive a mark of 50. There will be five performance bands above 50 that correspond to different levels of

achievement in knowledge, skills and understanding. The band from 90 – 100 will correspond to the highest level of achievement.

On satisfactory completion of your HSC students receive a portfolio containing:

• The HSC Testamur

The official certificate confirming your achievement of all requirements for the award.

• The Record of School Achievement

This document lists the courses studied and reports the marks and bands achieved.

• Course Reports

For every HSC NESA Developed Course students receive a Course Report showing marks, the Performance Scale and the band descriptions for that course. A graph showing the statewide distribution of marks in the course is also shown.

NESA Information about the HSC

GENERAL INFORMATION

This is the introduction to the HSC and the many options available. More information is contained on the NESA website.

THE HSC IN 2024/25

The Higher School Certificate recognises 13 years of schooling. In the interests of greater career choices and increased opportunities at university and TAFE, it offers a full range of study areas matching individual abilities, interests and goals. Courses are linked to further education and training.

Extension courses (including undergraduate university courses) enable students to undertake more in-depth study in areas of special interest. Vocational Education and Training courses count towards the HSC and will also lead to qualifications recognised across a range of industries. The HSC includes life skills courses for students with special education needs. The HSC fairly assesses each student’s knowledge and skills.

If students meet the minimum standard expected in a course they receive a mark of 50. If they have a higher standard of performance they will receive a higher mark. For each course they receive easy-to-understand reports which contain much more information. These reports provide clear indications of knowledge students have demonstrated, understand and can do in each course.

More information may also be found at the NESA website: https://educationstandards. nsw.edu.au/wps/portal/nesa/11-12/hsc/aboutHSC

WHAT TYPES OF COURSES CAN I SELECT

There are different types of courses that students can select in Years 11 and 12.

NESA Developed Courses

These courses are developed by NESA. There is a syllabus for each course which contains:

• the course objectives, structure, content and outcomes

• specific course requirements

• assessment requirements

• sample examination papers and marking guidelines

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

All students entered for the HSC who are studying these courses follow these syllabuses. These courses are examined externally at the end of the HSC course and can count towards the calculation of the ATAR.

NESA Endorsed Courses

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

Content Endorsed Courses (CECs) have syllabuses endorsed by NESA to cater for areas of special interest not covered in the NESA Developed Courses.

Most HSC VET (Vocational Education and Training) courses delivered by TAFE are Content Endorsed Courses. Schools may also design special courses to meet student needs. These courses must be approved by NESA.

Once approval is granted, schools offer selected courses to senior students as part of the Higher School Certificate.

VET (Vocational Education and Training)

Courses NESA Developed or NESA Endorsed VET (Vocational Education and Training) courses are offered as part of the Higher School Certificate. They enable students to study courses which are relevant to industry needs and have clear links to post-school destinations.

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

These courses each have a specific workplace component and a minimum number of hours students spent in the workplace or a simulated workplace at school. Students receive special documentation showing the competencies gained. Some of these courses will be delivered by schools, while others will be delivered by TAFE or other providers.

Further information about VET courses appears in the section listing the HSC Courses available.

WHAT ARE UNITS

For all other entry requirements please see the individual tertiary institutions. All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 1 unit or 2 units. Most courses are 2 unit. Each unit involves class time of approximately 2 hours per week (60 hours per year). In the HSC, each unit has a value of 50 marks. Hence a 2-unit course has a value of 100 marks.

2 units = 4 hours per week (120 hours per year) = 100 marks

The following is a guideline to help you understand the pattern of courses:

1 UNIT COURSE

1 unit equals approximately 2 hours of class time each week or 60 hours per year.

2 UNIT COURSE

This is the basic structure for all courses. It has a value of 100 marks.

EXTENSION COURSE

Extension study is available in a number of subjects. Extension courses build on the content of the 2-unit course and carry an additional value of 1 unit. Requiring students to work beyond the standard of the 2-unit course, extension courses may be available in English, Mathematics, History, Music, some Languages and VET. Undergraduate university courses may be available in some subjects.

English and Mathematics Extension courses are available at Year 11 and HSC levels. Students must study the Year 11 Extension course in these subjects before proceeding to the two HSC extension courses (Extension 1 and Extension 2). The Extension 2 course requires students to work beyond the standard of the Extension 1 course.

HSC extension courses in subjects other than English and Mathematics are offered and examined in Year 12 only.

REQUIREMENTS FOR THE AWARD OF THE HSC

To be awarded the HSC: Students must have satisfactorily completed courses that meet the pattern of study required by NESA for the award of the Higher School Certificate. This includes the completion of the practical, oral or project works required for specific courses and the assessment requirements for each course.

Students must have sat for and made a serious attempt at the Higher School Certificate examinations.

Students must study a minimum of 12 units in the Year 11 course and a minimum of 10 units in the HSC course. Both the Year 11 course and the HSC course must include the following:

• at least 6 units from NESA Developed Courses including at least 2 units of a NESA Developed Course in English

• at least three courses of 2 units value or greater at least four subjects

• at most, 7 units of courses in Science can contribute to Higher School Certificate eligibility.

The NESA publication, Studying for the New South Wales Higher School Certificate – An Information Booklet for Year 10 Students, contains all the HSC rules and requirements.

If students wish to receive the Australian Tertiary Admission Rank (ATAR), they must study a minimum of 10 NESA Developed units in the HSC Course. The booklet, University Entry Requirements 2021 Year 10 Booklet, published by UAC contains important information about entry to university courses, course prerequisites and other information to assist your choice of HSC courses for study in Years 11 and 12 in preparation for university entry.

If students do not wish to receive an ATAR, the rest of the courses may be made up from NESA Endorsed Courses once they have studied six units from NESA Developed Courses.

Subject Selection Handbook

Year 11 and Year 12

Courses offered at Loreto Normanhurst

Year 11 and Year 12 HSC Courses offered at Loreto Normanhurst

Aboriginal Studies Aboriginal Studies

Ancient History Ancient History

Biology Biology

Business Studies Business Studies

Ceramics

Community & Family Studies

Chemistry

Chinese

Year 11 Only / NESA Endorsed Course (1 unit)

Community & Family Studies

Chemistry

Chinese Continuers Chinese Beginners

Dance Dance

Design and Technology

Drama

Earth & Environmental Science

Economics

English

Design and Technology

Drama

Earth & Environmental Science

Economics

English Standard English Advanced

English (EAL/D)

English Studies

Enterprise Computing Enterprise Computing

Exploring Early Childhood

Food Technology

French

Exploring Early Childhood

Food Technology

French Continuers

French Beginners

Geography Geography

Hospitality (VET) Hospitality (VET)

Year 11 English Extension

Year 12 History Extension

Year 12 English Ext. 1

Year 12 English Ext. 2

HSC French Extension

Mathematics Mathematics Standard Mathematics Advanced

Modern History Modern History

Music Music 1 Music 2

PDHPE PDHPE

Physics Physics

Science

Sport Lifestyle & Recreation

Year 11 Only / NESA Endorsed Course (1 unit)

Studies of Religion I (I unit)

Studies of Religion

Textiles & Design

Studies of Religion II (2 unit)

Textiles & Design

Visual Arts Visual Arts

Mathematics Ext. 2

Year 12 History Extension

Year 12 Music Extension

Year 12 Science Extension

HSC COURSE NOTES

These notes refer to the list of courses: A number of subjects include a requirement for the development of project work for either internal or external assessment, for example, Design and Technology, Drama, English Extension 2, Music courses and Visual Arts. Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject.

