elective courses - kandos-h.schools.nsw.gov.au · • plant production • animal production the...

ELECTIVE COURSES FOR

YEAR 11 & 12

2018 - 2019

INFORMATION

FOR

STUDENTS & PARENTS

2

CONTENTS

Staff Contacts ....................................................................................................................... 3 Important Information ............................................................................................................ 4 Courses Offered to Year 11 – 2018 ....................................................................................... 6 EVET Delivered Vet Courses – 2018 .................................................................................. 15 Stage 6 Life Skills Courses – 2018...................................................................................... 16 Information for Students Undertaking School Delivered Vet Courses .................................. 22

Certificate II Furniture Making Pathways – MSF20516 .................................................... 24 Certificate II in Kitchen Operations – SIT20416 (Kitchen Operations Plus Coffee) ........... 25 Certificate I in Engineering – MEM10105 ........................................................................ 26

HSC Rules and Procedures ................................................................................................ 27 Life Skills Course Selection – 2018 ..................................................................................... 30 Preliminary Course Selection – 2018 .................................................................................. 31 Course Selection for Year 11 – 2018 .................................................................................. 32

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STAFF CONTACTS

Principal Mr J Armitage

Deputy Principal Ms C Heilman

Head Teacher English Mrs R Bennie

English Mrs R Bennie, Mr T Yates, Mr A McDonald

Human Society and Its Environment (HSIE) Ms L Besant, Mr R San Martin, Mr A McDonald

Head Teacher Mathematics Mrs C Heap

Mathematics Mrs C Heap, Mr B Cork

Head Teacher Support Mr D Roach

Support Mr D Roach, Mrs T Turner, Mrs A Monaghan, Mrs L Bainbridge, Mrs P Charman, Mrs L Thorn

Head Teacher Science Mrs L Ludwick

Science/Agriculture Mrs L Ludwick, Mr G Hill, Ms S Momsen, Mrs K White

Personal Development, Health and Physical Education (PDHPE)

Ms T Steinbeck, Mrs K King

Creative & Performing Arts Ms T Therese, Mrs K Brown, Mrs R Bennie

Head Teacher Industrial Arts Mr M Curtis

Technology & Applied Studies (TAS) Mr M Curtis, Mrs J Parsons, Mr C Crowley, Mrs C Murray

Careers Advisor Mrs J Parsons

Learning & Support Teacher Mrs L Armitage

Librarian Mrs H Fuller

District Guidance Officer Mrs A Roach

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IMPORTANT INFORMATION

What are Units?

All courses offered for the HSC have a 1 or 2 unit value

1 unit courses are worth 50 marks

2 unit courses are worth 100 marks

Each unit equals approximately 60 hours of class time per year

Extension courses build on the content of 2 unit courses and carry an additional value of 1 unit (you must study a Preliminary extension course to proceed to extension courses in the HSC year)

What are your Study Requirements?

English is the only compulsory Higher School Certificate subject

To be eligible for your Higher School Certificate you must satisfactorily complete at least 12 units in the Preliminary year and 10 units in the HSC year

Study in both the Preliminary and HSC year require:

at least six units of Board Developed Courses

at least two units of a Board Developed Course in English

at least three courses of 2 unit value or greater

at least four subjects Course Categories

BOARD DEVELOPED COURSES (BDC)

HSC exam

Contribute to an ATAR

The New South Wales Education Standards Authority (NESA) has developed the syllabus, assessment requirements and performance scales for these courses

CONTENT ENDORSED COURSES (CEC)

Count towards the HSC

No HSC exam

Do not contribute to an ATAR

Content Endorsed Courses (CECs) are run by the school and TAFE

BOARD ENDORSED COURSES (BEC)


No HSC exam

Do not contribute to an ATAR

Board Endorsed Courses (BECs) are run by the school and TAFE

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VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

Optional HSC exam


One may contribute towards an ATAR (if you sit for the HSC exam)

Will enable you to gain advanced standing in several TAFE courses

Give you Australian Qualifications Framework (AQF) VET accreditation which are recognised by industry and employers throughout Australia

Life Skills Courses Stage 6 (Years 11 and 12) Life Skills courses will be available for students following a Special Program of Study for the Higher School Certificate. Students accessing a Special Program of Study in Stage 6 will, in general, have completed at least four Generic Life Skills courses within a Special Program of Study in Stage 5 (Years 9 and 10). Further, participation in a Special Program of Study will be based upon an individual transition-planning process which will occur for both the Preliminary and HSC years. The completion of an individual education plan for each student is a condition of access to Stage 6 Life Skills courses. The planning process must involve the student and other significant individuals in the student’s life (including parents, carers, teachers, advocates). Life Skills courses will have Board Developed status and can be used in place of other Board Developed Courses to meet requirements for the award of the Higher School Certificate. Each Life Skills course comprises a 2-unit Preliminary course and a 2-unit HSC course. The Board expects that most students would meet the outcomes for a 2-unit Preliminary course and a 2-unit HSC course over approximately 240 indicative hours in total (that is, 120 indicative hours in each course). As with the study of all Board Developed Courses, exclusions apply to the study of Life Skills courses such that students may not study more than one 240-hour course in the same subject area (e.g. English Standard and English Life Skills). Fees Fees apply to some subject areas, as indicated in the subject description tables that follow. Please note that some courses involve compulsory excursions.

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COURSES OFFERED TO YEAR 11 – 2018

Course Course Description Course

Distribution Fees

Agriculture (BDC)

The Preliminary course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issue of sustainability of the farming system. This is an 'on-farm', environment-oriented course. Topics studied in the Preliminary course include:

Preliminary/HSC: Knowledge-80% Skills-20%

Preliminary: Nil HSC: Nil

• Overview of Agriculture • Farm Case Study

• Plant Production • Animal Production

The HSC course builds upon the Preliminary course. It examines the complexity and scientific principles of the components of agricultural production. It places greater emphasis on farm management to maximise productivity and environmental sustainability. Topics studied in the HSC course include:

• Plant/Animal Production • Farm Product Study: Beef Production

Elective: ‘Farming for the 21st Century’

Ancient History (BDC)

Ancient History allows students to study and analyse past societies, drawing on a variety of disciplines and sources, both written and archaeological, such as literary works, coins, inscriptions, art, architecture, artefacts and human remains. In addition, it introduces students to scientific methods used in the historian’s investigation of archaeological evidence. The Preliminary course focuses on an introduction to the skills that Archaeologists and Historians use and case studies in Ancient History. Students will also study at least one ancient society or site and be given the opportunity to undertake a Historical Investigation of their own choice. The HSC course covers four topics: Pompeii and Herculaneum, ONE Ancient Society, ONE Ancient Personality and ONE Ancient Time Period

Preliminary/HSC: Knowledge-40% Skills/Investigation-60%


Biology (BDC)

The Year 11 course investigates cellular structure and provides a base 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 how this leads to 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.



