Upper school handbook 13a by ST Spyridon College

S T

UPPER SCHOOL CURRICULUM HANDBOOK

S P Y R I D O N C O L L E G E

YEARS 10-12 May, 2013

CONTENTS

Mission Statement

The St Spyridon College Upper School

Senior School Staff

Curriculum Offerings Years 10 to 12

Board of Studies Requirements

 Requirements for Year 10

 Requirements for Year 11

 Requirements for Year 12

Important Websites

H.S.C: All My Own Work

Subject Outlines  Year 10

 Year 11 and 12

K-12 Subjects

Progression through Schooling Years 10-12

Mission Statement “We promote educational excellence within a caring environment” At St Spyridon College we aim to educate our students to take their place in a rapidly changing world with confidence and success. We endeavour to develop the whole person – strong in mind, healthy in body, endowed with love, faith and compassion, able to make a conscious and positive contribution to the well being of our Australian community. In this process we strive to provide them with the firm foundations of the Greek Orthodox Faith and Hellenic Ideals.

THE ST SPYRIDON COLLEGE UPPER SCHOOL YEARS 10-12 The Upper School at St Spyridon College comprised of Years 10, 11, and 12. Year 10 students have a clear sense of recognition in the school’s structure being the first year of the Upper School. Year 10 students wear the Upper School uniform as they enter this distinctive phase of their lives. The Pastoral Care Programme for Year 10 has a specific focus on Community Action and Study Skills. A significant milestone that signals students’ growing sense of responsibility for their learning and future careers, is the Preparing for the Preliminaries Program.

Held at the end of the Year 10 examinations, this

program includes guest speakers, stress management training, subject specific workshops leading to the HSC and visits to Monasteries.

In Year 11 the Preliminary HSC Examinations and the projected journey to the HSC, give a clear twoyear focus to students’ learning. Accelerant Courses and the differentiation of pathways ensure that students are focussed on maximising their results. The Student Leadership Program includes planning and implementing the student assembly, participating in State Youth Forums and organising wholeschool activities. The Pastoral Care program has a strong emphasis on Study Skills, Career Education and post-school options.

The demands on Year 12 students are self-evident. The Year 12 Adviser, (supported by the Deans and Principal), is key to students’ well-being and academic progress at this challenging time. Student Leadership opportunities are shared by all Year 12 students and include the organisation of events, the Year 12 Formal and the design of the Year 12 jumper. The Prefect Body takes responsibility for tutoring younger students and mentoring the SRC projects. The Pastoral Care program continues to emphasise on Study Skills, Career Education and post-school options. A winter HSC Elevate Program is held in the June/July holidays, as a complement to the work done by our expert teachers, subject specific tutorials are held to give students additional academic support and positive reinforcement for the HSC by external specialists.

Mrs A. Katsogiannis Principal Senior School

St Spyridon College Senior School 2013 HEAD OF COLLEGE Mrs E. Stefanou-Haag PRINCIPAL SENIOR SCHOOL Mrs A. Katsogiannis CREATIVE ARTS AND TECHNOLOGICAL AND APPLIED STUDIES TEAM Mr G. Georgoulopoulos Miss C. Savva Ms M. Pringle Mr L. Sobolevski Mrs V. Grillakis Mrs O. Lambi – Assistant

MANAGEMENT TEAM Dean of Middle School Ms G. Kokinelis Dean of Senior Programs Mr P. Meintanis ORTHODOX STUDIES TEAM Father S. Scoutas Father S. Drapaniotis Mr A. Picardi

MATHEMATICS TEAM Mr A. Kollias – Curriculum Leader Mr A. Condous (Year 8 Adviser) Ms M. Kalithrakas (Year 12 Adviser) Mrs H. Dalakiaris

ENGLISH, HISTORY & DRAMA TEAM Dr V. Hickie – Curriculum Leader Mrs D. Kefalouros Ms R. Kiedja Ms G. Kokinelis Mrs I. Koutsoukis Ms L. Davis Ms S. Hudson

P.D. HEALTH P.E. TEAM Mr P. Meintanis – Curriculum Leader Mr A. Condous – (Year 8 Adviser) Mr F. Kaldis – Boys Sport (Year 12 Adviser) Ms D. Kladakis Ms K. O’Shea – Girls Sport (Year 11 Adviser) Mr V. Zafiropoulos

LANGUAGES OTHER THAN ENGLISH TEAM Mrs M. Faletas – Curriculum Leader Mrs V. Belajcic Miss E. Gambriell (Year 9 Adviser) Mrs V. Alexandropoulou Mrs K. Petrakis

CAREERS ADVISER & STUDENT WELFARE Ms G. Hakos – Careers Adviser Mrs R. Fatouros – Student Welfare Adviser SUPPORT& ESL TEACHER Ms M. Barbouttis

SCIENCE TEAM Mr J. Croft – Curriculum Leader Mr D. Giles Ms A. Hafner Mrs E. Dubossarsky – Assistant

LIBRARIAN Ms R. Bishop Mrs C. Papadakis – Assistant

SOCIAL SCIENCES TEAM Mrs C. Mio – Curriculum Leader Ms N Gonzalez Ms D. Kladakis Mr E. Zafiropoulos

SCHOOL ADMINISTRATION TEAM Mrs A. Kringas – Personal Assistant to Head of College and Enrolment Officer Mrs I. Klazoglou Mrs M. Diakanastasis Mrs D. Cross Mrs M. Doyle

CURRICULUM OFFERINGS YEARS 10 TO 12

YEAR 10

YEAR 11

YEAR 12

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health P.E.

Orthodox Studies Students study a minimum of 13 units including English Ancient History Biology Business Studies Chemistry Classical Greek Drama Economics English (Standard & Advanced) English Ext 1 Food Technology General Mathematics Geography Hospitality (VET) Information and Digital Technology (VET) Information Processes & Technology Legal Studies Mathematics Mathematics Ext 1 Modern Greek Continuers Modern History Music 1 P.D.Health P.E. Photography, Video and Digital Imaging Physics Serbian Sports Lifestyle and Recreation (1 unit) Visual Arts

Pastoral Care Orthodox Studies Students study a minimum of 11 units including English Ancient History Biology Business Studies Chemistry Classical Greek Drama Economics English (Standard and Advanced) English Ext 1 English Ext 2 Food Technology General Mathematics Geography History Ext 1 Hospitality (VET) Information and Digital Technology (VET) Information Processes & Technology Legal Studies Mathematics Mathematics Ext 1 Mathematics Ext 2 Modern Greek Continuers Modern Greek Ext 1 Modern History Music 1 P.D.Health, P.E. Photography, Video and Digital Imaging Physics Serbian Visual Arts

Students choose 2 Subjects from the following Classical Greek Commerce Drama Food Technology Geography (elective) History (elective) Information and Software Technology (IST) Music Physical Activity & Sports Studies (PASS) Visual Arts

BOARD OF STUDIES REQUIREMENTS The following information is intended to provide students and their families with an understanding of New South Wales Board of Studies requirements for each of Years 10, 11 and 12.

PROGRESSION FROM YEARS 10 – 12 Each stage of study at St. Spyridon College builds on the knowledge, skills and values acquired in previous years. Students starting Year 10 have already completed one year of Stage 5 studies in Year 9, Middle School. However it is their efforts in Year 10 alone that are assessed and used to determine their grades for Stage 5. Satisfactory performance in Year 10 is necessary for students to progress to the Year 11 ‘Preliminary HSC’. In Year 11, 12 units of study must be completed at a satisfactory standard for students to progress to the HSC courses of Year 12. Therefore the selection of subjects and application to studies in each year influence greatly the final result each student will receive by the end of Year 12. ASSESSMENT BOOKLET Each year a comprehensive Assessment Booklet is published. This document outlines all procedures for assessment and is an excellent guide when students and parents are unsure of the correct process to follow in a given situation. All students should have a copy and refer to it on a regular basis. DILIGENT SUSTAINED EFFORT For Years 10, 11 and 12, the Board of Studies requires students to make ‘diligent and sustained effort’ in their studies. If a student does not satisfy the minimum requirements of achieving some of the outcomes of the course through absences or lack of effort, then the student is at risk of receiving a Non-Completion of Course Requirements (‘N’ determination). If an ‘N’ determination is given, it will appear on the student’s Record of Achievement. Depending on the course, it may also mean that the student has not satisfactorily completed the mandatory curriculum requirements for the award of the Record of School Achievement, Preliminary or Higher School Certificate. For more details please refer to the relevant Assessment Handbook. ‘N’ – DETERMINATION If at any time it appears that a student is at risk of receiving an ‘N’ determination in any course, the student will be warned as soon as possible and the parent or guardian advised in writing. This warning will be given in time for the problem to be corrected. Students who have not complied with the requirements in the written warning and have received at least two such warnings may be regarded as not having satisfactorily completed the course and so may be given an ‘N’ determination. For more details please refer to the relevant Assessment Handbook. .

YEAR 10 REQUIREMENTS Prerequisites Satisfactory completion of Stage 4 (Years 7 & 8). Satisfactory completion of English, Mathematics, Science and Human Society in its Environment (HSIE) in the first year of Stage 5 (Year 9). Satisfactory completion of Visual Arts, Personal Development, Health, Physical Education, Music, Language other than English and Design and Technology in Years 7 to 9. Program of Study The Year 10 program of study must include English, Mathematics, Science and Australian History, Australian Geography and Civics and Citizenship (studied in HSIE). Students at St. Spyridon College will also engage in Modern Greek or Serbian Language, Orthodox Studies, and Personal Development, Health and Physical Education. All subjects are assessed at the school level. Students must also choose two of the following optional subjects: Visual Arts, Commerce, Information Software & Technology, Classical Greek, Drama, Food Technology, History (elective), Geography (elective), Physical Activity & Sports Studies and Music, which will be assessed as grades in the internal assessment program. Assessment of Student Achievement in a Course Student assessment concerns the student’s overall achievement in a course with relation to the stated objectives and outcomes as described in the syllabus. At the school-level teachers build up a profile of the achievement of each student by collecting information on student performance using a variety of assessment tasks that are relevant to each course. This profile allows teachers to allocate a Grade (A, B, C, D, E) as a student’s achievement in a course. Examples of the types of assessment tasks that may be utilised at the school-level in each subject are provided in the ‘Subject Outlines’ section. Details of actual assessments, weighting and timing will be provided in the relevant Assessment Handbook, for each year.

PRELIMINARY HSC REQUIREMENTS YEAR 11 Prerequisites Students must have completed Year 10 or its equivalent to enrol in Preliminary Higher School Certificate courses. The level of Mathematics and English a student enrols in will be decided by the relevant Curriculum Leaders based on Year 10 results. Performance in Year 10 subjects linked to Year 11 courses must be taken into consideration before students may enrol in courses. Program of Study Year 11 students are required to study English in Years 11 and 12. At least five other subjects must be chosen (see ‘Curriculum Offerings’ and ‘Subject Outlines’) to make a minimum of 12 units. St. Spyridon College requires students to study a minimum of 13 units in Year 11. Changes to students course requires approval from the Principal Senior School. School-based Assessment Student assessment concerns the student’s overall achievement in a course with relation to the stated objectives and outcomes as described in the syllabus. At the school-level teachers build up a profile of the achievement of each student by collecting information on student performance using a variety of assessment tasks that are relevant to each course. This profile allows teachers to allocate a Grade (A, B, C, D, E) as a student’s achievement in a course. Examples of the types of assessment tasks that may be utilised at the school-level in each subject are provided in the ‘Subject Outlines’ section. Details of actual assessments, weighting and timing will be provided in the relevant Assessment Handbook, for each year. Satisfactory completion of a Preliminary Course is necessary to move onto the HSC course.

HIGHER SCHOOL CERTIFICATE COURSE REQUIREMENTS YEAR 12 Prerequisites Satisfactory completion of the Preliminary course or its equivalent is a prerequisite for entry into a HSC course. A student presenting for a Higher School Certificate must have satisfactorily completed courses totaling at least 12 units of Preliminary courses to be eligible to receive the award of Higher School Certificate. St. Spyridon College requires students to study a minimum 13 units in Year 11 and 11 units in Year 12.

