2018 subject selection handbook years 11 and 12 - australian … · 2019-01-29 · 2018 subject...

2018

Subject Selection Handbook

Years 11 and 12

33 Headcorn St, Mount Druitt, NSW 2770 www.aics.nsw.edu.au 02 9677 2613 33 Headcorn Street, Mout Druitt, NSW 2770

Handbook Years 11 and 12 AICS Page | 2

Table of Contents

Message from the Principal .............................................................................................................................. 3

Part A ................................................................................................................................................................... 4

Making Subject Choices .................................................................................................................................... 4

What type of Higher School Certificate do you want? .................................................................................. 5

Guidelines and regulations for the award of the Higher School Certificate (HSC) .................................. 6

Australian Tertiary Admissions Rank (ATAR) ................................................................................................ 8

Part B ................................................................................................................................................................... 9

COURSE INFORMATION SHEETS ............................................................................................................... 9

English Standard .............................................................................................................................................. 10

English Advanced ............................................................................................................................................. 11

English Extension 1 .......................................................................................................................................... 12

Mathematics Standard ..................................................................................................................................... 13

Mathematics Advanced ................................................................................................................................... 14

Mathematics Extension 1 ................................................................................................................................ 15

Industrial Technology (Multimedia) ................................................................................................................ 16

Information Processes and Technology ....................................................................................................... 17

Biology ................................................................................................................................................................ 18

Chemistry ........................................................................................................................................................... 19

Physics ............................................................................................................................................................... 20

Personal Development, Health and Physical Education ............................................................................ 21

Society and Culture .......................................................................................................................................... 22

Modern History .................................................................................................................................................. 23

Legal Studies ..................................................................................................................................................... 24

Business Studies .............................................................................................................................................. 25

Ancient History .................................................................................................................................................. 26

Economics ......................................................................................................................................................... 27

Studies of Religion ........................................................................................................................................... 28

Business Services ............................................................................................................................................ 29

Retail Services .................................................................................................................................................. 30

Part C ................................................................................................................................................................. 31

Initial Subject Selection Form ......................................................................................................................... 31

Sample Form ..................................................................................................................................................... 32


Message from the Principal Dear Students, This booklet is designed to help you make wise decisions about your pattern of study for Year 11 2019. Choosing how to continue with schooling past the compulsory years is a significant milestone in your life journey. It is important that you take the time to consider your options. Listen carefully to the advice you will be given and make realistic assessments of your abilities and interests. Senior study requires increased commitment and application. All senior courses are demanding, but by choosing courses that match your abilities and interests you will be able to minimise stress and to maximise your chances of an enjoyable, successful two years.

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

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

Dr Imam Ali

Principal


Part A

Making Subject Choices This Handbook describes and explains the Stage 6 Curriculum and provides information about choosing subjects. Part A of this handbook will assist students and parents in understanding the general nature of the Higher School Certificate (HSC). Part B will guide students in the first stage of subject selection and includes a description of the range of courses available at the College. Subjects offered in 2019 may be determined by the number of interested students as well as the prerequisites outlined for different subjects.


The choice of subjects for the Year 11 and Higher School Certificate is extremely important. When making subject choices students should consider the following:

What type of Higher School Certificate do you want?

What combinations of subjects do you need?

A Higher School Certificate that will enable you to enter University straight from school (ATAR)

You need to choose a pattern of study that will count towards an ATAR, and can include:

Category A - 2 Unit courses (2 units of either English Standard or Advanced must be chosen)

A combined ATAR and Vocational Higher School Certificate

This Higher School Certificate is for students who want to enter University but want the additional workplace accreditation.

You will need to choose a pattern of study that includes:

Category A - 2 Unit Courses (2 units of either English Standard or Advanced must be chosen)

ONE Category B / VET Course (optional)

For more information on VET courses please visit the following link:

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet A Vocational Higher School Certificate (Non ATAR)

This Higher School Certificate is for students who on leaving school, plan to:

Enter a traineeship or apprenticeship

Continue with TAFE study

Enter full time employment

For more information on subject selection please visit the following link:

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

How should you choose your subjects?