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Distribution Fees

Business Studies (BDC)

Business Studies covers all aspects of business from small business planning to the management of larger businesses working in a global marketplace. Students will investigate business planning, develop skills applicable in the workplace, and use a range of information including actual business case studies to assess and evaluate business performance.

Preliminary/HSC: Knowledge-50% Skills/Research- 50%


Chemistry (BDC)

The Year 11 course develops the knowledge, understanding and skills in relation to the properties and structures of matter, the types and drivers of chemical reactions and how we measure the quantities involved in these processes.

The Year 12 course builds on the concepts introduced in Year 11 by examining particular classes of chemicals, processes and a variety of chemical reactions which incorporate organic compounds and acid/base equilibrium reactions. The course challenges students to apply this knowledge to the investigation of a range of methods used in identifying and measuring quantities of chemicals which leads to an understanding of the structure, properties and trends of and between classes of chemicals.



Community and Family

Studies (BDC)

Students have the opportunity to explore and form positive attitudes about themselves and others; to develop an understanding of their relationships within their families and other groups; to learn to work cooperatively and to appreciate the importance of effective communication. Students also examine how the wellbeing of individuals, families and communities are affected by broader societal influences. There is a large focus on inquiry and investigation with students completing

an Independent Research Project (IRP) during the HSC course.

Preliminary/HSC: Knowledge - 40% Skills - 25% Research Methodology - 35%


Design and Technology

(BDC)

The Preliminary course involves the study of both designing and producing. This is explored through areas such as design theory and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of materials, tools and techniques. The HSC course applies the knowledge and understanding of designing and producing from the preliminary course. It involves the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and emerging technologies. Preliminary Assessment is based on; Design projects, Presentation of research, Test-type tasks 100% HSC Assessment is based on; Innovation and emerging technologies, Designing and producing 100%

Preliminary: 50% HSC: 50%

Preliminary: $60 HSC: $10 plus student provided material for major project.

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Distribution Fees

Drama (BDC)

Students experience, understand, enjoy and value drama as a social, collaborative and creative art form and as an expression of culture through making, performing and critically studying drama and theatre

Preliminary/HSC: Making-40% Performing-30% Critically Studying-30%

Preliminary: Nil

HSC: Nil

Excursion costs

English Studies (BDC)

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. English Studies is now a Stage 6 Board Developed Course with an optional HSC examination. Students who complete the course and elect to take the optional Higher School Certificate examination will be reported on a Common Scale with the English Standard and English Advanced courses. Students choosing not to sit for the English Studies HSC examination will still be eligible for the HSC, but it will be calculated as a Category B 2 unit subject.

Preliminary/HSC: 3-5 module of equal weighting


English Standard

(BDC)

Students explore the ways events, experiences, ideas and processes are presented in and through texts. Students reflect on and demonstrate the effectiveness of texts for different audiences and purposes.

Preliminary: Common content-40% Electives-60% HSC: Area of Study-40% Modules-60%


English Advanced

(BDC)

Students explore the ways events, experiences, ideas and processes are presented in and through texts and analyse the ways in which texts reflect different attitudes and values. Students analyse and evaluate texts and the ways they are valued in their contexts.

Preliminary: Common content-40% Electives-60% HSC: Area of Study-40% Modules-60%


English Extension 1

(BDC)

Students explore how and why texts are valued and appropriated into a range of contexts. They consider why some texts may be perceived as culturally significant.

Preliminary/HSC: Texts-25% Skills-25%


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Distribution Fees

English Extension 2

(BDC) (HSC only)

Students select an area of personal interest from their specialised study of English and work independently to plan and complete a Major Work in the form of an extended composition.

HSC: Investigation-25% Composition-25%


Exploring Early Childhood

(CEC)

Students consider a range of issues relevant to themselves, their family and the community. As well as reflecting on the personal relevance of childhood issues, students are encouraged to consider the implications for future interactions with children, be these as a parent, friend, carer or educator.

Preliminary/HSC: Knowledge/Understanding-50% Skills-50%

Preliminary: $10 HSC: $10

Food Technology

(BDC)

Food Technology refers to knowledge and activities that relate to meeting food needs and wants. Food issues have a constant relevance to life. This concept underpins the subject and is reflected throughout the Preliminary and HSC courses. The syllabus provides students with a broad knowledge of food technology. The factors that influence food availability and selection are 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 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 evaluated. The activities that support food product development are identified and the process applied in the development of a food product. Contemporary nutrition issues are raised, investigated and debated. This knowledge enables students to make informed responses to changes in the production to consumption continuum and exert an influence on future developments in the food industry as educated citizens and in their future careers. Opportunities exist for students to develop skills relating to food that are relevant and transferable to other settings. Such skills include the ability to research, analyse and communicate. Students also develop the capability and competence to experiment with and prepare food as well as design, implement and evaluate solutions to a range of food situations.

Preliminary/HSC: Knowledge and understanding of Food Technology-20% Skills in researching, analysing and communicating food issues-30% Skills in experimenting with and preparing food by applying theoretical concepts -30% Skills in designing, implementing and evaluating solutions to food situations- 20%


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Distribution Fees

Furniture Making

Pathways (VET) (BEC)

This is a competency based subject that looks at the furnishing industry. Over two years of study students will learn wood working techniques and will include areas of computing work combined with the 60 hour Computing Applications course. There is no Work Placement requirement for this subject. Students can achieve a Certificate II in Furniture Making Pathways for this course.

Preliminary/HSC: Competency Based. No Work Placement


Hospitality (VET) (BDC)

Industry curriculum frameworks provide students with the opportunity to gain industry-recognised national vocational qualifications under the Australian Qualifications Framework (AQF) as part of their NSW Higher School Certificate (HSC). HSC courses within industry curriculum frameworks count as Board Developed unit credit for the HSC. Frameworks include an optional HSC examination which provides the opportunity for students to have this HSC examination mark contribute to the calculation of their Australian Tertiary Admission Rank (ATAR). The hospitality industry is one of the largest in Australia, predominately made up of small to medium businesses that provide a range of accommodation, food and beverage services. Services industries are a major employer, supporting the skill development of younger workers who are central to Australia’s economic and social development. Training needs to keep up with current practice, responding to changing technologies, emerging new markets and different business models. Currency of skills and knowledge provided to students is crucial to the success of the hospitality industry.1 Work placement is a mandatory HSC requirement within this Framework and appropriate hours have been assigned to each HSC VET course. Work placement is to be undertaken in an appropriate hospitality work environment.

Preliminary/HSC: Competency Based Uniform requirements: black leather fully enclosed shoes – OHS requirement; long black pants- not jeans


Industrial

Technology Metal (BDC)

This is a metal based subject, which includes design and construction components of metal projects. There are theoretical contents that include an Industry study, Design, Management and Communication, Production, Industry Related Manufacturing. A major design project is required for HSC assessment. Please note that students cannot attempt both Industrial Technology Metal and the VET Metal and Engineering course.