Program of Study St. Spyridon College requires students to study a minimum of 11 units in Year 12. (See below the requirements for a ATAR). Please see ‘Curriculum Offerings 10 to 12’ and ‘Subject Outlines’ for the list of subjects available at St. Spyridon College. 2 units of English is compulsory. Students studying a HSC course may not change subjects or courses unless the Principal is satisfied that they:  

have satisfactorily completed the Preliminary course (or equivalent) of the subject/course they wish to enter; will be able to complete all HSC course requirements, including assessment.

Changes in HSC courses in the Higher School Certificate examination year, require approval from the Principal Senior School. Changes from Extension 2 to Extension 1 or the 2 unit course in Mathematics are permitted only if the school can provide a valid assessment for the 2 unit course. Such changes are permitted up until the due date for submission of assessments.

Genuine Attempt Students studying the HSC course must make a genuine attempt to complete course requirements. This includes making a genuine attempt at assessment tasks which contribute in excess of 50 per cent of the available marks. It is emphasised that completion of assessment tasks worth exactly 50 per cent is not sufficient; tasks worth in excess of 50 percent must be attempted. Students who do not comply with the assessment requirements in any course will have neither a moderated assessment mark nor an examination mark awarded for that course. In the case of Extension courses, students who fail to meet the assessment requirements for the co-requisite 2 unit course will not receive a result in either course. School-Based Assessment The assessment marks submitted for each course indicate students’ achievements relative to each other at the end of the HSC course. The assessment marks will be based on achievements measured at points throughout the course and is based upon:

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a wider range of syllabus outcomes than may be measured by the external examination, although it covers all the objectives measured by the examination; multiple measures and observations made throughout the HSC course.

Measuring achievement at points during the course provides a better indication of student achievement than a single examination. It increases the accuracy of the final assessment of each student’s achievement by using multiple measures. It caters for any knowledge and skills outcomes that are better assessed in specific settings (eg research, fieldwork or practical skills), thus broadening the base of the assessment. The specific types of assessments used in each subject will be provided in the ‘Assessment Handbook’ for Year 12. All schools submit a ranking of the students in each course as well as an overall assessment mark. The school assessment mark is ‘moderated’ by the Board of Studies according to how well the students from the school perform in the state-wide examination compared to other candidates in the state. Therefore the school mark does not provide an accurate indication of the final Board of Studies mark, and will not be provided to students. The HSC state-wide examination contributes 50% of the final Board of Studies mark, with the other 50% provided by the moderated school assessment mark. The Board of Studies mark for each course is performance-based, and there is no prescription for the proportion of students to fall in a certain range. The Australian Tertiary Admission Rank (ATAR) prescribes how many students should be placed on each level and the Board of Studies mark does not accurately reflect the ATAR result from a student’s result in a subject. The Australian Tertiary Admission Rank (ATAR) The ATAR is a number between 0 and 99.95 with increments of 0.05. It provides a measure of your overall academic achievement in the NSW HSC in relation to that of other students, and it helps universities rank applicants for selection. It is calculated on behalf of the universities and released by UAC. The ATAR is a rank, not a mark. Your ATAR indicates your position relative to the students who started Year 7 with you. An ATAR of 80.00 indicates that you have performed well enough in the HSC to place you in the top 20% of your age group. It is important to note that your ranking depends solely on your performance in the HSC. ATARs are calculated for all ATAR-eligible student, but not all students are notified. Only NSW HSC students who indicate on their HSC entry forms that they wish to be notified of their ATAR will receive an ATAR Advice Notice from UAC in the mail at about the same time they receive their HSC results from the Board of Studies. To be eligible for an ATAR in you must satisfactorily complete at least 10 units of ATAR courses. These ATAR courses must include at least: eight units from Category A courses two units of English three Board Developed courses of two units four subjects Your ATAR is based on an aggregate of scaled marks* in 10 units of ATAR courses comprising your: best two units of English and best eight units from the remaining units.

IMPORTANT WEBSITES More Information - For more information and regular updates. See the following websites/documents St. Spyridon College: www.stspyridon.nsw.edu.au Board of Studies: www.boardofstudies.nsw.edu.au Assessment Resource Centre: www.arc.boardofstudies.nsw.edu.au University Admission Centre: www.uac.edu.au Careers websites: www.myfuture.edu.au www.jobguide.thegoodguides.com.au www.joboutlook.gov.au www.careersonline.com.au Fortnightly Newsletter

HSC: All My Own Work

The HSC: All My Own Work program is designed to help Higher School Certificate students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies. The program has been developed as part of the NSW Government's Respect and Responsibility strategy and complements other approaches such as brochures for teachers, students and parents and strengthened student and teacher declarations for the HSC. The HSC: All My Own Work program is integrated with other NSW syllabuses and programs. The program is designed to be delivered flexibly as self-paced learning modules. The program's content is divided into five modules: 1. 2. 3. 4. 5.

Scholarship Principles and Practices Acknowledging Sources Plagiarism Copyright Working with others

Each module contains:      

Information and advice on the module focus questions Quiz questions Summary Frequently Asked Questions (FAQs) Link to a glossary Links to relevant websites.

There is a Sitemap available if you wish to see a more detailed view of how the site is organised, and a Program Guide with detailed information on how to use the program.

Year 10

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Classical Greek Rationale The study of languages provides opportunities for students to become more accepting of diversity, more respectful of others and more aware of their place in the international community.

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Analyzing Classical Greek passages from the prescribed text or related texts Making linguistic connections (Grammar and Syntax) Moving between cultures (projects/essays in English about the ancient Greek world)

Contemporary research and practice have established a clear link between the learning of languages and improved literacy skills. Even limited exposure to language learning is shown to increase metalinguistic awareness and enhance general cognitive development.

Assessment Students will be assessed on all the above components. (listed under Scope of course) The assessment will include formal examination, class tasks, continuous informal activities and projects/essays.

The process of teaching and learning languages focuses on linguistic systems and patterns. The need to move between linguistic systems assists students to develop enhanced mental dexterity. The study of an inflected language enables students to demonstrate precision of thought and clarity of expression, and to develop skills in critical and analytical thinking. The satisfaction of engaging with the study of Classical Greek will contribute to a student’s intellectual enrichment.

Commerce Rationale Commerce provides the knowledge, skills, understanding and values that form the foundation on which young people make sound decisions on consumer, financial, business, legal and employment issues. It develops in students an understanding of commercial and legal processes and competencies for personal financial management. Through the study of Commerce students develop financial literacy which enables them to participate in the financial system in an informed way.

Students’ knowledge of the development of language and literature, and their appreciation of ancient and modern cultures and civilizations, are enhanced by the study of Classical Greek.

Central to the course is the development of an understanding of the relationships between consumers, businesses and governments in the overall economy. Through their investigation of these relationships, students develop the capacity to apply problem-solving strategies which incorporate the skills of analysis and evaluation. Students engage in the learning process which promotes critical thinking, reflective learning and the opportunity to participate in the community.

Classical Greek is the Greek spoken and written by the people of the area around Athens in the fifth century BC, the language of their literature, and the language of their Greek-speaking contemporaries throughout the eastern Mediterranean. It is the language of some of Europe’s earliest written stories, and the language of its first drama and philosophy. Classical Greek is an important precursor to Modern Greek, which is widely spoken around the world.

Scope of Course Year 10 Commerce is comprised of studying the following core topics:  Law and Society  Employment Issues

Scope of course Students study the prescribed text by the Board of Studies “Athenaze” II and work with:  Reading and Responding activities  Translating Classical Greek passages into English

Plus any three (3) of the following options 1. Investing 2. Promoting and Selling 3. E-commerce

4. Global inks 5. Towards Independence 6. Political Involvement 7. Travel 8. Law in Action 9. Our Economy 10. Community Participation 11. Running a Business 12. School-developed Option.

Scope of Course Students explore a range of imagined and created situations in a collaborative drama and theatre environment. Students develop their appreciation of the social, cultural, aesthetic and political aspects of the human experience by appreciating the function of drama and theatre.  Orientation and Revision  Theatre Spaces and Dramatic Forms  Theatre Production  Production Company

Assessment Assessment is school based. Assessment can take the form of tests, assignments/projects, fieldwork, oral presentations and performance activities.

Assessment  Logbook, Assessment will include the following components:

Drama

Playbuilt performance based on performance styles, specifically staging Design Assessment Production Company Performance/Production Role Group Devised Pieces

Rationale Drama is a form of action in which some aspect of human experience is portrayed: it is an exploration of experiences and situations through enactment. In Drama, students learn about themselves and others by creating characters and situations. Drama provides a powerful means of exploring the way people react and respond to different situations, issues and ideas.

English Rationale English Years 7 to 10 is based on a spiral structure with the skills developed in the K to 6 Syllabus as a foundation. The work covered in each year builds on already developed skills through a sequence of learning experiences of increasing variety and complexity.

In Years 9 and 10 at St Spyridon College, Drama provides a particularly valuable means of increasing self-confidence and social awareness. Students are involved physically as well as emotionally and intellectually: the students learn through doing. Drama is, moreover, a co-operative process through which students develop their ability to share and communicate.

Class groupings are designed to best meet the needs of the student body. Learning styles, learning interests and other factors will be taken into account as far as possible. In Year 7 there is currently an Honours Class with ;initial entry based on the results of an entrance test. This will be extended annually so that in future there will also be Honours Classes in Years 9 and 10. Elsewhere, the way the classes are arranged may change from time to time where it is possible to offer extension, remedial or special focus groups.

Drama has a body of knowledge: facts conventions, history, skills, and methods of working. The study of Drama is valuable for secondary students because it is an important form of expression and communication in almost every know culture, including those that make up Australian society. In one way or another Drama touches every life. It can be a source of learning and entertainment, a point of contact with others, an abiding interest, a career or an outlet for creative energies.

The emphasis on research and independence in learning from Year 9 is retained in Year 10 and directed towards integrating a variety of skills into work on an Area of Study. This is a challenging study based on a theme, idea or issue. In

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Year 9 students learned about using a core text and a variety of other texts, and in year 10 they extend their understanding to investigate the ways that texts present ideas and opinions to readers.

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Design solutions in response to specific food needs. Develop environmental and social responsibility in the design and use of food and food technologies.

The Focal Issues have been integrated into each unit of work based upon Processes, Content Components and Perspectives and include:  Unit 1 –Food Service and Catering  Unit 2 –Food for Special Occasions  Unit 3 –Food for Special Needs  Unit 4 –Food Trends

Overall, Year 10 attempts to develop the skills of analysis and synthesis and the ability to apply those skills in texts students create themselves. Scope of Course Students will complete studies in the following areas:  Composing, responding and analysing a variety of text types  an Area of Study  Studies of Media  Shakespearian texts  Language Study  Film as text  Novel study.

Within the program students develop skills in the following:  Collecting, analysing and organising information.  Communicating ideas and information.  Managing and using resources.  Working with others and with teams

Assessment Internal Assessment tasks are based on the various content areas studied during the course.

Assessment Within the Food Technology course the assessment process requires the gathering of information and making judgements about student achievement based on the Course Performance Descriptors for a variety of purposes. The overall purpose of our schools assessment policy includes:  Give students the opportunity to demonstrate their achievements.  Assist student learning  Evaluate and improve teaching and learning programs  Provide students with progressive feedback on their achievement in the course.

Food Technology Rationale The focus of the Food Technology program at St Spyridon College is on the study of food technology as applied to the domestic, community, commercial and industrial settings. The intention is to provide opportunities for students to evaluate the impact of food technologies on the individual, society, environment and resources. Scope of Course The programs involve a series of processes, which encourage studentcentered learning practices and involve students designing solutions for a diversity of food needs and problems.

Australian Geography (HSIE) Rationale Geography involves the study of people, cultures, societies and environments in different places and at different times. Students develop knowledge and understanding about diverse Societies, local global environments and relationships between these environments and societies.

The program at St Spyridon College provide opportunities for students to:  Gain an understanding of the diverse range of activities involved in food production.  Evaluate relations between food technology, nutritional status and the quality of life.

Geography is a rich and complex discipline with two key dimensions:  

Australian History (HISE) Rationale Stage 5 History (Mandatory) has been designed to provide students with an understanding of Australian history since 1901. There are five focus issues, which form the basis of students’ knowledge and understanding of Australia’s history from 1901 to the present. The content is studied through a series of focus questions. All students must complete a site study. The course is studied for 100 hours over Years 9 and 10.

The SPATIAL dimension, which focuses on where things are and why they are there. The ECOLOGICAL dimension, which considers how humans interact with the environment.