Demonstrated ability in the junior school

Displayed interest in a particular subject

Assessed the importance of the subject in relation to future career options

Sought advice from experienced teachers/mentors

How should you not choose your subjects?

Do not choose a subject based on the teacher teaching that subject

Do not choose your subjects based on your friends

Do not choose a subject based on what you’ve heard about scaling

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet

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


Guidelines and regulations for the award of the Higher School Certificate (HSC) Senior courses are divided into Year 11 and Year 12 components. Year 11 courses begin Term 1 and conclude at the end of Term 3. Year 12 courses begin when students have satisfactorily completed the requirements of the Year 11 course and begin in Term 4 of the same year.

To be eligible for the Higher School Certificate students must:

be enrolled in a NSW Government school, a registered and accredited non-government school or a TAFE institution.

study a permitted combination of courses.

complete the requirements for each course, including any necessary practical or project work.

complete all tasks in the school’s internal assessment program.

sit for and make a genuine attempt for the Higher School Certificate examinations.

satisfactorily complete at least 12 units in the Year 11 study pattern and at least 10 units in the Year 12 (Higher School Certificate) study pattern.

study at least six units of the Board (NESA- NSW Education Standards Authority ) Developed Courses.

study at least two units of a Board Developed Course or Board Endorsed Course in English.

study at least three courses of 2 unit value or greater.

study at least four subjects.

Board Developed Courses (BDC)

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

the course objectives, structure, content and outcomes

specific course requirements

assessment requirements

sample examination papers and marking guidelines

the performance scale For more information on the different subjects offered and their specific requirements, please visit the following link: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z

In addition to the above rules, students at the Australian Islamic College of Sydney must:

take at least 12 units in Year 11.

display a positive attitude to the school, its ethos and school activities and policies.

show a serious attitude to study. Students who choose to study for their Higher School Certificate must make a commitment to their studies. This should include some hours of individual study time at home each day. Unless a student makes this effort they may not reach their full potential. If a student’s attendance is poor then the

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

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


attainment of the outcomes of courses studied would be in question. If a student fails to meet the outcomes of a course then that course will not count towards study for the HSC, thus placing the student’s HSC in jeopardy.

The Australian Islamic College of Sydney (AICS) recognises that some students may need to be engaged in part-time work. However, if a student is engaged in working long hours, this can only be to the detriment of their study for the Higher School Certificate. For the benefit of the student’s education we strongly recommend that a student work at their part time job for no more than 10 hours per week.

Information to help with senior subject selection Nesa requirements for the Higher School Certificate

Courses studied by students for the Higher School Certificate are generally divided into two components

a) Year 11 Course (Preliminary HSC) b) Higher School Certificate Course (generally Year 12)

Students must satisfactorily complete the Year 11 course before they can enter a Higher School Certificate course in a subject.

The Year 11 course is to be regarded as "assumed knowledge" which has been covered by all candidates. Except for Mathematics and English, the Year 11 Course must be completed before the Extension component in any course can be commenced. All Year 11 course work in a subject is to be completed to gain a Year 11 Record of School Achievement (RoSA).

All courses that are studied as Year 11 courses will contribute to the Year 11 units of study and will appear on the Year 11 RoSA.

All courses studied as HSC courses will contribute to the HSC units of study and will appear on the HSC Record of Achievement.

Pattern of study - Minimum Requirements.

You must study a minimum of 12 units in the Year 11 course and a minimum of 10 units in

the Higher School Certificate course.

The NESA website also has detailed information on the HSC courses available, syllabuses, assessment and past examination papers. http://educationstandards.nsw.edu.au/

Course unit value

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

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

EXTENSION COURSE Extension study is available in a number of subjects. Extension courses

http://educationstandards.nsw.edu.au/


offer suitable preparation for the study of that subject at tertiary level and build on the content of the 2 unit course carrying an additional value of 1 unit. Requiring students to work beyond the standard of the 2 unit course, extension courses are available in English and Mathematics.