Students:

• May not include any more than 6 units of the following Science courses: Biology, Chemistry, Physics, and Investigating Science meeting the 12 Year 11 or 10 HSC units.

• Must study Music Course 2 if they wish to study HSC Music Extension courses.

• Must study Language Continuers course if they wish to study HSC Language Extension courses.

Additional information about courses and the new HSC is available on the NESA Website https://educationstandards.nsw.edu.au/wps/ portal/nesa/11-12/hsc/about-HSC

HSC CONTENT ENDORSES COURSES

OFFERED AT LORETO NORMANHURST

Content Endorsed Courses do not contribute towards a student’s ATAR, therefore students hoping to attain an ATAR should only study Content Endorsed Courses in Year 11 or in addition to 10 units of Board Developed Courses for the Higher School Certificate.

Non-ATAR students may count Content

Endorsed Courses towards their 10 units of study in order to be eligible for a Higher School Certificate.

VET (VOCATIONAL EDUCATION AND TRAINING) CURRICULUM FRAMEWORKS

NESA has developed curriculum frameworks for many industries. Within each framework there are a number of courses. Loreto Normanhurst will offer Hospitality. Students must undertake a work placement to complete these courses successfully.

The course below marked * will include an optional written examination in the Higher School Certificate in addition to the other requirements of the course.

There are also further VET courses which are offered at TAFE or by other external providers. A list of potential courses will be provided to students who express an interest in TAFE/VET studies. Please note that if a student elects to study a VET subject offered by TAFE or another service provider (external to Loreto Normanhurst), the cost of this course will be recharged to the student’s school fees. Please note, if external courses are chosen, there is no guarantee that the course will be offered, and back up options will need to be closely considered. Please note for some TAFE courses, there are assessment centre requirements and students must participate in a competitive process to be accepted.

Loreto Normanhurst also has the right to decline a request for an external subject.

DRAMA

HOD Ms Anna-lea Russo Course No 15090

2 units for each of Year 11 and HSC NESA Developed Course

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

Course Requirements

The Year 11 Course informs learning in the HSC course. For the Higher School Certificate’s 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. 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.

Course Description

Students in Drama study the practices of Making, Performing and Critically Studying. Students engage with these components through collaborative and individual experiences.

Year 11 Course:

• Improvisation, Playbuilding and Acting

• Elements of Production in Performance

• Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas

HSC Course:

• Australian Drama and Theatre

• Studies in Drama and Theatre

Both these topics involve the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre, exploring relevant theatre conventions, performance styles and spaces.

Group Performance (3-6 students): involves creating a piece of original theatre (8–12 minutes duration). It provides opportunity for each student to demonstrate her performance skills.

Individual Project: students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design or Performance or Scriptwriting or Video Drama.

ENGLISH STANDARD

HOD Ms Ellen Lincoln Course No 15130

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: English (Advanced); English (EAL/D);

Course Description

The English Standard course is designed for students to increase their expertise in English to enhance their personal, educational, social and vocational lives. The English Standard course provides students, who have a diverse range of literacy skills, with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators. English Standard offers a rich language experience that is reflected through the integrated modes of reading, writing, speaking, listening, viewing and representing.

Students engage with texts that include widely acknowledged quality literature from the past and contemporary texts from Australia and other cultures. They explore language forms, features and structures of texts in a range of academic, personal, social, historical, cultural and workplace contexts. Students study, analyse, respond to and compose texts to extend experience, access information and assess its reliability. They synthesise the knowledge gained from a range of sources to fulfil a variety of purposes.

Year 11 Course:

The course has two sections:

• Content common to the Standard and Advanced courses is undertaken through a module entitled Reading to Write: Transition to Senior English. Students explore texts and develop skills in synthesis.

• Students are required to study ONE complex multimodal or digital text in Module A: Contemporary Possibilities. (This may include the study of film.) Students are required to study ONE substantial literary print text in Module B: Close Study of Literature, for example prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of one poet.

HSC Course:

The course has two sections:

• Content common to the Standard and Advanced courses is undertaken through a module entitled Texts and Human Experiences where students analyse and explore texts and apply skills in synthesis.

• Modules A and B emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes. Students are required to study prescribed texts from each of two Modules A: Language, Identity and Culture and Module B: Close Study of Literature.

• In Module C: Craft of Writing students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic audiences and purposes to convey ideas with power and increasing precision.

HOD Ms Ellen Lincoln

ENGLISH ADVANCED

Course No 15140

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: English (Standard); English (EAL/D);

Course Description

In the English Advanced course, students continue to explore opportunities that are offered by challenging texts to investigate complex and evocative ideas, to evaluate, emulate and employ powerful, creative and sophisticated ways to use language to make meaning, and to find enjoyment in literature.

The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives. Students appreciate, analyse and respond imaginatively and critically to literary texts drawn from a range of personal, social, historical and cultural contexts, including literature from the past and present and from Australian and other cultures. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing global world.

Year 11 Course:

The course has two sections:

• Content common to the Standard and Advanced courses is undertaken through a module entitled Reading to Write.

• Students explore texts and develop skills in synthesis.

• Students study texts from a range of text types in Module A: Narratives that Shape our World and Module B: Critical Study of Literature.

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

HSC Course:

The course has two sections:

• Content common to the Standard and Advanced courses is undertaken through a module entitled Texts and Human Experiences where students analyse and explore texts and apply skills in synthesis.

• Modules A and B emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes. Students are required to study prescribed texts from each of two Modules A: Language, Identity and Culture and Module B: Close Study of Literature.

• In Module C: Craft of Writing students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic audiences and purposes to convey ideas with power and increasing precision.

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

HOD Ms Ellen Lincoln

ENGLISH EXTENSION 1 & 2

Course No 15160, 15170

Prerequisites: English (Advanced)

Year 11 English Extension is a prerequisite for English Extension Course 1

English Extension Course 1 is a prerequisite for English Extension Course 2

Exclusions: English (Standard); English (EAL/D);

Course Description

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

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

Year 11 Course:

The course has one mandatory section: Module: Texts, Culture and Value. Teachers prescribe ONE text from the past and its manifestations in one or more recent cultures. Students select ONE text and its manifestations in one or more recent cultures. Students research a range of texts as part of their independent project.

HSC Extension 1 Course

• The course has one Common module: Literary Worlds from which one elective is chosen. It includes the study of at least THREE texts which must be selected from a prescribed text list for the module study including at least TWO extended print texts.

• Students are required to study at least TWO related texts.

HSC Extension 2 Course:

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

ENGLISH AS A SECOND LANGUAGE/DIALECT

HOD Ms Ellen Lincoln Course No 15155

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: English (Standard); English (EAL/D);

Course Description

In the English EAL/D Year 11 course, students acquire and develop specific English language skills, knowledge and understanding by exploring a range of texts which include prose fiction, drama, poetry, nonfiction, film, digital and media, as well as Australian texts. Through this close study of text, students develop their understanding of the ways ideas and processes are represented in texts.

In the English EAL/D HSC Course, students reinforce and extend their language skills through the close study of at least three types of prescribed texts drawn from prose fiction, poetry or drama; film or media or nonfiction. Through this close study of texts, students develop and apply skills in synthesis.

In this course, students will develop and consolidate their use, understanding and appreciation of Standard Australian English to enhance their personal, social, educational, and vocational lives.

Year 11 Course:

• Students study 3–4 modules to acquire, develop and use specific English language skills in their examination and analysis of particular aspects of shaping meaning. The modules are Language and Texts in Context, Close Study of Text and Texts and Society.

• Students may also study an optional teacher-developed module to cater to the particular needs, interests and abilities of students.