Geography enables students to identify and analyse the physical, social, economic, political, legal and technological factors that influence where things are and why they are there. It allows students to identify and analyse how humans interact with environments.

Scope of Course The course will consider the following issues:

Students in Year 10 study Geography for 3 lessons in the fortnight cycle. The other 3 lessons are comprised of Australian History. Together they provide “Civics and Citizenship Education. This allows students to consider how individual, groups and governments make decisions and the role they can play as active citizens in a democracy.

1. Australia in the Vietnam War Era The response to the threat of Communism Involvement in Vietnam Attitudes to the war Impact of the war 2. Changing Rights and Freedoms Aborigines Migrants Women 3. People Power and Politics in the Post WWII Period Australia as a global citizen Events and issues Prime Ministers and Policies 4. Australia Social and Cultural History since WWII Impact of technology on everyday life Social and Cultural features of one decade.

Scope of Course In Year 10, students will study “Australian Geography”. Students will undertake the following topics: 

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Issues in Australian Environments – to understand a range of geographical issues in Australian environments and investigate how these issues are being managed. Australia in its Regional and Global Context – to understand Australia in its regional and global context and examine the role of individuals and groups in planning for a better future.

Assessment Assessment in History will be made up of: Research and presentation Source Studies Essay Yearly exam

Assessment School based assessment may take the form of fieldwork, assignments, skills, oral presentations, tests.

Information & Software Technology (Computer Studies)

History (Elective) Rationale History is a process of inquiry into questions of human affairs in their time and place. It explores the possibilities and limits of comparing past to present and present to past. It allows students to develop their critical powers and to grasp the superiority of thinking and evaluation over an impulsive and uninformed rush to judgement and decision. It allows students to gain historical knowledge and skills, and to evaluate competing versions of the past within a rational framework of inquiry. Through an investigation of history, students learn about the differences in human experience, allowing them to compare their lives with those of people of other times, places and circumstances and, in turn, to learn to know themselves. Stage 5 Elective History fosters the inquiry approach by examining historical themes and issues from the 19th and 20th centuries.

In Australia, the Information Technology Industry is the third largest. However, the number of students completing secondary and tertiary studies in Information Technology has seen a sharp decline in the last 10 years or so. Paradoxically the level of Technological utility has seen a dramatic increase in the same period. Simply put the students of today are great users of technology but they are not great creators of technology. The Information and Communications Technology (ICT) industry is a complex and comprehensive industry. It is an important contributor to business activities in all industries. Australian Bureau of Statistics (ABS) studies estimate that 50 per cent of all Australian business productivity can be attributed to the application of information and communication technologies.

Scope of Course The course allows for the study of a broad range of topics and themes.

These may include: 1. Historical Change: The Industrial Revolution 2. Studies in war and Peace: Nazi Germany 3. Freedom Fighters: M.K. Gandhi in India Nelson Mandela in South Africa 4. Film and History.

Rationale People can expect to work and live in environments requiring highly developed levels of computing and technological literacy. Current technologies are becoming obsolete at a rapid rate and new generations will need to be flexible to accommodate changes as they emerge. It is important that students learn about, choose and use appropriate information and software technology and develop an in informed awareness of its capacities, scope, limitations and implications. Technological competence in the rapidly evolving area of information and software technology will require lifelong learning.

Assessment Assessment in Elective History consists of:    

Oral Presentation Research Projects Essay task Yearly exams

The study of Information and Software Technology Years 9-10 assists students to

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develop the knowledge, understanding and skills to solve problems in real life contexts. Through experimental and collaborative tasks, students engage in processes of analysing, designing, producing, testing, documenting, implementing and evaluating information and software technology-based solutions. Creative, critical and metacognitive thinking skills are developed through students’ practical involvement in projects.

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Mathematics Rationale The study of mathematics in Year 10 provides opportunities for students to learn to describe and apply patterns and relationships; reason, predict and solve problems; calculate accurately both mentally and in written form; estimate and measure; and interpret and communicate information presented in numerical, geometrical, graphical, statistical and algebraic forms. Mathematics in Year 10 provides support for concurrent learning in other key learning areas and builds a sound foundation for further mathematics education.

Participation in Information and Software Technology in Years 9-10 appeals to students through practical activities and their enjoyment of learning about and using computers. As a result of studying this course, students will be equipped to make appropriate use of and informed choices about information and software technology both at a personal level and in the workplace. Students will be prepared for future developments and directions in the exciting and challenging field of information and software technology. They can develop interest in, enjoyment of and critical reflection about information and software technology as an integral part of modern society.

Pathways Two pathways are offered to Year 10. The topics to be studied are shown below. Units of work (Pathways Topics) 1. Number 2. Geometry 3. Measurement 4. Data 5. Algebra

Essential content Core       

Design, Produce and Evaluate Data Handling Hardware Issues Past, Current and Emerging Technologies People Software

Self-assessment Written reports Written and practical tests Peer assessment

Options  Artificial Intelligence, Simulation and Modelling  Authoring and Multimedia  Database Design  Digital Media  Internet and Website Development  Networking Systems  Robotics and Automated Systems  Software Development and Programming

Assessment for learning Assessment for learning in Mathematics is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, skills and understanding. It includes providing feedback that helps students understand the next steps in learning and plan how to achieve them. Possible sources of information for assessment purposes include samples of students’ work, investigations and/or projects, open-book tests and studentproduced worked examples.

Assessment  Practical projects  Research activities  Presentations

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Modern Greek

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Rationale The study of Modern Greek is a key reason for the establishment of our College. Through their studies in Modern Greek students develop and enhance their understanding and appreciation of Greek language and culture. In addition, students also extend their awareness and knowledge of the relationship between language and cultural development. Students learn to communicate in Modern Greek by engaging in a range of literature, media and everyday texts in the four language skills.

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Pronouns (personal, indicative, relative, interrogative etc) Numerals (ordinal and cardinal numbers) Verbs (regular and irregular in present, past and future tense) Cases (nominative, genitive and accusative in singular and plural) Common language structures which defer from English Articles (definite and indefinite) Any other area that needs to be addressed in any particular class.

Assessment Listening: through formal listening exams, and assessments. These may include dialogues, instructions, short texts, advertisements etc.

Scope of Course Students study a variety of literary texts including songs, films, short narrative passages that have been selected or produced by us so the students may explore contemporary social issues and compare them to the ones of the past.

Writing: through formal exams, class tasks and continuous assessment of compositions, essays, dialogues, diary entries, reports etc. in Greek. Reading & Responding: through formal exams, class assessments and continuous informal activities . Speaking: through prepared speeches on particular topics and one to one conversations with the teacher

Students develop cultural awareness through the study of the period from the Fall of Constantinople in 1453 to the fall of the Cyprus Dictatorship in July 1974. They all follow the same basic program in Greek with the difference that the advanced class engages in more sophisticated activities and is expected to achieve a high level of performance in all areas. In many cases, students in the other classes may achieve a high level of performance in certain areas such as listening or speaking. All students study language through the topic areas prescribed by the syllabus. These are:  Travelling in Greece  Recreation and entertainment  Migration

Cultural Awareness: through projects, oral presentations and formal exams.

Music (Elective) Rationale The Year 10 music program at St. Spyridon College is designed to provide the students with the opportunity to acquire the skills, knowledge, understanding and attitudes within a broad musical context and encourage the desire to continue learning in formal and informal music settings. Year 10 music provides the prerequisite knowledge for the study of music at Years 11 and 12.

In the cultural awareness component of the course students in all classes study the same topics with work notes given to them in English as well as in Greek. The language and grammar covered in the course includes:  Revision of nouns and adjectives (genders)  Agreement of nouns and adjectives

Scope of Course During this year students at St. Spyridon College will study – The concepts of music through the learning experiences of:

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Composition - making arrangements of simple melodies.

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Musicology – within the topics of:    

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Performance - classroom based activities in both solo and group performances on chosen instrument/s.

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Theatre Music Australian Music Music of the 19th C Music for small ensembles

Scope of Course Term 1: Orthodox Worship Students will explore the universal need to worship God and trace the development of worship from Creation in both the Hebrew and non-Hebrew contexts, culminating in the teachings of Jesus Christ and His Church as the most authentic form of worship. Students will discuss worship from its roots in Old Testament Judaism to the Last Supper, and then from the catacombs to the Golden Age of Byzantium. Students will also examine the tangible aspects of contemporary Orthodox worship such as the church building, sacred vestments and vessels as well as symbols and icons. Students will also explore the various cycles of worship within the ecclesiastical year. Term 2: The Liturgical Life of the Church Students will explore the concept of Liturgy throughout the ages and discuss in detail the background and development of the Orthodox Eucharist from the first to the fourth centuries. Students will examine the four Liturgical services celebrated by the Orthodox Church today. Students will also analyse various aspects of the Divine Liturgy of Saint John Chrysostom and discuss the symbolism of the service. Students will also discuss the centrality of the Divine Liturgy to Orthodox life as an encounter with God. Term 3: Early Church History Students will explore the historical, religious and socio-cultural settings in which the Christian Church was established. They will explore the life of the Apostolic Church through a study of

Listening – listening to excerpts and recognising the concepts of music

Assessment Over the year students will have assessments on performance, listening, composition and musicology, within the topics studied.

Orthodox Studies Rationale As an Orthodox Institution, St Spyridon College shares in a close relationship with the Greek Orthodox Archdiocese and the wider Orthodox community. The college’s ideals are founded on the person of Jesus Christ and His Holy Gospel. Among the aims of the college is the formal teaching of religion and Orthodox Studies in particular. The Orthodox Studies program at St Spyridon College sets out to teach the Christian message whilst taking account of the realities and needs of students living in a changing, secular, multicultural and pluralistic society while strictly maintaining Orthodox beliefs and traditions, and developing in all students religious values and attitudes, knowledge and skills which will: 

Instil within them a deep love for and commitment to their own religious tradition and heritage; Inspire them to celebrate and respond to God’s action in their lives. Enable them to gain access to and understanding of the traditions of the Orthodox Church, its history and its teachings; Encourage them to celebrate and share their traditions with others; Enable them to value religion as a distinctive response to the human search for ultimate meaning and purpose in life.

Enable them to make sense of everyday life experiences in the broader contexts of mystery, complexity, confusion and awe;

attitudes that will empower students to adopt healthy lifestyles.

the Acts of the Apostles and the New Testament Epistles. Students will also examine the plight of the early Church under Pagan persecution and its triumph in the fourth century. Students will also discuss the development of the Church’s structure, practice and theology. Term 4: The Seven Ecumenical Councils Students will explore the notion of council and the conciliar character of the Church. Students will identify the controversies that led to the convening of the councils and discuss the formulation of the Orthodox doctrines developed by the Seven Ecumenical Councils. Students will describe the key personalities and places that shaped the doctrines of the Church. Students will outline the fundamental Trinitarian and Christological doctrines of the Orthodox Church and also compare the similarities and differences between the Orthodox Church and other Christian denominations.

There is ample evidence to indicate that, despite a high standard of living, significant social and health problems exist in Australia. Many of these problems can be associated with the lifestyles adopted by individuals, particularly with respect to drug use, accidents, diet, physical activity, sexual activity, as well as a number of high-risk behaviours. Because of their association with certain behaviours, many modern diseases are therefore largely preventable depending on the choices made by individuals. The predominance of behaviour – related problems in Australian society, coupled with the high cost of these problems both to the community and to its individual members, strongly supports the need for preventive measures. Educating the community is one way of preventing social and health problems or, where they exist, of minimising their effect. Education programs must develop in individuals the capacity to make informed decisions. The PDHPE course has a fundamental role to play as part of that educative process.

Assessment Students of orthodox Studies are assessed in a variety of ways. As with other academic pursuits, students sit for HalfYearly and Yearly Examinations and are also required to complete other tasks which tie in theoretical and practical aspects of Orthodox Worship and Life. It is also expected, although not assessed, that students take an active role in the monthly Divine Liturgies.

The Year 10 course focuses on safety. Students are made aware of unsafe practices both on the sporting field and in the day-to-day living. Students are taught to critically analyse all information before making a decision.

From time to time, students are required to participate in a number of other activities such as Liturgical Choirs or Speeches (Oral Presentations) during special periods such as Great Lent, Holy Week or other Feasts of the Church. Participation in these events is required and can be assessed.