Australian Tertiary Admissions Rank (ATAR)

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

Students who have requested an ATAR; and

Universities to which the students have applied. For further information on the ATAR and the moderation process, please visit the following link: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/results-certificates

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/results-certificates


Part B

COURSE INFORMATION SHEETS

If you feel there is a good reason why you want to do a particular subject that you do not meet the pre-requisites for, you and your parent/carer MUST arrange a meeting with the Head of Department and Secondary School Coordinator where you will be given the chance to talk about your career goals and the reasons why you think you can succeed in this subject for Year 11 and 12.


English Standard Units: 2 Department: English

Aim

The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world.

Rationale

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

Students engage with texts that include widely acknowledged quality literature from the past and contemporary texts from Australia and other cultures. They explore language forms, features and structures of texts in a range of academic, personal, social, historical, cultural and workplace contexts. Students study, analyse, respond to and compose texts to extend experience, access information and assess its reliability. They synthesise the knowledge gained from a range of sources to fulfil a variety of purposes. Responding to and composing texts provide students with the opportunity to appreciate the imaginative and the affective domains and to recognise the ways texts convey, interpret, question and reflect opinions and perspectives.

Prerequisites

A report mark of 50+ at the end of Stage 5 English

Exclusions and Co-requisites

Students may not study the English Advanced course in conjunction with English Standard.

Students must study the English Advanced course if they wish to also study English Extension 1.

Topics covered

Year 11 course (120 hours)

Common Module: Reading to Write Module A: Contemporary Possibilities Module B: Close Study of Literature


Common Module: Texts and Human Experiences

Module A: Language, Identity and Culture Module B: Close Study of Literature Module C: The Craft of Writing


English Advanced Units: 2 Department: English

Aim


Rationale

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

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

Prerequisites

Report mark of 75+ in Stage 5 English.


Students may not study the English Standard course in conjunction with English Advanced.

Students must study the English Advanced course if they wish to also study English Extension 1.

Topics covered


Common Module: Reading to Write Module A: Narratives that Shape our World Module B: Critical Study of Literature


Common Module: Texts and Human Experiences

Module A: Textual Conversations Module B: Critical Study of Literature Module C: The Craft of Writing

For further information please contact Ms Marisa Behrens (Head of Department).


English Extension 1 Units: 1 Department: English

Aim


Rationale

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

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

The course is designed for students with an interest in literature and a desire to pursue specialised study of English.

Prerequisites

Report mark of 85+ and a written expression of interest to the Head of Department.


Students must study the English Advanced course if they wish to study English Extension 1.

Topics covered


Texts, Culture and Value Related Project


Common Module – Literary Worlds Elective – Worlds of Upheaval

For further information please contact Ms Marisa Behrens (Head of Department).


Mathematics Standard Units: 2 Department: Mathematics and Technology

Aim

The study of Mathematics Standard in Stage 6 enables students to develop their knowledge and understanding of what it means to work mathematically, improve their skills to solve problems relating to their present and future needs and aspirations, and improve their understanding of how to communicate in a concise and systematic manner.

Rationale

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

The Mathematics Standard course is focused on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. It provides 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.

Prerequisites

A report mark of 50+ at the end of Stage 5 Mathematics


Students may not study the Mathematics Advanced or Mathematics Extension 1 course in conjunction with Mathematics Standard.

There are no co-requisites for this subject, however the concepts covered do relate to content learned in Sciences and Business Studies.

Topics covered


Formulae and Equations Linear Relationships Applications of Measurement Working with Time Money Matters Data Analysis Relative Frequency and Probability


Types of Relationships Non-right-angled Trigonometry Rates and Ratios Investments and Loans Annuities Bivariate Data Analysis The Normal Distribution Network Concepts Critical Path Analysis

For further information please contact Mr Matthew McAllister (Head of Department).


Mathematics Advanced Units: 2 Department: Mathematics and Technology

Aim

The study of Mathematics Advanced in Stage 6 enables students to enhance their knowledge and understanding of what it means to work mathematically, develop their understanding of the relationship between ‘real-world’ problems and mathematical models and extend their skills of concise and systematic communication.

Rationale

The Mathematics Advanced course is focused on enabling students to appreciate that mathematics is a unique and powerful way of viewing the world to investigate 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 Advanced course provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have an important role. It is designed for those students whose future pathways may involve mathematics and its applications in a range of disciplines at the tertiary level.

