Year 11/12 - 2025/2026 Subject Information Handbook

Year 11/12 - 2025/2026

F oreword from the Principal

On behalf of St Edward’s College, I would like to extend a warm welcome to Year 10 students as you commence the process of transitioning into the Higher School Certificate years of your learning journey. This is an exciting time for you as you begin to plan your senior pattern of study while also thinking about what lies ahead beyond the gates of St Edward’s.

Throughout your time at St Edward’s to date, you have been provided with a range of learning experiences designed to develop knowledge, skills and understandings in a range of subject areas. You are at the stage of your learning where you are encouraged to assess your areas of strengths and talents and develop personal goals for what you hope to achieve in the senior years. Where some Year 10 students have a clear indication of their chosen pathway after school, it is quite common that many students are still exploring what possibilities exist. This uncertainty is not only common, but also very understandable and will influence the pattern of study that you consider.

This handbook is designed to provide you with detailed information regarding the broad range of subjects that are offered at St Edward’s. These subjects have been chosen to allow students to continue to develop their own gifts and talents as they work towards the completion of the Higher School Certificate. We understand that you may not always know what you will enjoy and are motivated by and therefore encourage you to carefully read this book, seek advice from your teachers as well as outside institutions before finalising your choices.

The NSW Education Standards Authority (NESA) maintain strict requirements with regards to eligibility for the HSC and these are outlined in this booklet. The subjects that you choose must be a balance between eligibility requirements and your own interests, talents and future aspirations. There are a variety of options for a program of study that include:

• Students seeking eligibility for university entrance via Australian Tertiary Admissions Rank (ATAR).

• Students who do not require an ATAR, who wish to study a HSC pathway which may include a combination of NESA approved courses that prepare them for a range of career pathways.

• Students who include a TAFE course, School Based Apprenticeship or Traineeship as part of their pattern of study.

This handbook contains information which we feel will help you in the decision-making process and is just once source of information. As well as reading this booklet you are advised to:

• Attend the information evening scheduled for later this Term.

• Meet with Mrs Dignam the College Leader of Learning in VET / Careers.

• Visit the websites and attend open days for the various universities, TAFE’s and other tertiary institutions to become aware of potential further pathways.

We look forward to supporting you through the important decision-making process of subject selection over the coming months and on your future learning journey in Years 11 and 12 at St Edwards College.

Mr Mark Bonnici College Principal

What types of HSC pathways can I choose?

There are two pathways offered here at St Edward’s College:

HSC + University Pathway

Students who want an ATAR, enabling direct entry to Australian Universities.

HSC + Vocational Pathway

Students who do not want an ATAR but want a recognised school credential.

Students who want an HSC that includes nationally recognised qualifications through Vocational Education and Training (VET) and TAFE courses. Note: Some eligible VET courses can count towards an ATAR Students on a Vocational Pathway may wish to pursue an apprenticeship, traineeship, employment, or alterative pathway to Newcastle University.

Boys should discuss possible subject choices with teachers, subject Leaders of Learning, the Director of Curriculum or their Pastoral Leader to ensure they have the skills and capacity to fulfill course requirements.

Please note: In some cases, students will not be able to complete their chosen combination of subjects:

• Some subjects will have insufficient numbers of students for us to be able to run a class.

• Some combinations of subjects will clash on the school timetable.

Students in this position will be supported to find alternative patterns of study for Year 11/12

Vocational Education & Training Courses (VET)

Vocational Education and Training (VET) courses are nationally recognised courses that have been developed by NESA and offered as part of the HSC. They enable students to study courses that are relevant to industry needs and have clear links to post-school destinations. VET courses allow students to gain HSC qualifications, which can contribute to their ATAR and to receive accreditation with industry and the workplace as part of the Australian Qualifications Framework (AQF). MOST VET courses require student s to complete a mandatory work - placement component in their course. This requires the completion of either 35 hours or 70 hours of structured work - placement in a workplace setting. At the conclusion of the course all students will receive a Competency Certificate listing all Units of Competency achieved.

VET courses are designed for all students and are taught by teachers at school or at TAFE. They allow students to gain work related skills in a variety of industry areas. Courses on offer at St Edward’s College include Financial Services, Business Services, Screen and Media, Furniture Making Pathways, Construction, Entertainment, Cookery, Manufacturing & Engineering, Outdoor Recreation and Retail Services

Trade Training Centre (SBAT’s)

The Trade Training Centre at St Edward’s provides the opportunity for students in Year 11 and 12 to combine school, a nationally recognised qualification and paid employment in a chosen vocation, as a school-based trainee (SBT). The focus industry areas available to our students are in Construction and Cookery

These study options are a result of the college’s success in gaining Federal Government funding to set up the college as a Trade Training Centre (TTC). While completing an SBT students participate in a study program where they attend school four days per week, and one day paid employment per week with a host employer. This integrated program offers the student the opportunity to complete part of their trade, while also obtaining their HSC.

TAFE delivered VET courses (TVET)

These courses provide students with industry recognition and articulation to higher level TAFE courses. Students studying TVET courses usually attend TAFE one afternoon each week from 2.00pm to 6.00pm. Note: This time is in addition to their normal timetabled classes. Refer to TVET TAFE NSW Brochure

HSC - TAFE credit transfer

If students achieve competency in their school VET course, they could apply for recognised prior learning at TAFE reducing the time to complete their TAFE course.

TAFE and University study

Students who intend to study at University or TAFE on completion of their HSC may find that they will need to fulfil certain pre-requisites before they can enrol into a course. Refer to university or college course guides for this information. It is important to note that access to TAFE and University courses has become much more flexible – in fact only 26% of undergraduates entered university by their ATAR.

The best advice to all students is: when choosing your subjects for Year 11 and 12, choose courses that suit your interests, abilities and challenges you, but be realistic about your capabilities.

The F uture of W ork

There is lots of commentary around what the future of work will look like for your teenager, with conversations focusing on new technology and its impact on jobs.

The fact is that automation, globalisation and collaboration has transformed our working lives and will continue to do so. This has led to the prediction that the average 15-year-old will have 17 jobs over 5 different careers therefore challenging the one job for life mentality.

If the work we do can be done by machines it will be. The rise of technology has seen new jobs emerge particularly in the social media sphere, but it has also made some jobs redundant. However, all jobs have been impacted by new technologies in some way. The jobs predicted to be less impacted, are those where human qualities like understanding, creativity and the human touch cannot be achieved through artificial intelligence. The rise of the gig economy and ecommerce has transformed the way we live and work. This environment creates opportunities for people to work and talk to colleagues or clients anywhere in the world. Full time work with one employer is being replaced with contractual work with many employers. This workplace requires workers to be proactive, innovative, and self-promoting. In essence, job creators not job seekers.

So what skills are employers looking for in this new work environment?

According to the Future of Youth Australians (FYA), employers pay up to $8,900+ more for people with Enterprising skills. Those skills that can transfer from one job to another regardless of the job. These are:

Problem solving

Presentation skills Communications

Creativity Teamwork Critical Thinking

Digital literacy Financial literacy

These skills are demanded across all occupations and industries. Employers are looking beyond the credential.

Finally, it is important that students and parents understand that it is not necessary to have a definite career in mind when choosing their HSC courses. The more students learn about themselves, the world of work (through research, talking to people, work and life experiences) and develop the skills needed for employment, the greater the possibilities of students being able to plan and achieve their pathway after school.

How can my Year 9 and 10 results assist me in selecting courses?

Firstly, examine your grades in Years 9 and 10. In which of the following groups do you best fit?

Group 1 : My results are mostly grade A or B.

Group 2: My results are mostly grade C with one or two B and D grades.

Group 3 : My results are a mixture of grades C and D/E.

Students in G roup 1 have shown that, with sustained effort, they should be able to obtain a very good to reasonable tertiary entrance qualification (ATAR). Many of these students will be aiming at a career involving University attendance. These students must ensure that their subject choice covers those subjects necessary for their career options (they may need to consult Mrs Dignam, Leader of Learning Careers and VET or the Universities).

Students in G roup 2 are most of the Year 10 students and they cover a wide range of achievement and potential HSC performance. The key to success lies in choosing subjects that they are interested in and, therefore, in which they can get good marks. For any student, but particularly for those in this group, the greatest danger is to choose subjects required for a given tertiary course, but in which good marks are impossible to obtain - this process may result in the student failing to obtain tertiary entrance in any course and having an HSC Record of Achievement showing poor results as well.

Students in Group 3 should not be considering direct University entrance, although it is possible that they may eventually obtain University entrance after studying vocational certificate courses. In choosing their courses they should consider their strengths, interests and the courses that will give them advanced standing in TAFE. They should seriously consider choosing courses with a practical component. Such courses include Retail Services, Construction, Cookery, Entertainment, Furniture Making Pathways, Screen & Media, Manufacturing & Engineering Pathways, Photography and Outdoor Recreation

How should I select my courses ?

Students should take great care in selecting their courses and base their decision on the following:

Interest: It is pointless to select a subject that does not interest you simply because you think it’s a ‘high status’ subject or because some of your friends are doing it. The HSC requires time and effort in all courses studied and if you’re bored with a subject, it could affect your entire HSC.

Ability: If you have shown ability and skill in a certain subject in Years 7 to 10 it is reasonable to assume that you will be able to do well in that subject or related subjects for the HSC.

Balance: To ensure a balanced education and a degree of variety in your studies it may be wise to vary your subjects, e.g. include a creative or expressive subject such as Photography or Music or a more practical VET course with other more formal subjects such as Mathematics and Physics.

Type of Assessment: In some subjects a large component of the HSC requirement is completed and submitted well before the HSC examination. For some students this is attractive in that at least some work is out of the way before the final exams begin. Note that, unless students want to count VET courses to the ATAR, they do not have to do an HSC exam in the course.

Future Plans: Some Tertiary courses at University and TAFE suggest that certain requirements be met as part of the HSC. If you are in any doubt check with Mrs Dignam, Leader of Learning Careers and VET, or contact the University or TAFE.

Do NOT choose courses because:

The subject is supposed to score well for university entry. All subjects are scaled based on the results of the students who sat for the subject. The student who does well in a subject generally scores high marks towards his ATAR. It is easier to place near the top of a subject if you have an interest in the subject and show some ability in the area.

Your friends are doing it. In the life of a school such as St Edward’s College there is time available every day and on special days to be with friends - class time is reserved for concentrated work and independent learning at an individual level.

Of a particular teacher. With the complex timetable offered to our senior students not even the teaching staff know all the classes that they will teach until the end of each year. Furthermore, teachers work in faculty teams and are always available to work and consult with senior students regardless of their class.

The subject is ‘easy’. While some subjects may have more emphasis on skills rather than theory, no HSC course is easy. Each subject has a pre-determined syllabus, a range of selected skills, a set of assessment tasks and several formal examinations.

E xplaining the HSC

ATAR C ourse C hanges from 2025

From 2025 any course that is offered at the college with an HSC exam can count towards the calculation of an ATAR. The change of categorisation is a decision made by universities. Schools still have control and responsibility for the courses they offer.

Currently, English Studies, Mathematics Standard 1, and VET courses with a HSC exam are considered Category B. Previously, students could only count a maximum of 2 units from Category B courses towards their ATAR calculation.

Starting from the 2025 HSC, the Universities Admission Centre (UAC) will remove this limitation. As a result, students will be able to include more courses in their ATAR calculation.

What does this mean for students?

Students can undertake English Studies, Mathematics Standard 1 and undertake (the ‘old’ Category B) VET courses, while having the option of an ATAR pathway into university. This is conditional on the fact that students sit all optional HSC Examinations for these courses.

The ATAR will continue to be calculated on 2 units of English, plus the 8 best units in a student’s pattern of study

Doing a VET course

Students in NSW have the option of studying VET courses at school or through TAFE NSW or other registered training providers.

VET courses offered in Financial Services, Hospitality (Cookery), Construction, Entertainment Industry, Retail can also count towards an ATAR if the student sits the HSC exam for these subjects.

Read more about VET courses and ATAR changes at the UAC website

ATAR E ligibility and C alculation from 2025

When choosing subjects, it is important to understand the rules about completing the HSC and getting an Australian Tertiary Admission Rank (ATAR)

To receive a HSC and be eligible for an ATAR, you must satisfactorily complete a preliminary (Year 11) pattern of study that includes at least 12 units

To be eligible for an ATAR in NSW from 2025, you must satisfactorily complete at least:

• 10 units of Board Developed courses.

• 2 units of a Board Developed course in English.

• 3 Board Developed Courses of 2 units or greater

• 4 subject areas.

Your ATAR is then calculated from your:

• Best 2 units in English

• Best 8 units from your remaining units

Find out everything you need to know about the ATAR (Australian Tertiary Admission Rank) on the Universities Admissions Centre (UAC) calculation page linked here : ATAR Compass Calculation

Options for English, Mathematics and Languages

English: You must complete at least 2 units of English. You can choose one of the following options:

• English Studies (2 units)

• English Standard (2 units)

• English Advanced (2 units)

• English Advanced + English Extension 1 (3 units)

• English Advanced + English Extension 1 + Eng Ext 2 (4 units) – HSC only

Mathematics: You can choose one of the following options:

• Maths in Trades Pathway – Preliminary only (will be Mathematics Standard 1 in the HSC)

• Mathematics Standard – Preliminary only (will choose Standard 1 or Standard 2 in the HSC)

• Mathematics Standard 1 (2 units) – HSC only

• Mathematics Standard 2 (2 units) – HSC only

• Mathematics Advanced (2 units)

• Mathematics Advanced + Mathematics Extension 1 (3 units)

• Mathematics Extension 1 + Mathematics Extension 2 (4 units) – HSC only

Languages: You can choose a Beginners course or a Continuers course in a particular language, but not both.

If a student studies, for example, Mathematics Extension 1, Mathematics Extension 2, English Advanced, English Extension 1 and Biology they will not meet the four subject area requirements because they have only studied three subject areas: Mathematics, English and Biology. Likewise, if a student studies English Advanced, English Extension 1, English Extension 2, Mathematics Extension 1, Mathematics Extension 2, Modern History and History Extension, they have only studied three subject areas: English, Mathematics and Modern History.

History Extension does not count as an additional subject area. Similarly, Science Extension does not count as an additional subject area.

Assessment and R eporting

The HSC credential provides you with a detailed description of the knowledge, skills and understanding you have attained in each subject. On satisfactory completion of your HSC, you will receive a portfolio containing:

• The HSC Testamur (Official certificate confirming your achievement of all requirements for the HSC

• The Record of Achievement (This document lists the courses you have studied in Years 11 and 12 and reports the marks and bands you have achieved in the HSC component of the courses.)

• Course Reports (For most HSC Board Developed Courses studied you will receive a Course Report showing your marks, the Performance Scale and the band descriptions for that course. In Board Developed courses (other than VET courses) school-based assessment tasks (your ranking) contribute to 50% of your HSC mark. Your school assessment mark (and ranking) will be based on your performance in assessment tasks you have undertaken during the course. The other 50% of your HSC mark will come from the HSC examination. In VET courses 100% of your HSC mark will come from the HSC exam. Your HSC mark for 2-unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. In Board Developed courses there will be five performance bands above 50 that correspond to different levels of achievement in knowledge, skills and understanding. The band from 90-100 will correspond to the highest level of achievement.

HSC M arks and the ATAR - what’s the difference?

The most important thing to know is that HSC marks and the ATAR have different purposes:

Your HSC m ark for each course tells you about your performance in your exam and assessments. There's no quota as to the number of students who can achieve top marks.

Your ATAR tells you about your position, or ranking, compared to other students in NSW and takes into account your achievement in all your HSC courses Its only purpose is to help universities select applicants for their courses.

You can think of it like a running race: your HSC is your time (and is not compared to anyone else's time), and your ATAR is your place (first, second, third, and so on).

Your HSC marks:

• are presented as marks out of 100 for a 2 units course and out of 50 for a 1-unit course

• tell you how well you’ve performed in each of your courses, according to standards set by NESA.

• can only be compared to the marks of students who completed the same HSC courses

• are provided by NESA.

Your ATAR:

• is a rank, not a mark or a percentage

• tells you where you’re positioned overall in relation to other students

• tells you how you compare with other students who have completed different combinations of HSC courses

• is provided by UAC.

Requirements for the HSC and ATAR E ligibility

To be eligible for the award of the Higher School Certificate, candidates must meet the following requirements:

• Satisfactorily complete Years 9 and 10 or gain other qualifications that satisfy NESA requirements

• Complete HSC AllMy Own Work before submitting any work for Preliminary or HSC course

• The HSC All My Own Work program is designed to help Preliminary/HSC 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, enabling students to understand their HSC assessment obligations

• Meet the HSC Minimum Standards of Literacy and Numeracy within five years of starting the HSC course.

• Satisfactorily completion of the course requirements that meet the pattern of study required by the NSW Education Standards Authority (NESA). This includes the completion of the practical, oral and/or project works required for specific courses and the assessment requirements for each course.

• Satisfactory completion of the practical, oral and/or project works required for specific courses and the assessment requirements for each course.

• Sit for and make a serious attempt at the required HSC exams

• Satisfactory attendance and application.

What it means to satisfactorily complete a course

You'll be considered to have satisfactorily completed a course if, in your principal’s view, there is sufficient evidence that you have:

• followed the course developed or endorsed by NESA

• applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school

• achieved some or all of the course outcomes

• made a genuine attempt at assessment tasks that total more than 50% of the available school assessment marks for that course.

You also need to make a serious attempt at the HSC examination for th at course.

For more information about HSC eligibility requirements, visit the NESA website. Failure to satisfactorily complete a course will result in that course not contributing to the eligibility requirements. If the course is a 2-unit course with an associated extension course, failure to satisfactorily complete the 2-unit course will result in neither the 2-unit nor the extension course contributing towards your ATAR.

Understanding Course U nit Value s

All courses offered for the HSC have a value of 1, 2 or 3 units For each unit, students complete 60 hours of instruction.

Most courses are 2 units requiring 120 hours of instruction in each year. (Preliminary Year 11 and HSC Year 12).

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

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

• 2 - unit course - This is the basic structure for all courses. It involves 7 periods (7 hours) of class time per fortnight (100 marks).