Scope of Course The PDHPE course consists of ten content strands: * Active lifestyle * Composition and performance * Growth and development * Interpersonal relationships * Movement sense * Movement skills * Personal awareness * Personal choice * Promoting health * Safe living Each of the ten content strands must be studied in both stage 4(Years 7 – 8) and stage 5 (Years 9 – 10) so that students

Personal Development Health and Physical Education Rationale Personal Development, Health and Physical Education is concerned with the development of the whole person and the improvement of quality of life for all. The course is concerned with developing the knowledge and skills and fostering the

experience a coherent pattern of study for four years.

physical activity and sport in society participation and performance.

Topics Studied in Year 10 are:  European Handball Volleyball  Adolescent development  Human Sexuality and Relationship  Promoting a quality environment  Road safety  Choosing a career  Celebrating Diversity

Students over Years 9 and 10 will study units of work from the following list: Body systems and energy for physical activity Physical activity for health Physical fitness Fundamentals of motor skill development Nutrition and physical activity Participating with safety Australia’s sporting identity Lifestyle, leisure and recreation Physical activity and sport for specific groups Opportunities and pathways in physical activity Promoting active lifestyles Coaching and leading Enhancing performance – strategies and techniques Technology, participation and performance Event management Issues in physical activity and sport

Assessment It is important that Students in PDHPE are assessed in a number of ways to address all aspects of knowledge and understanding, values and attitudes and skill. Assessment used may include tests and examinations, performance, research projects, class presentations and decisionmaking.

Physical Activity and Sports Studies (PASS)

Assessment Assessment for learning in Physical Activity and Sports Studies is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, understanding and skills. Assessment for learning involves teachers in deciding how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.

Rationale Physical Activity and Sports Studies provides for a comprehensive study of physical activity and movement. It incorporates a study of the way the body functions and how to prepare to move efficiently in a variety of contexts. It includes study of the social issues related to physical activity and its role in the lives of the individual and Australian society. It also has a focus on moving with skill in order to enjoy participation and to achieve performance goals. Physical Activity and Sport Studies represents a broad view of physical activity and the many possible contexts in which individuals can build activity into their lifestyle. It incorporates lifelong physical activities, recreational and leisure pursuits, competitive and non-competitive games and sports, individual and group experiences, physical fitness activities, and the use of activity for therapy and remediation.

Science Rationale The science syllabus provides a broad based education in Science so that students may understand better the natural and technological world in which they live. The study of Science provides students with the opportunity to examine the impact on their lives of scientific knowledge and its application to their communities and surroundings.

Scope of Course The content is organised in modules within the following three Areas of Study: foundations of physical activity

Students will develop further skills learnt in years 7-9. The focus in stage 5 is on planning, performing and conducting first hand investigations. Students themselves should be able to recognise and analyse a problem and devise methods, experiments or models to explain and or overcome the problem. They will research information alone and in groups and communicate findings.

4. Future plans.

Scope of Course The course assumes knowledge from previous years in science, and develops further many of these ideas and concepts.

Vocabulary associated with leisure activities, places to visit, verbs for asking permission, palatalisation, the particle – Li, persuasive language.

The Science course is designed to increase student motivation, conceptual meaning, communication skills, scientific literacy and personal and societal power. To achieve this, the key Focus Areas include: History of Science, nature and practice of science, implications for society and the environment.

Vocabulary for culturally specific expressions, words for feelings, works for agreement according to gender, complex sentence, and direct and indirect speech. History: Icons in Serbian art and life, Serbo-Byzantine School – Fresco, the Monasteries.

Grammar and Vocabulary Inverted sentence, the future tense, case endings, and sibilisation – the changes of “s” and “z” before “c” assimilation. Words for professions, job description, computer terminology, and lotisation of consonants.

The communicative approach of the Year 10 Program emphasises language development through integrated activities presented in culturally appropriate contexts. The major functions to be covered are:

The course content is utilised to enable students to think and work scientifically. This includes:  Chemistry, to deepen knowledge and experience of chemical reactions.  Physics, including motion and waves.  Genes and evolution including Biotechnology.  Global citizens, including Nuclear Waste and the environment.

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Socialising Getting things done Exchanging information Expressing attitudes Organising and maintaining communication

Visual Arts

Assessment It is important that students in science are assessed by a number of tasks allowing students to express themselves and their individual talents. Assessments can include examinations, practical exam and a research project, problem solving and interpretative exercises.

Rationale The visual arts programme provides various approaches to understanding how images and objects are identified, created, categorised, interpreted, valued and made use of as works within the visual arts by individuals, societies and cultures. It is concerned with developing students’ abilities to make and study images and objects, which have a range of meanings and purposes. Theses approaches encourage students to understand the works they make, and those of others, in terms of:  The deeply felt subjective experiences of individuals involved

Serbian Organisational focus for Year 10 involves four themes: 1. Special days. 2. The Entertainment. 3. The Environment.

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Students will explore the above subject matter through the making of art works using a variety of mediums (Painting, Sculpture, Drawing) and students will also complete critical and historical studies on the relevant subject matter.

in making and responding to art works. Cultural values and social meaning Communicative value made possible by the use of symbols Meanings which may be possible when works recontextualise other works

Assessment In Year 10 visual art 50% of assessment is based on student art making and 50% on critical and historical study of art. Assessments relate to students art making, research projects and a yearly examination

Scope of Course  Students will engage in the making of artworks  Students will engage in critical studies of artworks  Students will engage in historical studies of artworks Content of Year 10 includes:  Viewing Social and Political issues through graffiti and street art  Cross cultural wearable art

Students will work in their Visual Arts Process Diary (VAPD) throughout the course.

Preliminary

and

H.S.C. Courses

Ancient History 2 Units in each of Preliminary and HSC and an optional 1 Unit HSC Extension Board Developed Course

What will I be doing in this course? Ancient History involves the study of at least two of the following areas: Egypt, Near East, Greece and Rome in both the Preliminary and HSC courses. The Preliminary Course is structured for students to investigate:  People, groups, events, institutions, societies and historical sites from the ancient world  Archaeological and written evidence and the methods used by historian and archaeologists. It covers;  Part I: Introduction Investigating the Past History Archaeology and Science Case Studies  Part II: Ancient Societies, Sites and Sources Life and Death in Egypt and Tutankhamun Blood and Empire At least one study of ancient societies, sites and sources.  Part III: Historical Investigation  Historical Investigation. . In the HSC course, students use archaeological and written evidence to investigate a personality from the ancient world and three ancient societies/historical periods.  Part I: Core: Cities of Vesuvius, Herculaneum

Pompei

and

 Part II: Ancient Societies Greece-Spartan society to the Battle of Leuctra. Personalities in Their Times: Hatshepsut Historical Period: Egypt. New Kingdom Egypt to the death of Thutmose IV.

The HSC Extension Course involves the study and evaluation of the ideas and processes used by historians to produce history. In Part 1 of the course, students investigate the question, ’What is history?, through readings compiled in a source book and through one case study. In Part II, students design, undertake and communicate a personal historical inquiry. Students must have successfully completed the Preliminary Course and be currently studying an HSC Course in either Modern or Ancient History to attempt the Extension and must have good research skills and an independent approach to learning to be successful.

What should I be able to do at the end of this course?  Collect, analyse and organise information  Communicate ideas and information clearly in both written and oral forms  Plan and organise activities  Work with others as part of a team  Use appropriate information technologies  Understand the influence of the ancient past on the present and the future  Understand, value and respect different viewpoints, ways of living, beliefs and languages. How will this course help me in the future? They are particularly applicable to law, teaching, medicine, travel and tourism, librarianship, communications, social work and journalism. A high level of achievement in Ancient History is a good indicator of success at tertiary level in a wide range of courses. HSC History Extension will provide you with critical and reflective thinking skills that are essential for effective participation in work, higher learning and the broader community. In particular, the course will develop many higher order skills and methodologies that are of great value to students intending to undertake tertiary studies and are transferable between disciplines.

across both the Preliminary and HSC course and these will be assessed in practical exams and assignments.

Biology 2 Units I each of Preliminary and HSC Board Developed Course

What should I be able to do at the end of this course?  Understand and critically appraise biological information  Collect, analyse and organise information  Apply skills in observation, manipulation and experimental design  Work effectively as an individual and as a team member  Appropriately use terminology and reporting styles to communicate information  Solve problems related to key biological concepts.

What will I be doing in this course? Biology is the study of living organisms and life processes and interactions between organisms and their environment. The Preliminary course incorporates the study of the mechanisms and systems that living things use to obtain, transport and use for their own growth and repair; biotic and abiotic features of the environment and the interdependence of organisms in an ecosystem; the evolution of life on Earth and the effects of global changes on the diversity of Australian biota during the formation of the Australian continent. The Preliminary course includes a field study related to local terrestrial and aquatic environments.

How will this course help me in the future? Skills developed in Biology are useful in a range of course studied at university and TAFE NSW, as well as in the workforce and everyday life.

The Preliminary course covers:  A Local Ecosystem  Patterns in Nature  Life on Earth  Evolution of Australian Biota.

When combined with Physics or Chemistry, Biology provides useful skills and knowledge for a range of careers including biological science, medical science, health science, environmental science, food science, biotechnology and pharmacy.

The HSC course builds upon the Preliminary course. It examines the processes and structures that plants and animals use to maintain a constant internal environment and the way in which the inheritance of characteristics are transmitted from generation to generation. Students explore the measures taken to treat and manage diseases then investigate our physiological response to disease. The options cover a wide variety of interest topics and draw on developments in technology to examine areas of current research.

Business Studies 2 Units in each of Preliminary and HSC Board Developed Course What will I be doing in this course? 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. Students develop research and independent learning skills in addition to analytical and problem-solving competencies through their research projects, which investigate the operation of a small business or, planning the establishment of a small business.

The HSC course core topics are:   

Maintaining a Balance Blueprint of Life The Search for Better Health.

And one option from: Communication; Biotechnology; Genetics: The Code Broken; The Human Story; Biochemistry. Practical experiences should occupy a minimum of 80 hours of teaching time

In the Preliminary Course students study:   

Chemistry 2 Units in each of Preliminary and HSC

Nature of business (20%) – the role and nature of business Business management (40%) – the nature and responsibilities of management Business planning (40%) – establishing and planning a small to medium enterprise

Board Developed Course What will I be doing in this course? Chemistry is the study of the physical and chemical properties of substances, with a focus on substances and their interactions. Chemistry attempts to provide chemical explanations and to predict events at the atomic and molecular level.

HSC Course    

Operations (25%) – strategies for effective operations management Marketing (25%) – development and implementation of successful marketing strategies Finance (25%) – financial information in the planning and management of business Human resources (25%) – human resource management and business performance

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

What should I be able to do at the end of the course?  Understand the nature, role and structure of business  Appreciate the functions, processes and operations of business  Understand the role of effective business management  Investigate, analyse and evaluate business issues  Communicate business information using appropriate formats  Apply mathematical concepts appropriate to business situations  Develop values and attitudes about ethical business behaviour and the social responsibility of business.

Important principles and methods are introduced in the preliminary course such as balancing chemical equations, calculating concentrations of solutions and carrying out gravimetric analysis. These concepts are re-iterated through practical experiences. It covers: The Chemical Earth; Metals; Water; Energy.

The HSC course builds on the concepts developed in the Preliminary course, expanding on areas such as the search for new sources of traditional materials, the design and production of new materials, the type and effect of chemicals that have been released as a result of human technological activity and the way in which environmental problems could be reversed or minimised. The options cover a wide variety of interesting topics and draw on the increased information and understandings provided by improved technology to examine areas of current research.

How will this course help me in the future? The study of Business Studies provides students with knowledge, understanding and skills that form a valuable foundation for a range of course at university and TAFE NSW as well as in the workforce and everyday life. There are opportunities for students to gain credit transfer in certificate and diploma courses at TAFE NSW. Business Studies helps to prepare students for employment and full and active participation as citizens.

The HSC course core topics are: Production of Materials; The Acidic Environment; Chemical Monitoring and Management.

One option must be chosen from: Industrial Chemistry; The Biochemistry of Movement; Shipwrecks Corrosion and Conservation; The Chemistry of Art; Forensic Chemistry.

works of the great Greek playwrights — Aeschylus, Sophocles, Euripides and Aristophanes — continue to be performed around the world. Herodotus is credited with being the ‘father of history’, while Thucydides raised the writing of history to the level of critical analysis and interpretation of events. The epic, lyric and elegiac poetry created and developed by the Greeks has been a source of inspiration for poets ever since. The student of Classical Greek develops an appreciation of many standard genres of literature and is able to read the works of outstanding authors in their original language.

