marcellin college randwick · 2017-06-16 · it is easy to lose focus when presented with so much...

Marcellin College Randwick

Year 11 (2018)

Subject Information

Handbook

June, 2016

15 June, 2017

MCR Information Handbook - Year 11, 2018

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CONTENTS

Page Page

The Higher School Certificate 2 English Studies 19

NSW Educational Standards Authority

2

Geography 20

HSC Curriculum 2 History, Extension (HSC) 21

Eligibility 3 Industrial Technology 22

Units of Study 3 Information Processes & Technology 23

Extension Courses 3 Italian, Beginners 24

Patterns of Study 3 Italian, Continuers 25

Board Developed Courses 4 Investigating Science 26

Board Endorsed Courses 4 Legal Studies 27

Community Languages 5 Mathematics Standard 1 and 2 28

Open High School 5 Mathematics 29

Vocational Education and Training 5 Mathematics, Accelerated 30

Subject Selections 6 Mathematics, Extension 2 (HSC) 31

Change of Course 6 Modern History 32

University Entrance (ATAR) 7 Music 1 33

Assessment 8 Music Extension (HSC) 34

HSC Examinations 8 PD/Health/PE 35

Reporting the HSC 8 Physics 36

Software Design and Development 37

SUBJECT INFORMATION Studies of Religion I 38

Studies of Religion II 39

Board Developed Courses 9 Visual Arts 40

Ancient History 10 VET Construction 41

Biology 11 VET Hospitality 42

Business Studies 12

Chemistry 13 Board Endorsed Courses 43

Design & Technology 14 Catholic Studies 44

Economics 15 Photography 45

English, Standard 16 Sport, Lifestyle and Recreation 46

English, Advanced 17 Computing Applications 47

English, Extension 18


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The Higher School Certificate

The NSW Higher School Certificate is a flexible credential catering for a broad range of learners. It

offers numerous courses, various modes of delivery and a range of possible pathways. The cost for much

of this variety and flexibility has been the need for extensive rules and procedures surrounding eligibility,

patterns of study and assessment.

It is easy to lose focus when presented with so much information. Students should keep course selection

foremost in their minds as they wade through this handbook. At this stage, students should be reflecting

on their abilities, interests and possible career paths as they plan for their HSC.

For many of our students, the HSC represents their final two years at school. Although many courses and

pathways exist, most boys at Marcellin gain a HSC by studying several Preliminary courses in Year 11

and continuing most of them as HSC courses in Year 12. The school offers a range of Board Developed

Courses and selected Board Endorsed Courses. Both types of courses are available in general education

subjects as well as in nationally recognised Vocational Education and Training (VET) courses.

NSW Educational Standards Authority (NESA)

In relation to the HSC, the NSW Educational Standards Authority is responsible for:

developing courses

organising and overseeing the HSC exams and assessments

calculating and recording HSC marks and achievements

issuing the HSC and Records of Achievement to students

Giving advice to schools, employers and the public on educational issues and all matters related

to the HSC.

Students and parents are encouraged to visit NSEA’s website for further information on course content,

assessment, mark manipulation …

HSC Curriculum

There are two broad categories of courses: Board Developed Courses and Board Endorsed Courses.

Board Developed Courses – Most of these courses have a HSC exam and contribute to the

calculation of the Australian Tertiary Admission Rank (ATAR). Most courses offered at

Marcellin are Board Developed Courses.

Board Endorsed Courses – Board Endorsed Courses count towards the HSC. However, there

are no HSC exams for these courses and they do not count towards calculation of the ATAR.

Some Endorsed courses are one-year courses only.

Vocational Education and Training Courses – VET courses are Board Developed Courses that allow

you to gain both HSC qualifications and Australian Qualifications Framework (AQF) VET accreditation.

AQF qualifications are recognised by industry but require students to spend a minimum number of hours

in the workplace. Courses can be studied at school or are delivered by external providers including

TAFE.

Life Skills Courses – NESA has developed Life Skills Courses for students with Special Needs in a

number of subjects. The enrolment of a student in Life Skills Courses for the HSC involves negotiation

and planning.


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Eligibility

The rules and requirements are set out in the publication, the Assessment, Certification and Examination

(ACE) Manual, which is available on the NESA website. Briefly, to be eligible for the HSC, students

need to:

study a permitted combination of courses (pattern of study)

satisfy the requirements for each course, including practical work or work placement

complete tasks designed by your school for the internal assessment program in each HSC course

Sit for, and make a genuine attempt at, the required HSC examinations.

Units of Study

All courses offered have a ‘unit’ value reflecting both classroom time and marks.

1 unit courses: 2 hours per week and 50 marks.

2 unit courses: 4 hours per week and 100 marks.

Most courses have a 2 unit Preliminary (Year 11) followed by a 2 unit HSC (Year 12) component. Some

Board Endorsed Courses and most Extension courses are 1 unit courses.

Extension Courses

Extension study is available in a number of subjects. These courses target the more capable students by

building on the content of a 2 unit course. For the HSC, extension study is available in English,

Mathematics, History, Music, some languages and some VET courses.

English and Mathematics extension courses are available at the Preliminary (Year 11) level. Students

must study the Preliminary extension course in these subjects before proceeding to the HSC extension

course.

In Year 12, HSC Extension 2 courses are available in English and Mathematics. HSC extension courses

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

Patterns of Study

At Marcellin College English and either Studies of Religion or Catholic Studies are studied by all

students in Year 11 and 12. Students must complete at least 13 Preliminary units (Year 11) and at least 10

HSC units (Year 12). Both study patterns must include:

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.

http://ace.bos.nsw.edu.au/

http://ace.bos.nsw.edu.au/


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Board Developed Courses

PRELIM & HSC - 2 unit (Yr 11 and 12)

PRELIM Ext - 1 unit (Yr 11)

HSC Ext - 1 unit (Yr 12)

Ancient History 2 HSC History Extension2

Biology

Business Studies

Chemistry

Design and Technology

Economics

English Standard

English Advanced

English Studies1

English Extension 1 HSC English Extension 1

HSC English Extension 2

Geography

Industrial Technology (Timber Products

and Furniture Technologies)

Information Processes and Technology

Investigating Science

Legal Studies

Mathematics Standard 11

Mathematics Standard 2

Mathematics

Prelim Mathematics Extension 1 HSC Mathematics Extension 1

HSC Mathematics Extension 2

Modern History 2 HSC History Extension 2

Music 1

PD/Health/PE

Physics

Software Design and Development

Studies of Religion 1 (1 Unit)

Studies of Religion 2 (2 Unit)

Visual Arts

VET Construction B

VET Hospitality B 1 Not to be studied by students seeking an ATAR. 2 HSC History Extension may be studied with either Ancient History or Modern History. B Category B (optional HSC examination).