• 1 - unit course - 4 periods of class time per fortnight (50 marks).

Extension cours es build on the content of the 2-unit course and carry an additional value of 1 unit. Requiring students to work beyond the standard of the 2-unit course, extension courses are available in English, Mathematics, Science and History.

English and Mathematics extension courses are available in Year 11 and Year 12. Students must study the extension course in these subjects in Year 11 before proceeding to the HSC extension courses in Year 12 (Extension 1 and Extension 2).

The HSC extension courses in Science and History are offered and examined in Year 12 only. Students must demonstrate an aptitude for the Extension subject to be considered for enrolment in these courses.

What types of courses can I select ?

There are two types of courses that you can select in Years 11 and 12, Board Developed Courses and Board Endorsed Courses Vocational Education and Training (VET) Courses are offered under both.

Board Developed Courses (BDC) count towards an ATAR and are developed and formally examined by NESA. Therefore, if students wish to obtain an ATAR, they must choose a pattern of study consisting of these courses in Year 12. These courses are a combination of academically rigorous and Vocational Education & Training (VET) courses.

VET courses enable students to study subjects that are relevant to industry needs and have clear links to post-school destinations. These courses allow students to gain both HSC qualifications and accreditation with industry and the workplace.

VET courses can be either BoardDevelopedor BoardEndorsed Board Developed VET courses contribute to an ATAR if the student sits the external HSC examination Whereas VET Board Endorsed courses do not count towards an ATAR as they do not have a HSC external exam. These courses include Furniture Making Pathways, Screen & Media Industry, Manufacturing and Engineering and Outdoor Recreation. All VET courses except Screen & Media Industry have a workplace component with an employer or a simulated work-placement at school. Refer to VET Courses Student Advice on the last page of this handbook for more information.

Other non-VET Board Endorsed courses offered are chosen out of interest, because they may be linked to a possible career, or to simply broaden student’s education. These courses place a greater emphasis on practical work and practical skill development thereby building skills that students will be able to use in recreation or in a workplace. These courses include Sport, Lifestyle and Recreation and Photography

Special note: Achievement of a VET Certificate III qualification can be used as an alternative entry pathway into The University of Newcastle on both an ATAR and NON-ATAR pattern of study.

L ist of Courses

Please note: All courses listed below are not guaranteed to run in Year 11/12. This is dependent on the number of students selecting to study them Should a course not run, affected students will be asked to choose again. Reminder: HSC + University Pathway (ATAR) for those students wanting to go to university and HSC + Vocational Pathway for those students wishing to pursue an apprenticeship, traineeship, employment, or alterative pathway to Newcastle University.

Courses

English MANDATORY

Mathematics

Board D EVELOPED Courses

COMPULSORY

University Pathway (ATAR)

English Standard

English Advanced

English Extension 1

English Extension 2 (Yr 12 only)

Mathematics Standard 1

Mathematics Standard 2

Mathematics Advanced

Mathematics Extension 1

Mathematics Extension 2 (Yr 12)

Science Biology

Chemistry

Physics

Investigating Science

Science Extension (Yr 12 only)

To qualify for an ATAR students must complete the Optional HSC Examination

University Pathway (ATAR) if students sit the HSC Exam OR Vocational Pathway

English Studies

Mathematics Standard 1Maths in Trade Pathway (Yr 11)

Mathematics Standard 1 (Yr 12)

Board E ndorsed Courses (BEC) Or Content E ndorsed Courses (CEC)

These courses CAN NOT be used in the calculation of an ATAR

Vocational Pathway

Marine Studies (CEC)

Technological and Applied Studies (TAS)

Engineering Studies

Industrial Technology (Timber)

Industrial Technology (Metal)

Industrial Technology (Multimedia)

Food Technology

Performing Arts Drama

Human Society and Its Environment

Music 1

Legal Studies

Business Studies

Modern History

Ancient History

Geography

Economics

History Extension (Yr 12 only)

Construction - VET

Hospitality – Kitchen Operations & Cookery - VET

Entertainment Industry- VET

Retail Services - VET

Financial Services - VET

Manufacturing & Engineering Introduction - VET (BEC)

Furniture Making PathwaysVET (BEC)

Screen & Media - VET (BEC)

Continued

Board D EVELOPED Courses

COMPULSORY HSC Examination

University Pathway (ATAR)

Visual Arts Visual Arts

Information Technology Enterprise Computing Software Engineering

PDHPE Health and Movement Science

OPTIONAL HSC Examination

To qualify for an ATAR students must complete the Optional HSC Examination

University Pathway (ATAR) if students sit the HSC Exam OR Vocational Pathway

NESA Board E ndorsed Courses (BEC) Or Content Endorsed Courses (CEC)

NO HSC Examination

These courses CAN NOT be used in the calculation of an ATAR

Vocational Pathway

Photography, Video & Digital Imaging (CEC)

Sport, Lifestyle & Recreation Studies (CEC)

Outdoor Recreation – VET (Yr 11 only) (BEC)

Languages French Beginners French Continuers

Religious Studies Studies of Religion 1 Studies of Religion 2

Note: All Students study either Studies of Religion 1 or 2 or Studies of Catholic Thought

Other Subjects Available Courses that can be studied at St Joseph’s Catholic College (next door). Community and Family Studies Dance Earth and Environmental Science Japanese Beginners Japanese Continuers Society & Culture Textiles & Design

Some of the other VET Courses previous year have studied at TAFE.

Business Services - VET

Studies of Catholic Thought (CEC)

Exploring Early Childhood (CEC)

Automotive Electrotechnology Fitness

Real Estate Practice Tourism, Travel & Events

Link to: NESA VET Board Endorsed Courses

For additional information , visit the NESA website: NESA Subject Selection Information or follow the NESA Link at the top of each subject page.

A detailed overview of all courses offered at St Edward’s College follows

R eligious Education

It is an expectation of every senior student that they participate fully in the Religious Education program. This includes lessons, liturgies, excursions and retreats.

The Year 11 and Year 12 retreats form an integral part of the College curriculum and are, therefore, compulsory for each senior student.

Studies of Catholic Thought (Year 11 &

Catholic Thought SCS Link

12)

Units 1 #64300 #64302

Pathway | Vocational

S tud ie s in Cathol ic Though t is a Board Endorsed Course and does not contribute to the HSC and ATAR Calculation.

Recommendation: Students not attaining a grade C minimum in Year 10 should enroll into this course

Note: Students are excluded from also studying Studies of Religion I or II. Students with poor performance in Preliminary Studies of Religion I or II may be recommended to move to this course for the HSC.

Faculty : Religious Studies : For more information see Mrs Francesca Palmer-Brown (LOL)

Course Description

Studies in Catholic Thought seeks to dev elop students’ knowledge and understanding of the Catholic Faith and of Chris tianity. The course seeks to dev elop a deeper understanding of the social d octrine of the Catholic Church and the Catholic ascetic tradition with a v ie w to enabling students to be immersed in the wider Catholic tradition. A t the sa me time, Studies in Catholic Thought will dev elop students’ ability to use inquir y sk ills , reason through engagement with Catholic teachings and literature.

It offers students the opportunity to focus on one religion that has made a significan t contr ibution to the world; spir itually, eth ically, po litica lly, and socially. Studies in Catholic Thought requires students to engage with the theological, philosophical, eth ical and aesthetic trad ition of the Catholic Church. It equips students to engage with the richness of th is fa ith tradition and the complex wa ys it continues to captiv ate people and ideas throughout the ages and in the modern wor ld. S tudies in Catholic Thought draws upon the liberal arts approach, to dev elop and challenge students’ thinking and analytical skills as they engage with the depth and breadth of the Catholic tradition.

Course Requirements

• W ho is a Human Person?

• The Tr initarian God and Humanity

The Re-imagining of Creation

• Virtue, V ice, Salv ation

The Good W orks

• The Common Good

Assessment Requirements Research, oral presentation, essays and exams.

Studies of Religion 1 (Year 11 & 12)

Stud of Rel 1 NESA Link

Units 1 # 11350 #15370

Pathway | University

Recommendation: Students who attain a grade C or above in Year 10 could consider enrolling into this course

Note: Students are excluded from also studying Studies of Catholic Thought and Studies of Religion II Faculty : Religious Studies : For more information see Mrs Francesca Palmer-Brown (LOL)

Course Description

This course provides students with opportunities to develop their understanding and critical awareness of the nature and significance of religion and the influence of belief systems and religious traditions on individuals and within society, with am emphasise on the Australian Content. The history and expression of religion on Australian culture, including Aboriginal Spirituality, is a key area of study.

Care should be taken to accurately represent in teaching the authoritative statements and understanding of the core beliefs and doctrines of any religious traditions selected for study. Identification of the relevant sources of authority would be included in such study.

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

Course Requirements

Year 11 Course

• Nature of Religion and Beliefs.

• Three Religious Tradition Studies: Christianity and one other selected from Buddhism, Hinduism, Islam, Judaism. Each Tradition Study covers: Origins, Principal Beliefs, Sacred Texts and Writings, Core Ethical teachings, Personal Devotion.

Year 12 Course

Religion and Belief Systems in Australia post-1945.

• Two Religious Tradition Depth Studies: Christianity and one other selected from Buddhism, Hinduism, Islam, and Judaism. Each Depth Study covers: Significant People and Ideas, Ethics, Significant Practices in the Lives of Adherents.

Assessment Requirements

A formal written examination and completion of various assessment tasks throughout the course.

Post School Opportunities

Community, social work, advocacy, research academia or journalism

Studies of Religion II (Year 11 & 12)

Stud of Rel II NESA Link

Units 2 # 11360 #15380

Pathway | University

Recommendation: Minimum of B grade in both English and Religion in Year 10. An ability to write structured answers and essays.

Note: Students are excluded from also studying Studies of Religion I

Faculty : Religious Studies : For more information see Mrs Francesca Palmer-Brown (LOL)

Course Description

Studies of Religion II promotes an awareness, understanding and application of the nature of religion and the influence of religious traditions, beliefs and practices on individuals and society, with an emphasis on the Australian context.

Course Requirements

Year 11 course

• Nature of Religion and Beliefs.

• Three Religious Tradition Studies: Christianity and two others selected from Buddhism, Hinduism, Islam, Judaism. Each Tradition Study covers: Origins, Principal Beliefs, Sacred Texts and Writings, Core Ethical teachings, Personal Devotion.

• Religions of Ancient Origin.

• Religion in Australia pre-1945.

Year 12 course

• Religion and Belief Systems in Australia post-1945.

• Three Religious Tradition Depth Studies: Christianity and two others selected from Buddhism, Hinduism, Islam, and Judaism. Each Depth Study covers: Significant People and Ideas, Ethics, Significant Practices in the Lives of Adherents.

• Religion and Peace.

• Religion and non-religion

Assessment Requirements

• An ability to write structured answers and essays.

• A 3-hour written examination.

• Completion of Assessment Tasks throughout the course.

Post School Opportunities

Community, social work, advocacy, research academia, journalism or writing

English

Course Structure

All students at St Edward’s College must complete English as a 2unit course that is studied in both Year 11 and Year 12. For their compulsory English course, they can choose from:

• English Studies

• English Standard

• English Advanced

Optional extension studies consist of the following, available to students studying English Advanced:

• Extension English 1 (1 unit), offered in both Year 11 & Year 12.

• Extension English 2 (1 unit), offered in Year 12.

Through the study of English in Stage 6 students continue to develop their capacity to understand and use the English language for a variety of purposes and in various textual forms. Students engage with and explore a variety of texts that include widely acknowledged quality literature of past and contemporary societies.

Through their responding and composing of both critical and creative texts, students develop an understanding of themselves and of diverse human experiences and cultures.

The study of English in Stage 6 provides students with opportunities to experiment with ideas and expression, to become innovative, active, independent learners, to collaborate and to reflect on their learning.

English Studies (Year 11 & 12)

English Studies NESA Link

Units 2 #30105 #15125

Pathway | University or Vocational

English Studies is a Board Developed Course with an optional exam. Students who cho o se to sit the HSC Exam will have this contribute to their HSC and ATAR calculation.

Recommendation: Students not attaining a grade C minimum in Year 10 are advised to enroll into this course

Faculty : English : For more information see Mr Daniel Kent (LOL)

Course Description

This course is designed to meet the specific needs of students who wish to refine their skills and knowledge in English and consolidate their literacy skills. The English Studies course provides students with opportunities to become competent, confident and engaged communicators and to study and enjoy a breadth and variety of texts. Students explore the ideas, values, language forms, features and structures of texts in a range of personal, social, cultural, academic, community and workplace contexts. Through responding to and composing texts students strengthen their ability to access and comprehend information, assess its reliability, and synthesise the knowledge gained from a range of sources for a variety of purposes.

Course Content

Year 11 Course

• Achieving through English – English and the World of Education, careers and community. (Mandatory preliminary module)

• On the Road English and the experience of Travel

• In the marketplace: English and the world of business

Year 12 Course

• We Are Australian (Mandatory HSC Module)

• Playing the Game – English in Sport

• The Big Screen – English in film –making.

• Mi-tunes – English through the world of Music

Assessment Requirements

Texts studied will include a selection of novels and short stories, documentaries, poetry and song lyrics, films and websites. Confidence in communication is the main objective. Other objectives include the development of critical thinking skills.

Post School Opportunities

Arts and Recreation Services, Education and Training, Financial and Insurance Services, Information Media and Telecommunications, Rental, Hiring and Real Estate Services.

English Standard (Year 11 and 12 )

Eng Standard NESA Link

Units 2 #11130 #15130

Recommendation: Minimum B grade and in the top 40% of cohort

Faculty : English : For more information see Mr Daniel Kent (LOL)

Course Description

Pathway | University

The English Standard course provides students, who have a diverse range of literacy skills, with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators. English Standard offers a rich language experience that is reflected through the integrated modes of reading, writing, speaking, listening, viewing and representing. Through study of the course modules students continue to develop their skills to analyse, reconsider and refine meaning and to reflect on their own processes of responding, composing and learning.

Course Requirements

Year 11 Course

Students are required to study:

• one complex multimodal or digital text in Module A, Contemporary Possibilities. This may include the study of film.

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

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

• a wide range of additional texts and textual forms.

Year 12 Course

Students are required to study:

• at least three types of prescribed text, one drawn from each of the following categories: prose fiction; poetry or drama; film or media or nonfiction texts

• at least two additional prescribed texts from the list provided in Module C: The Craft of Writing

• at least one related text in the Common module: Texts and Human Experiences.

Assessment Requirements

Students are required to study three types of texts drawn from prose fiction, poetry, drama and film/ media/ nonfiction. Students are expected to complete assessments in their own study time and must complete all set reading and homework. This is an academic course.

Post School Opportunities

Education and Training, Electricity, GAS, Water and Waste Services, Health Care and Social Assistance, Professional, Scientific and Technical Services, Public Administration and Safety

English Advanced (Year 11 & 12)

English Adv NESA Link

Units 2 #11140 #15140

Pathway | University

Recommendation: Students should consider the Advanced course if their Year 10 end of year assessment grade is an A or B and their class work in Year 10 has demonstrated persistence, application and achievement.

Faculty : English : For more information see Mr Daniel Kent (LOL)

Course Description

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

Students refine their understanding of the dynamic relationship between language, texts and meaning. They do this through critical study and through the skillful and creative use of language forms and features, and of structures of texts composed for different purposes in a range of contexts. Through study of the course modules students continue to develop their skills to question, reconsider and refine meaning through language, and to reflect on their own processes of responding, composing, and learning.

Course Content

Students are required to study a range of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts across 3 modules:

• Common module – Reading to Write: Transition to Senior English

• Module A: Narratives that Shape our World.

• Module B: Critical Study of Literature

In the HSC English (Advanced) course students are required to study four types of texts drawn from Shakespearean drama, prose fiction, poetry, drama or film/ media/ nonfiction.

The course has two sections:

• The HSC Common Content which consists of one common module to the HSC Studies, HSC Standard and the HSC Advanced courses, Texts and Human Experiences.

• Modules that provide elective choices, which emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes.

Assessment Requirements

It is expected that students will complete weekly reading and writing tasks as homework for the course. During the holiday breaks students will have set reading. Students will be assessed on a range of skills including speaking, prepared and unseen writing tasks, the collation of research materials, a Multimodal task as well as examination tasks.

Post School Opportunities

Arts and Recreation Services, Education and Training, Financial and Insurance Services, Information Media and Telecommunications, Rental, Hiring and Real Estate Services.

English Extension 1 (Year 11 & 12)

English Extension 2 (Year 12)

English Ext NESA Link

Units 1

E1 #15160

E2 #15170

Pathway | University

Recommendations: These courses are highly demanding and only suitable for those students performing to the top end of the cohort as determined by the Leader of Learning.

Note: Students must be studying English Advanced to enrol in English Ext 1. English Standard & English Studies cannot also be studied Students must be studying English Ext 1 to enrol in English Ext 2.

Faculty : English : For more information see Mr Daniel Kent (LOL)

Course Description

The English Extension course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. The course is designed for students with an interest in literature and a desire to pursue specialised study of English.

Through engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, students refine their understanding and appreciation of the cultural roles and the significance of texts and about the way that literature shapes and reflects the global world.

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

Course Content

The course has one mandatory module: Texts, Culture and Value and students also undertake a related research project. The course requires students to examine a key text from the past and its manifestations in one or more popular cultures. Students also explore, analyse and critically evaluate different examples of such appropriations in a range of contexts and media.

HSC Extension 1 Course -The course has one common module: Literary Worlds with one elective option. Students must study at least three texts selected from a prescribed list for the module study including at least two extended print texts. Students are also required to study at least two related texts.

HSC Extension 2 Course - This course requires students to undertake extensive independent investigation involving a range of complex texts during the composition process of a Major Work. They must document this process in the Major Work Journal and Reflective Statement.

Assessment Requirements

Students undertake extensive reading assignments in Year 11 and demonstrate an ability to respond to sophisticated texts in an insightful and mature manner. These responses are both written and spoken. Assessment tasks include creative writing, essay work, seminar presentations and examination tasks.

Post School Opportunities

Arts and Recreation Services, Education and Training, Financial and Insurance Services, Health Crae and Social Assistance, Public Administration and Safety.