Preliminary/HSC: Focus Area - 40% Projects - 60%

Preliminary: $60 HSC: $10 plus own Metal

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Distribution Fees

Investigating Science (BDC)

The Year 11 course focuses on the centrality of observation in initiating the scientific process and examines the human tendency to draw inferences and make generalisations from these observations. Students learn about the development and use of scientific models and the similarities and differences between scientific theories and laws. The Year 12 course builds on the skills and concepts learnt in Year 11 with students conducting their own scientific investigations and communicating their findings in scientific reports. Students are provided with the opportunity to examine the interdependent relationship between science and technology and apply their knowledge, understanding and skills to scientifically examine a claim. The course concludes with students exploring the ethical, social, economic and political influences on science and scientific research in the modern world.



Legal Studies (BDC)

Our society is regulated by a complex set of rules and regulations which both guide and protect individual and community rights. Being well informed about legal issues, including the rights and responsibilities integral to our society, is part of being an active and informed citizen. Students of Legal Studies Stage 6 will develop an understanding of legal concepts and the way the law functions in our society. The Preliminary course covers topics such as the legal system, law reform, rights and responsibilities and law in practice. These provide a thorough basis for the HSC Course, which covers the two core topics of Crime and Human Rights plus two additional options chosen from Consumers, Global environmental protection, Family law, Indigenous Peoples, Shelter, Workplace, and World Order.

Preliminary/HSC: Knowledge-60% Research-20% Communication-20%


Mathematics Standard 1

(BDC)

Mathematics Standard 1 is designed to help students improve their numeracy by building their confidence and success in making mathematics meaningful. This course offers students the opportunity to prepare for post-school options of employment or further training. In the HSC year Standard 1 is a category B course with an optional HSC exam that can count towards an ATAR (note: only one Category B subject can count towards an ATAR).

Preliminary/HSC: Concepts, skills and techniques 50% Reasoning and communication 50%


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Distribution Fees

Mathematics Standard 2

(BDC)

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. In the HSC year Standard 2 is a category A course with a HSC exam that count towards an ATAR.



Mathematics (BDC)

The Mathematics course gives an understanding of and competence in further aspects of mathematics and enhances those mathematical skills required for further studies at a Tertiary level. This course is heavily algebra based and useful for concurrent studies with sciences, commerce and engineering. The content and depth of treatment of this course indicates that it is intended for students who have demonstrated competence in the Stage 5.2 course and some content from the 5.3 course in year 10 Mathematics.



Mathematics Extension 1

(BDC)

Studied along with the Mathematics course, this course develops further ideas and skills in mathematics. Gives students a thorough understanding of and competence in aspects of mathematics, many of which are applicable to the real world. This course is intended for students who have demonstrated competence in the 5.3 course in year 10 Mathematics.



Metal and Engineering

(VET) (BDC)

Students have the opportunity to gain a range of skills and knowledge suitable for employment in the metal working industry in fields such as Fitting and Turning and Boiler making. This is a competency based course and students can choose whether they wish to do the HSC exam. There is no major project involved in this subject. One week of Work Placement per year is mandatory. Please note that students cannot attempt both Metal and Engineering and the Industrial Technology Metal course.

Preliminary/HSC: Competency Based 70 hours of Mandatory work placement


Modern History (BDC)

Modern History challenges students to consider the great social, technological, economic, political and moral transformations from the late eighteenth century to the present. It requires students to analyse the causes, progress and effects of these transformations and, finally, to make judgements about them. Modern History is especially relevant to the lives of students, as the events and issues that form its content are, in many cases, still current.

Preliminary/HSC: Knowledge-40% Skills/Investigation-60%


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Distribution Fees

Music (BDC)

Music 1 provides students with the opportunity to acquire knowledge, skills, understanding and attitudes within a broad musical context and encourages the desire to continue learning in formal and informal music settings after school. The course provides students with opportunities to engage in a range of musical styles, including contemporary popular music, and for many, it will serve as a pathway for training and employment in the music industry or contemporary music fields.

Preliminary: Performance-25% Composition-25% Musicology-25% Aural-25% HSC: Cores-55% Electives-45%


Personal Development,

Health and Physical

Education (BDC)

Students learn about and practise ways of maintaining active and healthy lifestyles, and improving their health status. Students examine topics focusing on movement and physical activity, including anatomy, physiology, biomechanics and skill acquisition. Students also study national health priority areas and issues related to equity and health, and investigate issues that affect the health of young people.



Physics (BDC)

The Year 11 course develops student’s 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 they were introduced to in Year 11 to motion in two dimensions, electromagnetism, theories of light, the atom and the Universe.



Science Extension

(BDC) (HSC only)

The Science Extension course is designed to extend the knowledge, understanding and skills developed in the new 2unit Science disciplines and provide greater opportunities for students with an aptitude in the STEM disciplines. Science Extension is a 1 Unit course studied in Year 12. It is structured to provide opportunities for high achieving students to engage with complex concepts and theories and to critically evaluate new ideas and discoveries through contemporary data collection and scientific research. Students develop a response to a scientific research question that requires the analysis of data from one, or a combination of, the following disciplines: Biology, Chemistry, Earth and Environmental Science, Physics.



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Distribution Fees

Textiles and

Design (BDC)

Involves the study of design, communication methods, construction techniques, innovations, fibres, yarns, fabrics and the textile industry. Culminates into a major project and portfolio in the HSC course. Students complete two practical projects in the Preliminary Year.


Preliminary: $20 plus project materials HSC:$20 plus project materials

Visual Arts

(BDC)

Preliminary Course learning opportunities focus on:

The nature of practice in artmaking, art criticism and art history through different investigations

The role and function of artists, artworks, the world and audiences in the artworld

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

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

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

HSC Course learning opportunities focus on:

How students may develop their own practice of artmaking, art criticism, and art history, applied to selected areas of interest

How students may develop their own informed points of view in increasingly independent ways and use different interpretive frameworks in their investigations

How students may learn about the relationships between artists, artworks, the world and audiences within the artworld

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

Preliminary/HSC: Artmaking-50% Art Criticism/History-50%

Preliminary: $50 HSC: $50 plus Body of Work materials

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EVET DELIVERED VET COURSES - 2018

VET- EVET DELIVERED ATAR CATEGORY METHOD OF DELIVERY

Animal Studies No B EVET

Automotive – Vehicle Mechanical Yes B EVET

Beauty Therapy – Nail Technology No B EVET

Child Studies No B EVET

Early Childhood Education and Care (Cert III) No B EVET

Early Childhood Education and Care (Intro) No B EVET

Human Services No B EVET

Financial Services No B EVET

Screen & Media No B EVET

Electro Technology No B EVET

Business Services No B EVET

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STAGE 6 LIFE SKILLS COURSES – 2018


Distribution Fees

Creative Arts

Life Skills

The aim of the Stage 6 Creative Arts Life Skills Syllabus is to develop in students an awareness and understanding of dance, drama, music and visual arts that offer creative opportunities for self-expression and personal choice, communication, and the sharing of cultural views. These opportunities should contribute to students’ appreciation of the arts, their quality and enjoyment of life and assist them to prepare for various post-schooling opportunities.

Preliminary/HSC

Each of the 4 sub-courses will be studied according to student interest.