A number of subjects include a requirement for the development of project work for internal and/or

external assessment. Projects developed for assessment in one subject are not to be used either in full or

in part for assessment in any other subject. For example, a Visual Arts work must not be presented as

part of a Design and Technology assessment item.

Board Endorsed Courses

Board endorsed courses do NOT contribute to the ATAR. At Marcellin College we offer the Catholic

Studies 1 unit Content Endorsed Courses in Year 11 and Year 12, this satisfies the Archdiocesan

requirements of the “Faithful to God Faithful to People” Religious Education Syllabus in Sydney.

Other Board Endorsed courses include Photography, Sports, Lifestyle & Recreation, and Computing

Applications. TAFE delivered VET Content Endorsed Courses (TVET) are available in a broad range of

industry areas.


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Courses Delivered By Other Providers

If students wish to study a course that cannot be delivered on site, the College seeks to outsource its

delivery. Boys have the opportunity to access external providers (organisations) or outside tutors

(individuals) in such cases. In all instance, individual students are responsible for their enrolment into

these courses and begin the process by applying to the Curriculum Coordinator. It is recommended that

students study no more than one outsourced course.

External providers include other registered schools, Saturday Schools of Community Languages, TAFE,

OPEN High School and Distance Education Centres. Courses outsourced to external providers will

compromise a minority (less than half) of a student’s overall pattern of study.

Outside Tutors are individuals who are both suitable to work with children and have the capacity to teach

a course. Students who wish to study with an outside tutor must ensure that their pattern of study

includes at least eight units in courses taken at an accredited school in NSW.

Community Languages

Studies in various foreign languages may be undertaken at a number of Saturday Schools of Community

Languages (SSCL) including Ashfield, Chatswood, and Randwick. Students study Board Developed

Courses and present for the HSC exams in these courses. Each course must be studied in both the

Preliminary and HSC level. However, all Preliminary course study must be undertaken in addition to

their normal school study. Students are responsible for their enrolment at a school offering the course.

Once students have started their HSC course they may approach the Curriculum Coordinator for approval

to drop one of their school-based courses. For more information on the School of Community Languages

please contact the Department of Education and training (ask for ‘Saturday School’) or contact Mr

Anthony Graziano at the College.

Open High School

The Open HS offers a number of foreign languages (Board Developed Courses) that are completed by

correspondence during normal school hours. As students are responsible for their own learning this

opportunity is only available to a limited number of students at Marcellin College.

Vocational Education and Training

The Board has developed curriculum frameworks for seven industries. Within each framework there are

a number of Vocational Education and Training (VET) courses. Students must undertake a work

placement to complete these courses successfully and may elect to sit a HSC examination.

.


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Subject Selections

Some subjects have exclusions and/or eligibility requirements. Please refer to the individual subject

information for more information. At Marcellin College:

students must study either Catholic Studies OR Studies of Religion [CEO]

Standard English, 2 unit OR Advanced English, 2 unit, OR English Studies, 2 unit [BOS]

Extension courses are offered to students who have consistently demonstrated high achievement.

entry into challenging courses and those with high demand will be based on student rank

Courses may not be approved due to a restriction on class size or due to unrealistic

selections by students. In some cases, a student’s academic history precludes his entry

into certain courses. Students may be unaware of the degree of difficulty of either the

individual subject or the combination of subjects that have been chosen. In such

cases, an interview will be held to reach a negotiated solution.

Change of Course

Students are reminded of the importance of carefully selecting courses in the Year 11. It is essential that

students choose a pattern of study which best caters for their own individual needs, interests, abilities and

realistic aspirations. Subject selection in Year 11 influences options for the HSC pattern of study.

Students are advised that changes in Preliminary courses after the start of term two are not recommended

and rarely approved. The Headmaster may allow changes after this date provided he is satisfied that

students can satisfactorily complete all outcomes in the ‘new’ course before the HSC course begins. If a

change is made, then the onus is on the student to ensure he catches up on all of the work which has been

missed. In all cases parental approval is necessary. Contact Mr Burke for more information about

changing courses.


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University Entrance

Entry from Year 12 into university courses in NSW and the ACT generally depends on your Australian

Tertiary Admission Rank (ATAR). Some courses have additional selection criteria involving interviews

or portfolios. The Tertiary Admission Rank (ATAR) is a rank between 0.00 and 99.95 with increments

of 0.05. It tries to measure overall academic achievement in the HSC and is used for ranking applicants

for tertiary selection.

Board Developed courses for which there are examinations are the only courses that can be included in

the ATAR calculations. Furthermore, ATAR courses are classified as either Category A or Category B.

The rules are summarized below.

Rule 1 Eligibility for an ATAR

complete at least 10 units (including at least two units of English) of ATAR courses

Include at least eight units of Category A courses.

at least three Board Developed courses of two units or greater

at least four subjects

Rule 2 Calculation of the ATAR – Your ATAR will be based on an aggregate of scaled marks in 10

units of ATAR courses comprising:

best two units of English; and,

best eight units from the remaining units. No more than two units of Category B courses will be

included.

Restrictions and Conditions:

must satisfactorily complete English

may accumulate courses over a period of no more than five years

for repeated courses, the last satisfactory attempt is used in the calculation of an ATAR

eligibility for a Limited ATAR includes age, 1 unit of English and attempt all units at one sitting.