HSC Course:

• Students study 3–4 modules to acquire, develop and use specific English language skills in their examination and analysis of particular aspects of shaping meaning. The modules are Language and Texts in Context, Close Study of Text and Texts and Society.

• Students may also study an optional teacher-developed module to cater to the particular needs, interests and abilities of students.

HOD Ms Ellen Lincoln

ENGLISH STUDIES

Course Description

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. The course contributes to the required Year 11 pattern of study of 12 units and HSC pattern of study of at least 10 units.

The English Studies course is designed to provide students with opportunities to become competent, confident and engaged communicators and to study and enjoy a breadth and variety of texts in English. English Studies focuses on supporting students to refine their skills and knowledge in English and consolidate their English literacy skills to enhance their personal, educational, social and vocational lives.

The course is distinctive in its focus on the development of students’ language, literacy and literary skills. It centres on empowering students to comprehend, interpret and evaluate the ideas, values, language forms, features and structures of texts from a range of everyday, social, cultural, academic, community and workplace contexts. It offers comprehensive and contemporary language experiences in the modes of reading, writing, speaking, listening, viewing and representing. Students refine these expressive language skills, responding to and composing a wide variety of oral, written and multimodal texts, including literary, digital and media texts.

History

ANCIENT HISTORY

HOD Ms Peta Holmes Course No 15020

2 units for each of Year 11 and HSC NESA Developed Course

Course Requirements: The Historical Investigation and choice of topics in Parts I, II and III must not overlap or duplicate significantly any topic attempted for the HSC Ancient History or History Extension courses

Exclusions: Nil

Course Description

The Year 11 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 is structured to provide students with opportunities to apply their understanding of archaeological and written sources and relevant historiographical issues in the investigation of the ancient past.

Year 11 Course:

The course has three parts:

Part I: Investigating Ancient History

• The Nature of Ancient History: Representations of the Ancient Past (Cleopatra case study + Gladiator film study)

• Case Studies: European Case Study (The Celts) + Non-European Case Study (Masada)

Part II: Features of Ancient Societies

• Power and Image in New Kingdom Egypt

• Death and Burial in Celtic Europe

Part III: Historical Investigation (Ancient Sites)

• The investigation can be either integrated into any aspect of the Year 11 Course or attempted as one individual research project.

HSC Course:

The course has four parts:

• Part I: Core Study: Cities of Vesuvius –Pompeii and Herculaneum (25%)

• Part II: ONE Ancient Society (25%)Greece/Sparta

• Part III: ONE Personality in their Times (25%) – Agrippina the Younger

• Part IV: ONE Historical Period (25%)Rome-Julio-Claudian Emperors

MODERN HISTORY

HOD Ms Peta Holmes Course No 15270

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: 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.

Exclusions: Nil

Course Description

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

The HSC Course is structured to provide students with the opportunities to apply their understanding of sources and relevant historiographical issues in the investigation of the modern world.

Year 11 Course: The course has four parts:

Part I: Investigating Modern History

• This part of the course will not be taught as an explicit unit of work. Concepts and skills will be integrated into units of work from Case Studies, Historical Investigation and The Shaping of the Modern World.

Part II: Historical Investigation

• School-Developed Unit: Decolonisation. Integrated skills include- The Contestability of the Past.

Part III: Case Studies

• List A: The Decline and Fall of the Romanov Dynasty

• List B: The Cuban Revolution

Part IV: The Shaping of the Modern World

Topic: World War I.

• Integrated skills include- History and Memory, The Representation and Commemoration of the Past (includes a case study of the film, Suffragette) and the Investigation of Historic Sites and Sources..

HSC Course:

HSC Course – The course has four parts:

• Part I: Core Study: Power and Authority in the Modern World (19191946)

• Part II: National Study: Russia and the Soviet Union (1917-1941)

• Part III: Peace and Conflict: Conflict in Indochina (1954-1979)

• Part IV: Change in the Modern World: Civil Rights in the USA (1945-1968)

HOD Ms Peta Holmes

EXTENSION HISTORY

Course No 15280

1 unit HSC NESA Developed Course

Course Requirements: The Year 11 course in Modern or Ancient History is a prerequisite for the HSC course.

Exclusions: Nil

Course Description

HSC History Extension involves the study and evaluation of the ideas and processes used by historians to construct history. In Part 1 of the course, students investigate the question ‘What is history?’ through studying a wide array of schools of historical thought from ancient times to the modern period. Students will also undertake a study of the historiography surrounding the presidency of John F. Kennedy OR Rome in the Provinces. In Part II, students design, undertake and communicate their own personal historical inquiry

HSC Course:

The course has two parts:

Part I: What is History (60% of course time)

Key questions:

• Who are the historians?

• What are the aims and purposes of history?

• How has history been constructed and recorded over time?

• Why have the approaches to history changed over time?

• Students will investigate one case study from a selection of ancient, medieval and early modern, modern and Australian options.

Part II: History Project (40% of course time)

• An original piece of historical investigation by the student which includes a Proposal, Essay, Bibliography and Process Log.

CHINESE BEGINNERS

HOD Ms Clara Marsh (Acting) Course No 15540

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Nil

Exclusions: Chinese Continuers, Chinese Extension, Chinese and Literature (current Background Speaker), Chinese in Context (current Heritage Chinese) Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.3 of the NESA’s ACE Manual. Students who have no experience of Chinese or whose experience is derived solely from 100 hours or less of the language in Stage 4 or 5 (Years 7 to 10) are eligible to undertake the Chinese Beginners course. No other student is eligible.

Course Description

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

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

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

FRENCH BEGINNERS

HOD Ms Clara Marsh (Acting) Course No 15670

2 units for each of Year 11 and HSC NESA Developed Course

Course Requirements: Nil

Exclusions: French Continuers and French Extension Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.3 of the NESA’s ACE Manual. Students who have no experience of French or whose experience is derived solely from 100 hours or less of the language in Stage 4 or 5 (Years 7 to 10) are eligible to undertake the French Beginners course. No other student is eligible.

Course Description

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

Students’ skills in, and knowledge of French 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 French-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

ITALIAN BEGINNERS

HOD Ms Clara Marsh (Acting)

Course No 15790

2 units for each of Year 11 and HSC NESA Developed Course

Course Requirements: Nil

Exclusions: Italian Continuers and Italian Extension

Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.3 of the NESA’s ACE Manual. Students who have no experience of Italian or whose experience is derived solely from 100 hours or less of the language in Stage 4 or 5 (Years 7 to 10) are eligible to undertake the Italian Beginners course. No other student is eligible.

Course Description

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

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

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

CHINESE CONTINUERS

HOD Ms Clara Marsh (Acting) Course No 15550

2 units for each of Year 11 and HSC, with the option of a 1 unit Extension course for the HSC NESA Developed Course

Course Requirements: Year 10 Chinese or equivalent knowledge is assumed.

Exclusions: Chinese Beginners

Course Description

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

Students’ language skills are developed through tasks such as:

• Conversation

• Responding to an aural stimulus

• Responding to a variety of written material

• Writing for a variety of purposes

• Studying the culture of the Chinese-speaking communities through texts.

Prescribed Themes

• The Individual

• The Chinese-speaking communities

• The changing world

Mandatory Topics

• Personal Identity

• Education and aspirations

• Recreation and Leisure

• Travel experiences

• History and culture

• Lifestyles

• Youth Issues

• The world of work

• Tourism and hospitality

FRENCH CONTINUERS

HOD Ms Clara Marsh (Acting) Course No 15680

2 units for each of Year 11 and HSC, with the option of a 1 unit Extension course for the HSC NESA Developed Course

Course Requirements: Year 10 French or equivalent knowledge is assumed.