M athematics

Mathematics is more than just numbers and symbols, it trains our brains with important skills needed for today’s careers. Go to https://issuu.com/refractionmedia/docs/cws_maths_data_2024 and see the amazing variety of careers using maths.

In Year 11 - Mathematics Standard is the only 2-unit standard course offered (no Standard 1 and 2) In Year 12 - Students who study Mathematics Standard have the option of following the Standard 1 or Standard 2 pathway. The information below summarises the differences between the two courses.

Mathematics Study Options in Year 11 and 12

5.1/5.2

YEAR 10

10MAB1 to 10MAB3 and 10MAC1 to 10MAC2

5.3

10MAA1 to 10MAA2

Grades ‘A’ to ‘E’ ‘C’ grade or less ‘B’ grade minimum required to study Adv ‘A’ grade required to study Ext 1

Maths in Trades:

 Students looking for an apprenticeship who want to study a course that will prepare them for it.

11

YEAR

Mathematics Standard OR Mathematics Advanced Mathematics Extension 1 YEAR 12

OR

 This course can contribute to an ATAR but is used more for students going down the Vocational Path.

 You will still receive a HSC (should you finish Year 12)

Mathematics Standard:

 Students who are working towards a HSC and/or ATAR

Drop Mathematics:  No Mathematics studies.

OR

*Students who studied Year 11 Maths in Trades will do HSC MathematicsStandard1(ordropMathscompletely).

Students who studied Year 11 Mathematics Standard can choose from:

Mathematics Standard 1:

 Students who struggle with the Mathematics Standard content.

 Students who are not looking at going to University should do this course.

 You can study this course and receive an HSC.

 If wanting an ATAR, you can study this course and sit the optional HSC exam to qualify.

Mathematics Standard 1

Standard 2

1

Extension 1 (continue) AND/OR

Extension 2

OR

Mathematics Standard 2:

 choose this subject if you need an ATAR to go to University

Mathematics Standard (Year 11) then Mathematics

Standard 1 (Year 1 2)

Maths Standard NESA Link

Units 2 #11236 #15231

Pathway | University & Vocational

Recommendation: Completion of Mathematics 5.3, 5.2 or 5.1. Students completing Mathematics 5.1 that are achieving less than a C grade should enrol in Mathematics Standard in Year 11, thus preparing them for the Mathematics Standard 1 course in Year 12 or no further study of Mathematics.

Note: Students can elect to complete the HSC exam for Mathematics Standard 1 to be included in the ATAR calculation.

Faculty : Mathematics For more information see Mr Tim Woodbine (LOL)

Course Description

Mathematics Standard students use mathematics to make informed decisions in their daily lives. Students develop understanding and competence in mathematics through real-world applications. These skills can be used in a range of concurrent HSC subjects.

Mathematics Standard 1 improves numeracy by building student confidence and making mathematics meaningful. Numerate students can manage situations or solve problems in everyday life, work or further learning.

This course is a 2 Unit ATAR course. A course offered to students with an optional HSC Examination. Students who are wanting an ATAR must sit the exam, however students who wish to study mathematics but not necessarily wanting an ATAR don’t sit the HSC Examination. This course focuses on mathematical skills and techniques, which have direct application to everyday activity.

Course Content

Year 11 Course

• Algebra – Linear Relationships, Formulae and Equations

• Measurement – Applications of Measurement and Working with Time

• Financial Mathematics – Money Matters

• Statistical Analysis – Data Analysis, Relative Frequency and Probability Year 12 Course

• Algebra – Types of Relationships

• Measurement – Right Angled Triangles, Rates and Scale Drawings

• Financial Mathematics – Investments, Depreciation and Loans

• Statistical Analysis – Further Statistical Analysis

• Networks- Networks and Paths

Assessment Requirements

Assessment will be a range of types of tasks including topic tests, exams, formal and informal oral and written submitted assessment.

However, where possible tasks will be practical based tasks that are trade related. An example would be constructing a backyard landscape and providing measurements and calculating materials needed. This could include bricks, fence panels, bags of cement, soil/compost etc. needed to complete specific tasks

Post School Opportunities

Construction Industry, Electricity, Gas, Water and Waste Services Industry, Manufacturing or Mining Industry

Math s in Trade ( Year 11) then Mathematics Standard 1 (Year 12)

Maths Standard NESA Link

Units 2 #11236 #15 231

Pathway | Vocational

Maths in Trade follows the Mathematics Standard syllabus in Preliminary and Standard 1 in the HSC. As a result, students will have the choice of an optional HSC exam. Students can elect to complete the HSC exam for Mathematics Standard 1 to be included in the ATAR calculation.

Recommendation: Students who are looking for an apprenticeship or want to pursue a career in a trade-related field. Study of any level of Mathematics in Year 10 will provide students with the relevant skills required to undertake this course.

Faculty : Mathematics For more information see Mr Tim Woodbine (LOL)

Course Description

The Mathematics in Trades Pathway (MITP) does not replace the current Stage 6 Mathematics Standard course outcomes required by NSW Educational Standards and Authority. It repackages the outcomes in a practical and engaging way to support students who are pursuing an apprenticeship or traineeship as their first career option.

Mathematics in Trade Pathway is designed to help students improve their numeracy by building their confidence and success in making mathematics meaningful. Numeracy is more than being able to operate with numbers. It requires mathematical knowledge and understanding, mathematical problem-solving skills and literacy skills, as well as positive attitudes. When students become numerate, they can manage a situation or solve a problem in real contexts, such as everyday life, work, or further learning. This course offers students the opportunity to prepare for post-school options of employment or further training. Students will cover the same outcomes as taught in the Mathematics Standard 1 course. It aims to:

• ensure students can achieve workplace numeracy requirements as required in the Australian Core Skills Framework.

• ensure students achieve all Year 11 foundational outcomes of Mathematics Standard course and all outcomes of the Year 12 Mathematics Standard 1 course.

• support students to ensure they are confident, capable and successful apprentices with proficient and practical numeracy skills.

Course Content

Year 11 Course – As per Mathematics Standard on previous page, but the content is manipulated to be relevant to practical trade-based requirements

Year 12 Course - This course in Year 12 follows the Mathematics Standard 1 outcomes

Assessment Requirements

Assessment will be a range of types of tasks including topic tests, exams, formal and informal oral and written submitted assessment.

However, where possible tasks will be practical based tasks that are trade related. An example would be constructing a backyard landscape and providing measurements and calculating materials needed. This could include bricks, fence panels, bags of cement, soil/compost etc. needed to complete specific tasks.

Post School Opportunities

Construction Industry, Electricity, Gas, Water and Waste Services Industry, Manufacturing or Mining Industry

Mathematics Standard (Year 11) then Mathematics

Standard 2 (Year 1 2)

Maths Standard NESA Link

Units 2 #11236 #15236

Pathway | University

Recommendation: Completion of Mathematics 5.3, 5.2 or 5.1 with a grade ‘C’ or higher

Note: All students studying the Mathematics Standard 2 course will sit for an HSC examination

Faculty : Mathematics For more information see Mr Tim Woodbine (LOL)

Course Description

The Mathematics Standard courses are focused on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. They provide students with the opportunities to develop an understanding of, and competence in, further aspects of mathematics through a large variety of real-world applications for a range of concurrent HSC subjects.

Mathematics Standard 2 is designed for those students who want to extend their mathematical skills beyond Stage 5 but are not seeking the in-depth knowledge of higher mathematics that the study of calculus would provide. This course offers students the opportunity to prepare for a wide range of educational and employment aspirations, including continuing their studies at a tertiary level.

Mathematics Standard provides an appropriate mathematical background for students who do not wish to pursue the formal study of mathematics at tertiary level, while giving a strong foundation for university study in the areas of business, humanities, nursing and paramedical sciences.

Course Content

Year 12 Course

• Algebra – Linear Relationships, Formulae and Equations

• Measurement – Applications of Measurement and Working with Time

• Financial Mathematics – Money Matters

• Statistical Analysis – Data Analysis, Relative Frequency and Probability Year 12 Course

• Algebra – Types of Relationships

• Measurement – Non- Right-Angled Triangles, Rates and Ratios

• Financial Mathematics – Investments, Annuities and Loans

• Statistical Analysis – Bivariate Data Analysis and the Normal Distribution

• Networks- Network Concepts and Critical Path Analysis

Assessment Requirements

Assessment will be a range of types of tasks including in class tests, exams, investigation tasks and informal in class assessment

Post School Opportunities

Mathematics Standard 2 was formally known as Mathematics General 2, which stood for Mathematics in General Life. Consequently, this course provides all the appropriate mathematics skills to cope in the real world, regardless of a student’s post school career choice. This course is suitable for any industry that does not require calculus.

Mathematics Advanced (Year 11 & 12)

Maths Adv NESA Link

Units 2 #11255 #15255

Pathway | University

Recommendation: Minimum B grade and completion of 5.3 Mathematics in Year 10 in the top 50%.

The Mathematics Advanced Year 11 course has been developed on the assumption that students have studied the content & achieved the outcomes of the Mathematics Years 7–10 Syllabus and in particular, the content and outcomes of all substrands of Stage 5.1 and Stage 5.2, and all content of Stage 5.3

Note: All students studying the Mathematics Advanced course will sit for the HSC examination. Faculty : Mathematics For more information see Mr Tim Woodbine (LOL)

Course Description

The Mathematics Advanced course is a calculus-based course focused on developing student awareness of mathematics as a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality. The course provides students with the opportunity to develop ways of thinking in which problems are explored through observation, reflection and reasoning.

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.

This course will give students an understanding of and competence in some further aspects of Mathematics, which are applicable to the real world. This course further expands on the content of the level 5.3 course in Year 10. New topics introduced are differential and integral calculus, exponential and logarithmic functions.

The study of this course is a minimum standard required for study of engineering, architecture and any area of expertise requiring the application of differential and integral calculus at a tertiary level.

Course Content

The Year 11 Course content comprises five Topics, with the Topics divided into Subtopics.

• Functions - Working with Functions

• Trigonometric Functions - Trigonometry & Measure of Angles & Trigonometric Functions & Identities

• Calculus - Introduction to Differentiation

• Exponential and Logarithmic Functions - Logarithms and Exponentials

• Statistical Analysis - Probability and Discrete Probability Distributions

The Year 12 Course content includes four of the same Topics and the Topic ‘Financial Mathematics’ in place of ‘Exponential and Logarithmic Functions’.

• Functions - Graphing Techniques

• Trigonometric Functions -Trigonometric Functions and Graphs

• Calculus -Differential Calculus, The Second Derivative and Integral Calculus

• Financial Mathematics - Modelling Financial Situations

• Statistical Analysis - Descriptive Statistics and Bivariate Data Analysis and Random Variables

Assessment Requirements

Assessment will be a range of types of tasks including in class tests, exams, investigation tasks and informal in class assessment.

Mathematics Extension 1 (Year 11 & 12)

Maths Ext 1 NESA Link

Units 1 #11250 #15250

Pathway | University

Recommendation: Students eligible for this course are those currently excelling in the 5.3 course, achieving a grade ‘A’ (over the whole of Year 10) and are in the top 20% of the Mathematics 5.3 cohort.

Note: All students studying the Mathematics Extension 1 course will sit for the HSC examination. Faculty : Mathematics For more information see Mr Tim Woodbine (LOL)

Course Description

Mathematics Extension 1 is focused on enabling students to develop a thorough understanding of and competence in further aspects of mathematics. The course provides opportunities to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively.

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.

The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the Mathematics Advanced Year 12 course.

This course, which includes the whole of the Mathematics Advanced course, is intended to give students a thorough understanding of and competence in aspects of mathematics including many which are applicable to the real world. It further extends the differentiable and integral calculus that is covered in the Mathematics Advanced course.

Four lessons per fortnight are held before or after school, attendance at all lessons is mandatory. Students who demonstrate high success on set assessments and have a strong work ethic have the option of selecting Mathematics Extension 2 which commences in Term 4.

Course Content

The Year 11 Course content is comprised of four Topics, with the Topics divided into Subtopics.

• Functions - Further Work with Functions and Polynomials

• Trigonometric Functions - Inverse Trigonometric Functions & Further Trigonometric Identities

• Calculus - Rates of Change

• Combinatorics - Working with Combinatorics

The Year 12 Course content includes the Topics ‘Trigonometric Functions’ and ‘Calculus’ continued from Year 11 and introduces three different Topics.

• Proof - Proof by Mathematical Induction

• Vectors - Introduction to Vectors

• Trigonometric Functions - Trigonometric Equations

Assessment Requirements

• Calculus - Further Calculus Skills and Applications of Calculus

• Statistical Analysis - The Binomial Distribution

Assessment will be a range of types of tasks including in class tests, exams, investigation tasks and informal in class assessment.

Post School Opportunities

Both Mathematics Advanced & Extension 1 provides all the appropriate mathematics skills to cope in the real world, regardless of a student’s post school career choice. This course is suitable for any industry, in particular industries that require an advanced understanding of calculus. These industries include actuary, data analysis, statistics, finance, economics, medical, engineering and sciences.

Mathematics Extension 2 (Year 12)

Maths Ext 2 NESA Link

Units 2 #15260

Pathway | University

Recommendation: The Mathematics Extension 2 Year 12 course has been developed on the assumption that students have studied the content and achieved the outcomes of the Mathematics Advanced Year 11 course and the Mathematics Extension 1 Year 11 course. The Mathematics Extension 2 Year 12 course has also been constructed on the assumption that students are concurrently studying the Mathematics Advanced Year 12 course and the Mathematics Extension 1 Year 12 course.

Note: All students studying the Mathematics Extension 2 course will sit for the HSC examination.

Faculty : Mathematics - For more information see Mr Tim Woodbine (LOL)

Course Description

Mathematics Extension 2 provides students with the opportunity to develop strong mathematical manipulative skills and a deep understanding of the fundamental ideas of algebra and calculus, as well as an appreciation of mathematics as an activity with its own intrinsic value, involving invention, intuition and exploration. Mathematics Extension 2 extends students’ conceptual knowledge and understanding through exploration of new areas of mathematics not previously seen.

The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course and the Mathematics Advanced Year 12 course.

The Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 Stage 6 courses form a continuum.

Course Content

The Mathematics Extension 2 course comprises five Topics, with the Topics divided into Subtopics.

• Proof - The Nature of Proof and Further Proof by Mathematical Induction

• Vectors - Further Work with Vectors

• Complex Numbers - Introduction to Complex Numbers and Using Complex Numbers

• Calculus - Further Integration

• Mechanics - Applications of Calculus to Mechanic

Assessment Requirements

Assessment will be a range of types of tasks including in class tests, exams, investigation tasks and informal in class assessment

Post School Opportunities

Mathematics Extension 2 provides all the appropriate mathematics skills to cope in the real world, regardless of a student’s post school career choice. This course is suitable for any industry, in particular industries that require a substantial understand ing of calculus. These industries include actuary, data analysis, statistics, finance, economics, medical, engineering and sciences.

S cience

Biology (Year 11 & 12)

Biology NESA Link

Units 2 #11030 #15030

Pathway | University

Recommendation: Year 10 results should be a grade A, B or a (high) grade C. Minimum 60% in Year 10 Science (Biology). Students can study a maximum of 6 units of Science in Preliminary, and 7 units in the HSC course in 2025 with the introduction of Extension Science (1 unit).

Note: Students must carry out Depth Studies in BOTH the Preliminary & HSC courses

Faculty : Science - For more information see Mr Trent Foster (LOL), Ms Kristen Mantellato or Mr Jack Lynch

Course Description

The Year 11 course investigates cellular structure and provides a basis for understanding the way in which multicellular organisms transport and absorb nutrients and carry out gas exchange. Exploring variations in the structures and functions of organisms provides an understanding of the effects of the environment on living things and on biodiversity.

The Year 12 course investigates reproduction, inheritance patterns and the causes of genetic variation in both plants and animals. Applications of this knowledge in biotechnology and various genetic technologies are explored in the light of their uses in the treatment, prevention and control of infectious and non-infectious diseases.

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

Course Content

The Year 11 Course consists of four modules: Module 1 Cells as the Basis of Life, Module 2 Organisation of Living Things, Module 3 Biological Diversity, Module 4 Ecosystem Dynamics

The Year 12 Course consists of four modules: Module 5 Heredity, Module 6 Genetic Change, Module 7 Infectious Disease, Module 8 Non-infectious Disease and Disorders

A ssessment Requirements

Year 11: Three formal assessment tasks (one of which must be a Depth Study).

HSC: Maximum of four formal assessment tasks (one of which must be a Depth Study). Practical work must be completed satisfactorily. You will be required to take notes and make summaries as part of your homework.

Post School Opportunities

Visit the Careers with STEM: Science 2024 for more information.

Chemistry (Year 11 & 12)

Chemistry NESA Link

Units 2 #11050 #15050

Pathway | University

Recommendation: This course is designed for those students who are independent, inquisitive learners who are looking at undertaking a Science Degree post school.

Year 10 results should be a grade A or B in BOTH Science and Mathematics.

Note: Students can study a maximum of 6 units of Science in Preliminary, and 7 units in the HSC course with the introduction of Extension Science (1 unit).

Faculty : Science - For more information see Mr Trent Foster (LOL) or Ms Kristen Mantellato

Course Description

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

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

Course Content

The Year 11 Course consists of four modules:

Module 1 Properties and Structure of Matter,

Module 2 Introduction to Quantitative Chemistry, Module 3 Reactive Chemistry, Module 4 Drivers of Reactions

The Year 12 Course consists of four modules: Module 5 Equilibrium and Acid Reactions, Module 6 Acid/base Reactions, Module 7 Organic Chemistry, Module 8 Applying Chemical Ideas

Assessment Requirements

Year 11: Three formal assessment tasks (one of which must be a Depth Study). HSC: Maximum of four formal assessment tasks (one of which must be a Depth Study).

Post School Opportunities

Visit the Careers with STEM: Science 2024 for more information.

Investigating Science (Year 11 & 12)

Inv Science NESA Link

Units 2 #11215 #15215

Pathway | University

Recommendation: Students should be inquisitive, passionate and enjoy working both independently and as part of a group. Students should be achieving at a C level (or higher) in Year 10 Science.