Notes

1. A subject is the general name given to an area of study. A course is a branch of study within a

subject. A subject may have several courses. For example, English Standard, English Advanced,

HSC English Extension 1 and HSC English Extension 2 are all included under the subject

English.

2. Only the best two units from your Category B courses are available for inclusion in the

calculation of your ATAR. Category B courses offered at Marcellin include:

VET Hospitality 2 unit

VET Construction 2 unit

3. Students studying VET* courses must sit for the optional HSC exam if they wish to have it

contribute to the calculation of an ATAR.

4. Board Endorsed course do NOT contribute to the calculation of an ATAR.


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Assessment

In most courses, school-based assessment counts for 50% of the overall mark and is reported on the HSC.

VET and Life Skills Courses have different requirements. Assessment tasks may include tests, written or

oral assignments, practical activities, fieldwork and projects. The assessment requirements for each

Board Developed Course are set out in each syllabus.

The school’s responsibilities – It is the school’s responsibility to develop an assessment

program for each course outlining the nature, content and relative value of each task. Schools

also provide adequate written notice to students regarding due dates, outlining specific

administrative details and provide students with feedback on performance. The school submits

assessment marks to the NESA, calculated from results on formal assessment tasks undertaken as

part of the HSC course. (For VET Courses there is no assessment mark).

Student responsibilities – Students are expected to complete all tasks that are part of the

assessment program. Students are to submit their own work and must seek extensions if needed.

Malpractice (cheating) or plagiarism (claiming someone else’s ideas or work as your own) could

lead to a zero mark.

HSC Examinations

Most examinations for the HSC are written exams held in October and November each year. Students

may be required to take speaking exams in languages, performance exams in the creative arts courses, or

prepare projects and practical works to be submitted as part of the HSC exam. NESA has strict

guidelines for Submitting Works, Practical Examinations, Illness/Misadventure and Special Examination

Provisions.

Reporting the HSC

Students will receive relevant documents from the following:

Higher School Certificate Testamur – Certificate showing name and school.

HSC Record of Achievement – Document showing Assessment Marks, Examination Marks,

HSC Marks (average of the Assessment Mark and the Examination Mark) and Performance

Bands (levels of achievement in each course).

Course Report – For courses with HSC exams. Includes a description of what students at each

level of achievement typically know and can do, and a graph showing where your HSC mark lies

in relation to all candidates’ HSC marks for the course.

VET Statement of Attainment and Certificate – Lists the units of competency achieved.

Students who have completed the required units of competency will receive a Certificate also.

Profile of Student Achievement – For the Life Skills Courses. Students receive a Profile of

Student Achievement that will list the outcomes achieved.


9

SUBJECT INFORMATION

Board Developed Courses

The NSW Educational Standards Authority develops these courses. There

is a syllabus for each course that contains:

the course objectives, structure, content and outcomes

specific course requirements

assessment requirements

sample examination papers and marking guidelines

the performance scale (except for Vocational Education and

Training Courses)

All students entered for the HSC who are studying these courses follow

these syllabuses. These courses are examined externally at the end of the

Higher School Certificate course and can count towards the calculation of

an Australian Tertiary Admission Rank (ATAR).


10

Ancient History Subject Coordinator: Mr Anthony Burke

2 units for each of Preliminary and HSC Board Developed Course

Exclusions: Nil

Course Description The Preliminary course is structured to provide students with opportunities to investigate past people, groups, events, institutions, societies and historical sites from the sources available, by applying the methods used by historians and archaeologists.

The HSC course provides the opportunity for students to investigate in depth the range and nature of archaeological and written sources that provide evidence for a life in Pompeii and Herculaneum. They also study the key features and sources of an ancient society, historical period and ancient personality.

Main Topics Covered

Preliminary Course Topic One : Investigating Ancient History – The Nature of Ancient History

o The Treatment and Display of Human Remains o Case Studies (eg bog bodies; Ötzi – the Iceman)

Topic Two: Investigating Ancient History o Deir el-Medina o Persepolios

Topic Three: Features of Ancient Socities o Greece and Rome

o Women o Slavery o Art and Architecture o Weapons and Warfare o Death and Funerary Customs o Power and Image o Trade and Cultural Contact

Topic Four: Historical Investigation o Possible historical investigations include: o aspects of an ancient society as revealed through sources o the causes and impacts of an historical event o the significance of an historical development o tracing the development of an aspect of the ancient past over time through a thematic

approach o the analysis of an historical debate o the contribution of an historical site to our understanding of the past o constructions of the ancient past o an interpretation or representation of an individual, group or event.

HSC Course

Topic One: Core Study: Cities of Vesuvius – Pompeii and Herculaneum

Topic Two: Ancient Society - Spartan society to the Battle of Leuctra 371 BC Topic Three: Personality in their Times - Julius Caesar Topic Four: Historical Period - The fall of the Roman Republic 78–31 BC


11

Biology Subject Coordinator: Ms Jeannie Scevity


Course Description The Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world. Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively. The study of biology, which is often undertaken in interdisciplinary teams, complements the study of other science disciplines and other STEM (Science, Technology, Engineering and Mathematics) related courses. Through the analysis of qualitative and quantitative data, students are encouraged to solve problems and apply knowledge of biological interactions that relate to a variety of fields. 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.

Topics Covered Year 11

1. Cells as the Basics of Life 2. Organisation of Living Things 3. Biological Diversity 4. Ecosystem Dynamics

Year 12

5. Heredity 6. Genetic Change 7. Infectious Disease 8. Non-infectious Disease and Disorders

Particular Course Requirements Year 11 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours, One fieldwork exercise. Year 12 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours.