Prerequisites

Students currently enrolled in the 5.1 Mathematics course: Report mark of 90+ and a written expression of interest to the Head of Department.

Students currently enrolled in the 5.2 Mathematics course: Report mark of 80+



Students may not study the Mathematics Standard course in conjunction with Mathematics Advanced.

Students must study the Mathematics Advanced course if they wish to also study Mathematics Extension 1.

Topics covered


Working with Functions Trigonometry and Measure of Angles Trigonometric Functions and Identities Introduction to Differentiation Logarithms and Exponentials Probability and Discrete Probability Distributions


Graphing Techniques Trigonometric Functions and Graphs Differential Calculus Applications of Differentiation Integral Calculus Modelling Financial Situations Descriptive Statistics and Bivariate Data

Analysis Random Variables



Mathematics Extension 1 Units: 1 Department: Mathematics and Technology

Aim

The study of Mathematics Extension 1 in Stage 6 enables students to extend their knowledge and understanding of what it means to work mathematically, develop their skills to reason logically, generalise and make connections, and enhance their understanding of how to communicate in a concise and systematic manner.

Rationale

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. Students of Mathematics Extension 1 will be able to develop an appreciation of the interconnected nature of mathematics, its beauty and its functionality.

Mathematics Extension 1 provides a basis for progression to further study in mathematics or related disciplines in which mathematics has a vital role at a tertiary level. An understanding and exploration of Mathematics Extension 1 is also advantageous for further studies in such areas as science, engineering, finance and economics.

Prerequisites

Students currently enrolled in the 5.1 Mathematics course: Not allowed

Students currently enrolled in the 5.2 Mathematics course: Report mark of 90+ and a written expression of interest to the Head of Department



Students may not study the Mathematics Standard course in conjunction with Mathematics Extension 1.

Students must study the Mathematics Advanced course if they wish to also study Mathematics Extension 1.

Topics covered


Further Work with Functions Polynomials Inverse Trigonometric Functions Further Trigonometric Identities Rates of Change Working with Combinatorics


Proof by Mathematical Induction Introduction to Vectors Trigonometric Equations Further Calculus Skills Applications of Calculus The Binomial Distribution



Industrial Technology (Multimedia) Units: 2 Department: Mathematics and Technology

Aim

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

Rationale

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 to develop skills through the processes of design, planning and production.

Industrial Technology seeks to raise students’ awareness of the interaction between technology, industry, society and the environment, and to develop their ability to make value judgements about issues, decisions and problems arising from this interaction. Students achieve this by applying practical experiences to the study of the technology, management and organisation of industry.

The Year 11 course consists of project work and an industry study that provide a broad range of skills and knowledge related to the focus area chosen and an introduction to processes, skills and practices relevant to the design, management, communication and construction of practical projects.

Prerequisites

A report mark of 50+ at the end of Stage 5 English.

The study of Stage 5 Information and Software Technology is recommended.


There are no exclusions or co-requisites for this subject.

Topics covered


Industry Study Design Management and Communication Production Industry Related Manufacturing Technology


Further Industry Study Further Industry Related Manufacturing

Technology Major Project



Information Processes and Technology Units: 2 Department: Mathematics and Technology

Aim

Information Processes and Technology Stage 6 is designed to enable students to become confident, competent, discriminating and ethical users of information technologies, to possess an understanding of information processes and to appreciate the effect of information systems on society.

Rationale

Information systems and the role they play in society have increased in significance in recent years. The raw ingredients – information, information technology and participants – combine to form information processes within information systems. The area of information systems has provided major jobs growth for both women and men in recent years. Moreover, fields which have not traditionally been associated with computers – but in which processing information is a vital function – are emerging as exciting new areas of employment. These include music, the arts, science and technology as well as new and fast-growing industries that use multimedia.

The Information Processes and Technology Stage 6 course teaches students about information-based systems. It covers the processes of collecting, organising, analysing, storing and retrieving, processing, transmitting and receiving, and displaying, as well as the technologies that support them. With this background, students will be well placed to adapt to new technologies as they emerge.

Prerequisites


The study of Stage 5 Information and Software Technology is recommended.