Exclusions: French Beginners

Course Description

The Year 11 and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ skills in, and knowledge of French will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of French-speaking communities through the study of a range of texts.

Students’ language skills are developed through tasks such as:

• Conversation

• Responding to an aural stimulus

• Responding to a variety of written material

• Writing for a variety of purposes

• Studying the culture of the French-speaking communities through texts

Prescribed Themes

• The Individual

• The French-speaking communities

• The changing world

Mandatory Topics

• Personal Identity

• Relationships

• School ife and aspirations

• Leisure and interests

• Daily life and lifestyles

• Arts and entertainment

• Travel and tourism

• The world of work

• Current issues

• The young people’s world

ITALIAN CONTINUERS

HOD Ms Clara Marsh (Acting) Course No 15800

2 units for each of Year 11 and HSC, with the option of a 1 unit Extension course for the HSC NESA Developed Course

Course Requirements: Year 10 Italian or equivalent knowledge is assumed.

Exclusions: Italian Beginners

Course Description

The Year 11 and HSC courses have, as their organisational focuses, prescribed themes and related mandatory topics. Students’ skills in, and knowledge of Italian will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of Italian-speaking communities through the study of a range of texts.

Students’ language skills are developed through tasks such as:

• Conversation

• Responding to an aural stimulus

• Responding to a variety of written material

• Writing for a variety of purposes

• Studying the culture of the Italian -speaking communities through texts.

Prescribed Themes

• The Individual

• The French-speaking communities

• The changing world

Mandatory Topics

• Personal Identity

• Relationships

• School ife and aspirations

• Leisure and interests

• Daily life and lifestyles

• Arts and entertainment

• Travel and tourism

• The world of work

• Current issues

• The young people’s world

FRENCH EXTENSION

HOD Ms Clara Marsh (Acting) Course No 15690

1 unit for for the HSC NESA Developed Course

Prerequisites: The French Continuers Year 11 course

Co-requisites: The French Continuers HSC course

Exclusions: French Beginners

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of French language and culture will be enhanced through accessing a variety of texts (some of which are prescribed) related to the theme and issues. Students will extend their ability to use and appreciate French as a medium for communication and creative thought and expression.

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

• discussing issues in prescribed and related texts

• presenting points of view on issues

• analysing aural and written texts

Theme

• The Individual and contemporary society

• Prescribed text - Film “Les Intouchables”

Prescribed Issues

• Acceptance

• Resilience

• Identity

ITALIAN EXTENSION

HOD Ms Clara Marsh (Acting) Course No 15810

1 unit for for the HSC NESA Developed Course

Prerequisites: The Italian Continuers Year 11 course

Co-requisites: The Italian Continuers HSC course

Exclusions: Italian Beginners

Course Description

The Extension course has a prescribed theme and related issues as its organisational focus. Students’ knowledge and understanding of Italian language and culture will be enhanced through accessing a variety of texts (some of which are prescribed) related to the theme and issues. Students will extend their ability to use and appreciate Italian as a medium for communication and creative thought and expression.

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

• discussing issues in prescribed and related texts

• presenting points of view on issues

• analysing aural and written texts

Theme

• The Individual and contemporary society

• Prescribed text - Novel: Bianca come il latte, rossa come il sangue (White like milk, red like blood)

Prescribed Issues

• The role of education

• The evolving nature of relationships

• The quest for identity

MATHEMATICS STANDARD 2

HOD Mrs Sally Brimfield Course No 11236

2 units for each of Year 11 and HSC NESA Developed Course

Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in Stage 5.1 and some, if not all, of the outcomes in Stage 5.2 of the Mathematics course in Years 9 and 10.

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

Course Description

Mathematics Standard 2 promotes the development of knowledge, skills and understanding in areas of mathematics that have direct application to a broad range of human activity, including a range of post- school pathways requiring a variety of mathematical and statistical techniques. Students will learn to use a range of techniques and tools, including relevant technologies, in order to develop solutions to a wide variety of problems relating to their present and future needs and aspirations. The Mathematics Standard 2 course provides a strong foundation for a broad range of vocational pathways, as well as for a range of university courses, including those in the areas of business, humanities, nursing and paramedical sciences.

Year 11 Course:

• Algebra

• Measurements

• Financial Mathematics

• Statistical Analysis

HSC Course:

• Algebra

• Measurements

• Financial Mathematics

• Networks

MATHEMATICS ADVANCED

HOD Mrs Sally Brimfield Course No 11255

2 units for each of Year 11 and HSC NESA Developed Course

Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in Stage 5.2 and selected Stage 5.3 outcomes in the Geometry, Measurement and Algebra strands from the Mathematics course in Years 9 and 10.

Exclusions: Mathematics Standard 1 and 2

Course Description

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

Year 11 Course:

• Functions

• Trigonometric Functions

• Calculus

• Exponential and Logarithmic Functions

• Statistical Analysis

HSC Course:

• Functions

• Trigonometric Functions

• Calculus

• Exponential and Logarithmic Functions

• Statistical Analysis

MATHEMATICS EXTENSION 1

HOD Mrs Sally Brimfield Course No 11250

1 unit for each of Year 11 and 12 HSC NESA Developed Course

Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in Stage 5.3 of the Mathematics course in Years 9 and 10.

Exclusions: Mathematics Standard 1 and 2

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. The Mathematics Extension 1 Course is studied in addition to the Mathematics Advanced course.

Year 11 Course:

• Functions

• Trigonometric Functions

• Calculus

• Combinatorics

HSC Course:

• Proof

• Trigonometric Functions

• Calculus

• Vectors

• Statistical Analysis

MATHEMATICS EXTENSION 2

HOD Mrs Sally Brimfield Course No 11260

1 unit for Year 12 only (not Year 11) HSC NESA Developed Course

Prerequisites: The course is designed for students with a special interest in mathematics who have shown that they possess special aptitude for the subject in the Year 11 Extension 1 course.

Exclusions: Mathematics Standard 1 and 2

Course Description

The course offers a suitable preparation for study of mathematics at tertiary level, as well as a deeper and more extensive treatment of certain topics than is offered in other mathematics courses. It represents a distinctly high level in school mathematics involving the development of considerable manipulative skill and a high degree of understanding of the fundamental ideas of algebra and calculus. These topics are treated in some depth. Thus, the course provides a sufficient basis for a wide range of useful applications of mathematics as well as an adequate foundation for the further study of the subject.

HSC Course:

• Proof

• Vectors

• Complex Numbers

• Calculus

• Further Integration

• Mechanics

Music

MUSIC 1

Course No 15290

2 units for each of Year 11 and HSC NESA Developed Course

Prerequisites: Music Mandatory Course (or equivalent)

Exclusions: Music 2

Course Requirements HSC Course: In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course.

Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by NESA to validate authorship of the submitted work.

Course Description

In the Year 11 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.

Year 11 and HSC 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.

MUSIC 2

Course No 15300

2 units for each of Year 11 and HSC NESA Developed Course

Prerequisites: Year 10 Elective Music Course (or equivalent)

Exclusions: Music 1

Course Requirements: In addition to core studies in performance, composition, musicology and aural, students nominate one elective study in Performance, Composition or Musicology. Students selecting Composition or Musicology electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by NESA to validate authorship of the submitted work. All students will be required to develop a composition portfolio for the core composition.

Course Description

In the Year 11 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.

Year 11 and HSC Course:

• Students study one Mandatory Topic covering a range of content and one Additional Topic in each year of the course.