Practical experiences should occupy a minimum of 80 hours of teaching time across both the Preliminary and HSC course and these will be assessed in practical exams and assignments. What should I be able to do at the end of this course?  Understand and critically appraise basic concepts of chemistry  Apply experimental skills in observation, manipulation, measure and experimental design  Use computers and data-loggers to access information  Appropriately use terminology and reporting styles to communicate information  Work effectively as an individual and as a team member.

The Greeks of the Classical period were innovative thinkers in many fields. They were the first to discuss natural phenomena in a rational, rather than a superstitious manner. The questions they asked about the nature of the world they lived in formed the beginnings of scientific enquiry. Physics, chemistry, biology, geology, zoology, botany, astronomy, technology and psychology are all fields which were developed by the Greeks. The student of Classical Greek becomes aware of the origins of these scientific areas and develops a better understanding of many of the technical terms used in them. The medical specialities of geriatrics, paediatrics, gynaecology, ophthalmology and pathology are only a few examples of those bearing names derived from Greek, while the ethical principles expressed in the oath of Hippocrates are still acknowledged by doctors today. The philosophy of Plato and Aristotle has left an indelible mark on the history of human thought. Their inquiries into the nature of good and evil, of virtue, justice and ethics are still vigorously pursued.

How will this course help me in the future? This course is highly recommended preparation for many science based tertiary courses. It is especially appropriate for students interested in chemistry, biochemistry, environmental sciences, medicine, health sciences, food science, metallurgy and chemical engineering.

Classical Greek Continuers 2 Units in each of Preliminary and HSC Board Developed Course The contribution of Classical Greek language, literature and culture to the modern world and to Australian society is both seminal and extensive. To study Classical Greek is to study our own heritage in a way that is both profound and aesthetically satisfying.

The Athenian Greeks of the Classical period learnt to place on the individual citizen the responsibility for managing a just society. They developed a democratic system of government, and as they developed the concept of politics, they gave us words relevant to that concept,

Classical Greek literature contains many of the finest works ever written, which have defined certain literary genres to the present day. It was the Greeks who first developed drama as we know it today. The

The student of Classical Greek, reading the literature in its original language, is uniquely equipped to understand the thinking of some of the finest and most influential writers of all time and to appreciate the concepts which underlie the ideas, academic disciplines and cultural institutions of the modern world.

such as economic, idiot (originally a citizen who shirked politics), pragmatic, monarchy, strategic, aristocrat — and the word democracy itself. The enormity of the contribution of the Greeks to our modern culture can only be suggested here, but some idea can be gained from the following small sample of vocabulary (from various disciplines) which derives directly from Classical Greek. Literature: allegory, poetry, alphabet, biography, dialogue

Drama 2 Units in each of Preliminary and HSC

rhyme,

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

Medicine: anaemia, dysentery, epiglottis, haemorrhage, stethoscope Performing Arts: theatre, drama, music, orchestra, chorus, scene, rhythm, criticism Mathematics: arithmetic, parallel, perimeter, logic, octagon

What will I be doing in this course? Students study the practices of Making, Performing and Critically Studying in Drama. Students engage with these components through collaborative and individual experiences. The Preliminary course covers:

geometry, isosceles,

Sport: gymnastics, athlete, Olympics, agony, amphitheatre, discus, stadium, marathon

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Apart from observing the connections with English, there are special benefits in studying Classical Greek as a language. It is the oldest language of the IndoEuropean family easily available to us and its study leads to fascinating insights into the workings and evolution of language itself. The student of Classical Greek acquires the terminology and techniques which lead to the ability to learn and understand the structure of any other foreign language, even those unrelated to the Indo-European group.

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Improvisation, Play building, Acting Elements of Production in Performance Theatrical Traditions and Performance Styles

The HSC Course involves theoretical study through practical workshops exploring theme, issues, styles and movement.   

Greek remained the dominant language of the Eastern Mediterranean for nearly two thousand years. It was the language of early Christian writings, including the New Testament. Greek was regularly studied by educated Romans who transmitted Greek culture through the Latin language to Western Europe. The rediscovery of Classical Greek literature and learning in the late fifteenth century led to the European Renaissance.

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Australian Drama and Theatre Studies in Drama and Theatre The Group Performance (3-6 students) involves creating a piece of original theatre (8 to 12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills. The Individual Project where students demonstrate their expertise in a particular area. They choose one project from Critical Analysis or Design (costume design; set design; promotion and program; lighting design) or Performance or Script-writing or Video Drama.

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What will I be able to do at the end of the course?  Make and perform different styles of drama  Critically study drama and theatre  Work both independently and with others in teams to plan and organise activities  Solve problems  Collect, analyse and organise information and communicate ideas and information.

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The HSC course covers:  

How will this course help me in the future? Students who wish to pursue a career in theatre or entertainment industry, or in public relations and media communications can gain experience and confidence through this course.

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Economics Board Developed Course What will I be doing in this course? Economics provides and understanding of many aspects of the economy and its operation, which are frequently reported in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian economic context within the course.

How will this course help me in the future? Economics is recommended study for anyone contemplating a career in accountancy, business, industrial rations, management advertising, marketing, real estate or administration. The successful study of Economics will give credit transfer to a range of Business courses at TAFE NSW as well as being recommended study for university study in a business related field. It would also be valuable to those individuals who wish to be self-employed.

The Preliminary course covers:

  

The Global Economy – features of the global economy and globalisation Australia’s Place in the Global Economy – Australian’s trade and finance Economic Issues – issues including growth, unemployment inflation, wealth and management Economic Policies and Management – the range of polices to manage the economy.

What should I be able to do at the end of the course?  Demonstrate effective economic thinking that contributes to responsible, competent decision-making in a changing economy  Investigate and engage in effective analysis and evaluation of economic information  Communicate economic information, ideas and issues in appropriate form  Explain the role of government in economic manage  Identify and explain current economic issues.

2 Units in each of Preliminary and HSC



Financial Markets – the financial market in Australia including the share market Government in the Economy – the role of government in the Australian economy.

Introduction to Economics – the nature of economics and the operation of an economy Consumers and Business – the role of consumers and business in the economy Markets – the role of markets, demand, supply and competition Labour Markets – the workforce and role of labour in the economy

English Advanced

What will I be able to do at the end of this course?  Effectively communicate at different levels of complexity  Comprehend and understand the effects and purposes of a range of textual forms  Undertake independent research, individual and collaborative learning  Write coherently in a variety of forms.

Study of English is Compulsory 2 Units in each of Preliminary and HSC Board Developed Course What will I be doing in this course? Students examine the ways that events, experiences, ideas, values and processes are represented in and through texts and analyse the ways texts reflect different values and attitudes.

How will this course help me in the future? Communication is the most basic requirement in modern Australian society in any field of further study, employment or life. This is why English is the only subject that it is compulsory to study for the HSC. Students who study the Advanced English course will be well equipped for further study of English and related disciplines at university. Success in this demanding course will be a good indicator of success in a large range of courses at TAFE NSW or university.

They analyse and evaluate texts and the ways they are valued in their contexts. The Preliminary course has two sections: content common to Standard and Advanced through a unit of work called an Area of study; electives, which comprise 60% of the content. It requires:  Study of Australian and other texts  Exploration of a range of types of text drawn for prose fiction, drama, poetry, non fiction, film or media or multimedia texts  A wide reading program involving texts and textual forms composed in and for a wide variety of contexts  Integration of the modes of reading, writing, listening, speaking, and viewing and representing as appropriate  Engaging in the integrated study of language and text.

English Standard Study of English is Compulsory 2 Units in each of Preliminary and HSC Board Developed Course What will I be doing in this course? Students explore the ways events, experiences, ideas and processes are represented in and through texts.

The HSC course has two sections: common content consists of one area of study common to both Standard and Advanced courses and Modules which emphasise particular aspects of shaping meaning and representation, questions of textual integrity, and way in which texts are valued.

They reflect on and demonstrate the effectiveness of texts for different audiences and purposes. The Preliminary course has two sections: content common to the Standard and Advanced courses, and Electives which comprise 60% of the content.

It requires:  The close study of at least five types of prescribed text, one drawn form each of the following categories: Shakespearean drama; prose fiction; drama or film; poetry; non fiction or media or multimedia texts  A wide range of additional related texts and textual forms.

It requires:  Study of Australian and other texts  Exploration of a range of types of text drawn from prose fiction, drama, poetry, non fiction, film or media or multimedia texts

  

English Preliminary Extension 1

A wide reading program involving texts and textual forms composed in and for a wide variety of contexts Integrating the modes of reading, writing, listening, speaking, viewing and representing as appropriate Engaging in the integrated study of language and text.

1 Unit in Preliminary

English HSC Extension 1 1 Unit in HSC

English HSC Extension 2 The HSC Course has two sections: content common to the Standard and Advanced courses, and Modules which provide elective choices.

1 Unit in HSC Board Developed Courses Prerequisites:  English (Advanced) course  Preliminary English Extension Course is prerequisite for HSC Extension Course 1  HSC Extension Course 1 is corequisite for HSC Extension Course 2 Exclusions: English Standard; Fundamentals of English; English ESL.

It requires:  The close study of at least four types of prescribed text, one drawn from each of the following categories: prose fiction; drama; poetry; non fiction or film or media or multimedia  A wide range of additional related texts and textual forms

What will I be doing in this course? Students explore how and why texts are valued in and appropriated into a range of contexts. They consider why some texts may be perceived as culturally significant. They explore ideas of value and consider how cultural values and systems of valuation arise.

What should I be able to do at the end of this course?  Understand aspects of meaning from social, cultural, work place and personal perspectives  Have skills in composition and response to a wide variety of texts  Effectively communicate for a range of purposes and audiences to enhance my personal, social and vocational life.

In the Preliminary Extension course students examine a key text from the past and its manifestations in one or more popular cultures. Students also explore, analyse and critically evaluate different examples of such appropriations in a range of contexts and media.

How will this course help me in the future? Communication is the most basic requirement in modern Australian society in any field of further study, employment or life. This is why English is the only subject that is compulsory to study for the HSC. Students who study the Standard English course gain good preparation for further education at TAFE NSW and employment in a wide range of career areas. Standard English is accepted for entry to all university courses but it is not considered suitable preparation for students who wish to study English at university.

The HSC Extension course 1 has one section. Students must complete one elective chose from one modules offered for study by the Board of Studies Syllabus. The course requires the study of prescribed texts, as well as a range of other relevant examples. In the HSC English Extension course 2, students develop a sustained composition and document their reflection on this process. It requires students to complete a Major Work and a statement of reflection. Students opting for this course must be highly motivated and must be able to work with minimum supervision.

within and Area of Study and 50% from Modules which emphasize particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes. Students study at least three different types of prescribed texts and a wide range of related texts and textual forms.

What will I be able to do at the end of this course?  Analyse and trace the relationships between texts  Become familiar with the codes and conventions of a variety of textual forms  Discuss these conventions in both the written and oral forms  Demonstrate refined writing style and write in a sophisticated manner.

Food Technology 2 Units in each of Preliminary and HSC

How will this course help me in the future? As the course is analytical in nature, students will develop skills that are relevant to all forms of tertiary study. Students wishing to specialise in English or other humanities subjects at tertiary level will be well prepared by the Extension English courses.

Board Developed Course What will I be doing in this course? Students will develop knowledge and understanding about the production, processing and consumption of food, the nature of food and human nutrition and an appreciation of the importance of good to health and its impact on society. Skills will b developed in researching, analysing and communicating food issues, food preparation and the design, implementation and evaluation of solutions to food situations.

English (ESL) The English (ESL) course addresses the need of a particular group of students with a variety of language backgrounds and the Board of Studies has specific rules as to entry into this course. The ESL course assists students to participate more effectively in Australian education by providing for the development of English language skills, knowledge and understanding, and engagement with literature. The course will increase students’ understanding of the diversity and values of Australian and other cultures. By completing the ESL course, students will satisfy the Board of Studies requirements for the study of English. In the Preliminary ESL Course students undertake at least one Area of Study and at least one Elective. In the Area of study, students acquire and develop English language skills, knowledge and understanding through exploration of an idea of process represented in texts. Language Study within an Area of Study comprises 60% of the content. In the elective studies, students develop skills in examination and analysis of aspects of shaping of meaning. Electives comprise 40% of the course content.