Topics covered


Introduction to Information Skills and Systems Tools for Information Processes Developing Information Systems


Project Management Information Systems and Databases Communication Systems Option Strands (two from the following)

o Transaction Processing Systems o Decision Support Systems o Automated Manufacturing Systems o Multimedia Systems



Biology Units: 2 Department: Science

Aim

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

Rationale

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

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

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

Prerequisites

Students are expected to have significant numeracy skills, a high degree of literacy skills. In order achieve success in Biology, the following prerequisites apply:

Year 10 Science course: Report mark of 60+

Year 10 English course: Report mark of 50+


There are no exclusions for this subject.

Topics covered

Year 11 course (120 hours) Cells as the Basis of Life. Organisation of Living Things Biological Diversity Ecosystem Dynamics

Year 12 course (120 hours) Heredity Genetic Change Infectious Disease Non-infectious Disease and Disorders

For further information please contact Mr Sanil Sen (Head of Department).


Chemistry Units: 2 Department: Science

Aim

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

Rationale

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

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

Prerequisites

Students are expected to have significant numeracy skills, a high degree of literacy skills. In order achieve success in Chemistry, the following prerequisites apply:



And one of the following

Year 10 5.2 Mathematics course: Report mark of 50+



There are no exclusions and co-requisites for this subject.

Topics covered


Properties and Structure of Matter Introduction to Quantitative Chemistry Reactive Chemistry Drivers of Reactions


Equilibrium and Acid Reactions Acid/base Reactions Organic Chemistry Applying Chemical Ideas



Physics Units: 2 Department: Science

Aim

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

Rationale

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

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena.The study of physics provides the foundation knowledge and skills required to support participation in a range of careers. It is a discipline that utilises innovative and creative thinking to address new challenges, such as sustainability, energy efficiency and the creation of new materials.

Prerequisites

Students are expected to have significant numeracy skills, a high degree of literacy skills. In order achieve success in Physics, the following prerequisites apply:



And one of the following




Students currently enrolled in the 5.1 Mathematics will not be accepted into this course.

Topics covered


Kinematics Dynamics Waves and Thermodynamics Electricity and Magnetism


Advanced Mechanics Electromagnetism The Nature of Light Applying Chemical Ideas



Personal Development, Health and Physical Education Units: 2 Department: PD/H/PE

Aim

The study of PDHPE encourages students to focus on a social view of health where the principles of diversity, social justice and supportive environments are fundamental aspects of health. Students also gain an understanding on how the body moves and the sociocultural influences that regulate movement. Scientific aspects to be studied include anatomy, physiology, biomechanics and skill acquisition.

Rationale

Personal Development, Health and Physical Education (PDHPE) is an integrated area of study that provides for the intellectual, social, emotional, physical and spiritual development of students. It involves students learning about and practising ways of maintaining active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement, which lead to enhanced movement potential and appreciation of movement in their lives.

Young people are growing up in a world of rapid change. Expanding technologies, new social structures, shifting community values and emerging environmental issues are complex interrelated factors that affect the way individuals live their lives. At a time when there is tremendous opportunity for good health there are numerous conflicting influences on lifestyle.

Unlike Year’s 7-10 PDHPE, the Stage 6 PDHPE course does not include a heavy practical component. Practicals compliment the learning of theoretical concepts taught in class. DO NOT expect many sporting activities in this course, it is heavily theory based.

Prerequisites

A report mark of 50+ at the end of Stage 5 PDHPE

The study of Stage 5 Physical Activity & Sports Studies (PASS) is advantageous.



Topics covered


Better Health for Individuals The Body in Motion First Aid Outdoor Recreation


Health Priorities in Australia Factors Affecting Performance Improving Performance Sports Medicine

For further information please contact Mr Omar Etri (Head of Department).


Society and Culture Units: 2 Department: HSIE

Aim

The aim of Society and Culture Stage 6 is for students to achieve social and cultural literacy by developing their knowledge and understanding about societies and cultures, developing their social and cultural research skills, and promoting positive values and attitudes essential to achieving social and cultural literacy.

Rationale

Society and Culture is a conceptually based course that promotes students' awareness of the cultural continuities and changes within societies and cultures. It provides them with skills to critically analyse social theories and complementary and contrasting viewpoints about people, societies and cultures. Society and Culture promotes an awareness of individuals, groups and institutions and facilitates intercultural understanding and communication.