Note: You can study this course concurrently with Chemistry, Physics or Biology in the Preliminary and HSC year. Students can study a maximum of 6 units of Science in Preliminary, and 7 units in the HSC course with the introduction of Extension Science (1 unit).

Faculty : Science - For more information see Mr Trent Foster (LOL)

Course Description

The Investigating Science Stage 6 Syllabus is designed to assist students of all abilities engage with scientific processes, and apply those processes to investigate relevant personal, community and global scientific issues. The Investigating Science course is designed to complement the study of the science disciplines by providing additional opportunities for students to investigate and develop an understanding of scientific concepts, their current and future uses, and their impacts on science and society.

The course draws on and promotes interdisciplinary science, by allowing students to investigate a wide range of STEM (Science, Technology, Engineering and Mathematics) related issues and concepts in depth. Investigating Science encourages the development of a range of capabilities and capacities that enhance a student’s ability to participate in all aspects of community life and within a fast-changing technological landscape. The knowledge, understanding and skills gained from this course are intended to support students’ ongoing engagement with science, and to form the foundation for further studies and participation in current and emerging STEM-related post-school activities and industries.

Investigating Science strongly compliments the studying of Biology, Chemistry and Physics, reinforcing the Working Scientifically skills common to all courses.

Course Content

The Year 11 Course consists of four modules:

Module 1 Cause and Effect – Observing, Module 2 Cause and Effect – Inferences & Generalisations,

The Year 12 Course consists of four modules:

Module 5 Scientific Investigations, Module 6 Technologies,

Assessment Requirements

Module 3 Scientific Models, Module 4 Theories & Laws

Module 7 Fact or Fallacy, Module 8 Science and Society

Year 11: Three formal assessment tasks (one of which must be a Depth Study). HSC: Maximum of four formal assessment tasks (one of which must be a Depth Study). 30 hours of the total 120 indicative course hours in both the Preliminary and HSC Investigating Science course will be allocated to depth studies. A depth study may be a single investigation/activity or series of investigations/activities. The depth study may be designed for the course cohort or a single class or be determined by individual students.

Post School Opportunities

Visit the Course Search Results - Study NSW for more information.

Physics (Year 11 & 12)

Physics NESA Link

Units 2 #11310 #15330

Pathway | University

Recommendation: Students should have achieved at least a grade B in Year 10 Science (especially the Physics module) and studied Mathematics 5.3 in Year 10

Note You can study this course concurrently with Biology, Chemistry or Investigating Science in the Preliminary and HSC year. Students can study a maximum of 6 units of Science in Preliminary, and 7 units in the HSC course with the introduction of Extension Science (1 unit).

Faculty : Science - For more information see Mr Trent Foster (LOL) or Mr Nathan Marks

Course Description

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

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

The Year 11 Course develops students’ knowledge, understanding and skills relevant to the study of motion, how we describe it and what causes it. The course also examines energy in its different forms, and how we describe and measure electricity and magnetism and their interrelated effects.

The Year 12 Course provides avenues for students to apply the concepts introduced in Year 11 to develop a deeper understanding of motion in two dimensions, electromagnetism, the nature of light, and the atomic properties of matter.

Course Content

Preliminary Course: Module 1 – Kinematics, Module 2 – Dynamics, Module 3 – Waves & Thermodynamics, Module 4 – Electricity & Magnetism

HSC Course: Module 5 – Advanced Mechanics, Module 6 – Electromagnetism, Module 7 – Light, Module 8 – From the Atom to the Universe

Assessment Requirements

Three formal assessment tasks (one of which must be a Depth Study).

HSC: Maximum of four formal assessment tasks (one of which must be a Depth Study).

Post School Opportunities

Visit https://issuu.com/refractionmedia/docs/cwstem_science_2023 for more information

Marine Studies (Year 11 and/or Year 12)

Marine Stud NESA Link

Units 2 # 33503 #33505

Pathway | Vocational

This is a Non - ATAR Content Endorsed Course that does not have a HSC exam and does not contribute towards an ATAR.

Faculty : Science - For more information see Mr Trent Foster (LOL)

Course Description

The oceans cover more than 70% of the earth's surface and influence all forms of life on this planet. Oceans are alternatively viewed as areas rich in minerals and marine life, which can supply our needs virtually without limit, or as convenient dumping grounds for agricultural, industrial and domestic waste.

The growing demands of urbanisation, industry, recreation and tourism have increased the pressures on marine facilities and our fragile water ecosystems. There is a need for wise management practices and a responsible, realistic approach to conservation of marine resources into the twenty-first century.

Course Content

Marine Studies provides an opportunity for students to view these issues in a comprehensive and global perspective.

Marine Studies provides an educational context, linked to the needs of a significantly coastal and waterways-based population, fostering links to tertiary study and vocational pathways. Further, this syllabus brings a wide range of marine-based leisure experiences to students in a safe setting. Marine Studies provides for both practical and theoretical learning and students acquire skills to solve real life problems.

• Through Marine Studies students will develop:

• knowledge, understanding and appreciation that promote sound environmental practices in the marine environment.

• the ability to cooperatively manage activities and communicate in a marine context.

• an ability to apply the skills of critical thinking, research and analysis.

• knowledge and understanding of marine industries and their interaction with society and with leisure pursuits.

• knowledge, understanding and skills in safe practices in the marine context.

Core Course Content

• Marine Safety and First Aid (6 hours)

• The Marine Environment (6 hours)

• Life in the Sea (6 hours)

Assessment Requirements

• Humans in Water (6 hours)

• Marine and Maritime Employment (6 hours)

Students will undertake a range of assessments, from competency based to research and short tests.

Post School Opportunities

The study of Marine Studies Stage 6 provides students with knowledge, understanding and skills that form a valuable foundation for a range of courses at university, other tertiary institutions and private providers. In addition, the study of Marine Studies Stage 6 assists students to prepare for employment and full and active participation as citizens. In particular, there are opportunities for students to gain recognition in vocational education and training. Teachers and students should be aware of these opportunities.

Science Extension (Year 12)

Science Ext NESA Link

Units 1 #15345

Pathway | University

Recommendation: Students must be undertaking at least ONE of the offered Science courses through to the HSC, be independent, inquisitive and solution focused, with an aim to study a science or STEM based degree at university.

Note: You can study this course concurrently with Chemistry, Physics or Biology in the HSC year ONLY

Students can study a maximum of 7 units of Science in the HSC course

The HSC Examination for Science Extension is ONLINE – the only course that has an online exam.

Faculty : Science - For more information see Mr Trent Foster (LOL)

Course Description

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

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

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

Course Content

The Year 12 course consists of four modules:

• Module 1 The Foundations of Scientific Thinking

• Module 2 The Scientific Research Proposal

• Module 3 The Data, Evidence & Decisions

• Module 4 The Scientific Research Report

Assessment Requirements

Three (3) mandatory assessment tasks, with the final task being a Scientific Research Report with a 40% weighting.

Post School Opportunities

For more information visit: https://issuu.com/refractionmedia/docs/cws_science_2024

V isual Arts

Visual Arts (Year 11 & 12)

Visual Arts NESA Link

Units 2 #11380 #15400

Pathway | University

Recommendation: While this Board Developed HSC Course builds on the Visual Arts courses in Years 7 to 10 it also caters for students who have not studied Visual Arts in Years 9 or 10.

Note: All materials for Year 11 Visual Arts are provided by the College. Most of the materials for the HSC “Body of Work" will be provided by the College, although, if material costs prove to be excessive, students will incur an extra cost. Students will sit a HSC exam for this course.

Year 11 and 12 students will attend various Art Excursions both in Sydney and on the Central Coast. This will greatly assist them in the study component of the course.

Faculty : Visual Arts - For more information see Mrs Sarah Evans (LOL)

Course Description

Visual Arts involves students in artmaking, art criticism and art history. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. Students develop their own artworks, culminating in a 'body of work' in the HSC course.

Course Content

You will learn to:

• build your skills and abilities in the production of your own artworks culminating in a "Body of Work" for either the Preliminary or HSC Courses.

• Work in a variety of media, including Drawing, Painting, Printmaking, Photography, Sculpture, Ceramics, Digital Media, Resin Art, 3D Printing, Installations and Site - Specific Artworks.

• Employment skills such as time management, risk taking, problem solving and idea resolution.

• Know about artistic practice and how to use it in your artmaking and in your art criticism and art history.

• Develop meaning and focus on your work and stick to a goal over a long period of time.

• Curate and edit your work for display and the resolution of an idea.

• Know how to critically investigate works, critics, historians and artists from Australia and other cultures.

• Know how to share your thoughts and opinions in small and large groups through critical discussion.

Assessment Requirements

The making of artworks, the use of your Visual Arts Process Diary, the study of art criticism & art history. Your Preliminary mark is made up of equal contributions from: 50% Art making - Body of Work AND 50% Art Criticism and Historical Studies – Internal Assessment.

Your HSC mark is made up of equal contributions from: 50% Art making - Body of Work AND 50% Art Criticism and Historical Studies – External Exam.

Post School Opportunities

There are many careers that use Visual Arts, and the amount is growing every day. People who wish to go into careers such as: Animation and Game Design; Software development; Social Media design; Visual Design and Communications; Architecture and Engineering; Education; Fine Arts and/or Museum Curatorship

Photography , Video and Digital Imaging (Year 11 and /or 12)

Photography NESA Link

Units 2 #35226 #35228

Pathway | Vocational

This is a Non - ATAR Content Endorsed Course that does not have a HSC exam and does not contribute towards an ATAR.

Recommendation: There is no HSC exam for this course.

Note: Costs are covered by the College for Darkroom practice and materials, Photographic printing, Digital/Film SLR cameras, GoPros, Video cameras and all computer software. Any student who wishes to produce a Body of Work with an excessive budget will negotiate this with the teachers and parents. Students in Years 11 and 12 will attend photographic location shoots in Sydney and the Central Coast. Visits to exhibitions and the Art Gallery of New South Wales will be offered throughout the course.

Faculty : Visual Arts - For more information see Mrs Sarah Evans (LOL)

Course Description

Photography, Video and Digital Imaging offers students the opportunity to explore contemporary artistic practices that make use of photography, video and digital imaging. These fields of artistic practice resonate within students' experience and understanding of the world and are highly relevant to contemporary ways of interpreting the world. The course offers opportunities for investigation of one or more of these fields and develops students' understanding and skills, which contribute to an informed critical practice.

The course is designed to enable students to gain an increasing accomplishment and independence in their representation of ideas in the fields of photography and/or video and/or digital imaging and understand and value how these fields of practice invite different interpretations and explanations.

Students develop knowledge, understanding and skills through the making of photographs, and/or videos and/or digital images that lead to and demonstrate conceptual and technical accomplishment. They also develop knowledge, understanding and skills that lead to increasingly accomplished critical and historical investigations of photography and/or video and/or digital imaging.

Course Content

You will learn how to:

• Use the pinhole camera, 35mm DSLR camera with various lenses, digital and underwater cameras, Film and Video cameras. Use studio lighting and flash

• Develop film negatives and produce artistic and technically precise prints of a high quality.

• Use safe and professional Darkroom procedures such as using enlargers, filters, and chemicals.

• Photograph images with a particular focus, e.g., Portraits, Sport, Still Life, Landscapes, Long Exposure, Bokeh, Food and Social Media Photography.

• Develop and manipulate images using Adobe Photoshop and Lightroom software.

• Interpret and develop an informed point of view about photographs and photographers.

• Present photographs for exhibition, curate and edit photos, enter photographic competitions, create works for display and print using various media.

• Create professional quality Videos using musical backing and editing techniques such as crop, exponential fade, transitions, adding text and rendering through Adobe Premier Pro.

• You will learn to work with Professional photographers with many years’ experience in the business.

Continued - Photography, Video and

Imaging (Year 11 and/or 12)

Assessment Requirements

Units 2 Pathway | Vocational

Your mark will be determined by a 60/40% between Photography Practical and Theoretical components, which includes the presentation of photographic images and the study of photographs and photographers.

Post School Opportunities

There are many careers that use Photography, and the amount is growing every day. Animation and Game Design; Software development; Social Media design; Visual Design and Communications; Advertising and Marketing; Education; Professional Photography; or Events Organisation

Information Technology

Enterprise Computing (Year 11 & 12)

Enterprise Comp NESA Link

Units 2 # 11175 #15175

Pathway | University

Note: Enterprise Computing Stage 6 empowers students with a comprehensive understanding of technology and its influence on the world around us across all facets of life work, personal and leisure; hence the course is recommended study for most students.

Faculty : Information Technology - For more information see Mr Matt Young (LOL)

Course Description

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

Course Content

Year 11 Course

• Interactive media and the user experience including the ubiquity of interactive media; capturing, storing and integrating data; and creating interactive media systems.

• Networking systems & social computing including introduction to human-centric computing; storage & workflow in enterprise networks; network architecture & infrastructure; and creating a network.

• Principles of cybersecurity including understanding privacy and security; security awareness; and cyber law and ethics.

Year 12 Course

• Data science including collecting, storing and analysing data; data quality; and processing and presenting data.

• Data visualisation including using data to tell a story; interpreting data visualisations, designing for user experience; and creating data visualisations.

• Intelligent systems including systems and their applications; data and intelligent systems; and creating intelligent systems.

• Enterprise project.

Assessment Requirements

• In Year 11 there will be 3 assessment tasks: an assignment, a major project and a yearly examination.

• In Year 12 there will be 4 assessment tasks: a research assignment, a major enterprise project, a written examination and the Trial HSC examination.

• The HSC examination will be 2 hours and 30 minutes undertaken using a computer.

Post School Opportunities

Through hands-on experience, students will learn to solve real-world problems using digital tools and processes, while also being mindful of the social, ethical, and legal implications. Whether you are interested in starting your own business or just working in one it is a fundamental advantage to understand how the technology works best for the business requirements.

Visit https://issuu.com/refractionmedia/docs/cws_technology_2023 for more information.

Software Engineering (Year 11 & 12)

Software Eng NESA Link

Units 2 # 11345 #15365

Pathway | University

Faculty : Information Technology - For more information see Mr Matt Young (LOL)

Course Description

The study of HSC Software Engineering enables students to develop an understanding of the fundamentals of computer science using a range of technologies including the Python programming language. Students will develop knowledge and understanding of software engineering, hardware and software integration, and the development, implementation and evaluation of computer programs. Software Engineering will equip you with a solid foundation in computer science and maths, and develop deep expertise in software architecture, processes, methodologies and quality frameworks.

Working within complex software development environments, operating systems, communications, web software, databases and applications, you'll undertake studies in all facets of the software engineering process.

It covers studies on software analysis and design, coding, testing and deployment. Developing software solutions often involves assembling extensive amounts of code into working applications and updating and fixing problems in existing software.

Course Content

Year 11 Course

Programming fundamentals including software development; designing algorithms; data for software engineering; and developing solutions with code.

The object-oriented paradigm (OOP) including Understanding OOP; and programming in OOP.

Programming mechatronics including understanding mechatronic hardware and software; designing control algorithms; and programming and building mechatronic systems.

Year 12 Course

In Year 11 there will be 3 assessment tasks: a research assignment, a major project and a formal written examination.

In Year 12 there will be 4 assessment tasks: a research assignment, a major enterprise project, a written examination or programming task and the trial HSC examination.

The HSC examination will be 2 hours and 30 minutes undertaken using a computer.

Assessment Requirements

Practical examinations, written assignments, formal examinations, computer-based assessment, project work, Python projects and the use of Linux based components.

Post School Opportunities

Visit School Subjects for Software Engineering - Careers with STEM or 8 Career Paths for Software Engineers [2024 Career Guide] (springboard.com) for more information.

Technological & Applied Studies (T AS )

Industrial Technology (Year 11 & 12)

Industrial Tech NESA Link

Units 2 #11200 #15200

Pathway : University & Vocational

Note: Students can study only ONE Industrial Technology focus area (see below)

Faculty: Technological & Applied Studies - For more information see Mr Mark Austin (LOL), Metals and Engineering - Mr Brown or Mr Rozario. Multimedia Technologies – Mr Louie

Course Description

The subject provides students with a choice of four different focus area industries, through which they can study the course. These focus areas have been chosen to cover a wide range of potentially accessible and locally available technologies.

• Timber Products and Furniture Technologies

• Multimedia Technologies

• Metal and Engineering Technologies

• Graphics Technology

Industrial Technology has been developed to incorporate content related to current and developing technologies. It offers students the opportunity to study the interrelationships of technologies, equipment and materials used by industry and highlighting the importance of design, planning, management and production through practical experiences

Increasing retention rates within NSW schools have resulted in a need to link the senior school curriculum more closely with post-school vocational education and work options. This syllabus acknowledges the need to strengthen such links. Through a process of observing and analysing industry practice and through personal practical experiences, students will gain knowledge and skills together with appropriate attitudes about technology and industry.

Course Content

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

• Industry Study - Study of the organisation & management of the industry related to the focus area.

• Design, Management and Communication - application of design principles in the production of the Major Project & application of management & communication skills to produce a related folio.

• Production - applying knowledge and skills through the construction of a Major Project.

• Industry Related Manufacturing Technology - demonstrates knowledge and understanding of a range of materials, processes, tools, equipment, machinery and technologies related to the focus area industry through practical experiences, including the development of the Major Project.

Assessment Requirements

Internal Assessment and Weightings (assessed at school) The Board requires schools to submit an assessment mark for each HSC candidate in Industrial Technology.

• Design and Planning Folio 30%

• Management and Communication 40%

• Industry Study 20%

• Trial HSC 10%

External Assessment and Weightings (assessed externally by the Board of Studies). The Major Project and Major Folio will be submitted on the due date determined by the Board of Studies to external markers that visit the school and conduct marking on site. The HSC examination for Industrial Technology is undertaken for the focus area during the HSC examination period.

• Major Project and Major Folio worth 60% and the HSC Examination worth 40%.

Extra Information

• In the Preliminary study, the content is introductory and is related to several practical projects and the study of an individual business in the focus area. The aim of the Preliminary course is to prepare and equip the students with the necessary knowledge and skills to successfully complete the HSC Major Project and related folio.