It is mandatory that students undertake practical activities in this course. The Preliminary course covers:  Food Availability and Selection  Food Quality  Nutrition. The HSC course covers:  The Australian Food Industry  Food Manufacture  Food Product Development  Nutrition What should I be able to do at the end of the course?  Make responsible decisions regarding food choices Research and analyse information  Experiment with, communicate, evaluate and manage resources. How will this course help me in the future? This course will provide you with the knowledge, skills and attitudes to contribute positively to your own pathways to employment or further education at TAFE NSW or university. The study of

In the HSC English (ESL) Course the course is made up of 50% language study

Field work reports make up a considerable part of the assessment in both years and attendance and completion of field work are essential, as well as fun.

Food Technology will give you credit transfer in some certificate and diploma courses at TAFE NSW. Career options might include dietetics, food technology, teaching and nutrition.

What should I be able to do at the end of this course?  Understand the interactions between factors that maker up the natural environment and the role of people in environmental change  Have the skills to observe surroundings and be able to develop strategies for researching existing knowledge  Gather new knowledge about the environment and the people who depend on it and through your own research framework  Communicate knowledge through a wide variety of methods

Geography 2 Units in each of Preliminary and HSC Board Developed Course What will I be doing in this course? The Preliminary course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues. The course covers: Biophysical Interactions: how biophysical processes contribute to sustainable management and Global Challenges the study of geographical issues on a global scale. The Senior Geography Project is a geographical study of the student’s own choosing. The HSC course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies combine understanding our environment and demonstrate the relevance of geographical study.

How will this course help me in the future? Geography gives students a broad range of skills to interpret the world around them. It also helps to shape their lives so that they maximise their enjoyment of the wonders of nature while minimising the negative impact on the systems that support life on the planet. All careers, including law, tourism and business will benefit from the study of Geography. The 21st Century is a crucial time in which people must learn tot work within their planet’s ability to support them. The managers of the future must think globally and act locally. Geography gives them a head start.

The HSC course covers: Ecosystems at Risk that studies the functioning ecosystems, their management and protection; Urban Places is a study of cities and urban dynamics; People and Economic Activity in a local and global context.

Hospitality Operations 240 hours (60 hours Specialisation Study) optional 2 Units in each of Preliminary and HSC

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

Exclusion: Students must not undertake the same or equivalent units of competency or VET modules in more than one VET course. Special arrangements may apply.

Students complete a Senior Geography Project (SGP) in the Preliminary course and must undertake 10 hours of field work in both the Preliminary and HSC courses.

The Tourism and Hospitality curriculum framework includes courses that are accredited for the HSC and provide

students with the opportunity to obtain nationally recognised vocational qualifications. 

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What else do I need to know about this course?  Students must complete 70 hours work placement in a hospitality work placement.  This is a competency based course. This means that students work to develop the competencies, skills and knowledge described in each unit of competency. To be assessed as competent a student must demonstrate, to a qualified assessor, that they can effectively carry out the various tasks and combinations of tasks listed to the standard required in the industry. There is no mark awarded incompetency based assessment. Students re assessed as either ‘competent’ or ‘not yet competent’. Competency based assessment determines the vocational qualification that a student will receive.  There is an optional Higher School Certificate examination for Hospitality Operations (240 hours). The examination is independent of the competency based assessment undertaken during the course and has no impact on the eligibility of a student to receive AQF qualifications  The HSC exam mark for this course may be included in the ATAR (Category B).  A materials fee applies to this course.

Students who are assessed as competent in all of the units of competency in Hospitality Operations (240 hours) will be eligible for AWF Certificate II in Hospitality Operations or Statement of Attainment. Students who are assessed as competent in all of the units of competency in Hospitality Kitchen Operations (120 hours) will be eligible for eth AQF Certificate I in Hospitality Kitchen Operations. Students who complete a 120 hour Hospitality Extension course, in conjunction with the 240 hour course, will extend the range of units of competency achieved within AQF Certificate II in Hospitality Operations or Statement of Attainment. Students who are assessed as competent for some units of competency will be eligible for a Statement of Attainment showing partial completion of AQF Certificate I or II in Hospitality Operations.

What will I be doing in this course? This course is for students who wish to work in the hospitality industry, either as a long-term career or I part-time or temporary hospitality positions. The course is based on units of competency, which have been drawn up by the hospitality industry to describe the competencies, skills and knowledge needed by workers in this industry.

What should I be able to do at the end of this course?  Be familiar with the hospitality industry and career structures within the industry  Seek and attain suitable and rewarding employment in the hospitality industry  Function competently and confidently at the entry level standard of a commercial cookery work environment  Have knowledge and skills required to perform a range of tasks in a variety of industry environments.

This course incorporates compulsory core units plus a range of units form the functional area of commercial cookery. In the core of the course, students concentrate on developing the skills to work effectively in a hospitality environment including hospitality industry awareness, communicating with customers and staff, working safely and hygienically and operating equipment. The elective strand of the course builds on these skills.

How will this course help me in the future? The competencies, skills and work experience students gain in this course equip them well for direct entry into the work force in areas such as hotels, clubs, restaurants, community food service organisations, catering organisations and

their NSW (HSC).

resorts, as well as many other sections of the tourism industry. This course enhances vocational pathways for students who are interested in pursuing hospitality studies in further education. There are direct articulation arrangements with TAFE NSW and students are able to complete a TAFE NSW diploma in minimum time and articulate, if they choose to university, with significant advanced standing.

Information Technology

and

Higher

School

Certificate

HSC courses within Industry Curriculum Frameworks count as Board Developed unit credit for the HSC. Frameworks include an HSC examination which provides the opportunity for students to have this HSC examination mark contribute to the calculation of their Australian Tertiary Admission Rank (ATAR).

Digital

The AQF VET qualifications available in the Information and Digital Technology Curriculum Framework are: - Statement of Attainment towards Certificate III in Information, Digital Media and Technology (ICA30111) - Certificate III in Information, Digital Media and Technology (ICA30111).

HSC VET course requirements HSC VET courses in the Information and Digital Technology Curriculum Framework are made up of:  units of competency - HSC mandatory units of competency - HSC stream units of competency - HSC elective units of competency  HSC outcomes and content  mandatory HSC work placement requirements.

The Information and Communications Technology (ICT) industry is a complex and comprehensive industry. It is an important contributor to business activities in all industries. Australian Bureau of Statistics (ABS) studies estimate that 50 per cent of all Australian business productivity can be attributed to the application of information and communication technologies.

For a student to be considered to have satisfactorily completed a course within the Information and Digital Technology Curriculum Framework they must meet the:  HSC VET course requirements  requirements for satisfactory course completion. There must be sufficient evidence that the student has: - followed the course developed by the Board - applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course - achieved some or all of the course outcomes - undertaken the mandatory work placement.

The ICT industry incorporates a range of different businesses and industry sectors including ICT service providers, purchasers and users of ICT goods and services, technical support providers, multimedia and web development specialists, desktop publishers, graphic designers, programmers and help desk operators. Introduction to the Information and Digital Technology Curriculum Framework Industry Curriculum Frameworks provide students with the opportunity to gain industry-recognised national vocational qualifications under the Australian Qualifications Framework (AQF) as part of

Information and Digital Technology HSC VET courses This Framework specifies the range of industry-developed units of competency from the Information and Communications Technology Training Package (ICA11) for inclusion in the HSC. It describes how these units of competency are arranged in HSC VET courses to gain unit credit for the HSC.

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undertaken and/or the HSC elective pool HSC Content – mandatory and stream focus areas.

Information and Digital Technology HSC examination An external written Higher School Certificate examination will be conducted for the 240 indicative hour course.

The Information and Digital Technology Curriculum Framework contains the following course - Information and Digital Technology (240 indicative hours).

Information and Digital Technology units of competency Mandatory for the 240-hour course HSC indicative hours of credit

Work placement requirements Unit code and title

Work placement is a mandatory HSC requirement within this Framework and 70 hours have been assigned to this HSC VET course.

BSBOHS302B

Participate effectively in OHS communication and consultative processes

Work and communicate effectively in an IT environment

Install and optimise operating system software

Run standard diagnostic tests

Total HSC indicative hours for mandatory:

Information and Digital Technology (240 indicative hours) AQF VET qualification The Information and Digital Technology (240 indicative hours) course provides a pathway to the following qualification:

ICAICT202A

Statement of Attainment towards:  Certificate III in Information, Digital Media and Technology (ICA30111) Skill Sets:  Basic Web Development Specialist Skill Set  Hardware Technician Skill Set  Rich Interactive Content Specialist Skill Set  Visual Communications Specialist Skill Set.

ICAICT302A

ICASAS301A

Course structure This course comprises:  four mandatory units of competency  three streams: - Web and software applications (containing 3 units of competency) - Networking and hardware (containing 3 units of competency) - Digital animation (containing 2 units of competency)  a range of elective units of competency which can be selected from the streams not already

HSC Content The HSC Content for this industry curriculum framework is organised into focus areas. Each focus area prescribes the scope of learning for the HSC. This is drawn from the associated units of competency.

services, technical support providers, multimedia and web development specialists, desktop publishers, graphic designers, programmers and help desk operators.

Students undertaking the 240 indicative hour course from the Information and Digital Technology Curriculum Framework must address all of the mandatory focus areas plus one stream focus area.

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

The Information and Digital Technology Curriculum Framework mandatory focus areas are:  Working in the industry  Operating system software  Diagnostic testing  Safety. The Information and Digital Technology Curriculum Framework stream focus areas are:  Web and software applications  Networking and hardware  Digital animation.

The Preliminary course covers:  Introduction to Information skills and systems: Information Systems in Context; Information Processes; Digital Representation of Data; Classification of Information Systems; Social and Ethical Issues  Tools for Information processes: Collecting; Organising; Analysing; Storing and retrieving; Processing; Transmitting and Receiving; Displaying  Planning, Design and Implementation; Understanding the Problem to be Soled; Making Decisions; Designing Solutions; Implementing; Testing; Evaluating and Maintaining; Social and Ethical Issues  Personal and Groups Systems and Projects: Personal Information Systems and Group Information Systems.

Information Processes and Technology (Computer Studies) 2 Units in each of Preliminary and HSC Board Developed Course In Australia, the Information Technology Industry is the third largest. However, the number of students completing secondary and tertiary studies in Information Technology has seen a sharp decline in the last 10 years or so. Paradoxically the level of Technological utility has seen a dramatic increase in the same period. Simply put the students of today are great users of technology but they are not great creators of technology. The Information and Communications Technology (ICT) industry is a complex and comprehensive industry. It is an important contributor to business activities in all industries. Australian Bureau of Statistics (ABS) studies estimate that 50 per cent of all Australian business productivity can be attributed to the application of information and communication technologies.

The HSC Course includes:  Project(s): Understanding the Problem; Making Decisions; Designing Solutions; Project Management; Social and Ethical Design; Implementing; Testing; Evaluating and Maintaining  Information Systems and Databases: Information systems; Examples of Database Information Systems; Organisation Methods; Storage and Retrieval; Other Information Processes; Issues related to Information Systems  Communications Systems: Characteristics of Communication

The ICT industry incorporates a range of different businesses and industry sectors including ICT service providers, purchasers and users of ICT goods and

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students to participate effectively as responsible citizens at the local, national and international level.

Systems: Examples of Communication Systems; Transmitting and Receiving in Communication Systems; Other Information Processes in Communication Systems; Issues Related to Communication Systems Option Strands Students will select two of the following options: Transaction Processing Systems; Decision Support Systems; Automated Manufacturing Systems and Multimedia Systems.

The Structure Preliminary

Legal

Studies:

Core Part I (40%): The Legal System  Basic legal concepts  Sources of contemporary Australia law  Classification of law  Law reform  Law reform in action

What will I be able to do at the end of this course?  Understand the key concept of data information systems  Understand the interactive nature of effective information based systems  Be aware of available and emerging information technologies  Appreciate social and ethical issues associated with information technology such as; equity and access, privacy and copyright  Have communication, personal and team skills to ensure that an information systems solution is appropriate for the needs of the user  Understand related issues such as project management, documentation and user interface.