• In the Year 11 course, the Mandatory Topic is Music 1600–1900.

• In the HSC course, the Mandatory Topic is Music of the Last 25 Years (Australian focus).

HOD Ms Kathryn McGreal

HOD Ms Kathryn McGreal

MUSIC EXTENSION

HOD Ms Kathryn McGreal Course No 15310

1 Unit 60 hour NESA Developed Course.

Prerequisites: Music 2 (studied concurrently with HSC course of Music 2) or at the completion of the HSC course in Music 2 for those students undertaking pathways.

Exclusions: Music 1

Course Requirements: Students selecting Composition or Musicology as their area of specialisation will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by NESA to validate authorship of the submitted work.

Course Description

The HSC Music Extension course builds on Music 2 and assumes a high level of music literacy and aural ability as well as advanced performance or composition or musicology skills.

Students will specialise in performance or composition or musicology and will follow an individual program of study which will be negotiated between the teacher and student.

Year 11 and HSC Course:

PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION

HOD Mrs Sandra Cunningham

Course No 15320

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: Nil

Course Description

The Year 11 course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing, and fitness choices.

In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.

Year 11 Course

Core topics (60%)

• Better Health for Individuals

• The Body in Motion

Optional Topics

(40% two options from each)

• First Aid

• Composition and Performance

• Fitness choices

• Outdoor Recreation

HSC Course

Core topics (60%)

• Health Priorities in Australia

• Factors Affecting Performance

Optional topics

(40% two options form each)

• The Health of Young People

• Sport & Physical Activity in Australian Society

• Sports Medicine

• Improving Performance

• Equity & Health

COMMUNITY AND FAMILY STUDIES

HOD Mrs Sandra Cunningham Course No 15060

2 units for each of Year 11 and HSC NESA Developed Course 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.

Exclusions: Nil

Course Description

Community and 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.

There is a strong focus on communication and research skills with students in HSC being required to complete an individual research project (IRP). CAFS encourages students to become proactive individuals within society who have the knowledge and skills to adapt to a range of roles and responsibilities. This subject is suited to those students in Year 11 and 12 who have an interest in a range of issues relating to the interactions of individual and groups in society. Girls who take this course may be considering pursuing further education in the areas of sociology, psychology, resource management, education, and childcare or careers in social work or research related fields.

Year 11 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.

Course No 11070

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: The interrelation of the course components is a major feature in the study of dance as an art form and is emphasised throughout both the Year 11 and HSC Course.

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.

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

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

Year 11 Course

• 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.

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 of: Performance, Composition, Appreciation or Dance and Technology.

Components to be completed are:

• Core (60%): Performance 20%, Composition 20%, Appreciation 20%

• Major Study (40%): Performance or Composition or Appreciation or Dance and Technology

HOD Mrs Sandra Cunningham

EXPLORING EARLY CHILDHOOD

HOD Mrs Sandra Cunningham Course No 31010

2 units for each of Year 11 and HSC NESA Endorsed Course Course Requirements: The course comprises a compulsory common core and optional modules. The core comprises 45 indicative hours of study. Fourteen optional modules are included in this course. The time allocated to each optional module is flexible within the range of 15–30 hours depending on the number of units for the course and the way in which the course is delivered.

Course Description

Our society is increasingly recognising that children’s experiences in the early childhood years form 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.

Year 11 Course

• Core A: Pregnancy and ChildbirthPregnancy, Labour and Birth, Postnatal Issues

• Core B: Child Growth and Development: Physical, SocialEmotional, Cognitive, Language and Physical Development

• Core C: Promoting Positive Behaviour: Behaviour Management Strategies

Following Modules:

• Module: Food & Nutrition: importance of healthy feeding practices and their relationship to optimum development in the child.

• Module: Child Health & Safety: Diversity in child development, young children with special needs at preschool and school and the impact on families

HSC Course

• Young Children and the Media: The role and impact of all media in children’s lives

• Starting school: Considering the effects of starting school on the child in terms of its cognitive, social, emotional and physical demands.

• Children’s services industry: Introduction of a range of children’s services available for children and their families within the Australian context.

• Children’s Literature: Wide range of literature for children for learning 0-8. Choosing appropriate books for young children and strategies for sharing these with children from birth through to age eight.

• Young Children with Special Needs: Safety in the Home, Outdoors, Toys, Roads and Basic First Aid: Consider some of the special needs, while at all times remembering that children are individuals.

SPORT, LIFESTYLE AND RECREATION

HOD Mrs Sandra Cunningham Course No 35014

1 unit CEC (Content Endorsed Course) – Year 11 Only

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

Course Description

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

Year 11 Course

• 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 performance

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

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

• Aquatics

• Fitness

• Specific sports

• Gymnastics

• Outdoor recreation

• Sports administration

• Coaching

• Social perspectives of sport

• Healthy lifestyle

Religious Education

All students are required to undertake either the NESA, Studies of Religion I (1 unit) or Studies of Religion II (2 unit) course in Years 11 and 12. There is also incorporated into this study an Ignatian course in spiritual formation. This is an application of the skills of Ignatian reflection, discernment and action in the areas of Social Justice and Leadership. The aim of this component is to enable students to respond to

the realities of our contemporary world and to the Loreto Normanhurst community as young women formed in the Loreto Tradition and as members of the wider Catholic Church. The Ignatian component is not part of the formal assessment program. In Year 11 students are also given the opportunity to undertake a course in Ministry to prepare them as Extraordinary Ministers of Holy Communion.

ABORIGINAL STUDIES

HOD Ms Jacinta Wells (Acting) Course No 11000

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: Nil

Course Description

The Year 11 course aims to establish an historical body of knowledge from precontact times to the 1960s as a background for the HSC course. While references will need to be made to contemporary issues (post- 1960s), any in-depth study of these issues must only be undertaken in the HSC course.

The HSC course aims to provide an in-depth knowledge of legislation, policy, judicial processes and current events from the 1960s. In the HSC course a variety of national Australian Indigenous communities and international Indigenous communities may be studied. In both the Year 11 and HSC course, students and teachers will undertake consultation with the local Aboriginal community/ies. To identify the local Aboriginal community/ies, consideration should be given to:

• the original people who occupy/occupied the area

• the Aboriginal people who are members of the local community/ies

• Aboriginal students at the school and their families

• the Aboriginal organisations which are present in your local area.

Year 11 Course

The course has four parts:

• Part I: Aboriginality and the Land (20% of Indicative Course Time)

• Part II: Heritage and Identity (30% of Indicative Course Time)

• Part III: International Indigenous Community (Comparative Study 25%)

• Part IV: Research and Inquiry Methods: Local Community Case Study – 25% - It is intended that the teaching of the skills in Part IV is integrated throughout Parts I–III in the Year 11 course, possibly through a class mini-project.

HSC Course

The course has three parts:

• Part I: Social Justice and Human Rights Issues (50% of Indicative Course Time). The focus of Part I is the examination of the social justice and human rights issues from a global perspective, including a comparative investigation of TWO of the following topics: Employment, health, criminal/justice education, housing, economic independence.

• Part II: Aboriginality and the Land OR Heritage and Identity (20% of Indicative Course Time)

• Part III: Research and Inquiry Methods – Major Project (30% of Indicative Course Time). The Major Project is to be a topic of the student’s own choice, negotiated with their teacher and Aboriginal community members, and should be related to the course.

STUDIES OF RELIGION I

HOD Ms Jacinta Wells (Acting) Course No 15370

1 unit for each of Year 11 and HSC NESA Developed Course

Exclusions: SOR II (Studies of Religion II)

Course Description

Studies of Religion I promotes an understanding and critical awareness of the nature and significance of religion and the influence of belief systems and religious traditions on individuals and within society.