• The HSC course requires the planning and production of a Major Project and Folio. The student will cover the associated cost of materials, components and finishes.

• The quality of the Major Project is largely associated with time spent in the workshop. Successfully managing production and taking advantage of the additional after school workshops greatly increases the overall quality of the finished project.

Post School Opportunities

The study of Industrial Technology Stage 6 provides students with knowledge, understanding and skills that form a valuable foundation for a range of courses at university and other tertiary institutions. In addition, the study of Industrial Technology Stage 6 assists students to prepare for employment and full and active participation as citizens. In particular, there are opportunities for students to gain recognition in vocational education and training. Teachers and students should be aware of these opportunities.

Recognition of Student Achievement in Vocational Education and Training (VET)

Wherever appropriate, the skills and knowledge acquired by students in their study of HSC courses should be recognised by industry and training organisations. Recognition of student achievement means that students who have satisfactorily completed HSC courses will not be required to repeat their learning in courses in TAFE NSW or other Registered Training Organisations (RTOs).

Registered Training Organisations, such as TAFE NSW, provide industry training and issue qualifications within the Australian Qualifications Framework.

The degree of recognition available to students in each subject is based on the similarity of outcomes between HSC courses and industry training packages endorsed within the Australian Qualifications Framework (AQF). Training packages are documents that link an industry’s competency standards to AQF qualifications. More information about industry training packages can be found on the National Training Information Service (NTIS) website (www.ntis.gov.au).

Recognition by TAFE NSW

TAFE NSW conducts courses in a wide range of industry areas, as outlined each year in the TAFE NSW Handbook. Under current arrangements, the recognition available to students of Industrial Technology in relevant courses conducted by TAFE is described in the HSC/TAFE Credit Transfer Guide. This guide is produced by the Board of Studies and TAFE NSW and is distributed annually to all schools and colleges. Teachers should refer to this guide and be aware of the recognition available to their students through the study of Industrial Technology Stage 6. This information can be found on the TAFE NSW website (www.tafensw.edu.au/mchoice).

Recognition by other Registered Training Organisations

Students may also negotiate recognition into a training package qualification with another Registered Training Organisation. Each student will need to provide the RTO with evidence of satisfactory achievement in Industrial Technology Stage 6 so that the degree of recognition available can be determined.

Construction Pathways (Year 11 & 12) - VET Course

Construction NESA Link

Units 2 #26211

Pathway : University & Vocational

This is a n ATAR Board Developed VET Course and students must complete the HSC exam for Construction to be included in the ATAR calculation Students must complete a minimum of 70 hours of mandatory work placement. Two separate week blocks are allocated in school time for students to complete this. To complete this work placement , students will need to sit the WHS Induction Training ( delivered by an external provider ) to attain the WHS White Card required. This will incur an additional cost of approximately $ 100

On successful completion of this course, students will be awarded the NSW TAFE recognised AQF VET qualification: CPC20220 Certificate II in Construction Pathways

Recommendation: Completion of Year 10 Industrial Technology Timber and/or Metal.

Note: Students are required to purchase VET shirts for their hands-on component of their course. These can be purchased through Cowen and Lewis and are an additional cost to the course.

Faculty : Technological & Applied Studies - For more information see Mr Mark Austin (LOL), Mr Karl Beemster, Mr Mark Bondfield, Mr Scott Murray or Mr Jay Brown

Course Description

The Construction Curriculum Framework is designed to enable students to acquire a range of technical, practical, personal, and organisational skills valued in and beyond the workplace. They will also acquire underpinning knowledge and skills related to work, employment, and further training in the construction industry.

Course Content

A variety of tasks are undertaken to successfully attain the Certificate II in Construction Pathways, including and not limited to:

• Sub-floor and Framing

• Carpentry tools and equipment

• Undertakes a basic building project - Concreting

• Interpreting plans and specifications

• Bricklaying

• Undertake measurements & calculations

This course comprises eight mandatory units of competency and an HSC elective pool. 240 indicative hour courses are accredited for four units at the Preliminary and/or HSC level.

Assessment Requirements

The VET Construction Curriculum Framework are competency-based. For a student to be considered to have satisfactorily completed a course within the Construction Curriculum Framework there must be enough 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 by the school/RTO.

• achieved some or all the course outcomes.

• undertaken the mandatory work placement

Competency-based assessment focuses on the requirements of the workplace. Competence incorporates all aspects of work performance, including problem-solving and the capacity to apply knowledge and skills in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined.

Post School Opportunities

Labouring or apprenticeships in carpentry, bricklaying, wall and floor tiling, solid plastering, and builder

Engineering Studies (Year 11 & 12)

Engineering Studies NESA Link

Units 2 #11120 #15120

Pathway | University

Recommendation: Minimum B grade in Year 10 5.3 Mathematics. Recommend studying the Mathematics Advanced course in Year 11.

Note: Students will be required, as part of their course to attend excursions.

Faculty : Technological & Applied Studies - For more information see Mr Mark Austin (LOL) or Mr Paul Buxton.

Course Description

Engineering Studies is an academic course that is directed towards the development and application of mathematical, scientific and technological skills and their integration with business and management. It provides students with skills, knowledge and understanding associated with a study of engineering, its practices and associated methodologies. The subject promotes environmental, economic and global awareness, problem-solving ability, engagement with information technology, self-directed learning, communication, management and skills in working as a team.

Both Preliminary and HSC courses offer students’ knowledge, understanding and skills in aspects of engineering that include communication, engineering mechanics/hydraulics, engineering materials, historical/societal influences, engineering electricity/electronics, and the scope of the profession. Students study engineering by investigating a range of applications and fields of engineering.

Engineering Studies is unique in that it develops knowledge and understanding of the profession of engineering. It is an academic subject and not practical based course. It is broken up into four disciplines: Mechanics, Material Science, Engineering Drawing and Engineering Report Writing.

Course Content

Year 11 Course modules include:

Engineering Fundamentals (A)

Engineered Products (A)

Braking Systems (A)

Biomedical Engineering (F)

Year 12 Course modules include:

Civil Structures (A)

Personal and Public Transport (A)

Aeronautical Engineering (F)

Telecommunications (F)

There are Application modules (A) and Focus modules (F). Application modules are base on engineering products or systems. While focus modules are based on the scope of the engineering profession. An engineering report is to be prepared for each of the course modules.

Assessment Requirements

Examinations, engineering reports, experiment and oral presentations.

Post School Opportunities

Students undertaking Engineering Studies will have the opportunity to follow several pathways. These include tertiary study, vocational education and training, and the world of work. For those following a pathway of further study, the insight and experience associated with a study of engineering will be beneficial in their presumed knowledge of the area of study. Students entering the workplace will benefit from understanding what engineers do, as the work of engineers affects us all.

For more information visit https://issuu.com/refractionmedia/docs/cws_engineering_2023

Manufacturing and Engineering (Year 11 & 12) - VET Course

Manufacturing & Eng NESA Link

Units 2 #59732

Pathway | Vocational

This is a Non - ATAR Board Endorsed VET Course that does not have a HSC exam and does not contribute towards an ATAR. 70 hours of mandatory Work P lacement is required for this course. These NSW TAFE AQF VET qualifications are awarded o n successful completion of this course MEM10119 Certificate I in Engineering and Statement of Attainment towards the MEM20422 Certificate II in Engineering Pathways

To help complete this work placement, students will need to sit the WHS Induction Training (delivered by an external provider) to attain the WHS White Card required. This will incur an additional cost of approximately $100.

Recommendation: Completion of Year 10 Industrial Technology Metal

Note: Students are required to purchase VET shirts for their hands-on component of their course. These can be purchase through Cowen and Lewis and are an additional cost to the course.

Faculty : Technological & Applied S tudies - For more information see Mr Mark Austin (LOL), Mr Jay Brown or Mr Elliott Rozario.

Course Description

The Manufacturing and Engineering Introduction course provides students with broad-based underpinning competencies in a range of engineering skills. Students undertaking this program will work on lathes and milling machines as well as learning about hand and power tools and precision measurement tools. Students will have the opportunity to learn welding skills using manual metal arc and oxy acetylene welding processes.

Course Content

Core mandatory units of competency include:

• Work safely & effectively in manufacturing & engineering.

• Organise and communicate information

• Undertake manual handling.

• Use hand tools & use power tools/handheld operations

• Use electric welding machines.

• Undertake a basic engineering project

• Use workshop machines for basic operation

• Use comparison and basic measuring devices

• Use fabrication equipment

• Perform routine oxy fuel gas welding

• Develop a career plan for the engineering and manufacturing industry Mandatory work placement is required to successfully meet the Board of Studies requirements for completing the HSC. Students must complete a minimum of 70 hours of mandatory work placement.

Assessment Requirements

This course is competency based and the student’s performance is assessed against prescribed industry standards. Assessment methods may include: Observation, Student Demonstration, Questioning, Written tasks and Tests.

Post School Opportunities

Sheet Metal Worker, Machinist, Equipment Maintainer & Repairer, Plant Mechanic, Mechanical Fitter, Tool and Die Maker, Design Engineer, CNC Operator, Mechanical and Maintenance Engineer Further study options include: Engineering - Fabrication Trade, Engineering - Mechanical Trade, Engineering - Electrical/Electronic Trade, Engineering – Technical, Boating Services.

Furniture Making Pathways (Year 11 & 12 ) - VET Course

Furniture Making NESA Link

Units 2 #6563 3

Pathway | Vocational

This is a Non - ATAR Board Endorsed VET Course , that does not have a HSC exam and does not contribute towards an ATAR. 35 hours of mandatory Work Placement is required for this course. On successful completion of this course, students will be awarded the NSW TAFE AQF VET recognised qualification: MSF20522 Certificate II in Furniture Making Pathways.

Note: Students are required to purchase VET shirts for their hands-on component of their course. These can be purchase through Cowen and Lewis and are an additional cost to the course. There is a $250 Levy (co-payment) for this course. This will be billed to your school fees.

Faculty : Technological & Applied Studies – For more information see Mr Mark Austin (LOL) or Mr Mark Bondfield

Course Description

This course is designed for students interested in the furniture making or related environments with a view to entering employment in that area. The course provides broad-based underpinning skills and knowledge in a range of furniture making tasks which will enhance the students’ entry-level employment prospects for apprenticeships, traineeships or general employment in a furniture manufacturing environment or related workplace.

Course Content

Core mandatory units of competency include:

• Develop a career plan for the furnishing industry.

• Undertake a basic furniture making project.

• Make measurements and calculations.

• Participate in environmentally sustainable work practices.

• Demonstrate care and apply safe practices at work. Mandatory work placement is required to successfully meet the Board of Studies requirements for completing the HSC. Students must complete a minimum of 35 hours of mandatory work placement

Assessment Requirements

Students must present for assessment evidence of the learning related to the course outcomes they have achieved whilst in the workplace. Students must submit this evidence weekly via a google document to the VET Coordinator for feedback. The Industry Based Learning document consists of tasks and activities which have been undertaken in the workplace including pictorial evidence, related to the course outcomes which has developed from the on-the-job training component of the school-based apprenticeship or traineeship.

Post School Opportunities

VET qualifications consist of technical skills that prepare you for work or further study in a specific job or industry, as well as employability skills that can be applied across a range of industry (or career) pathways.

Food Technology (Year 11 & 12)

Food Tech NESA Link

Units 2 #11180 #15180

Pathway | University

Recommendation: Minimum C grade in Year 10 English. Significant interest or some experience in Food Technology is highly recommended.

Faculty : Technological & Applied Studies - For more information see Mrs Anne McDonald (LOL) or Mr Scott Massey

Course Description

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 food to health and its impact on the individual and society. Skills will be developed in researching, analysing and the communication of food issues, food preparation, and the design, implementation and evaluation of solutions to various food situations.

The factors that influence Food Availability and Selection will be examined and current food consumption patterns in Australia investigated. Food handling is addressed with emphasis on ensuring safety and managing the sensory characteristics and functional properties of food to produce a quality product. The role of Nutrition in contributing to the health of the individual and the social and economic future of Australia is also explored. The structure of the Australian Food Industry is outlined and the operations of one organisation investigated. Production and processing practices are examined and their impact on the individual, society and the environment evaluated. The activities that support Food Product Development are identified and the process discussed in the development of a food product from prototype to launch.

Course Content

In order to meet the course requirements, students will undertake the following units in the Preliminary Course- Nutrition, Food Quality and Food Availability and Selection. In the HSC Course- Contemporary Nutrition Issues, The Australian Food Industry, Food Manufacture and Food Product Development. It is not a pre-requisite to have studied Food Technology in Stage 5. This course is recommended for those students interested in Nutrition, Dietetics, Nursing, Sports Nutrition, Exercise and Sports Science and Food Science.

A ssessment Requirements

Assessment tasks, written reports, practical activities, experiments and examinations. Many of the scheduled assessment tasks will include a practical component, where students will modify and produce their own recipes, in order to satisfy the design brief.

Students will also have the opportunity to obtain the RSA (Responsible Service of Alcohol) training as part of their studies.

Post School Opportunities

University study – food technology, health and nutrition, applied science, food safety. TAFE – Hospitality certificates. Obtaining work in the food and hospitality indus try.

Hospitality – Kitchen Operations (Year 11 & 12) - VET Course

Hospitality NESA Link

Units 2 #26521

Pathway | University & Vocational

This is a n ATAR Board Developed VET Course and s tudents must complete the HSC exam for this course to be included in the ATAR calculation Students must complete a minimum of 70 hours of mandatory work placement.

T his NSW TAFE AQF VET qualification is awarded on successful completion of this course.

SIT20421 Certificate II in Cookery & Statement of Attainment towards SIT30921 Certificate III in Catering As part of their studies , ( at an additional cost $80) students will also have the opportunity to obtain the: RSA(ResponsibleServiceofAlcohol)

Recommendation: It is not a pre-requisite to have studied Food Technology in Stage 5.

Note: Students are encouraged to purchase 2 VET student black polo shirts which will be used during work placement. The polo shirts will be fitted through Cowan and Lewis (West Gosford). Uniforms and toolkits will be organised through Unicut, who will fit these uniforms onsite. A chef’s uniform and Toolkit will also be required for this course. This will be added to your son’s College fees. The costs for 2025 is estimated to be: Chef’s uniform $90 and toolkits $100.

Faculty : Technological & Applied Studies - For more information see Mrs McDonald or Mr Massey Course Description

The HSC exam involves a written paper consisting of multiple-choice questions, short answers and extended responses. After 2 years of study, students will gain a Certificate II in Cookery, providing the student completes 12 “Service Periods” and the associated documentation during work placement, or inclass catering functions.

Course Content

The course is based on units of competency that have been drawn up by the Hospitality Industry to describe the competencies, skills and knowledge needed by workers in this industry. Currency of skills and knowledge provided to students is crucial to the success of the hospitality industry.

Associated Mandatory Units – These units will focus on Hygiene, Safety and Working with Colleagues and Customers. Each of these areas will feature throughout the duration of the course.

Associated Stream Units – The stream to be studied at St Edward’s College will be Kitchen Operations and Cookery. This involves students developing skills in the organisation and preparation of food, safely and hygienically. Practical skills will be developed within a range of settings using Mis-en-place and precision cutting techniques. Preparing a range of food items using basic methods of cookery will also feature throughout the course.

Work placement - students must complete a minimum of 70 hours compulsory work placement in a hospitality establishment – presently one week in Year 11 and another week in Year 12.

Assessment Requirements

Assessment is mainly competency based. To be assessed competent, a student must demonstrate that they can effectively carry out the various tasks outlined in the syllabus. For the purposes of HSC Assessment, there will be written tasks, work placement reports, practical work, workflows and written examinations.

Post School Opportunities

This course is recommended for those interested in Tourism and Hospitality. It is not a pre-requisite to have studies Food Technology in Stage 5.

Industry Based Learning (Year 11 & 12)

Industry Based Learn NESA Link

Units 2 #19905

Pathway | Vocational

Recommendation: Speak to Mrs Dignam before including this in your subject preferences.

Note: This course is only available to School-based Trainees and Apprentices not wishing to obtain an ATAR. For students to complete this course they must have met the on-the-job training requirements contained in the school-based apprenticeship or traineeship training plan.

Faculty : Technological & Applied Studies - For more information see Mrs Julia Dignam

Course Description

The purpose of this course is to enable students to demonstrate the additional knowledge, understandings, skills values and attitudes they develop from the on-the-job training component of a school-based apprenticeship or traineeship. It provides a degree of flexibility for school-based apprentices and trainees within the HSC. School-based apprentices and trainees are required to complete a minimum requirement of hours on-the job (varies depending on the type of apprenticeship or traineeship).

In doing so students will have the opportunity to develop competencies towards their apprenticeship or traineeship as well as develop knowledge, skills values and attitudes related to enterprise, work, and employability.

Course Content

Mapping outcomes to objectives. Students will: develop knowledge and understanding about the nature of work and enterprise, develop understanding about the industry and workplace(s) in which they are working and training, develop a range of skills relating to employability, value and appreciate personal attributes that contribute to overall employability and value and appreciate the range of behaviors and attitudes appropriate to work.

Assessment Requirements

Students must present for assessment evidence of the learning related to the course outcomes they have achieved whilst in the workplace. Students must submit this evidence weekly via a google document to the VET Coordinator for feedback. The Industry Based Learning document consists of tasks and activities which have been undertaken in the workplace including pictorial evidence, related to the course outcomes which has developed from the on-the-job training component of the school-based apprenticeship or traineeship.

Post School Opportunities

School Based Traineeship progresses into a full-time apprenticeship. School based Apprenticeships become full time apprenticeships.

H uman Society and Its Environment (HSIE)

Legal Studies (Year 11 & 12)

Legal Studies NESA Link

Units 2 #11220 #15220

Pathway | University

Recommendation: Interest in Law and high level literacy skills recommended

Note: Each year, the Legal Studies class participates in the Mock Trial competition. Other opportunities that may be available include court visits and guest speakers.