Assessment of outcomes will be ongoing throughout the course

Preliminary: $30

HSC: $30 plus project materials

Dance

Life Skills

Students undertaking study from Module 1: Dance of the Stage 6 Creative Arts Life Skills Syllabus bring a variety of prior learning with them, ranging from the study of the Dance Years 7–10 Syllabus to no study of dance at all.

Drama

Life Skills

Students undertaking study from Module 2: Drama of the Stage 6 Creative Arts Life Skills Syllabus bring a variety of prior learning with them, ranging from the study of the Drama Years 7–10 Syllabus to no study of drama at all.

Music

Life Skills

Students undertaking study from Module 3: Music of the Stage 6 Creative Arts Life Skills Syllabus bring a variety of prior learning to their study. The outcomes and content build on the Life Skills outcomes and content in the Music Years 7–10 Syllabus.

Visual Arts Life Skills

Students undertaking study from Module 4: Visual Arts of the Stage 6 Creative Arts Life Skills Syllabus bring a variety of prior learning to their study. The outcomes and content build on the Life Skills outcomes and content in the Visual Arts Years 7–10 Syllabus, Photographic and Digital Media Years 7–10 Syllabus and Visual Design Years 7–10 Syllabus

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Distribution Fees

Community and Family

Studies Life Skills

Community and Family Studies develops the knowledge, understanding, skills and values students need to contribute effectively to groups, families and communities and to support their own and others’ wellbeing.

Modules include: Wellbeing of individuals, Families, Participating in groups, Specific groups in society, Transition to adulthood and Participating in work and community environments

Preliminary/HSC


Preliminary: Nil

HSC: Nil

English Life Skills

The Stage 6 English Life Skills course aligns with the rationale, aim and objectives of the Stage 6

English curriculum. The Life Skills outcomes and content have been developed from the English

Studies and English Standard syllabuses to provide opportunities for integrated delivery.

The Stage 6 English Life Skills course focuses on the development of effective communication and

literacy skills that will enhance the participation of students in all aspects of post-school life.

The course emphasises the ability to communicate effectively in a range of contexts as well as

access and respond to texts in different modes and media. Students are provided with opportunities

to comprehend and interpret a variety of texts in both familiar and unfamiliar contexts. Students are

also provided with opportunities to develop an understanding of the ways in which language forms

and features shape meaning in texts. Students are encouraged to appreciate how our own and

others’ experiences can be represented through texts.

Study in the Stage 6 English Life Skills course enables students to access information, engage in a

range of recreational and leisure activities and undertake further education, training and employment.

Preliminary/HSC

Assessment of outcomes will be on going throughout the course

Preliminary: Nil

HSC: Nil

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Distribution Fees

Human Society and

Its Environment

Life Skills

Human Society and Its Environment Life Skills provides opportunities for students to engage in a course of study based on outcomes and content selected from any of the Aboriginal Studies, Business and Economics, Citizenship and Legal Studies, Geography, History and Society and Culture modules.

Preliminary/HSC

Teachers have the flexibility to select outcomes and content from any of the following modules based on the priorities, interests and needs of students. Assessment of outcomes will be ongoing throughout the course

Preliminary: Nil

HSC: Nil

Aboriginal Studies

Life Skills

This module provides opportunities for students to learn about the historical and contemporary experiences and cultures of Aboriginal peoples in Australia and the world. Students explore initiatives and actions aimed to promote the social and cultural identity of Aboriginal people. Students gather and communicate information from a variety of perspectives. Through these learning opportunities, students can develop intercultural understandings, informed and responsible values and attitudes about social justice, and empathy with Aboriginal peoples’ experiences and views.

Business and Economics Life Skills

Students undertaking study from Module 1: This module provides opportunities for students to develop their financial literacy through the study of the economic behaviours of individuals, businesses, institutions and governments. Students learn about the role of businesses in society in designing, producing, marketing, delivering and supporting a range of goods and services

Citizenship and Legal

Studies Life Skills

Students undertaking study from Module 2: This module provides opportunities for students to develop knowledge and understanding about the rights, responsibilities and roles of individuals and groups in society in relation to the law. Students develop an appreciation for informed citizenship and develop the skills required for participation in democratic processes.

Geography Life Skills

Students undertaking study from Module 3: This module provides students with opportunities to develop knowledge and understanding about the characteristics and distribution of a range of environments. Students learn about the relationships between geographical processes, human activity and environments, and learn to use geographical tools and investigate and communicate geographically.

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Distribution Fees

Modern History

Life Skills

The Stage 6 Modern History Life Skills course is one of eight Stage 6 Human Society and Its Environment (HSIE) Life Skills course options.

The Stage 6 Modern History Life Skills course aligns with the rationale, aim and objectives of the Stage 6 Modern History course. The Life Skills content has been developed from the Modern History syllabus to provide opportunities for integrated delivery.

The Stage 6 Modern History Life Skills course provides opportunities for students to explore the forces that have shaped the modern world. Students explore key events, developments, movements, individuals and groups of the recent past to develop an understanding of how these have impacted our world. Students are also provided with opportunities to participate in historical investigations to develop their knowledge, understanding and skills of historical inquiry.

Study in the Stage 6 Modern History Life Skills course contributes to students’ skills in locating, selecting, organising, planning and presenting information within an historical context.

Ancient History

Life Skills

The Stage 6 Ancient History Life Skills course is one of eight Human Society and Its Environment (HSIE) Life Skills course options.

The Stage 6 Ancient History Life Skills course aligns with the rationale, aim and objectives of the Stage 6 Ancient History course. The Life Skills content has been developed from the Ancient History syllabus to provide opportunities for integrated delivery.

The course provides opportunities for students to explore the ancient past and develop an understanding of how people, groups and events have influenced past societies and the world today. Students are also provided with opportunities to participate in historical investigations of ancient societies and/or personalities to develop their knowledge, understanding and skills of historical inquiry.

Study in the Stage 6 Ancient History Life Skills course contributes to students’ skills in locating, selecting, organising, planning and presenting information within an historical context.

Society and Culture

Life Skills

Students undertaking study from Module 5: This module provides opportunities for students to develop an understanding of themselves, their own society and culture and the societies and cultures of others. Students explore the interactions between persons, societies, cultures, environments and time. Students are provided with opportunities to undertake social and cultural research individually and/or collaboratively.

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Distribution Fees

Mathematics Life Skills

The Stage 6 Mathematics Life Skills course aligns with the rationale, aim and objectives of the Stage 6 Mathematics Standard course. The Life Skills content has been developed from the Mathematics Standard syllabus to provide opportunities for integrated delivery. The Stage 6 Mathematics Life Skills course focuses on the development of students’ ability to apply mathematics in a variety of contexts in order to enhance and encourage their participation in post-school contexts. Students are provided with opportunities to apply mathematical operations to practical situations and develop problem-solving in real-life situations. They develop their practical skills in measurement, calculating with money, statistics and using plans and maps. Students also have the opportunity to explore the concepts of earning and spending money and apply their understanding in a range of financial decision-making contexts. Study in the Stage 6 Mathematics Life Skills course enhances students’ access to community living, further education, training and employment.