Year 11 Course

Nature of Religion and Beliefs

The nature of religion and beliefs. This includes the Study of Australian Aboriginal beliefs and spiritualities as a distinctive response to the human search for meaning in life.

Two Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism

• Origins

• Principal beliefs

• Sacred texts and writings

• Core ethical teachings

• Personal devotion/expression of faith/ observance.

HSC Course

Religion and Belief Systems in Australia

post-1945

Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today.

Two Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism

• Significant people and ideas

• Ethical teachings in the religious tradition about bioethics or environmental ethics or sexual ethics

• Significant practices in the life of adherents.

STUDIES OF RELIGION II

HOD Ms Jacinta Wells (Acting) Course No 15380

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: SOR I (Studies of Religion I)

Course Description

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

Year 11 Course

Nature of Religion and Beliefs

The nature of religion and beliefs. This includes a study of Australian Aboriginal beliefs and spiritualities as a distinctive response to the human search for meaning in life.

Three Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism

• Origins

• Principal beliefs

• Sacred texts and writings

• Core ethical teachings

• Personal devotion/expression of faith/ observance. Religions of Ancient Origin

The response to the human search for ultimate meaning in two religions of ancient origin from:

• Aztec or Inca or Mayan

• Celtic

• Nordic

• Shinto

• Taoism

• An Indigenous religion from outside Australia Religion in Australia pre-1945

• The arrival, establishment and development of religious traditions in Australia prior to 1945.

HSC Course

Religion and Belief Systems in Australia post-1945

Religious expression in Australia’s multi-cultural and multi-faith society since 1945, including an appreciation of Aboriginal spiritualities and their contribution to an understanding of religious beliefs and religious expression in Australia today.

Three Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism

• Significant people and ideas.

• Ethical teachings in the religious tradition about bioethics or environmental ethics or sexual ethics

• Significant practices in the life of adherents.

• Religion and Peace

• The distinctive response of religious traditions to the issue of peace.

• Religion and Non-Religion

• The human search for meaning through new religious expression, non-religious worldviews and the difference between religious and nonreligious worldviews

Science

BIOLOGY

HOD Ms Simone Bryant Course No 11030

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Scientific investigations including both practical investigations and secondary-sourced investigations are integrated into each module to develop skills in Working Scientifically. Practical investigations are an essential part of the course and must occupy a minimum of 35 hours of course time, including 15 hours allocated to practical investigations in depth studies in both year 11 and 12. One fieldwork exercise must be completed in Year 11.

Exclusions: Nil

Course Description

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

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively. The study of biology, which is often undertaken in interdisciplinary teams, complements the study of other science disciplines and other STEM (Science, Technology, Engineering and Mathematics) related courses.

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

Year 11 Course

• Module I: Cells as the Basis of Life

• Module 2: Organisation of Living Things

• Module 3: Biological Diversity

• Module 4: Ecosystem Dynamics

HSC Course

• Module 5: Heredity

• Module 6: Genetic Change

• Module 7: Infectious Disease

• Module 8: Non-infectious Disease and Disorders

HOD Ms Simone Bryant

CHEMISTRY

Course No 11050

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Scientific investigations including both practical investigations and secondary‐sourced investigations are integrated into each module to develop skills in Working Scientifically. Practical investigations are an essential part of the course and must occupy a minimum of 35 hours of course time, including 15 hours allocated to practical investigations in depth studies in both Year 11 and 12.

Exclusions: Nil

Course Description

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

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

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

Year 11 Course

• Module I: Properties and Structure of Matter

• Module 2: Introduction to Quantitative Chemistry

• Module 3: Reactive Chemistry

• Module 4: Drivers of Reactions

HSC Course

• Module 5: Equilibrium and Acid Reactions

• Module 6: Acid/base Reactions

• Module 7: Organic Chemistry

• Module 8: Applying Chemical Ideas

EARTH AND ENVIRONMENTAL SCIENCE

HOD Ms Simone Bryant Course No 11100

2 units for each of Year 11 and HSC NESA Developed Course

Course Requirements: Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts.

A depth study may be one investigation/activity or a series of investigations/ activities. Depth studies may be included in one module or across several modules. Practical investigations are an essential part of the Year 11 and HSC courses and must occupy a minimum of 35 hours of course time each year.

Fieldwork is mandated in both Year 11 and Year 12 and is an integral part of the learning process.

Exclusions: Nil

Course Description

The Earth and Environmental Science Stage 6 Syllabus explores the Earth’s renewable and non-renewable resources and also environmental issues. An understanding of the Earth’s resources and the ability to live sustainably on the planet is a central purpose of the study of Earth and Environmental Science.

The Year 11 course investigates compositional layers of the Earth, the origins of minerals, tectonic movements and energy transformations and includes the study of human impact on the Earth’s resources and its surface.

The HSC Course investigates how the processes of plate tectonics, the formation of water and the introduction of life interact with the atmosphere, hydrosphere, lithosphere and climate. Investigation of hazards, the mitigation of their effects and resource management are also considered, which leads to an understanding of the need to centralise the theme of sustainability for the long-term welfare of our planet and all forms of life dependent upon it.

Year 11 Course

• Module I: Earth’s Resources

• Module 2: Plate Tectonics

• Module 3: Energy Transformations

• Module 4: Human Impacts

HSC Course

• Module 5: Earth’s Processes

• Module 6: Hazards

• Module 7: Climate Science

• Module 8: Resource Management

HOD Ms Simone Bryant

PHYSICS

Course No 11310

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Scientific investigations including both practical investigations and secondary-sourced investigations are integrated into each module to develop skills in Working Scientifically. Practical investigations are an essential part of the course and must occupy a minimum of 35 hours of course time, including 15 hours allocated to practical investigations in depth studies in both year 11 and 12.

Exclusions: Nil

Course Description

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

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

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

Year 11 Course

• Module I: Kinematics

• Module 2: Dynamics

• Module 3: Waves and Thermodynamics

• Module 4: Electricity and Magnetism

HSC Course

• Module 5: Advanced Mechanics

• Module 6: Electromagnetism

• Module 7: The Nature of Light

• Module 8: From the Universe to the Atom

HOD Ms Simone Bryant

EXTENSION SCIENCE

Course No 15345

1 unit of HSC NESA Developed Course

Prerequisite: One of, or a combination (up to 6 units of study) of, Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics

Corequisite: One of, or a combination (up to 7 units of study) of, Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics.

Exclusions: Nil

Course Description

The Science Extension Stage 6 Syllabus focuses on the nature, development and processes of science. The course requires students to engage with complex concepts and theories and to critically evaluate new ideas, discoveries and contemporary scientific research. Students are challenged to examine a scientific research question influenced by their study of one or more of the scientific disciplines. In doing this, students extend their knowledge of the discipline(s), conduct further analysis and authentic scientific investigations, and uniquely for this course, produce a detailed scientific research report that reflects the standards required for publication in a scientific journal.

Through designing and conducting their own scientific research, initially using small datasets, students deepen and build upon their understanding of analysing and interpreting data. They are provided with opportunities to refine and extend their skills of Working Scientifically by applying these interrelated processes to contemporary authentic scientific research reflecting the skills used by practising research scientists. Students gather, examine, model and critically assess evidence that is informed by analysis of primary and secondary-sourced data and examining this data in relation to relevant publicly available data sets.

Students interrogate and refine their ideas of and about science through analysing historic and cultural observations and significant scientific research within the relevant ethical frameworks and philosophical arguments of the time.