Core Part II (30%): The Individual and the Law  Your rights and responsibilities  Resolving disputes  Contemporary issue: the individual and technology Core Part III (30%): Law in Practice  The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course. This section may be integrated with Part I and/or Part II. The Structure of Legal Studies: HSC

How will this course help me in the future? Students who successfully complete Information Processes and Technology will be competent, confident and discriminating users of information processes and technology. They will appreciate the nature of information, it’s ethical use and it’s impact on many aspects of life. They will be well prepared to pursue further education and employment across a wide range of careers.

Core Part I (30%): Crime  The nature of crime  The criminal investigation process  The criminal trial process  Sentencing and punishment  Young offenders  International Crime Core Part II (20%): Human Rights  The nature and development of human rights  Promoting and enforcing human rights  Contemporary issue

Legal Studies 2 Units for each of Preliminary and HSC

Part III (25%): Options Choose Two  Consumers  Global environmental protection  Family  Indigenous peoples  Shelter  Workplace  World order

Board Developed Course What will I be doing in this course? Legal Studies develops student’s knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering

Exclusions: General Mathematics

What should I be able to do at the end of the course?

What will I be doing in this course? 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.

Through Legal knowledge and understanding about:  the nature and institutions of domestic and international law  the operation of Australian and international legal systems and the significance of the rule of law  the interrelationship between law, justice and society and the changing nature of the law skills in:  investigating, analyzing communicating relevant information and issues

and legal

Interest in, and informed and responsible values and attitudes in regard to:  legal functions, practices and institutions.

The Preliminary course covers: Basic arithmetic and algebra; Real functions; Trigonometric rations; Linear functions; The quadratic polynomial and the parabola; Plane geometry; Tangent to a curve and derivative of a function.

How will this course help me in the future? The Legal Studies Stage 6 course offers excellent preparation for life through a study of the legal system, its principles, structures, institutions and processes. The course fosters respect for cultural diversity. It allows students to question and evaluate legal institutional structures in the domestic and international environments and to undertake a comparative analysis of other political and institutional structures.

The HSC course covers: Coordinate methods in geometry; Applications of geometrical properties; Geometrical applications of differentiation; Integration; Logarithmic and exponential functions; Applications of calculus to the physical world; Probability, Trigonometric functions, Series and series applications.

Legal Studies enables students to have confidence in approaching and accessing the legal system and provides them with a better appreciation of the relationship between social and legal structures. The course will assist in the development of students’ knowledge of their basic legal rights and responsibilities in a broad selection of contexts which appeal to their interests.

What should I be able to do at the end of the course?  Have confidence to do mathematics, demonstrating an independent and positive approach to mathematics  Develop an awareness of the usefulness of mathematics in the community and appreciate the contribution of mathematics to our society  Use appropriate logic, problem solving and reasoning skills to analyse and solve a given problem.

Mathematics 2 Units in each of Preliminary and HSC Board Developed Course Prerequisites: The course assumes that students have achieved the outcomes in Mathematics Stage 5.2.

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How will this course help me in the future? The Mathematics (2 Unit) course provides the minimum basis for entry into university course requiring mathematics, including courses in science, engineering, computing, economics and business studies. Students intending to do tertiary studies should check recommendations for specific courses. Students who have acquired a very high level of competence in Years 9and 10 and who require substantial mathematics at a tertiary level, supporting the physical sciences, computer science or engineering, should undertake the Mathematics Extension 1 or Extension 2 courses.

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Apply mathematical skills and techniques to interpret practical situations Communicate mathematically in written and/or verbal form Become aware of the usefulness of mathematics and appreciate the contribution of mathematics to our society.

How will this course help me in the future? General Mathematics is designed to support vocational courses at TAFE NSW. It provides an appropriate mathematics background for students who wish to undertake university study in the areas of humanities, paramedical science and creative arts. However, this course does not prepare students for further studies in mathematics beyond the HSC and may not be considered suitable preparation for university study in science or business areas. Students should check recommendations for specific tertiary courses.

General Mathematics 2 Units in each of Preliminary and HSC Board Developed Course Prerequisites: The course assumes that students have achieved the outcomes in Mathematics Stage 5.1.

Mathematics Preliminary Extension 1

Exclusions: Students may not study any other Mathematics course in conjunction with General Mathematics. What will I be doing in this course? General Mathematics focuses on mathematics skills and techniques that have direct application to everyday activity. The course content is written in five areas of study, with an emphasis on application of specific skills and on tasks that involved integrating mathematical skills and techniques across a range of familiar and unfamiliar situations. These tasks may draw from more than one area of study and encourage transfer of knowledge across the entire course, as well as linking with study in other Stage 6 subjects.

1 Unit in Preliminary

Mathematics HSC Extension 1 1 Unit in HSC

Mathematics HSC Extension 2 1 Unit in HSC Board Developed Courses Prerequisites: The course assumes that students have achieved the outcomes in the Mathematics Stage 5.2 and recommended options Mathematics Stage 5.3. They must concurrently be studying Mathematics 2 Unit in Preliminary and HSC years. Mathematics Extension 1 is prerequisite for Mathematics Extension 2. Exclusions: General Mathematics

The Preliminary and HSC courses cover: Financial Mathematics; Data Analysis; Measurement; Probability and Algebraic Modelling. What should I be able to do at the end of this course?  Deal successfully and confidently with situations involving mathematics.

What will I be doing in these courses? The content of the Extension courses and its depth of treatment indicate that it is intended for students who have demonstrated amatory of the skills of

applications of mathematics as well as an adequate foundation for the further study of the subject.

Stage 5 Mathematics and who are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of and competence in aspects of mathematics, including many which are applicable to the real world. It has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce.

The main topics covered are: Graphs; Complex Numbers; Conics; Integration; Volumes; Mechanics; Polynomials and Harder Mathematics Extension 1 topics. What should I be able to do at the end of this course?  Appreciate the intellectually challenging nature of mathematics and experience success in solving difficult problems  Approach problems requiring complex and abstract mathematics with appositive, inquiring and self-assured attitude  Apply complex mathematics techniques to a wide variety of challenging problems  Have confidence in my ability to do mathematics and enjoy seeing mathematics in the world around me  Be aware of the usefulness of mathematics in the community and appreciate the contribution of mathematics to our society.

The Preliminary Extension 1 course covers: other inequalities; further geometry; further trigonometry; angles between two lines; internal and external division of lines into given rations; parametric representation; permutations and combinations; polynomials; harder applications of the Mathematics course. The HSC Extension 1 course covers:  Methods of integration  Primitive of sin2x and cos2x

dN  k ( N  P) dt



Equation

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Velocity and acceleration as a function of x Projectile motion Simple harmonic motion Inverse functions and inverse trigonometric functions Induction Binomial theorem Further probability Iterative methods and numerical estimation of the roots of a polynomial equation.

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How will this course help me in the future? The Extension 1 course is a recommended minimum basis for further studies in mathematics as a major discipline at university 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 that is excellent preparation for tertiary study in mathematics or science based courses. Students should check recommendations for specific courses.

The HSC Extension 2 course is designed for students with a special interest in mathematics, that have shown that they posses special aptitude for the subject. 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

Applied Science through Business and Administration, Communication and Humanities, the Creative and Performing Arts, Design, Education, Psychology, Social and Community Services, Engineering, Health Sciences, Sport and Recreation, Information Technology, Tourism and Hospitality can all be enhanced with International Studies. This provides the opportunity to spend a year at an in-country study in Greece and can result in a double degree.

Modern Greek Continuers 2 Units in each of Preliminary and HSC and an optional 1 Unit Extension Board Developed Course Prerequisites: Year 10 What will I be doing in this course? The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of Greek will be developed through tasks associated with a range of texts and text types, which reflect these themes and topics. Students will also gain an insight into the culture and language of Greek speaking communities through the study of a range of texts. The themes are: the individual, the Greek speaking communities and the changing world. Students’ language skills are developed through tasks such as: conversation; responding to a variety of written material; writing for a variety of purposes; studying Greek culture through texts. Students will complete various assessment tasks related to listening, reading, speaking and writing and the HSC examination includes an oral/aural paper and a reading and writing paper.

The ability to move between countries, cultures and languages has increased due to globalisation, ease of travel and advanced information and communication technologies. High quality education in languages enables students to respond positively to the opportunities and challenges of their rapidly changing world and become more accepting of diversity, more respectful of others and more aware of their place in the international community.

Modern History 2 Units in each of Preliminary and HSC and an optional 1 Unit HSC extension Board Developed Course

What should I be able to do at the end of the course?  Communicate with native speaker of Greek and travel and study in Greece  Exchange information, opinions and experiences in Greek  Express ideas through the production of original texts in Greek  Analyse, process and respond to texts that are in Greek  Understand and appreciate Greek culture and society  Further knowledge of Greek through continued learning or future employment

What will I be doing in this course? The Preliminary course is designed to provide students with opportunities to investigate individuals, groups, events, institutions, societies and ideas in a range of historical contexts as a background for their more specialised HSC studies. The Preliminary Course consists of:  Part 1: Case Studies  Part II: Historical Investigation  Part III: Core Study The HSC course is designed for students to investigate national and international forces for change and continuity in the 20th Century through three major studies. The HSC course consists of:  Part I: Core Study  Part II: National Study  Part III: Personalities in the Twentieth Century  Part IV: International Studies in Peace and Conflict.

How will this course help me in the future? The study of Greek provides students with knowledge, understanding and the skills that form a valuable foundation for a range of courses at university and other tertiary institutions. Many courses, ranging from

HSC History Extension will provide you with critical and reflective thinking skills that are essential for effective participation in work, higher learning and the broader community. In particular, the course will develop many higher order sills and methodologies that are of great value to students intending to undertake tertiary studies and are transferable between disciplines.

The HSC History Extension Course involves the study and evaluation of the ideas and processes used by historians to produce history. In Part 1 of the course students investigate the question, ‘What is history?’, through readings compiled in a source book and through one case study. In Part II students design, undertake and communicate a personal historical inquiry. Students must have successfully completed the Preliminary Course and be currently studying an HSC Course in either Modern or Ancient History to attempt the Extension and must have good research skills and an independent approach to learning to be successful.

Music 1 2 units in each of Preliminary and HSC Board Developed Course Prerequisites: Music mandatory course (or equivalent). Elective Music in Year 10 is not required, but recommended.

What should I be able to do at the end of the course?  Use historical terms and concepts  Identify different interpretations of the past  Discus key individuals, significant events, groups and ideas in different nineteenth and twentieth century historical investigations  Gather evidence from a range of primary and secondary sources in response to specific questions about the modern world  Use available information technology, such as the World Wide We, to conduct research  Analyse and evaluate information from a variety of sources  Communicate clearly about historical events, both orally and in various written forms  Present the findings of their research and investigations as a member of a group and as an individual  Appreciate the contribution of historical studies to an understanding of the modern world.

Exclusions: Music 2 What will I be doing in this course? In the Preliminary and HSC courses students will study the concepts of music though the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. Students study three topics in each year of the course. Topics are chosen fro a list of 21 topics which cover a range of styles, periods and genres. In the HSC course, in addition to core studies in performance, composition, musicology an 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 the Board of Studies to validate authorship of the submitted work.

How will this course help me in the future? Skills developed from a study of Modern History are useful I a range of courses studied at university and TAFE NSW as well as in the professional and commercial world. They are especially applicable to law, teaching, medicine, communications, social work and journalism. A high level of achievement in Modern History is a good indicator of success at tertiary level in a wide range of course.

What should I be able to do at the end of the course?  Perform at a high level of musicality and technique on their chosen instrument  Analyse and compare the different styles of contemporary and classical music

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factors that impact on sport and physical activity in Australian society. The HSC Course covers core topics: health priorities in Australia, factors affecting performance.

Demonstrate an understanding of the historic development of contemporary music.

How will this course help me in the future? Music 1 provides many of the skills required in the diverse fields of the Music industry. Students may progress into music courses at TAFE NSW or university with a good foundation of knowledge and practical skills. Music also provides knowledge and skills to enhance enjoyment of everyday life.

The optional component includes two options each from: the Health of Young People, Sport and Physical Activity in Australian Society, Sports Medicine, Improving Performance, Equity and Health. What should I be able to do at the end of the course?  Understand personal and community health issues  Understand basic anatomy and physiology  Have skills in analysis and in the development of personal health  Be aware of the importance of self confidence, physical well being, self esteem, social and physical motor skills, decision making and developing socially positive attitudes and beliefs.