Assessment The components and weightings for Year 11 and 12 are mandatory

Component Weighting %

Skills in working scientifically 60

Knowledge and understanding of course content 40

100

Year 11

three formal assessment tasks.

one task must focus on a depth study or an aspect of a depth study Year 12

four formal assessment tasks.

one task must focus on a depth study or an aspect of a depth study


12

Business Studies Subject Coordinator: Mr Anthony Burke


Exclusions: Nil

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

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

Main Topics Covered

Preliminary Course

Nature of business (20%) – the role and nature of business

Business management (40%) – the nature and responsibilities of management

Business planning (40%) – establishing and planning a small to medium enterprise

HSC Course

Operations (25%) – strategies for effective operations management

Marketing (25%) – development and implementation of successful marketing strategies

Finance (25%) – financial information in the planning and management of business

Human resources (25%) – human resource management and business performance


13

Chemistry Subject Coordinator: Ms Jeannie Scevity


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

The course further develops an understanding of chemistry through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena.

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.

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

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


1. Properties and Structure of Matter 2. Introduction to Qualitative Chemistry 3. Reactive Chemistry 4. Drivers of Reactions

Year 12 5. Equilibrium and Acid Reactions 6. Acid/base Reactions 7. Organic Chemistry 8. Applying Chemical Ideas

Particular Course Requirements Year 11 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours. Year 12 - 120 indicative hours, Working Scientifically Skills across all modules, depth studies – 15 hours.





100

Year 11






14

Design and Technology Subject Coordinator: Ms Peta Bourke


Exclusions: Nil

Course Description Students study design processes, design theory and factors in relation to design projects. In the Preliminary course, student’s study designing and producing, which includes the completion of at least two design projects. In the HSC course, students undertake a study of innovation and emerging technologies, which includes a case study of an innovation. They also study designing and producing, which includes the completion of a Major Design Project. Please note: This is a design based course with more emphases on designing rather than producing.

Main Topics Covered Preliminary Course

Designing and Producing, including the study of design theory, design processes, creativity, collaborative design, research, management, using resources, communication, manufacturing and production, computer-based technologies, safety, evaluation, environmental issues, analysis, marketing and manipulation of materials, tools and techniques. HSC Course

Innovation and Emerging Technologies, including a case study of innovation. The study of designing and producing includes a Major Design Project. The project folio addresses 3 key areas: project proposal and management, project development and realisation, and project evaluation.

Particular Course Requirements In the Preliminary course, students must participate in hands-on practical activities and undertake a minimum of 2 design projects. In the HSC course the activities of designing and producing that were studied in the Preliminary course are synthesised and applied. This culminates in the development and realisation of a Major Design Project and the presentation of a case study.

Assessment: HSC Course only

External Assessment Weighting Internal Assessment Weighting

Section I: The examination consists of:

Written Paper. Part A – Multiple Choice Part B – ONE compulsory question made up of a number of short structured response parts Part C – extended response questions (choose one out of three) Questions based on Innovation & Emerging Technologies, Designing and Producing. These will provide opportunities for students to make reference to the Major Design Project and the Case Study. Section II: Major Design Project

This will include submission of: (i) a folio documenting the project proposal and project management, project development and realisation and project evaluation. (ii) a product system or environment.

40

60

Innovation and Emerging Technologies, including a compulsory case study of an innovation Designing and Producing (which may include aspects of the Major Design Project that are not assessed externally)

40

60

100 100


15

Economics Subject Coordinator: Mr Anthony Burke


Exclusions: Nil

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

Main Topics Covered

Preliminary Course Introduction to Economics (10%) – the nature of economics and the operation of an economy Consumers and Business (10%) – the role of consumers and business in the economy Markets (20%) – the role of markets, demand, supply and competition Labour Markets (20%) – the workforce and role of labour in the economy Financial Markets (20%) – the financial market in Australia including the share market Government in the Economy (20%) – the role of government in the Australian economy.

HSC Course The Global Economy (25%) – Features of the global economy and globalisation Australia’s Place in the Global Economy (25%) – Australia’s trade and finance Economic Issues (25%) – issues including growth, unemployment, inflation, wealth and management. Economic Policies and Management (25%) – the range of policies to manage the economy.


16

English, Standard Subject Coordinator: Mr Peter Damalas

2 units for each of Year 11 and Year 12 Board Developed Course

Exclusions: English (Advanced); English (ESL); English (Extension); English Studies

Course Description This course is designed for students to increase their expertise in English to become confident and effective communicators. It 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. Students engage with widely acknowledged quality literature from the past and contemporary texts from Australia and other cultures. In their study of English students continue to develop their creative and critical faculties and broaden their capacity for cultural understanding.


Common module: Reading to Write

Module A: Contemporary Possibilities

Module B: Close Study of Literature Year 12:

Common module: Texts and human experiences

Module A: Language, Identity and Culture

Module B: Close study of literature

Module C: The craft of writing

Particular Course Requirements Year 11 English (Standard) Course: texts widely regarded as quality literature, including literary texts written about intercultural experiences

and the peoples and cultures of Asia a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors that give

insights into these diverse experiences texts with a wide range of cultural, social and gender perspectives integrated modes of reading, writing, listening, speaking, and viewing and representing. Year 12 English (Standard) Course: explore three types of prescribed text drawn from each of the following categories: print fiction or print

nonfiction; drama or poetry; film or media a wide range of additional related texts and textual forms.


External Assessment Weighting Course Structure and Requirements Hours

Final HSC Exam Specifications to be confirmed and announced by

NESA

To be

confirmed and announced by

NESA

Common module – Texts and Human Experiences Module A: Language, Identity and Culture Module B: Close Study of Literature Module C: The Craft of Writing

30

30 30 30

120

Assessment Requirements Knowledge and understanding of course content Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

50

50

100


17

English, Advanced Subject Coordinator: Mr Peter Damalas

2 units for each of Year 11 and Year 12 Board Developed Course

Exclusions: English (Standard);English (ESL); English Studies

Course Description In this course students continue to explore opportunities offered by challenging texts to investigate, question and refine 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. This course is designed for students with a particular interest and ability in the subject who desire to engage with learning experiences that will enrich their intellectual and academic lives. Students respond imaginatively and critically to literary texts drawn from a range of contexts. Through their study, students can become critical thinkers, and articulate and creative communicators. They extend and deepen their ability to use language in subtle, nuanced, inventive and complex ways to artistically express experiences, ideas and emotions.