Faculty : Human Society and Its Environment - For more information see Mr John Griffin (LOL), Mr Chris Millar, Mrs Kylie Celebrin or Mrs Jacqui Quennelle

Course Description

Our society is regulated by a complex set of rules and laws which provide for a stable society and protect individual and community rights. Legal Studies aims to develop students’ knowledge, understanding and of the legal system and skills in evaluating its effectiveness in promoting a just and fair society. In this course you will study the systems and processes of law within the context of modern Australia. You will consider a range of contemporary issues examining what the law says, how the law is or should be changing and the effectiveness of the law in addressing the issue.

Course Content

In Year 12, students will complete the mandatory units Crime and Human Rights, and two electives such as Family Law and Consumer Law.

In past years students have studied the cancellation of Djokovic’s visa, outlaw motorcycle gangs, voluntary assisted dying, the Teacher’s Pet case and technology and privacy. Wherever possible, new issues and cases will be introduced as they arise.

You do not have to want a career in the legal system to choose Legal Studies. The content is of interest to anyone who wants to learn more about the way society operates.

Assessment Requirements

Assessment tasks may include research assignments, presentations, online discussion forums as well as the standard examination style tasks. Both the Preliminary Examination and the HSC are made up of multiple choice, short answer and long response questions. Students with skills such as nuanced and critical thinking, organisational ability, and writing skills are better able to achieve positive academic results in this course.

Post School Opportunities

Those who study Legal Studies may find themselves careers in: Law, such as becoming a solicitor, barrister, or judge.

Employment in law enforcement or criminal justice, including roles like police officer or correctional officer.

Opportunities in government and public service, such as policy advisor, diplomat, or regulatory affairs specialist.

Business Studies (Year 11 & 12)

Business Studies NESA Link

Units 2 #11040 #15040

Pathway | University

Faculty : Human Society and Its Environment - For more information see Mr John Griffin (LOL), Mr Chris Millar, Mrs Kylie Celebrin or Mrs Jacqui Quennelle

Course Description

Business Studies aims to develop knowledge, understanding, skills and values which enable students to make judgements about the performance of businesses in a dynamic business environment.

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

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

Course Content

The Year 11 Course covers a wide range of areas dealing with the management of a small business. It examines the role of establishment, location, raising finance, budgeting and staffing in a business operation. Students also examine several case studies from the current business world to extend their knowledge. Students learn to compile business reports, present business seminars and evaluate various companies. They will enjoy the challenge of preparing an extensive business plan on a business they are interested in.

The Year 12 Course allows students to specialise in key areas of business such as operations, finance, international business marketing and employment relations. Each section builds upon previous knowledge and enables students to develop strategies implemented by business and the effects of these on several stakeholders. Students will be expected to take an active interest in the business environment and the challenges and benefits when business expand and compete in global markets.

Assessment Requirements

Group research, oral presentations, research essays, business investigation into a business venture, report construction, and examinations. Students will need to follow business media reports. In Year 11 they have to construct a major business plan on their own business idea. We have had two national winners in this competition.

Post School Opportunities

Business Studies assists the students in a variety of careers. Please visit https://myfuture.edu.au/bullseyes/details/4 business-studies for further information regarding career opportunities in Business Studies.

Economics (Year 11 & 12) Economics NESA Link Units 2 #11110 #15110

Pathway | University

Recommendation: Minimum B grade in Mathematics (5.2/5.3) and English. An ability to write high order extended responses, and confidently perform calculations using economic data is highly important. Faculty : Human Society and Its Environment - For more information see Mr John Griffin (LOL), Mrs Jessica Hillard or Mrs Kylie Celebrin

Course Description

The subject of Economics is an excellent method in preparing students for a variety of global career paths in business, government agencies, welfare and travel. Economics offers the opportunity for high achieving students to excel in an academic and challenging environment.

Course Content

The Year 11 Course is essentially microeconomics. It examines the behaviour of consumers, business and governments. In this course students will be expected to follow government economic policies and the role played in managing business cycles (especially prevalent in 2020-2021) as well as global economic challenges.

The Year 12 Course focuses on the management of the economy and examines the management and action taken by government organisations such as Reserve Bank of Australia and International Monetary Fund in both the Australian and Global economies. The course enables the students to take a more active role in economic management. Students will be able to justify the use of various strategies adopted to improve the state of the economy, reallocate resources, reduce inequality and encourage the development of sustainable economic environmental policies. It includes study into the current use of Fiscal and budget policy, monetary policy and micro economic reform.

Assessment Requirements

There will be variety of oral and written presentations, research tasks, tests, assignments, stimulus tasks and group work.

Students will need to read the economic and business sections of the daily newspapers and be prepared to discuss daily economic stories. Students will be expected to be able to communicate their findings and relate the content to current policies and strategies.

Post School Opportunities

For further information regarding career opportunities in Economics, please visit: https://myfuture.edu.au/bullseyes/details/9 economics https://issuu.com/refractionmedia/stacks/Economics

Geography (Year 11 & 12)

Geography NESA Link

Units 2 #11190 #15190

Pathway | University

Faculty : HSIE - For more information see Mr John Griffin (LOL) or Mrs Kylie Celebrin.

Course Description

Geography helps us to explore and understand space and place - recognising the great differences in cultures, political systems, economies, landscapes and environments across the world, and exploring the links between them. Geography also provides an ideal framework for connecting and bringing together other fields of knowledge. Many of them connecting other HSIE subject and the sciences and mathematics. With real world issues like climate change, the rate of urbanisation and food security at student’s doorstep, this is a worthwhile subject.

Course Content

Year 11 students learn about earth’s natural systems. This includes an examination of the four spheres of earth: the atmosphere, the biosphere, the lithosphere, and the hydrosphere. This is the core topic for Year 11. Other topics include human interactions with the environment and challenges to global population and resources. The focal point of Year 11 Geography is the Geography Investigation (GI), where students select a geographical issue that is important to them and develop their own research project around it.

Year 12 Course: includes a study of ecosystems and its biodiversity, such as the Great Barrier Reef, understanding urban places as well as the role NGO’s play in promoting global sustainability. Furthermore, students will master a range of key geography skills. They will be able to synthesise and analyse information from a range of maps, graphs, photographs, and statistics to apply when investigating contemporary issues.

Assessment Requirements

Types of assessment tasks are diverse and flexible to best meet the needs of the student and the cohort. This could include a TED Talk style presentation, an online forum submission, traditional examinations and a Geographical Investigation (GI) submission, which allows the student to choose their own form of submission.

Essential to becoming a successful Geographer is to be curious and have a desire to explore the world we live in. During the Geographical Investigation it is expected that students complete their own fieldwork to support their project. Geography is an incredibly rich and rewarding subject that compliments other areas of study in the Sciences and Humanities.

Post School Opportunities

Career pathways for Geography students continues to diversify and expand, some examples of industries include education, commerce, primary industries, transport, tourism and public sectors. You'll also have many transferable skills, attracting employers from the business, law and finance sectors.

For further information regarding career opportunities in Geography, please visit: https://myfuture.edu.au/bullseyes/details/15 geography

Services (Year 11 & 12) - VET Course Fin Services NESA Link

Units 2 #27211

Pathway | University & Vocational

This is an ATAR Board Developed VET Course and s tudents must sit the HSC exam for Financial Services to be included in the ATAR calculation.

Students must also complete a minimum of 70 hours of mandatory work placement. This is conducted within the industry and simulated setting located at school (Crème & Bean Café). Students will contribute $80 towards the cost of the Barista Course.

On successful completion of this course, students will be awarded the NSW TAFE AQF VET qualification: FNS30122 Certificate III in Financial Services

Note: Minimum C grade in Year 10 Mathematics. The Certificate III awarded can be used as an alternative entry pathway to University of Newcastle on an HSC + University or HSC + Vocational pathways.

Faculty : HSIE - For more information see Mr John Griffin (LOL) or Mrs Sonya Robinson

Course Description

Are you intrigued by the world of finance or looking to equip yourself with knowledge that can help you manage your personal or business finances in the future? During this course, you will gain a comprehensive overview of the financial services industry, exploring the institutions, products and services available to consumers. In addition, you will develop a strong understanding of compliance requirements and ethical practices that are crucial in the financial field. Moreover, the program emphasises the development of effective communication and customer service skills, tailored specifically to the financial services industry. These skills will enable you to interact confidently with clients and customers provide exceptional service.

Course Content

Delve into financial transactions, banking operations and the use of banking software systems. Discover financial planning and budgeting techniques, including setting goals and managing personal finances. You will develop important workplace skills such as teamwork, problem-solving, time management and professional etiquette, highly valued in the financial services industry. Cultivate financial literacy, enabling you to make informed decisions about personal finances, savings and investments. Obtain essential accounting skills to enable you to record financial transactions and extract important financial reports, such as profit and loss statements. Acquire foundational skills in MYOB, the accounting program, equipping you with practical knowledge directly applicable to real-world accounting practices. Upon completion, you will possess a solid foundation in finance, ready for entry-level roles or further studies. Empowered with financial literacy, you can confidently navigate the financial landscape and secure a prosperous financial future.

Assessment Requirements

To obtain a Certificate III in Financial Services, students must demonstrate competency in all units of the course. Competency may be proved through demonstration, work placement, verbally and written.

Post School Opportunities

Insurance Officers, Superannuation Assistant, Banking, Customer Service, Accounts, Lending Officer and Brokers. With career prospects such as: Payroll Officer, Client Advisor, Risk Manager, Financial Services Manager, Accountant, Brokerage or Financial Controller. Future pathways/study in the areas of: Certificate IV in Financial Services or Certificate IV in Accounting, Diploma of Financial Services or Diploma of Accounting or entry into university, or further studies into economics, commerce or business

Retail Services (Year 11 & 12) - VET Course

Retail Services NESA Link

Units 2 # 26911

Pathway | University & Vocational

This is a n ATAR Board Developed VET Course and s tudents must sit the HSC exam for this course to be included in the ATAR calculation

Students must also complete a minimum of 70 hours of mandatory work placement.

On successful completion of this course, students will be awarded the NSW TAFE AQF VET recognised qualification: SIR20216 Certificate II in Retail Services

Note: Students are required to purchase a VET shirt for their hands-on component of their course. These can be purchase through Cowen and Lewis and are an additional cost to the course.

Faculty : Human Society and Its Environment - For more information see Mr John Griffin (LOL) or Mr Chris Millar

Course Description

The subject of Retail Services is a dynamic learning experience that will equip students with the knowledge and skills they need for a challenging and rewarding career in retail and related fields

Course Content

The course is designed to provide students with appropriate learning opportunities that will enable them to acquire a range of technical, personal and interpersonal skills valued both within and beyond the workplace. They will also acquire underpinning skills and knowledge related to functional areas within the Retail industry.

Students are also involved in a Retail Skills Show Case, where they compete against other Central Coast schools. Areas of competition may include window display, merchandising, store presentation and selling techniques. Excursions to retail outlets (possibly the Sydney markets), factory outlets and local shopping centres may also be included as a part of the course.

Assessment Requirements

Work placement tasks, assignments, and tests. To obtain a Certificate III in Retail, students must demonstrate competency in all units of the course. Competency may be proved through demonstration, work placement, verbally or by written tests.

There are two one-week work placement periods (one in Year 11 and one in Year 12).

Post School Opportunities

This is VET course - you can count it towards your HSC and ATAR and receive a qualification that is recognised by industry Australia wide. This certificate III qualification can be used as an alternative entry pathway into Newcastle University

Links: NESA - Retail Services career and study pathways

Ancient History (Year 11 & 12)

Ancient History NESA Link

Units 2 #11020 #15020

Pathway | University

Faculty : Human Society and Its Environment - For more information see Mr John Griffin (LOL), Mr Mitchell Neve, Mr Graeme Judd, Ms Elena Atayde

Course Description

The study of Ancient History engages students in an investigation of life in early societies based on the analysis and interpretation of physical and written remains. It offers students the opportunity to investigate the possible motivations and actions of individuals and groups, and how they shaped the political, social, economic and cultural landscapes of the ancient world. Ancient History stimulates students’ curiosity and imagination and enriches their appreciation of humanity by introducing them to a range of cultures and beliefs as well as to the origins and influences of ideas, values and behaviours that are still relevant in the modern world. In all industries, there is a need for employees, leaders and decision-makers to hold exactly the kind of creative, communication, and emotional and cultural intelligence skills that are the crux of the Ancient History program.

Course Content

The Year 11 Course currently offers four case studies and the Core topic, the Nature of Ancient History. This is studied through film, like Gladiator and followed by a study into the display of ancient human remains such as Tutankhamun and the Iceman Otzi. We also examine the great Silk Road which connected eastern and western ancient societies.

A striking feature of the course is the Historical Investigation, which promotes each student’s unique interest in the ancient world and to develop an investigation around that area. The Year 11 topics allows students to engage and build upon skills necessary to best prepare them for their HSC. Pompeii and Herculaneum is the Core topic that all students in NSW will be examined on. It is a source-based examination of the famous sites and what the remains show us about how the people lived during the time before the volcano, Mt Vesuvius erupted. The society and period study allows students to develop an understanding of Sparta, whilst further developing an in-depth examination of a personality in the ancient world, like Julius Caesar.

Assessment Requirements

Audio podcast, essay tasks, source-based examinations and student debates will be embedded into a wide-ranging assessment program.

Post School Opportunities

For further information regarding career opportunities in Ancient History, please visit: https://myfuture.edu.au/bullseyes/details/17 history

History (Year 11 & 12)

History NESA Link Units 2 #11270 #15270

Pathway | University

Faculty : Human Society and Its Environment - For more information see Mr John Griffin (LOL), Mr Graeme Judd or Mr Alex Rozario

Course Description

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

Course Content

Currently the topics taught in the Year 11 Course consists of three case studies and the Core topic, the Shaping of the Modern World, the focus being the events and impacts of World War 1. The case studies currently taught are: The decline and fall of the Romanov Dynasty, the Cuban Revolution and the Representation and Commemoration of the past, specifically focusing on how historical films enable a modern audience to engage in history. Each topic plays a significant role in building an understanding of the narrative needed to better tackle the HSC course components.

The Year 12 Course begins with and flows nicely from the Year 11 WWI study into a source-based study of the rise of dictatorships and authoritarian governments in the inter-war period. This Core topic, which focuses largely on the rise of the Nazi Party in Germany, is what all students will study across NSW. The National Study offers a wonderful opportunity for students to develop an understanding of Russia and the Soviet Union in the aftermath of the war and in leading to the outbreak of WWII, also allowing a comparative study between Adolf Hitler and Joseph Stalin. There is also a shift of focus away from Europe and into a conflict that had a direct impact on Australia, the conflicts in Indochina, where students will investigate the role of American influence in the region and the events leading to the North’s victory. Finally, students will follow the path of one of histories’ greatest leaders, Martin Luther King Jr., learning about the bravery and sacrifice of many during America’s Civil Rights Movement and then drawing parallels with the events within Australia and the fight for more rights by the Aboriginal and Torress Strait Islander Peoples.

Assessment Requirements

A research-based essay, source analysis tasks, Historical investigation (student choice of topic), academic blog posts.

Post School Opportunities

For further information regarding career opportunities in Modern History, please visit: https://myfuture.edu.au/bullseyes/details/17 history

History Extension (Year 12 only )

History Ext NESA Link

Units 1 #15280

Pathway | University

Note: Students must study either Ancient History or Modern History as a co-requisite for Extension History

Faculty : HSIE - For more information see Mr John Griffin (LOL) or Mr Alex Rozario.

CourseDescription

History Extension provides students with opportunities to examine the way history is constructed and the role of historians through an exploration of Historiography Rather than focusing on and/or extending students’ knowledge of a particular period or event in history, students investigate the nature of history and changing approaches to its construction over time through sampling the works of various writers, historians and others involved in the practice of history. Students apply their understanding to undertake an individual investigative project, focusing on an area of changing historical interpretation.

Students develop their understanding of how a piece of history has been constructed, analysing the role of context, author, and other factors that have influenced what was included in the history. They will develop their critical thinking skills, building capacity to analyse the motivations behind points of view and pieces of information. Additionally, students will focus on key debates within history, deconstructing why there can be different histories or perspectives written on the one event or time period.

From Herodotus to 21st century depictions of history in film and on social media, the History Extension course covers a range of topics and time periods, focusing on how history is constructed over time.

Course Content

The Year 12 course comprises two sections:

• ConstructingHistory

Key questions: Who are historians?

What are the purposes of history?

How has history been constructed, recorded and presented over time?

Why have approaches to history changed over time?

Case studies: Students develop their understanding of significant historiographical ideas and methodologies by exploring one case study, with reference to three identified areas of debate and the key questions.

• History Project: Students will undertake an individual investigative project, focusing on an area of changing historical interpretation.

AssessmentRequirements

There are three assessments within the History Extension course, two of which relate directly to the individual research project (History Project).

P ersonal Development Health and Physical Education (PDHPE)

Health and Movement Science (Year 11 & 12)

(New in 2025, formerly known as PDHPE) NESA Link

Units 2 # TBA Pathway | University

Note: This is a rigorous, 100% theory based, academic subject suited best for students wishing to attend University.

Faculty : PDHPE - For more information see Mrs Vanessa Henderson (LOL), Mr Richard Ellis, Mr Gerry Summerhayes, Mr Alex Powell Mr Michael Gentle and Mrs Victoria Worrell

Course Description

Health and Movement Science draws on a multitude of fields and the application of scientific concepts to actively engage students in learning about the factors that influence health and movement. In this syllabus, students investigate the health status of Australians and the interrelated factors that affect the health of individuals and communities. Students explore the factors that influence movement and performance and develop the skills to enhance movement for themselves and others throughout their lifetime.

Health and Movement Science builds on the foundational knowledge, understanding and skills developed in the PDHPE K–10 course. The course provides opportunities to explore areas of interest in greater depth and apply health and movement concepts to various contexts and groups.

Course Content

Assessment Requirements

Completion of research assignments, depth studies, collaborative investigation (Year 11), application of skills tasks, in-class examinations and major examinations.

Post School Opportunities

2 Unit Health & Movement Science is an excellent base for students wishing to undertake tertiary study in the Sciences, Human Movement, Medicine, Physical Education, Sports Management, Physiotherapy and Sports Journalism. Nightly revision of this subject is mandatory should a student wish to achieve a result that would allow matriculation. Nightly revision of this subject is mandatory should a student wish to achieve a result that would allow matriculation.