Preliminary/HSC


Preliminary: Nil

HSC: Nil

PDHPE Life Skills

Personal Development, Health and Physical Education Life Skills provides student a chance to develop the values and attitudes, knowledge, understanding and skills that will enable them to lead healthy, active and productive lives. This course has six modules, which focus on generalising knowledge, understanding, skills, values and attitudes across a range of post-school environments. These modules include Growth and Development, Developing and Maintaining a Healthy Lifestyle, Interpersonal Relationships, Safe Living, Leisure and Outdoor Recreation.

Preliminary/HSC


Preliminary: Nil

HSC: Nil

Science Life Skills

The Science Life Skills Stage 6 Syllabus aim is for the students to develop an appreciation and understanding of science as a body of knowledge and a set of valuable processes that provide humans with an ability to understand themselves and the world in which they live. Through applying Working Scientifically processes, the course aims to enhance students’ analytical and problem-solving skills in order to make evidence-based decisions and engage with and positively participate in an ever-changing, interconnected technological world.

Preliminary/HSC


Preliminary: Nil

HSC: Nil

Work and the

Community Life Skills

Work and the Community provides students with practical skills, knowledge, understanding, values and attitudes needed for confident and successful transition to post-school employment, participation and independence in the community. Each course has six modules, which focus on generalising knowledge, understanding, skills, values and attitudes across a range of post-school environments. These modules include Understanding the World of Work, Planning for Participation in Workplace and Community-based learning, Developing a Portfolio in Preparation for Employment, Introduction to the Workplace or Community-Based Learning Environment, Dealing with Workplace and Community-Based Learning Environment Issues and Participating in Workplace Learning and Community Based Learning Experiences.

Preliminary/HSC


Preliminary: Nil

HSC: Nil

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Distribution Fees

Technology Life Skills

Technology provides opportunities for students to engage with a range of technologies and acquire knowledge, understanding and skills which are transferable and facilitate lifelong learning. Students will experience success in a diverse range of practical and creative activities using a variety of resources, materials, tools and techniques to solve problems and meet identified needs.

The syllabus modules provide students with opportunities to use a range of technologies in the context of a design process. These technologies may be used for researching, designing, manipulating and producing products, systems and environments.

Preliminary/HSC

Teachers have the flexibility to select outcomes and content from any of the following modules based on the priorities, interests and needs of students. Assessment of outcomes will be ongoing throughout the course

Preliminary: $40

HSC: $20 plus project materials

Agriculture Life Skills

Students studying this module will be given the opportunity to engage in the study of agricultural enterprises. Practical skills are developed in designing, producing and evaluating agricultural products in the context of an agricultural enterprise

Design and Technology Life Skills

This module provides opportunities for students to engage in a design process and explore and develop technologies in the context of a design project. Design projects will involve the design, production and evaluation of a product, system or environment.

Food Technology Life Skills

This module provides opportunities for students to engage in a design process through the development of food products in a variety of settings. Practical skills are developed through the care and safe handling of equipment, food preparation activities, and through the design, production and evaluation of food solutions.

Industrial Technology Life Skills

This module provides opportunities for students to study a focus area industry and engage in a design process. Industry study and design projects should be selected from one of the following focus areas:

• Automotive Technologies, Electronics Technologies, Graphics Technologies Metal and Engineering Technologies, Multimedia Technologies, Timber Products and Furniture Technologies.

Practical skills are developed in designing, producing and evaluating in the context of an Industrial Technology project.

Information Processes

and technology Life Skills

This module provides opportunities for students to engage in the study of information processes and technology and the roles that information systems play in society. They will gain an appreciation of the nature of information, its ethical use and its impact on many aspects of life. Practical skills are developed in using information processes and technology to address needs.

Textiles and

Design Life Skills

This module provides opportunities for students to engage in a design process in developing a design project. Practical skills are developed in the design, selection, production, evaluation and care of textiles in the context of a design project. Design projects should be selected from one or more of the following focus areas:

• Apparel, furnishings, costume, textile arts, non-apparel.

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Information for Students Undertaking

School Delivered VET Courses Wagga Wagga RTO 90333

INFORMATION FOR STUDENTS UNDERTAKING SCHOOL DELIVERED VET COURSES The following document provides important information about Vocational Education and Training (VET) courses delivered by Wagga Wagga Registered Training Organisation (RTO) 90333. General VET courses offer dual accreditation: students who successfully complete these courses will gain unit credit toward their Higher School Certificate (HSC) and will also receive a nationally recognised industry based qualification. Framework and Non Framework Courses VET courses are generally broken into two groups, Industry Curriculum Framework (ICF) courses and Board Endorsed Courses (BEC). Both groups will provide units of credit towards the students HSC. Similarly both groups will give students access to a nationally recognised qualification. Industry Curriculum Framework courses are category B subjects for the purpose of calculating an Australian Tertiary Admission Rank (ATAR). The ATAR is the main method of determining university admission for students seeking university admission at the end of year 12. Note: Students must complete a 240 hour course and sit the optional HSC examination. Only ONE Category B course may be used towards the calculation of the student’s ATAR. Board Endorsed Courses cannot be used towards the ATAR. Assessment Procedures Assessment of students in VET courses is competency based. This means that evidence of achievement of competency is produced by the student, collected by an assessor and judged against agreed industry standards. Assessments are generally practical in nature and reflect the type of tasks that would be required to be performed in the workplace, however written tasks may be used to assess knowledge and understanding of concepts related to the course. Evidence of competence can be collected by the assessor in a variety of ways. Like all other HSC courses, some of the evidence collected will be through formal assessment tasks or events such as project work, presentation of portfolios, practical demonstrations, as well as pen and paper tasks. Students are deemed either competent or not yet competent following an assessment task. No grades or marks are awarded through competency based assessments. The school will provide an assessment schedule for each VET course. Optional External HSC Examination Industry Curriculum Framework courses have an optional external HSC exam for students wishing to include their mark in the calculation of the ATAR. Students who sit for the optional HSC exam will have an estimate mark submitted to the NSW Education Standards Authority (NESA) by the school. This estimate mark will only be used in the event of a claim of misadventure. Student Selection, enrolment and induction procedures Stage 6 VET courses are available to all students in years 11 and 12. Stage 6 VET courses may also be available to students in years 9 and 10 as “Early Commencement”. It is generally recommended that students in Year 9 do NOT undertake “Early Commencement” of Stage 6 VET courses. A course induction will be delivered by course trainers at the beginning of the each course. This induction will include information regarding the specific course they are studying, recognition of prior learning procedures, assessment procedures, information regarding student rights and responsibilities, and a student declaration to be signed by the student to confirm that they have completed the induction as part of their enrolment procedures.