Topics Covered Year 11:

Common module: Reading to Write

Module A: Narratives that Shape our World

Module B: Critical Study of Literature Year 12:

Common module: Texts and human experiences

Module A: Textual conversations

Module B: Critical study of literature

Module C: The craft of writing

Particular Course Requirements Year 11 English (Advanced) Course: texts widely regarded as quality literature, including literary texts written about intercultural experiences

and the peoples and cultures of Asia a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors that give

insights into these diverse experiences texts with a wide range of cultural, social and gender perspectives integrated modes of reading, writing, listening, speaking, and viewing and representing. HSC English (Advanced) Course: explore four types of prescribed texts drawn from each of the following categories: Shakespearean

drama; prose fiction or print nonfiction; poetry or film; digital or from previous categories a wide range of additional related texts and textual forms.



Final HSC Examination

Specifications to be confirmed and announced by NESA.

To be

confirmed and announced by

NESA

Common module – Texts and Human Experiences Module A: Textual conversations Module B: Critical Study of Literature Module C: The Craft of Writing

30

30 30 30

100

Assessment Requirements Knowledge and understanding of course content Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

50

50

100


18

English, Extension Subject Coordinator: Mr Peter Damalas

1 unit of study for each of Year 11 and Year 12 Board Developed Course Prerequisites: (a) English (Advanced)

(b) Year 11 English (Extension) is a prerequisite for Year 12 English Extension 1 (c) Year 12 English Extension 1 is a prerequisite for English Extension 2 Exclusions: English (Standard); English (ESL); English Studies

Course Description This course provides students who are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Students have the opportunity to pursue areas of interest with increased independence and to theorise. Students learn about research methodology to enable them to undertake extensive investigation used to develop extended compositions. Students engage with increasingly complex concepts and texts that intellectually challenge them to think creatively and critically about the way that literature shapes and reflects the global world. The Year 12 English Extension 2 course provides students with the opportunity to master skills in the composition process to create a substantial and original Major Work that extends their knowledge, understanding and skills developed throughout Stage 6 English courses. Students pursue areas of interest independently, develop deep knowledge and manipulate language in their own extended compositions. Through the experimentation with and exploration of form, style and media students express complex concepts and values in innovative, insightful and powerful ways.

Main Topics Covered Year 11 Extension

The course has one mandatory Module: Texts, Culture and Value. Students also undertake a related research project. Year 12 Extension: The course has a Common module: Literary Worlds, with ONE elective option from the following:

1. Literary Homelands 2. Worlds of Upheaval 3. Reimagined Worlds 4. Literary Mindscapes 5. Intersecting Worlds

HSC English Extension Course 2

The course requires students to complete a Major Work, Reflection Statement, Major Work Journal and Bibliography.

Particular Course Requirements In the Year 11 English Extension Course students are required to examine a key text from the past and its

manifestations in one or more popular cultures. Students also explore, analyse and critically evaluate different examples of such appropriations in a range of contexts and media. Year 12 English Extension Course 1 requires the study of at least THREE texts from the prescribed text list for the

chosen elective, including at least TWO extended print texts. Students are required to study at least TWO related texts. Year 12 English Extension Course 2: Major Work, Reflection Statement, Journal and Bibliography.

Assessment: HSC English Extension Course 1


Final HSC Examination Specifications to be confirmed and announced by

NESA.

To be confirmed and announced

by NESA.

Common module: Literary Worlds with ONE elective option

60

60

Assessment: HSC English Extension Course 2


Submission of Major Work

Including a 1000–1500 word (maximum) reflection statement

50 Viva Voce: an interview addressing the

proposal for the Major Work. Report: addressing the impact of

independent investigation on the development of the Major Work. Draft version of the Major Work and Reflection Statement.

10

15

25

50 50


19

English Studies Subject Coordinator: Mr Peter Damalas

2 units for each of Year 11 and Year 12 Exclusions: English (Advanced); English Board Developed Course (Standard); English (ESL); English (Extension)

Course Description English Studies is designed to support students in developing proficiency in English to enhance their personal, social and vocational lives. It offers a comprehensive language and literacy experience that is reflected in the modes of reading, writing, speaking, listening, viewing and representing. The aim of English Studies is to enable students to understand, use, enjoy and value the English language in its various textual forms and to become competent, confident and effective communicators in a diverse and changing society.

Main Topics Covered Year 11 English Studies Course

The course has one mandatory module: Achieving through English: English in education, work and community. Students will study an additional 2-4 modules. Year 12 English Studies Course

The course has one mandatory common module: Texts and Human Experiences (including a prescribed and related text). Students will study an additional 2-4 modules.

Particular Course Requirements

read, view, listen to and compose a wide range of texts, including print texts and multi-modal texts

undertake study of at least one substantial print text and at least one substantial multi-modal text

be involved in planning, research and presentation activities as part of one individual and/or one collaborative project

engage with the community through avenues such as visits, surveys, interviews, work experience, listening to guest speakers and/or excursions

develop a portfolio of texts they have planned, drafted, edited and presented in written, graphic and electronic forms across all the modules undertaken during the year.

Assessment: HSC English Studies N. B. Students may CHOOSE to undertake an OPTIONAL HSC Examination to contribute to an ATAR.

OPTIONAL MODULES OPTIONAL MODULE TITLES

A We are Australians: English in citizenship, community and cultural identity

B Telling us all about it: English and the media

C On the road: English and the experience of travel

D Digital Worlds: English and the Web

E Playing the Game: English in sport

F MiTunes and text: English and the language of song

G Local Heroes: English and community life

H Part of a Family: English and family life

I Discovery and Investigation: English and the sciences

J In the Marketplace: English and the world of business

K The Big Screen: English in filmmaking

L Who do I think I am? English and the self

M Landscapes of the Mind: English and the creative arts

N The Way We Were: English for exploring our past

http://syllabus.nesa.nsw.edu.au/english-studies-stage6/modules/#tab10


20

Geography Subject Coordinator: Mr Anthony Burke


Exclusions: Nil

Course Description The Preliminary course investigates biophysical and human geography and develops students’ knowledge and understanding about the spatial and ecological dimensions of geography. Enquiry methodologies are used to investigate the unique characteristics of our world through fieldwork, geographical skills and the study of contemporary geographical issues. The HSC course enables students to appreciate geographical perspectives about the contemporary world. There are specific studies about biophysical and human processes, interactions and trends. Fieldwork and a variety of case studies combine with an assessment of the geographers’ contribution to understanding our environment and demonstrates the relevance of geographical study.