The study of Society and Culture prepares students for adult life by developing knowledge, understanding, skills and other qualities associated with effective citizenship at local, national, regional and global levels. In so doing, it forms a basis for moving towards a more just society through positive participation in community life and attaining social and cultural literacy.

Prerequisites


Students with proficient writing skills have an advantage in this subject as there is a major project called Personal Interest Project (PIP) which is worth 40% of the HSC course and is externally marked. The Personal Interest Project is integrated across the whole HSC course and draws together the interests, research skills and personal experiences of the student.



Topics covered


The Social and Cultural World Personal and Social Identity Intercultural Communication


Personal Interest Project Social and Cultural Continuity and Change Depth Studies (two from the following)

Popular Culture Belief Systems and Idealogies Social Inclusion and Exclusion Social Conformity and Nonconformity

For further information please contact Dr Kuldeep Kaur (Associate Head of Department).


Modern History Units: 2 Department: HSIE

Aim

The study of Modern History in Stage 6 enables students to develop knowledge and understanding of the modern world, the skills of critical analysis, and values and attitudes essential for an appreciation of the people, forces and ideas that have shaped the modern world develop a lifelong interest in the study of history prepare for active and informed citizenship in the contemporary world.

Rationale

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

The study of Modern History requires students to understand and use historical concepts and apply skills in their investigation of people, ideas, movements, events and developments of the modern world within personal, local, national, regional and global contexts.

Students are introduced to the complexities associated with the changing nature of sources their expanding quantity, range and form and the distinctive characteristics of modern historical representation. Students are encouraged to interpret sources for evidence, establish which evidence is relevant to an inquiry, and use evidence to construct and analyse historical accounts.

Prerequisites


Students with proficient writing skills have an advantage in this subject as there are FOUR essay questions in the HSC examination.



Topics covered


Investigating Modern History Historical Investigation The Shaping of the Modern World


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

National Studies Peace and Conflict Change in the Modern World

For further information please contact Ms Sabina Keith (Head of Department).


Legal Studies Units: 2 Department: HSIE

Aim

Legal Studies develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as responsible citizens at the local, national and international level.

Rationale

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

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

Prerequisites


Students with proficient writing skills have an advantage in this subject as there are THREE essay questions in the HSC examination.



Topics covered


The Legal System The Individual and The Law Law in Practice


Crime Human Rights Option Strands (two from the following)

Transaction Processing Systems

Decision Support Systems

Automated Manufacturing Systems

Multimedia Systems



Business Studies Units: 2 Department: HSIE

Aim

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.

Rationale

As a course, Business Studies is distinctive in that it encompasses the theoretical and practical aspects of business in contexts which students will encounter throughout their lives. Conceptually, it offers learning from the planning of a small business to the management of operations, marketing, finance and human resources in large businesses. Through the analysis of contemporary business strategies, the course also provides rigour and depth and lays an excellent foundation for students either in tertiary study or in future employment.

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. Students also investigate business planning and use a range of information to assess and evaluate business performance. The role of incentives, personal motivation and entrepreneurship, especially in small business, is recognised as a powerful influence in business success.

Prerequisites

A report mark of 50+ at the end of Stage 5 English

Students with proficient writing skills have an advantage in this subject as there are TWO essay questions in the HSC examination.



Topics covered


Nature of Business Business Management Business Planning


Operations Marketing Employment Relations Human Resource Management



Ancient History Units: 2 Department: HSIE

Aim

The study of Ancient History in Stage 6 enables students to develop knowledge and understanding of the ancient world, historical skills, and values and attitudes essential to an appreciation of the ancient world develop a lifelong interest in the study of history prepare for active and informed citizenship in the contemporary world.

Rationale

The study of Ancient History is of contemporary relevance. It equips students with the skills to analyse and challenge accepted theories and interpretations about the ancient world, especially in light of new evidence or technologies. It requires students to analyse different interpretations and representations of the ancient world in forms such as literature, film and museum displays.