Science Extension is designed for students with an interest in scientific research. The course lays a foundation for students planning to pursue further study in Science, Technology, Engineering or Mathematics (STEM) based courses offered at the tertiary level, and to engage in new and emerging industries.

HSC Course

• Module 1: Foundation of Scientific Thinking

• Module 2: The Scientific Research Proposal

• Module 3: The Data, Evidence and Decisions

• Module 4: The Scientific Research Report

Social Science

HOD Ms Gauri Gupta

BUSINESS STUDIES

Course No 15040

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: Nil

Course Description

Business activity is a feature of everyone’s life. Business Studies investigates the role, operation and management of businesses within our society. Factors in the establishment, operation and management of a small business are integral to this course. Students investigate the role of global business and its impact on Australian business.

Contemporary business issues are embedded in the course to provide a stimulating and relevant framework for the students. Students develop research and independent learning skills in addition to analytical and problem-solving competencies to assess business performance. 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.

Year 11 Course (% of time allocated)

• Nature of Business (20%) –The role and nature of business

• Business Management (40%) –The nature and responsibility of management

• Business Planning (40%) –Establishing and planning a small to medium enterprise

HSC Course (% of time allocated)

• 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

ECONOMICS

Course No 15110

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: Nil

Course Description

Economic decisions have a crucial influence on individuals. Economics provides a comprehensive understanding for students about many aspects of the economy and its operation that are frequently reported in the media. It can help individuals, groups and societies make choices that assist them to improve their quality of life and investigates issues such as unemployment or inflation and their impact on individuals’ rational behaviour.

Economics also develops students’ knowledge and understanding of the operation of the global and the Australian economy and the impact of fluctuations in economic growth. It develops analytical, problem-solving and communication skills of students and challenges them to critique policies adopted to resolve economic issues in a contemporary Australian economic context.

Year 11 Course (% of time allocated)

• Introduction to Economics (10%) –The nature of economics and the operation of an economy

• Consumers and Business (10%) –The role of consumers and tbusiness in the economy

• Markets (20%) – The role of markets, demand, supply and variations in competions

• Labour Markets (20%) – The workforse and role of labour in the economy

• Financial Markets (20%) - Types and regulation of financial markets in Australia including the share market

• Government in the Economy (20%)

– The role of government in the Australian economy

HSC Course (% of time allocated)

• The Global Economy (25%) –Features of the global economy and globalisation

• Australia’s Place in the Global Economy (25%) – Australia’s trade and finance

• Economic Issues (25%) – Issues including growth, unemployment, inflation, wealth and management

• Economic Policies and Management (25%) – The range of policies to manage the economy

HOD Ms Gauri Gupta

HOD Ms Gauri Gupta

GEOGRAPHY

Course No 15190

2 units for each of Year 11 and HSC NESA Developed Course

Course Requirements: Students complete a Senior Geography Project (SGP) in the Year 11 course and must undertake 10 hours of fieldwork in both the Year 11 and HSC courses. Exclusions: Nil

Course Description

Geography is an investigation of the world which provides an accurate description and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the global interactions. Geography is a life-long interest stimulating a natural curiosity about how and why human beings and their environments are so varied.

The Year 11 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 combined with an assessment of the geographers’ contribution to understanding our environment and demonstrate the relevance of geographical study.

Year 11 Course

• Earth’s Natural Systems

• People patterns and processes

• Human Environment Interactions

• Geographical Investigations (SGP)

HSC Course

• Global Sustainability

• Rural and Urban Places

• Ecosystems and global biodiversity

Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

LEGAL STUDIES

Course No 15220

2 units for each of Year 11 and HSC NESA Developed Course

Exclusions: Nil

Course Description

Students of Legal Studies develop an understanding of legal concepts including rights and responsibilities, which is an integral part of being an active and informed citizen.

The Year 11 course develops students’ knowledge and understanding of the nature and functions of law and law- reform, the development of Australian and international legal systems, the Australian Constitution, and the role of the individual. Students develop an understanding of the implications that legal decisions can have for Australian society and the ways in which the legal system can affect the lives of Australian citizens. A critical understanding of the processes of reform and change helps students to contribute to making our society more equitable for all. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives.

The HSC course investigates criminal law and human rights through a variety of focus studies which consider the effectiveness of law in achieving justice. The optional studies of Consumer law and World Order enable students to have confidence in approaching and accessing the legal system and provide them with a better appreciation of the relationship between social and legal structures. As students investigate and propose solutions to legal problems, they develop skills of critical analysis, problem solving, collaboration and effective communication.

Year 11 Course (% of time allocated)

• Part I: The Legal System (40%)

• Part II: The Individual and the Law (30%)

• Part III: The Law in Practice (30%)

The Law in Practice unit can be integrated with Part I and/or Part II or treated as a separate unit. In the unit students study at least TWO contemporary issues, which may include:

• Children and Young People

• Consumers

HSC Course (% of time allocated)

• Part I: Crime (30%)

• Part II: Human Rights (20%)

• Part III: Options (50%)

In the Options unit, students study TWO topics:

• Consumers

• World Order

HOD Ms Gauri Gupta

Technologies

DESIGN AND TECHNOLOGY

HOD Mrs Rebecca Hill

Course No 15080

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: In the Preliminary course, students must participate in hands-on practical activities and undertake a minimum of two design projects. The projects will develop skills and knowledge to be further developed in the HSC course. Students will develop their knowledge of the activities within industrial and commercial settings which support design and technology and relate these processes to the processes used in their own designing and producing. Each project will place emphasis on the development of different skills and knowledge in designing and producing. This is communicated in a variety of forms, but students should be encouraged to communicate their design ideas using a range of appropriate media.

In the HSC course the activities of designing and producing that were studied in the Preliminary course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and a case study of an innovation. Students should select and use the wide range of skills and knowledge developed in the Preliminary course, appropriate to their selected project. They must also relate the techniques and technologies used in industrial and commercial settings to those used in the development of design projects.

Exclusions: Nil

Course Fee: Year 11: $100 Year 12: $100

Course Description

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

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

DESIGN AND TECHNOLOGY (CONTINUED)

Year 11 Course

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

HSC Course

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

HOD Ms Rebecca Hill

FOOD TECHNOLOGY

Course No 15180

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Completion of the 2-unit Year 11 Course is a prerequisite to the study of the 2-unit HSC Course. In order to meet the course requirements, students study food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary nutrition issues. It is mandatory that students undertake practical activities. Such experiential learning activities are specified in the ‘learn to’ section of each strand.

Exclusions: Nil

Course Fee: Year 11: $100 Year 12: $100

Course Description

The Preliminary course will develop knowledge and understanding about 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; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course.

Year 11 Course

• Food Availability and Selection

• Food Quality

• Nutrition

HSC Course

• The Australian Food Industry

• Food Manufacture

• Food Product Development

• Contemporary Nutrition Issues

ENTERPRISE COMPUTING

HOD Ms Rebecca Hill Course No TBA

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Completion of the 2-unit Year 11 Course is a prerequisite to the study of the 2-unit HSC course. Learning through project work is part of both the Preliminary and HSC courses. It is also expected that a significant proportion of time be devoted to integrated practical activities. Exclusions: Nil

Course Description

The study of Enterprise Computing 11–12 enables students to develop an understanding of the function and purpose of digital tools and processes, and the importance of data in enterprise information systems. This allows students to effectively use and manage digital tools and technologies in commercial and other settings.