Preliminary Course Biophysical Interactions (45%) – how biophysical processes contribute to sustainable management. Global Challenges (45%) – geographical study of issues at a global scale. Senior Geography Project (10%) – a geographical study of student’s own choosing. HSC Course Ecosystems at Risk (33%) – the functioning of ecosystems, their management and protection. Urban Places (33%) – study of cities and urban dynamics. People and Economic Activity (33%) – geographic study of economic activity in a local and global context. Key concepts incorporated across all topics: change, environment, sustainability, spatial and ecological dimensions, interaction, technology, management and cultural integration.

Particular Course Requirements Students complete a senior geography project (SGP) in the Preliminary course and must undertake 12 hours of fieldwork in both the Preliminary and HSC courses.


21

History Extension Subject Coordinator: Mr Anthony Burke

1 unit HSC Board Developed Course

Exclusions: Nil

Course Description

HSC History Extension involves the study and evaluation of the ideas and processes used by historians to construct history. In Part 1 of the course, students investigate the question ‘What is history?’ through a selection of readings and through one case study. In Part II, students design, undertake and communicate their own personal historical inquiry.

Main Topics Covered

Part I: What is History? (60% of course time) Key questions: Who are the historians? What are the aims and purposes of history? How has history been constructed and recorded over time? Why have the approaches to history changed over time? Students will investigate one case study from a selection of ancient, medieval and early modern, modern and Australian options.

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

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

Particular Course Requirements A high level of achievement in the Preliminary course in Modern or Ancient History is a prerequisite for the HSC course.


22

Industrial Technology Subject Coordinator: Ms Peta Bourke


Exclusions: Some Industry Focus areas with similar VET Curriculum Framework streams and Content Endorsed Courses

Course Description Industrial Technology Stage 6 consists of project work and an Industry Study that develop a broad range of skills and knowledge related to the industry focus area chosen, and an introduction to industrial processes and practices. The Focus Area offered at Marcellin College is:

Timber Products and Furniture Technologies

Main Topics Covered Preliminary Course The following sections are taught in relation to the relevant focus area: Industry Study – structural, technical, environmental and sociological factors, personnel issues, Work

Health and Safety Design and Management – designing, drawing, computer applications, project management Workplace Communication – literacy, calculations, graphics Industry-specific Content and Production. HSC Course The following sections are taught in relation to the relevant focus area through the development of a Major Project and a study of the relevant industry: Industry Study Design and Management Workplace Communication Industry-specific Content and Production.

Particular Course Requirements In the Preliminary course, students must design, develop and construct a minimum of 2 projects. Each project must include a management folio. Students also undertake the study of an individual business within the industry. In the HSC course, students must design, develop and construct a major project with a management folio. They also undertake a study of the overall industry related to the specific focus area.



Written examination Section I – Industry Related Manufacturing Technology Objective response questions specific to each industry focus area Section II – Industry Related Manufacturing Technology Short-answer questions specific to each industry focus area Section III – Industry Study Candidates answer one structured extended response question

10

15

15

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area

Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality Major Project

40

Major Project 60 60

100 100


23

Information Processes and Technology Subject Coordinator: Ms Peta Bourke


Exclusions: Nil

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

Main Topics Covered Preliminary Course: Introduction to Information Skills and Systems (20%)

Information Systems in Context Information Processes Digital Representation of Data Classification of Information Systems Social and Ethical Issues Tools for Information Processes (40%)

Collecting Organising Analysing Storing and Retrieving Processing Transmitting and Receiving Displaying Planning, Design and Implementation (20%)

Understanding the Problem to be Solved Making Decisions Designing Solutions Implementing Testing, Evaluating and Maintaining Social and Ethical Issues Personal and Groups Systems and Projects (20%)

Personal Information Systems

Group Information Systems

HSC Course Project(s) (20%)

Understanding the Problem Making Decisions Designing Solutions Project Management Social and Ethical Design Implementing Testing, Evaluating and Maintaining Information Systems and Databases (20%)

Information Systems Examples of Database Information Systems Organisation Methods Storage and Retrieval Other Information Processes Issues related to Information Systems Communication Systems (20%)

Characteristics of Communication Systems Examples of Communication Systems Transmitting and Receiving in Communication Systems Other Information Processes in Communication Systems Issues Related to Communication Systems Option Strands (40%)

Students will select two of the following options: Transaction Processing Systems Decision Support Systems Automated Manufacturing Systems

Multimedia Systems

Particular Course Requirements There is no prerequisite study for the 2 unit Preliminary course. Completion of the 2 unit Preliminary course is a prerequisite to the study of the 2 unit HSC course.



A three-hour written examination 100 Project(s) Information Systems and Databases Communication Systems Option Strand (two of the following) – Transaction Processing Systems – Decision Support Systems – Automated Manufacturing Systems – Multimedia Systems

20 20 20 40

100 100


24

Italian Beginners

Subject Coordinator: Mr Anthony Graziano 2 units for each of Preliminary and HSC Board Developed Course Exclusions: Italian Continuers; Italian Extension Strict eligibility rules apply to the study of this subject. Check with your teacher or refer to Section 8.2.2.3 of the Board’s ACE Manual.

Course Description In the Preliminary and HSC courses, students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Italian. Topics studied through two interdependent perspectives, the personal world and the Italian-speaking communities, provide contexts in which students develop their communication skills in Italian and their knowledge and understanding of language and culture. Students’ skills in, and knowledge of Italian will be developed through tasks associated with a range of texts and text types, which reflect the topics. Students will also gain an insight into the culture and language of Italian-speaking communities through the study of a range of texts.