Ancient History also raises important ethical issues associated with present and future ownership, administration and presentation of the cultural past. It encourages students to appreciate our responsibility for conserving and preserving the world’s cultural heritage. The study of Ancient History requires students to understand and use historical concepts and apply skills in their investigation of the ancient world. It draws upon the methods used by historians and archaeologists to investigate sources from the past, and to communicate their findings and interpretations.

In Ancient History, students engage with a range of sources, both physical and written. They are introduced to the complexities of reconstructing aspects of the past, often using fragmentary evidence from a range of literary, documentary and archaeological sources. Students are encouraged to develop their own interpretations and to compare these with those offered in published works.

Prerequisites

A report mark of 50+ in English at the end of Stage 5.

Students should have proficiency in writing skills as there are FOUR essay questions in the HSC examination.


There are no exclusions for this subject

Topics covered


Investigating Ancient History Features of Ancient Societies Historical Investigation


Core Study: Cities of Vesuvius Ancient Societies Personalities in their Times Historical Periods



Economics Units: 2 Department: HSIE

Aim

The aim of Economics Stage 6 is to develop students’ knowledge, understanding, skills, values and attitudes for effective economic thinking that contributes to socially responsible, competent economic decision-making in a changing economy.

Rationale The discipline of economics has a theoretical basis and economists often debate the relative merits of different theories when assessing economic issues and proposing solutions to economic problems, including economic modelling. Discussion of economic issues dominates the media and politics. By understanding economics, students can make informed judgements about issues and policies and participate responsibly in decision-making.

Students will benefit from the study of economics if they engage in studies that include business, accounting and finance, media, law, marketing, employment relations, tourism, history, geography or environmental studies. If selected as a specialisation at university, economics can lead to careers in: share, finance or commodities markets, business, economic forecasting, banking, insurance, tourism , resource management, property development and management, government, environmental management, town planning, foreign affairs or economic policy development.

Prerequisites

A report mark of 50+ at the end of Stage 5 English and Mathematics

Students with proficient writing and numeracy skills have an advantage in this subject as there are essay questions in the HSC examination.


There are no exclusions for this subject

Topics covered


Introduction to Economics Consumers and Business Markets Labour Markets Financial Markets Government and the Economy


The Global Economy Australia’s Place in the Global Economy Economic Issues Economic Polies and Management



Studies of Religion Units: 2 Department: HSIE

Aim

The aim of the Stage 6 Studies of Religion syllabus is to promote 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.

Rationale

The Stage 6 Studies of Religion syllabus acknowledges religion as a distinctive answer to the human need for meaning in life. An understanding of religion provides a perspective for the human view of reality and deals with daily living as well as with the ultimate source, meaning and goal of life. Religion is generally characterised by a worldview that recognises a supernatural dimension – belief in divinity or powers beyond the human and/or dwelling within the human.

The Studies of Religion syllabus acknowledges that there are many ways of studying religion. It investigates the significance of the role of religion in society and, in particular, within Australian society. It recognises and appreciates the place and importance of Aboriginal belief systems and spiritualities in Australia. This syllabus enables students who live in a multifaith and multicultural society to progress from a broad understanding of religious traditions to specific studies within these traditions. The syllabus provides a focus on religious expression in Australia and, also, investigates religion’s place within the global community.

Prerequisites


Students with proficient writing skills have an advantage in this subject as there are TWO essay questions in the HSC examination.



Topics covered


Nature of Religion and Beliefs TWO separate studies of Religious Traditions


Religions of Ancient Origins Religion in Australia Pre-1945 THREE separate studies of Religious Traditions



Business Services


Retail Services


Part C

Initial Subject Selection Form

The initial subject selection form is an online form students will need to complete. Carefully follow the directions on the subject selection form. You will need to state your intent for returning to AICS. Discuss your choices at length with parents/guardians and teachers, ensuring you meet the prerequisites outlined in this handbook for the subjects you wish to select. When this form is completed, students will be informed of the results and given the final list of subjects to be offered in 2019. Please use the following link to complete your form: https://tinyurl.com/y8akvk4e

https://tinyurl.com/y8akvk4e


Sample Form

2018 subject selection handbook years 11 and 12 - australian … · 2019-01-29 · 2018 subject...

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