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Fees and charges Some VET courses attract a course cost. Where a course cost exists it will be indicated on the course information page. More detailed information regarding fee charges and refund policies will be provided in the course induction. Students having difficulty in making payments may be able access the Student Assistance Scheme. See your student adviser for details as to how this fund can be accessed. Freedom of Information and Privacy Students’ rights to privacy and access to information are outlined in the Freedom of Information and Privacy policy. All staff members are required to abide by the Department’s Privacy Code of Practice. Credit Transfer and Recognition of Prior Learning (RPL) Credit transfer is available to students who produce evidence of achievement of competency from another RTO. RPL may also be available to students who can provide sufficient evidence of skills attained previously. Students seeking RPL should follow the RPL procedures outlined in the RTO Student Guide. Work Placement Seventy (70) hours of work placement per 240 hours of study is a mandatory HSC component of many VET courses. Failure to complete mandatory work placement will mean that a student will receive an “N” determination for the subject and as a result may be ineligible for the award of the HSC. Students will be provided with additional work placement information in the course induction. School Based Apprenticeships and Traineeships (SBATs) The SBAT Program provides students with the opportunity to include a recognised VET qualification within their HSC and to combine this with paid work. SBATs must complete formal training that is delivered by a RTO. The formal training must meet the requirements of the relevant Vocational Training Order (VTO) for that apprenticeship or traineeship vocation, and lead to a nationally recognised qualification. The formal training component of a SBAT will contribute unit credit towards the HSC. Becoming a School Based Apprentice or Trainee Students must first find an employer prepared to take them on as a school based apprentice or trainee. Once an offer of employment has been made, students must contact the SBAT Contact Person in their school. This is usually the Careers Adviser. The SBAT Contact Person will then commence the process to seek approval to establish a SBAT. Students wanting to find out more information regarding SBATs should contact the school’s Careers Adviser. The following website is also a key source of information regarding SBATs: www.sbatinnsw.info Unique Student Identifier From January 2015, all students undertaking Nationally Recognised Training delivered by a Registered Training Organisation must obtain a Unique Student Identifier (USI). The USI provides easy access to all VET training records and results throughout your life. You can access your USI account online from a computer, tablet or smart phone at any time. You must keep your USI safe and ready to use for further enrolments in VET training. Smart and Skilled Smart and Skilled has been implemented with an entitlement to government subsidised training commencing January 1, 2015. Qualifications achieved at school do not impact on this entitlement post school. This may impact on positions available within industry sectors for SBATs.

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Wagga Wagga RTO 90333

Certificate II Furniture Making Pathways – MSF20516

Course: Furniture Making Pathways (180 indicative hours) 3 Preliminary and/or HSC units in total Board Endorsed Course There is NO Australian Tertiary Admission Rank (ATAR) option for this course Students may elect to complete work placement in the Furnishing industry. Students must gain the mandatory WorkCover Construction Induction Certificate, (the white card) before they enter a work site Exclusions - Students may not undertake the same unit of competency in more than one VET course

Course Description

This provides students with the opportunity to obtain national vocational qualifications for employment in the carpentry and joinery, shopfitting, cabinetmaking and furnishing industries. Students will be able to gain skills in planning and organising work, measuring and calculating, reading and interpreting plans, safe and environmentally sustainable work practices and the use of tools and equipment. Working in the furniture making industry involves selecting and preparing timber, using saws, chisels, planes, power tools and woodworking machines to make and assemble furniture. Making jigs, templates or prototypes for the production of furniture and repair damaged furniture and cabinets. Skills gained in this industry transfer to other occupations. Examples of occupations in the industry include cabinet maker, wood turner, furniture finisher, polisher and upholsterer, shop fitter and joiner.

Core Units of Competency MSMENV272 Participate in environmentally sustainable work

practices MSMPCI103 Demonstrate care and apply safe work practices at

work MSFGN2001 Make measurements and calculations MSFFP2001 Undertake a basic furniture making project MSFFP2002 Develop a career plan for the furnishing industry

Elective Units of Competency MSFFM2001 Use furniture making sector hand and power tools MSFFM2002 Assemble furnishing components MSFFP2003 Prepare surfaces MSFFP2004 Apply domestic surface coatings MSFFP2005 Join furnishing materials MSFFP2006 Make simple timber joints MSMSUP106 Work in a team

Students may apply for Recognition of Prior Learning or be granted Credit Transfer provided suitable evidence is submitted.

Qualifications

Students who are assessed as competent in the above units of competency will be eligible for a Certificate II in Furniture Making Pathways MSF20516. Students who do not achieve competency in all the above units will be eligible for a Statement of Attainment towards Certificate II in Furniture Making Pathways MSF20516. Foundation skills- describe language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Foundation skills can be found in each unit of competency downloaded from http://training.gov.au/ NB This qualification may change as a result of training package reviews

Competency- Based Assessment: Students in this course work to develop the competencies, skills and knowledge described by each unit of competency above. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standards. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. N Determinations: Where a student has not met NESA course completion criteria, they will receive an “N” determination (course not satisfactorily completed). The course will then not count towards the HSC although unit of competency achieved will still count towards an AQF qualification. Students completing this course are not required to sit a written, external HSC examination. Appeals: Students may lodge an appeal about assessment decisions through their VET trainer.

Resources costs: $60.00 Refund Arrangements: Non-refundable Discuss payment options with your trainer

Delivery Arrangements: On Site

Exclusions : Furniture Making

Information on requirements and arrangements for NSW school-based apprenticeships and traineeships is available at www.training.nsw.gov.au/individuals/apprenticeships_traineeships/school_based/index.html.

For more information on possible outcomes please visit the NESA website: https://educationstandards.nsw.edu.au/wps/portal/nesa/home

http://training.gov.au/

http://www.training.nsw.gov.au/individuals/apprenticeships_traineeships/school_based/index.html

https://educationstandards.nsw.edu.au/wps/portal/nesa/home

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Certificate II in Kitchen Operations – SIT20416 (Kitchen operations plus coffee)

Course: Hospitality (240 indicative hours) 4 Preliminary and/or HSC units in total Board Developed Course Category B status for Australian Tertiary Admission Rank (ATAR) Students must complete a minimum of 70 hours of work placement to meet HSC requirements.

Course Description This curriculum framework course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational qualifications. This is known as dual accreditation. This qualification reflects the role of individuals working in kitchens who use a defined and limited range of food preparation and cookery skills. They work under direct supervision and involved in mainly routine and repetitive tasks. This qualification provides a pathway a for commercial cooks into Cert III in Commercial Cookery. Job roles: provides a pathway to work in kitchen operations in restaurants, hotels, catering operations, clubs, pubs, cafes, coffee shops & institutions such as aged care, hospitals, prisons, schools. Possible job titles: breakfast cook, catering assistant, fast food cook, sandwich hand, take-away cook.