Main Topics Covered Family life, home and neighbourhood People, places and communities Education and work Friends, recreation and pastimes Holidays, travel and tourism Future plans and aspirations.

Particular Course Requirements: Nil


25

Italian Continuers Subject Coordinator: Mr Anthony Graziano

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: School Certificate Italian or equivalent knowledge is assumed. Exclusions: Italian Beginners

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

Prescribed Themes • The individual • Personal identity

• Relationships • Health and leisure • Education and future aspirations

• The Italian-speaking communities

• Lifestyle in Italy and abroad • The arts and entertainment • Youth and social issues

• The changing world

• The world of work • Communication • Italian influence • Tourism and hospitality

Students’ language skills are developed through tasks such as: • Conversation • Responding to an aural stimulus • Responding to a variety of written material • Writing for a variety of purposes • Studying the culture of Italian-speaking communities through texts. Particular Course Requirements: Nil


26

Investigating Science Subject Coordinator: Ms Jeannie Scevity


Course Description The ongoing study of science and the specific Working Scientifically skills processes and their application have led humans to accumulate an evidence-based body of knowledge about human interactions – past, present and future – with the world and its galactic neighbourhood. The course is firmly focused on developing the Working Scientifically skills, as they provide a foundation for students to value investigation, solve problems, develop and communicate evidence-based arguments, and make informed decisions. The course promotes active inquiry and explores key concepts, models and phenomena. It draws and builds on the knowledge, understanding, skills, values and attitudes gained in Science Stage 5. The Stage 6 course is designed to enhance students’ understanding of the value of evidence-based investigations and the use of science-based inquiry in their lives. The Investigating Science course is designed to complement the study of the science disciplines by providing additional opportunities for students to investigate and develop an understanding of scientific concepts, their current and future uses, and their impacts on science and society. The course draws on and promotes interdisciplinary science, by allowing students to investigate a wide range of STEM (Science, Technology, Engineering and Mathematics) related issues and concepts in depth. Investigating Science encourages the development of a range of capabilities and capacities that enhance a student’s ability to participate in all aspects of community life and within a fast-changing technological landscape. The knowledge, understanding and skills gained from this course are intended to support students’ ongoing engagement with science, and to form the foundation for further studies and participation in current and emerging STEM-related post-school activities and industries.

Topics Covered Year 11 Course

1. Cause and Effect – Observing 2. Cause and Effect – Inferences and

Generalisations 3. Scientific Models 4. Theories and Laws

Year 12 Course

5. Scientific Investigations 6. Technologies 7. Fact or Fallacy? 8. Science and Society






100

Year 11






27

Legal Studies Subject Coordinator: Mr Anthony Burke


Exclusions: Nil

Course Description The Preliminary course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives. The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform.

Preliminary Course (from 2010) Part I – The Legal System (40% of course time) Part II – The Individual and the Law (30% of course time) Part III – The Law in Practice (30% of course time) The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course. This section may be integrated with Part I and Part II.

HSC Course

Core Part I: Crime (30% of course time)

Core Part II: Human Rights (20% of course time)

Part III: Two options (50% of course time)

Two options are chosen from:

Consumers

Global environment and protection

Family

Indigenous peoples

Shelter

Workplace

World order.

Each topic's themes and challenges should be integrated into the study of the topic.

Particular Course Requirements No special requirements


28

Mathematics Standard 1 & 2 Subject Coordinator: Mr Jacob Gibbons

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: This course is constructed on the assumption that students studying this course will have engaged with all substrands of Stage 5.1 and with the following substrands of Stage 5.2 - Financial mathematics, Linear relationships, Non-linear relationships, Right-angled triangles (Trigonometry), Single variable data analysis and Probability. Exclusions: Students may not study any other Stage 6 Mathematics course in conjunction with Mathematics

Standard.

Course Description The Year 11 course is organised in topics, with the topics divided into subtopics. The Year 11 course is undertaken by all students intending to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course. The Mathematics Standard courses are focused on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. They provide students with the opportunities to develop an understanding of, and competence in, further aspects of mathematics through a large variety of real-world applications for a range of concurrent HSC subjects. Mathematics Standard 1 is designed to help students improve their numeracy by building their confidence and success in making mathematics meaningful. Numeracy is more than being able to operate with numbers. It requires mathematical knowledge and understanding, mathematical problem-solving skills and literacy skills, as well as positive attitudes. When students become numerate they are able to manage a situation or solve a problem in real contexts, such as everyday life, work or further learning. This course offers students the opportunity to prepare for post-school options of employment or further training. 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.

Topics Covered Yr 11 Mathematics Standard Algebra Formulae and Equations Linear Relationships Measurement Applications of Measurement Working with Time Financial Mathematics Money Matters Statistical Analysis Data Analysis Relative Frequency and Probability

HSC Mathematics Standard 1 Algebra Types of Relationships Measurement Right-angled Triangles Rates Scale Drawings Financial Mathematics Investment Depreciation and Loans Statistical Analysis Further Statistical Analysis Networks Networks and Paths

HSC Mathematics Standard 2 Algebra Types of Relationships Measurement Non-right-angled Trigonometry Rates and Ratios Financial Mathematics Investments and Loans Annuities Statistical Analysis Bivariate Data Analysis The Normal Distribution Networks Network Concepts Critical Path Analysis

External Assessment Internal Assessment

Students studying Mathematics Standard 1 may elect to undertake an optional HSC examination. The examination mark may be used by the Universities Admissions Centre (UAC) to contribute to the student’s Australian Tertiary Admission Rank (ATAR). All students studying Mathematics Standard 2 will sit for an HSC examination. Examination specifications for Mathematics Standard 1 and Mathematics Standard 2 will be available in Term 3 2017.

The components and weightings for the Preliminary and HSC courses are as follows: Understanding, Fluency and Communication (50%). Problem Solving, Reasoning and Justification (50%).