Students develop an understanding of how computing technologies can be harnessed to provide effective user interaction and efficient access to information that supports commercial, industrial, social and environmental initiatives. Students perform project work and apply their knowledge and skills in: interactive media and the user experience, networking systems and social connections, principles of cybersecurity, data science, data visualisations, and intelligent systems.

Students are encouraged to develop an entrepreneurial mindset by working collaboratively, growing specialised communication skills, and applying system, design and computational thinking skills. The knowledge and skills developed in this course ensure students can contribute to a world increasingly reliant on the manipulation and use of digital systems.

Year 11 Course

The Year 11 course provides students with the opportunity to develop and apply an understanding of enterprise computing systems in the safe and secure usage and storage of data. This is done by manipulating tools and resources while being aware of their social, ethical and legal implications.

• Interactive Media and the User Experience

• Networking Systems and Social Computing

• Principles of Cybersecurity

HSC Course (% of time allocated)

The Year 12 course provides students with the opportunity to extend their knowledge and understanding of enterprise computing systems. This will then be applied to the development of a major enterprise project using project management skills.

• Data Science

• Data Visualisation

• Intelligent Systems

• Enterprise Project

HOD Ms Rebecca Hill

TEXTILES AND DESIGN

Course No 11370

2 units for each of Year 11 and HSC NESA Developed Course Course Requirements: Completion of the 2-unit Year 11 Course is a prerequisite to the study of the 2-unit HSC Course.

In the Preliminary course students will undertake two preliminary textile projects. Preliminary Project 1 is drawn from the area of study of Design and focuses 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 focuses 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 Textile, Clothing, Footwear and Allied Industries.

Exclusions: Nil

Course Fee: Year 11: $130 Year 12: $100

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 include 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 an 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 textile technologies, appropriate textile technology and environmental sustainability, current issues and the marketplace.

This course involves the development of a Major Textiles 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).

Year 11 Course (% of time allocated)

• Design (40%)

• Properties and Performance of textiles (50%)

• Australian Textile, Clothing, Footwear and Allied Industries (10%)

HSC Course (% of time allocated)

• Design (20%)

• Properties and Performance of textiles (20%)

• Australian Textile, Clothing, Footwear and Allied Industries (10%)

• Major Textiles Project (50%)

HOSPITALITY

HOD Ms Rebecca Hill Course No 26521

2 units for each of Year 11 and HSC NESA Developed Course

The Hospitality Curriculum Framework is based on qualifications and units of competency contained in the nationally endorsed SIT Tourism, Travel and Hospitality Training Package: SIT20421 Certificate II in Cookery.

Course Requirements: Hospitality is a competency-based course that adopts an integrated or holistic approach to course delivery and assessment. The student’s performance is assessed against prescribed industry standards. Students undertaking the 240 indicative hour course from the Hospitality Framework must provide evidence of competence in:

• 5 units of competency in Hygiene, Safety and Working with Colleagues and Customers.

• All units of competency from the Kitchen Operations and Cookery Stream.

• A selection of competency units from the elective pool.

• Students must complete a minimum of 70 hours of work placement.

• Students must complete Service Periods at school events.

Exclusions: Nil

Course Fee: $150

There will also be extra charges for Chef’s uniform, knife kit and Barista School.

Course Description

Industry curriculum frameworks (Frameworks) provide students with the opportunity to gain industry-recognised national vocational qualifications under the Australian Qualifications Framework (AQF) as part of their NSW Higher School Certificate (HSC). Students will work to attain their Certificate II in Cookery and their Higher School Certificate. Hospitality will count towards students ATAR upon completion of work placement and the final examination. The course content provides students with an understanding of the Hospitality Industry with a focus on hygiene, safe work practices, working with colleagues and customers. Students will develop practical skills in basic food preparation, service and cleaning.

Year 11 Course (% of time allocated) Core

• SITXWHS005 Participate in safe work practices.

• SITXFSA005 Use hygienic practices for food safety.

• SITHCCC023 Use food preparation equipment.

• SITHKOP009 Clean kitchen premises and equipment.

Elective

• SITHCCC024 Prepare and present simple dishes.

• SITXCCS011 Interact with customers.

• SITXCOM007 Show social and cultural sensitivity.

HSC Course (% of time allocated)

Elective

• SITHCCC024 Prepare and present simple dishes.

• SITXCCS011 Interact with customers.

• SITXCOM007 Show social and cultural sensitivity.

HSC Course

Elective

• SITHCCC024 Prepare and present simple dishes.

• SITXCCS011 Interact with customers.

• SITXCOM007 Show social and cultural sensitivity.

Visual Arts

HOD Ms Monica Boardman

CERAMICS

Course No 35026

1 unit for Year 11 NESA Content Endorsed Course

Course Requirements: The introduction to Ceramics (Core) and Occupational Health & Safety modules are mandatory and students are required to keep a diary for the duration of the course.

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

Course Fee: Year 11: $110

Course Description

Ceramics is the art and technology of forming, firing and glazing clay to make a wide variety of products, ranging from building materials to ceramic ware such as plates, bowls and drinking vessels, jewellery, sculpture and decorative wall surfaces.

Contemporary applications of ceramics are constantly expanding. New industrial and high technology uses are being found, and artists and designers are exploring new expressive forms. Ceramics provides challenging work opportunities for students in such areas as studio and industrial ceramics, ceramic research, engineering and product design.

This course enables students to develop an understanding of ceramic processes and practices, and the ways in which these can be used in making a range of products. Students develop a critical appreciation of the aesthetic, expressive and utilitarian qualities of ceramic forms in contemporary and past societies, and knowledge of the diverse applications of ceramics in contemporary society and ways of valuing the skills involved in making well-crafted forms. They also develop skills to give form to their ideas and feelings in ceramic products.

Year 11 Course

Possible modules include:

• Module I: Handbuilding

• Module 2: Throwing

• Module 3: Sculptural Forms

• Module 4: Kilns

• Module 5: Glaze Technology

• Module 6: Casting

• Module 7: Surface Treatment

• Module 8: Mixed Media

HOD Ms Monica Boardman

VISUAL ARTS

Course No 35026

2 units for each of Year 11 and HSC NESA Developed Course

Course Requirements Year 11:

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

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

• Focus on Contemporary Art

Course Requirements Year 12:

• development of a body of work and use of a process diary

• a minimum of five Case Studies (4–10 hours each)

• deeper and more complex investigations in art making, art criticism and art history.

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

Course Fee: Year 11: $140 Year 12: $150

Course Description

Visual Arts as a subject focuses on the importance of creativity and imagination as imperative skills to navigate the current world; it provides for various interpretations of the visual arts that are both contemporary and relevant. Students will directly engage in critical and creative thinking in the making of artworks as a response to the ideas of their world, some of the forms they will use are painting, drawing, printmaking, photo digital media, ceramics and textiles. Students will make artworks that respond to the landscape, still-life, and the body as a representation in art. This imparts skills, mastery and a deep respect for authentic forms and authentic ideas.

Visual Arts builds understanding of the role of art, in all forms of media, in contemporary and historical cultures and visual worlds. Students are given opportunities to work with artists from the artworld and to exhibit their artworks. Visual Arts is of great relevance to students’ lives and enables them to gain increasing intellectual autonomy, evident in interpretations of their own work and the work of others. The subject rewards individual thinking in the representations of students’ ideas both aesthetically and persuasively.

The Year 11 course is broadly focused, while the HSC course provides for personal, deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts, as it is not necessary to have completed Stage 5 in Visual Arts.

Year 11 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 art world

• The different ways the visual arts may be interpreted and how students might develop their own informed points of view

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

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

HSC Course

• 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

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

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

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