Personal Development, Health & Physical Education (PDHPE) 2 Units in each of Preliminary and HSC Board Developed Course What will I be doing in this course? The Preliminary course examines a range of areas that underpin health and physical activity. This includes current thinking about health and physical activity, the management of personal health and basic body movement. Students have the opportunity to select two options from a range of practical options in areas such as first aid, outdoor recreation, composing and performing and fitness choices.

How will this course help me in the future? Undertaking this course will provide foundation studies for those students with a special or vocational interest in human movement, and individual and community health issues. The course would be of great benefit to anyone wishing to take up a career in any of the sport sciences, nursing, coaching or physical education teaching.

In the Preliminary course the core topics are: Better Health for Individuals and the Body in Motion. The optional component includes two options each from: First Aid, Composition and Performance, Fitness Choices, Outdoor Recreation.

Photography, Video and Digital Imaging 1 Unit Preliminary and HSC

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

Content Endorsed Course What will I be doing in this course? Students will study modules covering an introduction to photographic practice. It begins with the origins of photography and an introduction of the basic functions of a modern SLR camera and the effect each function has upon an image. Once students have gained proficiency with the camera, they will continue to develop a portfolio of images by following a range of thematic tasks exploring aesthetic qualities

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and artistic concepts with the intention of constructing a visually cohesive exhibition of works. It encourages students to engage in imaginative and innovative approaches to photographic process, pushing the medium beyond the document into artistic practices.

The World Communicates Electrical Energy in the Home Moving About The Cosmic Engine

The HSC course builds on the concepts of the Preliminary course by expanding on areas such as relativity, the motor effect and solid state physics, by focusing on space flight, motors and generators and the scientific advances involved in the development of semi-conductors and electronics.

Students may have never used a stills camera. However, these students and those who have done related courses will recognise the potential for developing a point of view and interpreting the world by using the techniques and technologies of photography and digital imaging in exploratory, creative and innovative ways.

The HSC course has core topics:  Space  Motors & Generators  From Ideas to Implementation  And one option from: Geophysics; Medical Physics; Astrophysics; From Quanta to Quarks; The Age of Silicon

What else do I need to know about this course? This course can be counted as a Preliminary and HSC course and will run as a two year course over 120 hours per year.

Practical experiences should occupy a minimum of 80 hours of teaching time in both the Preliminary and HSC course and these will be assessed in practical exams and assignments.

How will this course help me in the future? Skills gained in this program will assist students in gaining entry into Fine Arts, Digital Arts and Media courses at TAFE. Career options include becoming a photographer, graphic designer and fields within digital arts media production.

The study of Physics requires students to have a strong background of science and mathematics in Year 10. It is a demanding subject requiring a solid foundation in these disciplines and a strong commitment to study.

Physics 2 Units in each of Preliminary and HSC

What should I be able to do at the end of this course?  Understand and critically appraise basic concepts of modern physics  Apply experimental skills in observation, manipulation, measurement and experimental design  Use computers and data-loggers to access information  Use terminology and reporting styles appropriately to communicate information  Work effectively as an individual and as a team member.

Board Developed Course What will I be doing in this course? Physics investigates natural phenomena and identifies patterns and applies them in a wide range of interesting contexts, models, principles and laws to explain their behaviour. The Preliminary course develops a knowledge of waves, motion, forces, fields, electricity and magnetism by focusing on increasing students’ understanding of current communication technologies, the use of electricity in the home, interaction involving vehicles, such as car crashes and the mechanisms that maintain the physical conditions of planet Earth.

How will this course help me in the future? Physics, either studied alone or in combination with another science subject, is highly recommended preparation for many science based university courses.

The Preliminary course covers:

Students interested in medicine, aviation, engineering, nanotechnology, computer engineering, combined law, bioinformatics and the defence forces should consider selecting Physics.

How will this course help me in the future? The study of Serbian provides students with knowledge, understanding and the skills that form a valuable foundation for a range of courses at university and other tertiary institutions. Many courses, ranging from Applied Science through Business and Administration, Communication and Humanities, the Creative and Performing Arts, Design, Education, Psychology, Social and Community Services, Engineering, Health Sciences, Sport and Recreation, Information Technology, Tourism and Hospitality can all be enhanced with International Studies. This provides the opportunity to spend a year at a in-country study in Serbia and can result in a double degree.

Serbian Continuers 2 Units in each of Preliminary and HSC Board Developed Course Prerequisites: equivalent

Year

Serbian

What will I be doing in this course? The Preliminary and HSC courses have, as their organisational focuses, themes and associated topics. Students’ skills in, and knowledge of Serbian will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Student swill also gain an insight into the culture and language of Serbian speaking communities through the study of a range of texts. The themes are: the individual, the Serbian speaking communities, the changing world.

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 Serbian culture through texts.

Visual Arts 2 Units in each of Preliminary and HSC

The prescribed issues are: impact of technology, group versus the individual; overcoming personal difficulties.

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

What should I be able to do at the end of the course?  Communicate with native speakers of Serbian and travel and study in Serbia  Exchange information, opinions and experiences in Serbian  Express ideas through the production of original texts in Serbian  Analyse, process and respond to texts that are in Serbian  Understand and appreciate Serbian culture and society  Apply Serbian language skills in work, further study and leisure activities

What will I be doing in this course? Visual Arts involves students in art making, art criticism and art theory. Students develop their own artworks, culminating in a ‘Body of Work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. The Preliminary course is broadly focused. Students will study artworks in at least two expressive forms and use a

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process diary. They will also undertake a broad investigation of ideas in art making, art criticism and art history. Their learning opportunities focus on:  The nature of practice in art making, art criticism and art history through different investigations  The role and function of artists, artworks, the world and audiences in the art world  The different ways the visual arts may be interpreted and how students might develop their own informed points of view  How students develop meaning, focus and interest in their work  Building understanding over time through various investigations and working in different forms

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Write about artworks, artists and art styles in art history from different perspectives Describe how the relationship between the artist, artwork, the audience and the world creates meaning in art

How will this course help me in the future? In Visual Arts students will develop skills and qualities that are relevant to many situations in the workplace and in further study. This course encourages them to become a critical consumer of contemporary visual culture in a world that is dominated by visual images. They will develop the confidence to express their individuality and acquire the skills to express these in a creative way. The course encourages tolerance and empathy for different values and beliefs as students participation in Visual Arts will also strengthen their problem-solving and thinking skills especially in the area of visual communication.

The HSC course provides for deeper and more complex investigations. It requires the development of a Body of Work and use of a process diary (V.A.P.D.). It includes a minimum of five Case Studies, (4-10 hours each), and deeper and more complex investigations in art making, art criticism and art history. The learning opportunities focus on:  How students may develop their practice in art making, art criticism, and art history  How students may develop their own informed points of view in increasingly independent ways and use different interpretive frameworks in their investigations  How students may learn about the relationships between artists, art works, the world and audiences within the art work and apply these to their own investigations  How students may further develop meaning and focus in their work

This course is recommended background for many university and TAFE NSW courses in Visual Arts and Design.

Sport Lifestyle & Recreation Studies (SLR) 1 Unit in Preliminary and/or HSC Board Endorsed School Delivery Exclusions: Students studying SLR must not study modules which duplicate PDHPE modules. SLR may not be studied with the TAFE delivered Sport and Recreation course. What will I be doing in this course? 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.

What should I be able to do at the end of the course?  Present a body of artwork that shows creativity and strength in its ideas and representation of subject matter  Use art materials with confidence, sensitivity and technical competence  Initiate an art making process that is sustained and reflective  Identify an individual approach to art making

The course provides the opportunity to specialise in areas of expertise or interest through optional modules such as: Aquatics; Athletics; First Aid; Fitness;

Specific Administration; Coaching; Social Perspectives of Sport; and Healthy Lifestyle. What will I be able to do at the end of this course?  Understand and appreciate the factors that influence health and participation in physical activity  Understand the principles that impact on quality of performance  Analyse and implement strategies to promote health, activity and enhanced performance   

Identify the relationship between a healthy lifestyle and diet and exercise Be aware of anatomy and physiology Create and refine my own performance of movement skills and safe sporting practices

How will this course help me in the future? Students selecting this course should be interested in sport with a desire to explore the working and functioning of the human body. This course will assist you to make valued and informed health decisions. This course would be of benefit to anyone interested in coaching, sport, the fitness industry, recreational education, physical education, nursing, occupational health, physiotherapy.

K-12 SUBJECTS K -YEAR 6

YEAR 7

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

English Mathematics Science & Technology Modern Greek Religious Studies Human Society and Its Environment P.D. Health P.E. Creative Arts

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE History/Geog P.D. Health, P.E. Technology Music Visual Arts

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health,P.E. Technology

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health,P.E.

Pastoral Care English Mathematics Science Modern Greek/Serbian Orthodox Studies HSIE Geog/History P.D.Health P.E.

Students choose 2 Subjects from the following

Classical Greek Commerce Drama Food Technology Geography (elective) History (elective) Information and Software Technology (IST) Music Physical Activity & Sports Studies (PASS) Visual Arts

Pastoral Care Orthodox Studies Students study a minimum of 13 units including English Ancient History Biology Business Studies Chemistry Classical Greek Drama Economics English (Standard & Advanced) English Ext 1 Food Technology General Mathematics Geography Hospitality (VET) Information and Digital Technology (VET) Information Processes & Technology (IPT) Legal Studies Mathematics Mathematics Ext 1 Modern Greek Continuers Modern History Music 1 P.D.Health P.E. Photography, Video and Digital Imaging Physics Serbian Sports Lifestyle and Recreation (1 unit) Visual Arts

Pastoral Care Orthodox Studies Students study a minimum of 11 units including English Ancient History Biology Business Studies Chemistry Drama Economics English (Standard and Advanced) English Ext 1 English Ext 2 Food Technology General Mathematics Geography History Ext 1 Hospitality (VET) Information and Digital Technology (VET) Information Processes & Technology (IPT) Legal Studies Mathematics Mathematics Ext 1 Mathematics Ext 2 Modern Greek Continuers Modern Greek Ext 1 Modern History Music 1 P.D.Health, P.E. Photography, Video and Digital Imaging Physics Serbian Visual Arts

Commerce Drama Music Visual Arts

Policy Progression through Schooling Years 10-12 POLICY During Year 10 and to progress to the next level of schooling, for Years 11 and 12 students will need to formally submit an Expression of Interest in continuing their education at St Spyridon College. The application should be made after giving consideration to the commitment that this entails. (A proforma to be used for this purpose is attached.) All students who meet the following criteria will be invited to continue their Years 11 and 12 education at St Spyridon College.  Apply diligence and sustained effort to their studies.  Complete set assignments in the set time, and to a standard that: - meets course requirements - reflects a student’s best effort  Attend all classes unless able to provide relevant documentation to explain absence.  Abide by the Students Principles and follow the school’s Code of Conduct.  Support activities and programs that enhance the school’s ethos and culture. Students who accept the invitation to continue their studies at the College will sign an Acceptance Agreement that is co-signed by parents. (A copy of this Agreement is attached.)

Principles Teachers demonstrate support for students to perform at their personal best. Communication from teachers to parents on students’ progress is regular, clear and transparent, and includes: notes in the Study Planner, reports, parent teacher interviews and formal notifications Students whose life-choices and career prospects would be served better at another learning institution or in the world of work are counselled and supported to make the move. Parents are informed of and involved in the process. No student is asked to leave the school because they are not academically inclined. Students who persistently disengage from their learning despite the best efforts of their teachers, are formally notified of the consequences.

St Spyridon College Expression of Interest Progression to Years 11 and 12 Name of Student Do you wish to continue your studies at St. Spyridon College?

â&#x2013;Ą â&#x2013;Ą

YES

NO If NO, why not?

If YES, please answer the following questions: Why do you wish to continue your studies at St. Spyridon College?

What career / post-school options are you interested in?

What are your personal goals for Years 11 and 12?

Students signature:

Date:

Parents signature:

Date

St Spyridon College Progression to Years 11 and 12

ACCEPTANCE AGREEMENT

Name of Student

I accept the placement offer made to me and agree to: 

Apply diligence and sustained effort to my studies.

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Complete set assignments in the set time, and to a standard that:

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meets course requirements

reflects my best effort

Attend all classes unless I provide relevant documentation to explain absence.



Abide by the Students Principles and follow the school’s Code of Conduct.

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Support activities and programs that enhance the school’s ethos and culture.

I understand that serious breach of this agreement will result in a review of my enrolment at the College. Student signature Name of Parent Parent signature