Core Units of Competency BSBWOR203 Work effectively with others SITHCCC001 Use food preparation equipment SITHCCC005 Prepare dishes using basic methods of cookery SITHCCC011 Use cookery skills effectively SITHKOP001 Clean kitchen premises and equipment SITXFSA001 Use hygienic practices for food safety SITXINV002 Maintain the quality of perishable items SITXWHS001 Participate in safe work practices

Elective Units of Competency SITHIND002 Source & use information on the hospitality industry SITXFSA002 Participate in safe food handling practices SITHFAB005 Prepare and serve espresso coffee SITHCCC006 Prepare appetisers and salads SITHCCC002 Prepare and present simple dishes BSBSUS201 Participate in environmentally sustainable work practices

Students may apply for Recognition of Prior Learning or be granted credit transfer provided suitable evidence is submitted.

Qualifications

Students who are assessed as competent in the above units of competency will be eligible for a Certificate II in Kitchen Operations (SIT20416) Students who do not achieve competency in all the above units will be eligible for a Statement of Attainment towards Certificate II in Kitchen Operations (SIT20416) Foundation skills- describe language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Foundation skills can be found in each unit of competency downloaded from http://training.gov.au/

Competency- Based Assessment: Students in this course work to develop the competencies, skills and knowledge described by each unit of competency above. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standards. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. N Determinations: Where a student has not met NSW BOSTES course completion criteria, including meeting the mandatory work placement requirement, 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 qualification. External Assessment (optional HSC examination): Students completing this course are eligible to sit a written HSC examination which may be used in the calculation of an 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 Statement of Attainment. Appeals: Students may lodge an appeal about assessment decisions through their VET trainer.

Resources costs: $160.00 Refund Arrangements: Non-refundable Discuss payment options with your trainer


Exclusions Nil however students may not undertake the same unit of competency in more than one VET course

A school-based traineeship is available in this course, for more information: http://www.sbatinnsw.info/

For more information on possible outcomes please visit the NSW BOSTES website: http://www.boardofstudies.nsw.edu.au

http://training.gov.au/

http://www.sbatinnsw.info/

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

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Certificate I in Engineering – MEM10105 Course: Metal and Engineering (240 indicative hours) 4 Preliminary and/or HSC units in total Board Developed Course Category B status for Australian Tertiary Admission Rank (ATAR) Students must complete a minimum of 70 hours of work placement to meet HSC requirements.

Course Description This curriculum framework course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational qualifications. This is known as dual accreditation. Students will be able to gain skills in safe work practices, routine work activities, working with others, quality procedures and systems, the use of hand and power tools, technical drawing and engineering measurement. Occupations in the manufacturing, engineering and related industries include fitter, toolmaker, structural steel welder, engineering draftsperson, engineer (automotive, fabrications, production, plastics, marine, mechanical) boat builder/repairer and mechanical, production or marine engineer.

Core Units of Competency

MEM13014A Apply principles of occupational health and safety in the work environment

MEM16007A Work with others in a manufacturing, engineering or related environment

MEM14004A Plan to undertake a routine task MEM15024A Apply quality procedures

Elective Units of Competency (Compulsory in TAS)

MEM15002A Apply quality systems MEM12023A Perform engineering measurements

MEM12024A Perform computations MEM18001C Use hand tools

MEM18002B Use power tools/hand held operations MEM05005B Carry out mechanical cutting

MEM05012C Perform routine manual metal arc welding MEM07032B Use workshop machines for basic operations

MEM11011B Undertake manual handling

Additional single unit of competency to qualify for Certificate 1

MEM05004C Perform routine oxy acetylene welding

This course also requires the completion of the Manufacturing, engineering and related services industries induction and MEM09002B Interpret technical drawing to meet NESA HSC requirements. Students may apply for Recognition of Prior Learning or be granted credit transfer provided suitable evidence is submitted

Qualifications Students who are assessed as competent in the above units of competency will be eligible for a Certificate I in Engineering MEM10105. Students who do not achieve competency in all the above units will be eligible for a Statement of Attainment towards Certificate I in Engineering MEM10105. There are Foundation skills which describe language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Foundation skills can be found in each unit of competency downloaded from http://training.gov.au/

Competency- Based Assessment: Students in this course work to develop the competencies, skills and knowledge described by each unit of competency above. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standards. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. N Determinations: Where a student has not met NESA course completion criteria, including meeting the mandatory work placement requirement, 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 qualification. External Assessment (optional HSC examination): Students completing this course are eligible to sit a written HSC examination which may be used in the calculation of an 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 Statement of Attainment. Appeals: Students may lodge an appeal about assessment decisions through their VET trainer.

Resources costs: $40 Discuss payment options with your trainer

Refund Arrangements: Non-refundable


Exclusions : Industrial Technology Metal

A school-based traineeship is available in this course, for more information: http://www.sbatinnsw.info/

For more information on possible outcomes please visit the NESA website: http://www.boardofstudies.nsw.edu.au

http://www.sbatinnsw.info/

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

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HSC RULES AND PROCEDURES HSC Eligibility Requirements To be eligible for the award of the Higher School Certificate, you must have:

1. gained the Record of School Achievement (RoSA) or other qualifications the New South Wales

Education Standards Authority (NESA) considers satisfactory 2. attended a government school, an accredited non-government school, a school outside NSW

recognised by NESA, or a TAFE college 3. satisfactorily completed courses that comprise the pattern of study required by NESA for the award

of the Higher School Certificate 4. sat for and made a serious attempt at the required HSC examinations.

Pattern of Study To qualify for the Higher School Certificate, you must satisfactorily complete a Preliminary pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:

at least 6 units of Board Developed Courses at least 2 units of a Board Developed Course in English* at least three courses of 2-unit value or greater (either Board Developed or Board Endorsed Courses) at least four subjects.

* Satisfactory completion of English Studies fulfils English requirements for the HSC. The course counts towards the six units of Board Developed Courses required for the award of the HSC. Completion of HSC: All My Own Work program All students (except those entered only for Stage 6 Life Skills courses) are required to have satisfactorily completed HSC: All My Own Work or its equivalent before any Preliminary or HSC course entries can be submitted. Important things to know:

The ATAR is calculated by the universities in NSW and the ACT and is released by the Universities Admission Centre (UAC)

The Higher School Certificate (HSC) is awarded by NESA an independent Statutory Board

The HSC serves many purposes but the ATAR serves only one – to assist universities in ranking school leaver applicants for tertiary selection in a fair and equitable way across 50,000 – 60,000 students. The ATAR should not be used for any other purpose.

The ranking of students depends solely on their performance in both school based assessment and HSC exams in Year 12 only.

The ATAR is a rank. It is not a mark.

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HSC Assessment

For most Board Developed Courses, school-based assessment throughout the HSC course contributes 50% of your HSC mark, and is reported on your Course Report and Record of Achievement.

For each course, schools prepare and administer an assessment program in accordance with the syllabus. The components of the course to be assessed and their weightings can be found in the Assessment and Reporting document for the syllabuses on NESA’s website. The timing and weighting of tasks are determined by the school.

Assessment tasks are designed to measure knowledge, skills and understanding in relation to a wide range of outcomes. Tasks may include tests, written assignments, practical activities, fieldwork and projects.

When you begin your HSC course, your school will provide you with details of your assessment tasks, including weightings and due dates.