Sport, Lifestyle & Recreation Studies (SLR) (Yr 11 & 12)

NESA Link

Units 2

#35015

#35017

Pathway | Vocational

This is a Non -ATAR Content Endorsed Course and there is no HSC exam for this course.

Note: Students are required to wear a school sports shirt for the practical component of their course. This can be purchased through Cowan and Lewis and is an additional cost to the course.

Faculty : PDHPE - For more information see Mrs Vanessa Henderson (LOL), Mr Jason Carpenter, Mr Richard Ellis or Mr Michael Gentle.

Course Description

Students 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.

Course Content

This course develops in each student the knowledge, understanding and skills needed for further education, work and to adopt active and health-promoting lifestyles. The following key competencies are embedded in SLR: collecting, analysing and organising information; communication; planning and organising activities; working in teams; using mathematical ideas; using technology and solving problems.

Students will cover topics that include aquatics, athletics, sports coaching and training, individual/team games and sports applications.

This course is recommended for students who do not wish to pursue an ATAR and who prefer more practical activities and less rigorous extended response style assessments.

Assessment Requirements

Students will complete a range of class-based practical and theoretical assessments as well as the submission of online courses.

Post School Opportunities

The study of SLR will support students in developing a commitment to, and capacity for, lifelong learning in this area. This may lead to further postschool study at University or TAFE or vocational training in the context of the workplace. Learning may also continue through ongoing life experiences if this as an area of personal interest.

Outdoor Recreation (Year 11 o nly) - VET Course

NESA link

Units 3 #43441

Pathway | Vocational

This is a Non -ATAR , VET Board Endorsed course and there is no HSC exam for this course. There is an additional cost of between $500 and $8 7 5 for this course. (See next page)

On successful completion of this course, students will be awarded the NSW TAFE recognised AQF VET qualification: SIS 20419 Certificate II in Outdoor Recreation

Note: Students must complete a minimum of 35 hours of mandatory work placement This placement will be undertaken in an appropriate recreation work environment.

Faculty : PDHPE - For more information see Mrs Juliana Dignam, Mrs Vanessa Henderson (LOL), Mr Michael Gentle or Mr Gerry Summerhayes

Course Description and Content

The Outdoor Recreation Curriculum Framework is designed for students who are active, enjoy the outdoors, have effective communication, and enjoy working with people. It is an opportunity for students to improve their fitness and environmental knowledge, learn about the sports & health industry and be able to implement this knowledge in a recreational setting All course content will be delivered on camp, work placement and over several full individual days Core units covered in the course are:

• Minimise environmental impact.

• Provide first aid.

• Follow occupational health and safety policies.

• Assist in conducting outdoor recreation sessions.

• Maintain sport, fitness and recreation industry knowledge

Other potential activities undertaken include: Bushwalking, navigation skills, canoeing/kayaking, fishing, surfing, or mountain biking.

A ssessment Requirements

This course is competency based and the student’s performance is assessed against prescribed industry standards. Assessment methods may include: observation, student demonstration, questioning, written tasks and quizzes. All assessments will be completed on mandatory 4-day camp, work placement and one day activities unless specified by the trainer/teacher.

Post School Opportunities

Potential career pathways: Leisure Facility Assistant, Community Recreation Activity Assistant, Customer Service Assistant, Aquatic Leisure Centre Assistant and Retail Assistant.

Further study pathway at TAFE example: Outdoor Recreation - Costs

Students who choose to study Outdoor Recreation are required to participate in a range of External Certifications and a mandatory four-day outdoor recreation experience and work placement. The additional cost to families to study Outdoor Recreation are estimated at:

P erforming Arts

Music 1 (Year 11 & 12)

NESA Link

Units 2 #11280 #15290

Pathway | University

This is an ATAR Board Developed Course and students will need to sit a compulsory Theory Paper in the HSC Course. This is an Aural (Listening) Exam involving written responses to 4 pieces of music. Students are also required to sit a Practical HSC examination in which they present a Core performance piece and 3 electives which can be all performance or a combination of performance, Viva Voce and/or Composition.

Recommendation: Students undertaking this course must be capable of playing an instrument or be able to sing, although specific levels are not prescribed. Some students may need to take private tuition to attain these skills. Music 1 assumes no prior knowledge of musical notation beyond the basic introduction in Years 7 and 8. It is advantageous to have also completed the Year 9 and 10 music electives The Music Department recognises that students who have had no further involvement in music beyond their introduction in the Mandatory Course will need to revisit elementary musical skills.

Note: This is an extremely flexible course designed to cater for the strengths of each individual student.

Faculty : Performing Arts - For more information see Mrs Annie Rankin (LOL), Mr Paul Toole, Mr Justin Kane

Course Description

This course provides students with the opportunity to study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. Students nominate three electives made up of any combination of performance, composition and/or musicology which reflect the three topics studied in the HSC course. The Music 1 course is designed for students who have diverse musical backgrounds, musical interests and experience.

Course Content

The Music 1 course builds on the Years 7-8 Mandatory Courses and the Elective courses in years 9-10. It caters for students who have diverse musical backgrounds and musical interests. It therefore attracts students with a formal musical background as well as those with only minimal experience.

The Music 1 course develops knowledge and skills about the concepts of music (Duration, Pitch, Dynamics and Expressive Techniques, Tone Colour, Texture and Structure) which will be introduced in a variety of cultural and historical contexts through activities in the following areas:

• Performance - participation in any form of practical music making in a variety of styles/periods.

• Composition - the organisation of sounds.

• Musicology - the study of musical styles and genres from several perspectives. These include the historical, the sociological, the notational and the analytical.

• Aural (Listening) - the ability to discriminate between sounds and to make judgements about their use in a wide range of musical styles, periods and genres. Each of these activities involve the use of different forms of technology.

Assessment Requirements

Performance: classroom-based activities in both solo and group performances on your chosen instrument or voice.

Composition: original compositions/arrangements/song writing utilising industry standard computer software (including composition portfolios/diaries providing insight into the compositional process).

Musicology: viva voce (discussions with an examiner based on your selected topic areas), oral responses, written responses and research tasks.

Aural: written responses demonstrating recognition of the concepts of music in a variety of musical excerpts.

Post School Opportunities

The modern music industry comprises many different activities and roles: Musician, Singer/Songwriter, Composer, Live Performer, Arranger, Music Supervisor, Private Music Tutor, Secondary Music Teacher, Session Performer, Sound Designer

Many successful and reputable institutions exist to further study the career paths listed above:

The Australian Institute of Music in Sydney

JMC Academy in Sydney

Newcastle or Sydney Conservatorium

University of Western Sydney

All Bachelor of Music Courses may also be connected to a Master of Teaching Degree.

Drama (Year 11 & 12)

Drama NESA Link

Units 2 #11090 #15090

Pathway | University

Note: This is an extremely flexible Board Developed HSC Course designed to cater for the performance strengths of each individual student.

Faculty : Performing Arts - For more information see Mrs Annie Rankin (LOL), Ms Jodie Connor or Ms Elena Atayde

Course Description

The HSC Drama course is designed for students who have an interest in the Performing Arts and will be challenged through a choice of stimulating activities such as: improvisation, video production, set and lighting design, scriptwriting and directing. These activities will foster the development of 21st Century work skills which employers seek, including creativity and innovation, collaboration, critical thinking and problem solving.

Students attend a minimum of two plays at various theatre companies, including the Onstage presentation of works of excellence from the previous HSC cohort and workshops on acting, devising and presenting performance. Students will perform in two Drama Nights in which parents and friends are invited to attend a showcase of the students’ best work.

Course Content

The HSC Drama 2 Unit course builds on the experience of the Year 9 and 10 Drama Course and caters for students with established drama skills as well as those with no experience in Drama.

The Year 11 Course content comprises an interaction between the components of:

• Improvisation, Play building and Acting.

• Elements of Production in Performance

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

The Year 12 Course content involves the practical and theoretical exploration of:

• Australian Drama and Theatre

• Studies in Drama and Theatre

• A Group Performance

• An Individual Project (chosen from Performance, Design, Scriptwriting, Video or Critical Analysis) Each of these activities involve the use of different forms of technology

Course Content

Students in the HSC course will complete:

• 8-12-minute group performance with 3-6 students

• 6-8-minute individual project chosen from: performance, design, filmmaking, critical analysis or scriptwriting

• A one and a half hour written examination comprising Australian Drama and Theatre and Studies in Drama and Theatre, as well as the College’s internal assessment program for Drama. Students learn how to develop their logbook in Year 11, and it is submitted with their group and individual projects in Year 12. Daily work on this record and reflection component plus solid independent research skills and the development of appropriate drama essay writing techniques are all critical in students maximising their mark potential in this course. Students will perform/present their group and individual projects to audiences late in Term 2 and early in Term 3 of their HSC year. Year 11 students will perform self- devised pieces in Term 1 as a part of their preparation for external assessment.

Assessment Requirements

• Performance (individual and group)

• Technical demonstrations.

• Improvised performances.

• Set or costume designs.

• Scriptwriting or film making.

• Performance analysis and essay writing.

The Assessment mark for the HSC is made up of 60% from performance work and 40% from written work.

Post School Opportunities

Many reputable institutions exist to further study the career paths listed above, including:

The National Institute of Dramatic Art (NIDA) - (offering excellent courses in Acting, Musical Theatre, Design Technical Production and Directing)

Western Australian Academy of performing Arts (WAAPA) (offering excellent courses in Acting, Musical Theatre, Design Technical Production and Directing)

Newcastle University (offering a Bachelor Degree in Creative Arts specialising in Drama)

Most Bachelor of Drama Courses may be connected to a Master of Teaching Degree

Entertainment Industry (Year 11 & 12) - VET Course

Ent Industry NESA Link

Units 2 #26401

Pathway | University & Vocational

This is an ATAR Board Developed VET Course and s tudents must complete the HSC exam for Entertainment to be included in the ir ATAR calculation All students must complete 70 hours of Work Placement within an entertainment indus try setting. 35 of these hours are completed during a 1- week work placement with host employer The Skilled Creative.

On successful completion of this course, students will be awarded an NSW TAFE recognised Statement of Attainment towards C UA 30 420 Certificate III in Live Production and Technical Services

S tudents can complete an additional 60 hours course in Entertainment Industry Specialisation Study to gain the full AQ F VET qualification CUA30420 C ertificate III in Live Production and Technical Services This certificate III qualification can be used as an alternative entry pathway into Newcastle University.

Recommendation: No prior knowledge of technical operations and there is no performing in this course.

Faculty : Performing Arts - For more information see Mrs Annie Rankin (LOL) or Ms Jodie Connor.

Course Description

The VET Entertainment course is designed for students who wish to work, or are interested in, the Entertainment Industry. It is designed to enable students to acquire a range of technical, practical, personal and organisational skills valued both within and beyond the Entertainment workplace. The purpose of the course is to provide students with the opportunity to develop basic knowledge and skills for live production, theatre and event industries.

Live Entertainment events are presented in many types of venues, from clubs and pubs to outdoor locations, to performing arts centres. The organisations may be commercial, they may receive government subsidies, or they may be metropolitan, regional or community based. Just as there is a diversity of venues, so too there are numerous types of events.

Course Content

The Entertainment Course at St Edward’s College includes the units below:

• Work effectively in the creative arts.

• Work safely in the construction Industry

• Apply Work Health and Safety Practices

• Organise personal work priorities and development

• Participate in collaborative creative projects

• Provide service to customers

• Operate basic lighting

• Assist with production operations for live performance.

• Undertake live audio operations

• Operate vision systems

• Work effectively backstage during performances

• Assist with bump in and bump out of shows

Each of these activities involve the use of different forms of technology (both analogue and digital)

Continued - Entertainment Industry (Year 11 & 12)VET Course Units 2 Pathway | University & Vocational

Assessment Requirements

Entertainment is a competency-based course and assessment includes group work, research tasks and demonstrating competencies in tasks such as setting up a PA system, mixing live audio, creating a cue sheet, or programming and operating a digital lighting desk or using vision systems including a vision mixer.

Post School Opportunities

This certificate can be used as an alternative entry pathway to University of Newcastle on an HSC + University or HSC + Vocational pathways.

Many successful and reputable institutions exist to further study the career paths listed above:

• The Australian Institute of Music in Sydney (offering 2-year courses in Music Production)

• JMC Academy (offering excellent courses in Audio Engineering and Sound Production)

• NIDA Bachelor of Fine Arts (Technical Theatre, Stage Management and Design)

• Western Academy of Performing Arts (Stage Management and Design)

Is there anything else you should know?

• Entertainment assumes Students work entirely backstage or in the front-of-house area on technical operations.

• Students are required to purchase VET shirts for their hands-on component of their course. These can be purchase through Cowen and Lewis and are an additional cost to the course.

• WHS Induction Training will be delivered by an external provider for students to attain the WHS White Card required for them to complete Work placement. This will incur an additional cost of approximately $100

Screen and Media (Year 11 & 12) - VET Course

Screen & Media NESA Link

Units 2 #59855

Pathway | Vocational

This is a Non - ATAR Board Endorsed VET Course that does not have a HSC exam and does not contribute towards an ATAR.

On successful completion of this course, students will be awarded the NSW TAFE AQF VET recognised qualification: CUA31020 Certificate III in Screen and Media.

Note: There is NO work placement for this course.

Students are required to purchase VET shirts for their hands-on component of their course. These can be purchase through Cowen and Lewis and are an additional cost to the course.

Faculty : Performing Arts - For more information see Mrs Annie Rankin (LOL) or Ms Jodie Connor

Course Description

The VET Screen and Media course is designed for students who wish to work, or are interested in, the film, television or digital media industries. If you see yourself working in TV, radio or film this course could be for you.

This course aims to provide students with the foundation knowledge and the elementary skills required to operate in the film, television or digital media industries, in a safe and efficient manner.

The qualification is recognised as an entry-level qualification for employment in the media industry and provides opportunities to:

• Apply knowledge and understanding of WHS requirements and the operations of the media industry.

• Use a range of standard media industry tools and equipment

• Set up for basic camera and film shoots.

• Learn about presentation techniques in front of the camera

• Engage in vision and sound editing.

• Work independently and in teams

• Develop critical thinking and creativity skills

Course Content

The Screen and Media Course includes the units below:

• Contribute to health and safety of self and others work safely in the construction Industry.

• Work effectively in the screen and media industries

• Develop and extend critical and creative thinking skills

• Present programs on air

• Develop techniques for presenting to camera.

• Shoot material for screen productions

• Operate basic lighting

• Perform basic vision and sound editing

• Write content for a range of media

• Write simple stories

Each of these activities involve the use of different forms of technology (both analogue and digital).

Assessment Requirements

Screen and Media is a competency-based course and assessment may include:

• Observation

• Student Demonstration

• Questioning

• Written tasks

• Tests

Personal Requirements include:

• Active listening – Able to listen to others, not interrupting, and asking good questions.

• Speaking- Able to talk to others

• Comprehension – Able to read course related information

• Coordination – Able to Change what is done based on other people’s actions.

• Time Management – Able to manage your own and other peoples’ time to get work done.

• Judgement and decision making – Figuring out the pros and cons of different options and choosing the best one.

• Active Learning - Able to use what you have learnt to solve problems now and again in the future.

L anguages

French Beginners (Year 11 & 12)

French Beginners NESA Link

Units 2 # 11740 #15670

Pathway | University

Recommendation: Students who have completed the 100-hour course of French (in Years 7 – 10) are eligible for French Beginners.

Note: This course is designed for those students who have little or no background of study in French.

Faculty : Languages - For more information see Mrs Sabine Kieken.

Course Description/Content

The aims of the course are:

• To use French to communicate with others.

• To understand and appreciate one’s own culture through the study of French culture.

• To understand language as a system

• To have the potential to apply French to further work, study, training or leisure.

It is recommended that a student who chooses this course would have a strong interest in learning another language and a desire to explore another culture.

This course would suit students who welcome the challenge of language acquisition, in depth analysis of their own language skills, and students who have a commitment to academic excellence.

Assessment Requirements

Speaking, Listening and Responding, Reading and Responding, Writing in French.

French Continuers (Year 11 & 12)

French Continuers NESA Link

Units 2 #11640 #15680

Pathway | University

Recommendation: It is recommended that a student who chooses this course would have achieved an A or B at the end of the Year 10 French Course.

Note: French Continuers is academically demanding and is suited to those students who are motivated and who really enjoy the challenge of learning another language.

Faculty : Languages - For more information see Mrs Sabine Kieken.

Course Description/Content

This course is designed for those students who have completed three years of French: Year 8 with the 100 hours mandatory course, plus two years of Elective French in Years 9 and 10.

The aims of this course are:

• To use French to communicate with others.

• To understand and appreciate one’s own culture through the study of French culture.

• To understand language as a system.

• To have the potential to apply French to further work, study, training or leisure

Assessment Requirements

Speaking, Listening and Responding, Reading and Responding, Writing in French.

NSW School of Languages (Year 11 & 12)

• Students can also select any outside courses offered at the NSW School of Languages.

• StudentschoosingtostudyalanguagethroughtheNSWSchoolofLanguageswillberequired to cover the cost of this course. The average cost of a Language Course through the NSW SchoolofLanguagesis$800.

• Please see here for more information:NSW SchoolofLanguages

Japanese at St Joseph’s College, East Gosford (Year 11 & 12)

• ThefollowingLanguagecoursesarealsoofferedtobestudiedatStJoseph’sCollege,East Gosford. (Click below or see pages 82-83 for more information)

• Japanese Beginners

• Japanese Continuers

S t Joseph’s College – S ubjects Offered In 2025/26

(Subject Information provided by St Joseph’s College)

Community and Family Studies (Year 11 & 12)

Comm & Fam Studies NESA Link

Course Description

Units 2 # 11060 #15060

Pathway | University

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

Course Information

Preliminary Course

• Resource Management – Basic concepts of the resource management process (approximately 20% of course time).

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

• Families and Communities – Family structures and the interaction between family and community (approximately 40% of course time).

HSC Course

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

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

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

HSC Option Modules

Select one of the following (approximately 25% of course time):

• Family and Societal Interactions – Government and community structures that support and protect family members throughout their lifespan.