All work presented in an assessment task must be your own. Malpractice, including plagiarism, could lead to you receiving zero marks (see section 5.1, ‘Honesty in Assessment - the Standard' and section 5.2, ‘What constitutes malpractice?').

At the conclusion of the HSC assessment program, your school will submit a school-based assessment mark to the Board for each of your courses, based on your performance in the tasks in your school's assessment program. The assessment mark submitted by your school is adjusted (moderated) by NESA

to produce the assessment mark that appears on your results (see section 7, ‘HSC results'). The purpose of moderation is to place the assessment marks awarded by all schools in each course on the same scale. The school group's assessment marks are adjusted, based on the performance of the group in the HSC examination. The rank order of students as submitted by the school is not changed.

If you studied a course at an institution outside your home school, the assessment mark is provided by the outside institution.

No assessment mark is reported for VET courses or courses studied with an outside tutor.

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On satisfactory completion of your HSC you will receive a portfolio containing:

Higher School Certificate Testamur

Record of Achievement for students who have satisfactorily completed any Preliminary or HSC courses.

This document lists the courses you have studied and reports the marks and bands you have achieved

Course Report

This document will include descriptions for each Performance Band which describe what students at each level of achievement typically know and can do

AQF VET Certificate or Statement of Attainment

If you have achieved units of competency in a VET course, you will also receive an AQF VET Certificate and accompanying transcript of competencies achieved, or a Statement of Attainment.

Profile of Student Achievement

If you have completed requirements for one or more Board Developed Life Skills courses, you will also receive a Profile of Student Achievement listing the outcomes achieved in each Life Skills course.

OPTIONAL:

Record of School Achievement (RoSA) You may request your RoSA credential package, which will include all Stage 5 (Years 9 and 10) courses completed and, where applicable, grades awarded, Life Skills Profiles of Student Achievement and Stage 5 VET credentials.

You are also able to generate an eRecord (PDF) version of your cumulative results from the end of Year 10 in your Students Online account. University admission The Australian Tertiary Admission Rank (ATAR) is calculated for the Universities Admissions Centre (UAC). Students wishing to have an ATAR calculated must ensure that this is recorded on their HSC Confirmation of Entry. The Board passes this information to UAC. For further information, visit the UAC website at uac.edu.au or call 02 9752 0200. Further Information For more information, you should contact The Head Teacher of the Subject Mrs Parsons - Careers Advisor Mr Armitage - Principal

Ms Therese - Year 10 Advisor

Ms Heilman - Deputy Principal

New South Wales Education Standards Authority (NESA)

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Name: ____________________________

LIFE SKILLS COURSE SELECTION 2018

Mandatory courses – These three courses will be studied by all of Year 11 and 12 students.

Course Type Units

X Work and the Community Life

Skills 2

X English Life

Skills 2

X Mathematics Life

Skills 2

Elective Courses – List them in order 1 (most favourite), 2, 3, 4, 5, 6.

Choice Number

Course Type Units

Science Life

Skills 2

Creative Arts (dance, drama, music and visual arts)

Life Skills

2

Community and Family Studies Life

Skills 2

Human Society and Its Environment (the Aboriginal Studies, Business and Economics, Citizenship and Legal Studies, Geography and History)

Life Skills

2

PDHPE Life

Skills 2

Technology (Agriculture, Design and Technology, Food Technology, Industrial Technology, Information Processes and technology, Textiles and Design)

Life Skills

2

Head Teacher: ____________________________ Parent/Guardian: __________________________

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Name: _____________________________

PRELIMINARY COURSE SELECTION 2018

PLEASE TICK THE BOXES THAT APPLY TO YOU

In Year 11, 2018 I will be:

Not returning because I have a job (You are legally required to attend school until you are 17 or have full time employment)

Returning until I am 17 or get a job

Definitely returning to complete my HSC

University

I would like to be able to qualify for university entry (ATAR)

I do not want to go to university

Subject Selections and Education Options

YES NO UNSURE

I know which course I want to do at university: Course Name -

University -

I know the prerequisite subjects for my university course I wish to do my HSC over 2 or more years I want to go to TAFE in 2018/19

I feel I need to talk to my teachers about my abilities to do a subject

I know the difference between a Category A and a Category B subject

I know I have to do a minimum of 12 units of study in Year 11 – and a minimum of 10 units in Year 12

I know the difference between Board Developed Courses (BDC),Board Endorsed Courses (BEC), and Vocational Education and Training Courses (VET)

I am interested in doing a TVET course. I understand that this would be in addition to the 12 units I would be studying at school. Course Name -

Office Use Only

Year Advisor:

Careers Advisor:

Curriculum Committee:

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Name: _______________________________

COURSE SELECTION FOR YEAR 11 – 2018 1. Place a tick () in the box next to the English class you wish to do and have discussed with the Head Teacher.

English Studies RB BDC 2 B

English Standard RB BDC 2 A

English Advanced RB BDC 2 A 2. You must select five subjects from the list below by numbering them, (1,2,3,4,5), in order of preference. That is, number 1 is the course you want to do the most, number 2 is the course you want to do second most, etc. Get the Head Teachers of the subjects to sign your selections.

Preference Course HT Type Units Category HT Signature

Agriculture LL BDC 2 A

Ancient History RB BDC 2 A

Biology LL BDC 2 A

Business Studies RB BDC 2 A

Chemistry LL BDC 2 A

Community and Family Studies LL BDC 2 A

Design and Technology MC BDC 2 A

Drama RB BDC 2 A

Exploring Early Childhood MC CEC 2 B

Food Technology MC BDC 2 A

Furniture Making Pathways MC BEC 2 B

Hospitality Operations MC BDC 2 B

Industrial Technology Metal MC BDC 2 A

Investigating Science LL BDC 2 A

Legal Studies RB BDC 2 A

Mathematics Standard 1. CH BDC 2 B

Mathematics Standard 2. CH BDC 2 A

Mathematics CH BDC 2 A

Metal & Engineering MC BDC 2 B

Modern History RB BDC 2 A

Music MC BDC 2 A

PDHPE LL BDC 2 A

Physics LL BDC 2 A

Textiles & Design MC BDC 2 A

Visual Arts LL BDC 2 A

REMEMBER:

YOU CAN ONLY SELECT ONE INDUSTRIAL TECHNOLOGY SUBJECT. 3. If you want to do English Extension 1 and/or Mathematics Extension 1 courses, place a tick () in front of this

course(s). Make sure you have spoken to the relevant Head Teacher before you do this.

English Extension 1 RB BDC 1 A

Mathematics Extension 1 CH BDC 1 A

4. Make sure this form is signed by your parent/guardian

5. Name: _____________________________________Signature: __________________________________

6. Hand this to Ms Therese no later than Monday 28

th August 2017 (even if you are not coming back next year)

Please Note: This is your chance to have a say about the subjects that are on offer for next year. If you fail to hand your sheet in on time, we make choices based on what others want. HAVE YOUR SAY!

elective courses - kandos-h.schools.nsw.gov.au · • plant production • animal production the...

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