• Social Impact of Technology – The impact of evolving technologies on individuals and lifestyle. This is the option chosen at St Joseph’s Catholic College.

• Individuals and Work – Contemporary issues confronting individuals as they manage roles within both their family and work environments.

Course Requirements:

Students are required to complete an Independent Research Project (IRP) as part of the HSC internal assessment. The focus of the Independent Research Project should be related to the course content of one or more of the following areas: individuals, groups, families, communities, resource management. The IRP is completed in Term 4, 2021 which is at the beginning of the HSC course and needs much of the research to be completed independently. This is a theoretical course that requires good literacy skills

Dance (Year 11 & 12)

Dance NESA Link

Units 2 # 11070 #15070

Pathway | University

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

Course Description/Content

Preliminary Course

Students undertake a study of Dance as an art form. There is an equal emphasis on the components of Performance, Composition and Appreciation in the study of Dance. Students studying Dance bring with them a wide range of prior dance experience. Physical training and preparation of the body is fundamental and of paramount importance to the course and informs all three components of the course.

Components to be completed are:

• Performance (40%)

• Composition (20%)

• Appreciation (20%)

• Additional (20%) (to be allocated by the teacher to suit the specific circumstances/context of the class)

HSC Course

Students continue common study in the three course components of Performance, Composition and Appreciation and also undertake an in-depth study of dance in one of the Major Study components, either in Performance, Composition, Appreciation or Dance and Technology.

• Core (60%) - Performance 20%, Composition 20% and Appreciation 20%

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

Course Requirements

The interrelation of the course components is a major feature in the study of dance as an artform and is emphasised throughout both courses. The published Course Prescriptions, which may change in total or in part every three years, indicate works and artists to be studied in the HSC Course in Core Appreciation and Major Study Appreciation.

Japanese Beginners (Year 11 & 12)

Jap Beg NESA Link

Units 2 #11070 #15070

Pathway | University

Prerequisites: No prior knowledge or experience and knowledge of the Japanese language derived solely from, or is equivalent to, the 100 hours Stage 4 course

Exclusions: Japanese Continuers; Heritage Japanese; Japanese Background Speakers

Strict eligibility rules apply to the study of this subject

Check with your teacher or refer to Sections 8002 and 8008 of the Assessment Certification Examination (ACE) website at http://ace.bos.nsw.edu.au/

Course Description

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

Course Details

The aim of course is to enable students to develop:

• skills in effective communication

• knowledge of the nature of language

• understanding of the interdependence of language and culture.

Students’ language skills are developed through tasks such as:

• Conversation

• Responding to an aural stimulus

• Responding to a variety of written material

• Writing for a variety of purposes

• Studying the culture of Japanese-speaking communities through texts

Course Requirements

The HSC examination in Year 12 has an oral component in Term 3 (20%) and a written component in Term 4 (80%).

Japanese Continuers (Year 11 & 12)

Jap Cont NESA Link

Units 2 #11750 #15830

Prerequisites: Year 10 Japanese or equivalent knowledge is assumed

Pathway | University

Exclusions: Japanese Beginners; Heritage Japanese; Japanese Background Speakers

Strict eligibility rules apply to the study of this subject

Check with your teacher or refer to Sections 8002 and 8008 of the Assessment Certification Examination (ACE) website at http://ace.bos.nsw.edu.au/

Course Description

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

Course Details

The aims of the syllabus are to develop students’:

• Ability to use Japanese to communicate with others.

• Understanding and appreciation of the cultural contexts in which Japanese is used.

• Ability to reflect on their own culture(s) through the study of other cultures.

• Understanding of language as a system

• Ability to make connections between Japanese and English, and/or other languages.

• Cognitive, learning and social skills

• Potential to apply Japanese to work, further study, training or leisure. Students’ language skills are developed through tasks such as:

• Conversation

• Responding to an aural stimulus

• Responding to a variety of written material

• Writing for a variety of purposes

• Studying the culture of Japanese-speaking communities through texts

Course Requirements

The HSC examination in Year 12 has an oral component in Term 3 (20%) and a written component in Term 4 (80%).

Society and Culture (Year 11 & 12)

Soc & Culture NESA Link

Course Description

Units 2 #11330 #15350

Pathway | University

Society and Culture develops knowledge, understanding, skills, values and attitudes essential to an appreciation of the social world. How the interaction of persons, society, culture, environment and time shape human behaviour is a central theme of study. Students develop an understanding of research methodologies and undertake research in an area of particular interest to them.

The research findings are presented for external assessment in the Personal Interest Project (PIP). The course deals with areas of interest and relevance to students.

Course Details

Preliminary Course

• The Social and Cultural World (30%) – the interaction between aspects of society and cultures

• Personal and Social Identity (40%) – socialisation and coming of age in a variety of social and cultural settings.

• Intercultural Communication (30%) – how people in different cultures interact and communicate.

HSC Course

• Social and Cultural Continuity and Change (30% of course time) – the nature, continuity and change, research and study of a selected country

• The Personal Interest Project (30% of course time) – an individual research project.

Depth Studies (40% of course time)

Two to be chosen from:

• Popular Culture

• Belief Systems and Ideologies

• Social Inclusion and Exclusion

• Social Conformity and Nonconformity

Course Requirements

Completion of Personal Interest Project (PIP) in Year 12 worth 40% of the HSC mark. This task is a written major work that requires significant social and cultural research and a written document (of up to 5500 words) to be produced throughout Year 12. This task is externally marked.

Textiles and Design (Year 11 & 12)

Tex & Design NESA Link

Course Description

Units 2 #11370 #15390

Pathway | University

The Preliminary course involves the study of design, communication techniques, manufacturing methods, fibres, yarns, fabrics and the Australian Textile Clothing, Footwear and Allied Industries. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and includes the completion of two preliminary textile projects. These projects develop each student’s creative abilities and skills in designing, manipulating, experimenting and selecting appropriate fabrics for end use.

The HSC course builds upon the Preliminary course and involves the study of fabric colouration and decoration, historical design development, cultural factors that influence design and designers, contemporary designers, end-use applications of textiles, innovations and emerging technologies, appropriate textile technology and environmental sustainability, current issues and the marketplace.

This course involves the development of a Major Textiles Project, worth 50% of the HSC mark. The project is selected from one of the five focus areas and enables students to explore an area of interest. The project has two components: the supporting documentation and textile item/s

Course Details

Preliminary Course

• Design (40%)

• Properties and Performance of Textiles (50%)

• The Australian Textiles, Clothing, Footwear and Allied Industries (10%) HSC Course

• Design (20%)

• Properties and Performance of Textiles (20%)

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

• Major Textiles Project (50%)

Course Requirements

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

In the HSC Course, the Major Textiles Project allows students to develop a textile project from one of the following focus areas: apparel, furnishings, costume, textile arts, non-apparel. The selected focus area allows students to explore in detail one area of interest through a creative textile design process that integrates the areas of Design, Properties and Performance of Textiles and the Australian Textiles, Clothing, Footwear and Allied Industries. They need good management skills to complete the practical components in the allocated class time. Students are required to provide all materials and notions to complete the practical components of the course.

Business Services – VET (Year 11 & 12)

Bus Services NESA Link

Units 2 #26 111

Pathway | University & Vocational

This is a 240 indicative hours ATAR Board Developed C ourse and students must sit the HSC examination for this to count towards their ATAR.

On successful completion of this course, students will be awarded the NSW TAFE AQF VET recognised qualification: BSB30120 Certificate III in Business Students must complete a minimum of 70 hours of mandatory work placement. (2 x 35 hours)

Course Description

This course provides students with the opportunity to obtain national vocational qualifications for employment in the business services industry. Students will be able to gain skills in the areas of communication, teamwork, problem solving, innovation, enterprise, planning and organisation, sustainable and safe work practices as well as the use of technology in an office environment. Occupations in the business services industry include administrative assistant, clerical worker, data entry operator, office junior, receptionist, office manager/owner of a small business.

Course Information

Competency-Based Assessment

Students in this course work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency.

Completion of the Certificate III in Business attracts an ATAR equivalency of 67 with the University of Newcastle.

Recognition of Prior Learning (RPL)

Students may apply for Recognition of Prior Learning by submitting current evidence of their competency against relevant units of competency. If a student is assessed as competent in a unit of competency there is no need for further training for that unit.

Students with Special Education Needs

Students with special education needs may access this course under regular course arrangements or access units of competency selected through the collaborative curriculum planning process.

Optional

HSC examination

Students completing this course are eligible to sit an optional, written HSC examination. The purpose of the examination is to provide a mark which may be used in the calculation of the ATAR. 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 an AQF VET qualification.

N-Determinations

Where a student has not met NESA course completion criteria, including meeting work placement requirements, they will receive an ‘N’ determination (course not satisfactorily completed). The course will then not count towards the HSC although units of competency achieved will still count towards an AQF VET qualification.

School-Based Traineeship

A school-based traineeship is available. For more information: http://www.sbatinnsw.info/

Earth and Environmental Science (Year 11 & 12)

Earth & Env Science NESA Link

Units 2 #11100 #15100

Pathway | University

Note: This is a Board Developed C ourse a nd students will need to sit the HSC exam for this subject to count towards their ATAR.

Course Description

The study of Earth and Environmental Science in Stage 6 enables students to develop an appreciation and understanding of geological and environmental concepts that help explain the changing face of the Earth over time. Through applying Working Scientifically skills processes, the course aims to examine how earth and environmental science models and practices are used and developed.

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

Course Content

Year 11 Course

Working Scientifically Core Modules

• Earth’s Resources

• Plate Tectonics

• Energy Transformations

• Human Impacts

Course Requirements:

Course Content

Year 12 Course

Working Scientifically Core Modules

• Earth’s Processes

• Hazards

• Climate Science

• Resource Management

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

Practical investigations include:

• undertaking laboratory experiments, including the use of appropriate digital technologies

• fieldwork

Secondary-sourced investigations include:

• locating and accessing a wide range of secondary data and/or information

• using and reorganising secondary data and/or information

One fieldwork exercise must be completed in Year 12.

Exploring Early Childhood – VET (Year 11 & 12)

Exp Early Childhood NESA Link

Units 2 # 31010 #31012

Pathway | Vocational

This is N on -ATAR Content Endorsed VET Course a nd there is no HSC exam for this course. Exploring Early Childhood cannot be included in the units of study required for gaining an ATAR

Course Description

Our society is increasingly recognising children’s experiences in the early childhood years as the foundation for future growth, development and learning. This course explores issues within an early childhood context and considers these in relation to the students themselves, their family and the community.

The study of this course will enable students to:

• develop an awareness and understanding of the growth, development and learning of young children and the importance of the early childhood years.

• recognise the uniqueness of all children, including those who have special needs.

• become aware of the value of play in the lives of children and consider means of providing safe and challenging environments for play.

• identify the range of services developed and provided for young children and their families.

• consider the role of family and community in the growth, development and learning of young children.

• reflect upon potential implications for themselves as adults, in relation to young children.

• understand and appreciate the diversity of cultures within Australia and the ways in which this influences child and families.

• become aware of the work opportunities available in the area of children’s services.

Course Content

Core Modules

• Pregnancy and Childbirth

• Child Growth and Development

• Promoting Positive Behaviour

Selection from the following optional modules:

• Learning Experiences for Young Children

• Starting School

• Children and Change

• Historical and Cultural Contexts of Childhood

• Young Children and Media

• Children’s Literature

• Child Health and Safety

• Play and the Developing Child

• Gender and Young Children

• The Children's Services Industry

• Children of Aboriginal and Torres Strait Islander Communities

• Young Children and the Law

• Food and Nutrition

• Young Children with Special Needs

In Year 11 the students have a weekend practical experience with computerised “babies”. This gives the girls some real-life experience at parenting. It is not a marked component of the course but is commented on in the reporting process.

VET Courses – Additional Costs & Considerations

Based on 2024 Prices

CONSTRUCTION

FURNISHING MAKING PATHWAYS Upholstery for Major Project Cost at student’s discretion $250 Levy (Billed to School Fees)

FINANCIAL

HOSPITALITY - COOKERY

All VET Clothing, except Cookery uniform, can be purchase through Cowan & Lewis. Students are expected to have their shirts by week 2 of term 1, therefore ordering mid-December 2024 is highly recommended.

TVET Course

The cost of studying TVET Courses is shared between the College and families. Parents are required to cover one third of the cost of any TVET Course. The amounts listed below are the yearly total cost of some of the courses offered and are an indicative amount based on the 2024 Course costs. These costs generally increase each year. (Remembering that each course is for two years)

Website links to R elevant O rganisations

St Edward’s Careers Website

https://careers.stedwards.nsw.edu.au/ My future https://myfuture.edu.au/ Your career https://www.yourcareer.gov.au/ Careers NSW https://careers.nsw.gov.au/ Academy of Film, Theatre & Television https://www.aftt.edu.au/

ACS Foundation | BiG Day In http://thebigdayin.com.au Advance OHS https://www.advanceohs.com.au AFL SportsReady https://aflsportsready.com.au/ Au Pair in America (Australia) https://www.aifs.com.au/aupair-america/ Austrain Academy https://www.austrainacademy.com.au/

Australian Apprenticeships & Traineeships Information Service https://www.aapathways.com.au/

Australian Apprenticeships and Traineeships Information Service

https://www.aapathways.com.au

Australian Careers Business College https://acbc.nsw.edu.au/ Australian Catholic University https://www.acu.edu.au/ Australian College of Applied Psychology https://www.acap.edu.au

Australian Institute of Quantity Surveyors http://www.qscareers.com.au

Australian College of Physical Education https//acpe.edu.au/ Avondale University College https://www.avondale.edu.au BarMax Australia https://www.barmax.com.au Bond University https://bond.edu.au

Camp America https://campamerica.com.au/ Career Analysts https://www.careeranalysts.com.au/ CareerHQ http://www.careerhq.pages.ontraport.net/introduction Central Coast Group Training https://ccgt.com.au/ Charles Sturt University https://www.study.csu.edu.au College of Therapy Yoga & Zen Shiatsu Pty Ltd https://www.teachyoga.nsw.edu.au/

Cotton Australia

https://cottonaustralia.com.au/

CQUniversity Australia https://www.cqu.edu.au/ Education Services Australia (myfuture) https://myfuture.edu.au/

EducationUSA https://educationusa.state.gov/ Engineers Australia https://www.engineersaustralia.org.au/For-Students-AndEducators

Financial Planning Association of Australia (FPA) http://www.fpa.com.au/

Harness Racing NSW https://www.hrnsw.com.au iCanMed https://www.icanmed.com.au/ InspirED https://inspired.edu.au

International Freight, Transport & Logistcis https://www.mymv.org/

Internationally Educated https://www.internationallyeducated.com.au/ Kenvale College of Hospitality, Cookery & Events https://kenvale.edu.au

Le Cordon Bleu Australia

https://www.cordonbleu.edu/sydney/home/en Life Business Consultancy https://www.coachingyoungpeopleforsuccess.com

Macarthur Tourism, Travel and Events College

https://mttec.com.au/

Macleay College http://www.macleay.edu.au Macquarie University https://www.mq.edu.au/ meriSTEM http://meristem.anu.edu.au/ Mid Coast Connect https://midcoastconnect.com.au

MIT Sydney https://www.mit.edu.au/ MyCareerMatch https://mycareermatch.com.au/ National Institute of Dramatic Art (NIDA) https://www.nida.edu.au/

NSW Agrifood Industry Training Advisory Body Ltd

http://www.nswagrifooditab.com.au

NSW Department of Education http://www.teach.nsw.edu.au

NSW Department of Primary Industries School program https://www.tocal.nsw.edu.au/schools

NSW Transport Sydney Trains https://www.transport.nsw.gov.au/sydneytrains/careers/sydneytrains-apprentices

NSW Utilities and Electrotechnology ITAB http://www.uensw.com.au/

Orana Fashion Business College http://oranacollege.com.au/ Patrick Careers Academy (St Patrick's Business College) https://www.pca.edu.au/

Paul Wade Life Skills http://www.paulwade.com.au

Professional Cadetships Australia http://www.professionalcadets.com.au

Projects Abroad https://www.projects-abroad.com.au/trip-format/high-schoolspecials/

Real World Education Group http://rweg.com.au/ RuralBiz Training http://www.ruralbiztraining.com.au/

SEDA College NSW https://www.sedacollege.nsw.edu.au/

Southern Cross University https://www.scu.edu.au/ Study Medicine https://www.studymedicine.com.au/ Study Work Grow https://studyworkgrow.com.au/

Sydney Actors School https://www.sydneyactorsschool.edu.au

Sydney Film School https://sydneyfilmschool.edu.au

Sydney Flight College https://www.sfcaero.com.au

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

The Academy of Interactive Entertainment https://aie.edu.au/

The Australian National University https://www.anu.edu.au/

The Careers Guy https://www.thecareersguy.com

The Hotel School Sydney, Melbourne, Brisbane https://hotelschool.scu.edu.au/

The University of Queensland https://www.uq.edu.au

The University of Sydney https://www.sydney.edu.au/

The Women's College within The University of Sydney https://www.thewomenscollege.com.au/ Torrens University Australia https://www.torrens.edu.au/ Training Services NSW https://www.training.nsw.gov.au/ Try Surveying https://www.alifewithoutlimits.com.au

Turning Point Consulting Pty Ltd http://www.turningpointconsulting.com.au

UCAT MedEntry https://www.medentry.edu.au/

UNIVERSITIES ADMISSIONS

CENTRE (UAC)

University of New England (UNE)

https://www.uac.edu.au/

http://www.une.edu.au University of Tasmania https://utas.edu.au University of Technology Sydney https://www.uts.edu.au/future-students/undergraduate

UNSW Sydney

https://www.futurestudents.unsw.edu.au/ UOW College Australia https://www.uowcollege.edu.au/ UOW College Australia https://www.uowcollege.edu.au/ WEP Australia https://wep.org.au/ Western Sydney University http://www.westernsydney.edu.au/future Whitehouse Institute of Design, Australia https://www.whitehouse-design.edu.au

William Angliss Institute - Sydney campus

http://angliss.edu.au