29

Mathematics Subject Coordinator: Mr Jacob Gibbons

2 units for each of Preliminary and HSC Board Developed Course Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in the

Stage 5.3 Mathematics course along with the recommended options. Exclusions: General Mathematics

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

Main Topics Covered Preliminary Course Basic arithmetic and algebra Real functions Trigonometric ratios Linear functions The quadratic polynomial and the parabola Plane geometry – geometrical properties Tangent to a curve and derivative of a function

HSC Course Coordinate methods in geometry Applications of geometrical properties Geometrical applications of differentiation Integration Trigonometric functions Logarithmic and exponential functions Applications of calculus to the physical world Probability Series and series applications


The examination will consist of a written examination paper of three hours duration (plus five minutes reading time) containing two sections with a total mark value of 100 marks. All questions in the examination are compulsory. The exam consists of 2 sections: Section I (10 marks) • There will be objective-response questions to the value of 10 marks. Section II (90 marks) • There will be SIX questions • All questions will be worth 15 marks. • Each question will consist of a number of short-answer parts. A Mathematical Reference Sheet will be provided as a memory aid for a range of formulae. Board-approved calculators, geometrical instruments and approved geometrical templates may be used.

The components and weightings for the Preliminary and HSC courses are as follows: Component: Concepts, skills and techniques - Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts - (50%). Component: Reasoning and Communication – Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret and use mathematical models - (50%).

A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainment in both components. Up to 20% of the internal assessment mark submitted to the NSW Educational Standards Authority for the Mathematics course may be based on the Preliminary course.


30

Mathematics, Accelerated Subject Coordinator: Mr Jacob Gibbons

1 unit in each of Preliminary (Preliminary Mathematics Extension) and HSC Board Developed Course Prerequisites: The course is constructed on the assumption that students have achieved the outcomes in the

Stage 5.3 Mathematics course along with the recommended options. Exclusions: General Mathematics

Students who are recommended for the Accelerated Mathematics course will complete the Mathematics course and sit for the HSC Mathematics exam in Year 11. Students will then study Extension I Mathematics or both Extension I and Extension II in Year 12. Students who choose to study Extension I only may re-sit the Mathematics exam in Year 12 for the HSC.

Course Description The content of this course and its depth of treatment indicate that it is intended for students who have demonstrated a mastery of the skills of Stage 5 Mathematics and are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of and competence in aspects of mathematics, including many which are applicable to the real world. It has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. The course is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level and for the study of mathematics in support of the physical and engineering sciences. Although the course is sufficient for these purposes, students of outstanding mathematical ability should consider undertaking the Mathematics Extension 2 course.

Main Topics Covered Preliminary Course

Other inequalities Further geometry Further trigonometry Angles between two lines Internal and external division of lines into given ratios Parametric representation Permutations and combinations Polynomials

Harder applications of the Mathematics Preliminary course topics

HSC Course Methods of integration Primitive of sin2x and cos2x

Equation

dN

dt k( N P)

Velocity and acceleration as a function of x Projectile motion Simple harmonic motion Inverse functions and inverse trigonometric

functions Induction Binomial theorem Further probability Iterative methods for numerical estimation

of the roots of a polynomial equation

Harder applications of Mathematics HSC course topics


Two written examination papers. One paper is the Mathematics course paper and is of three hours duration. The other paper, of two hours duration, is based on the Mathematics Extension 1 course. The Mathematics Extension 1 exam consists of 2 sections: Section I (10 marks) • There will be objective-response questions to the value of 10 marks. Section II (60 marks) • There will be FOUR questions • All questions will be worth 15 marks. • Each question will consist of a number of short-answer parts. A Mathematical Reference Sheet will be provided as a memory aid for a range of formulae. Board-approved calculators, geometrical instruments and approved geometrical templates may be used.

The components and weightings for the Preliminary and HSC courses are: Component: Concepts, skills and techniques - Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts - (50%). Component: Reasoning and Communication – Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret and use mathematical models - (50%).

A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainment in both components.


31

Mathematics Extension 2 (HSC)

Subject Coordinator: Mr Jacob Gibbons

1 unit for the HSC Board Developed Course The course is designed for students with a special interest in mathematics who have shown that they possess special aptitude for the subject. Exclusions: General Mathematics

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

Main Topics Covered Graphs Complex Numbers Conics Integration Volumes Mechanics Polynomials Harder Mathematics Extension 1 topics


Two written examination papers. One paper is the Mathematics Extension 1 course paper and is of two hours duration. The other paper, of three hours duration, is based on the Mathematics Extension 2 course. The exam consists of 2 sections: Section I (10 marks) • There will be objective-response questions to the value of 10 marks. Section II (90 marks) • There will be SIX questions • All questions will be worth 15 marks. • Each question will consist of a number of short-answer parts. A Mathematical Reference Sheet will be provided as a memory aid for a range of formulae. Board-approved calculators, geometrical instruments and approved geometrical templates may be used.

The components and weightings for the Preliminary and HSC courses are as follows: Component: Concepts, skills and techniques - Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts - (50%). Component: Reasoning and Communication – Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret and use mathematical models - (50%).

A number of tasks will be used to determine a student’s school-based assessment and any one task may contribute to measuring attainment in both components.


32

Modern History Subject Coordinator: Mr Anthony Burke


Exclusions: Nil

Course Description The Preliminary course is structured to provide students with opportunities to investigate the role of key features, issues, individuals, groups, events and concepts from the C19th to the present using the methods of historical inquiry.

The HSC course provides the opportunity for students to investigate in depth a source-based study of World War I. They also study key features and issues in the history of ONE country during the C20th, ONE personality and ONE international study in peace and conflict.

Main Topics Covered

Preliminary Course Part 1: Case Studies (50%)

At least TWO Case Studies should be undertaken (see below).

Part II: Historical Investigation (20%) The investigation can be either integrated into any aspect of the Preliminary course or attempted as one project, individually or as part of a group.

Part III: Core Study: The World at the Beginning of the C20th (30%) A source-based approach is to be used.

HSC Course

Part I: Core Study: World War I: 1914–1919: A source-based study (25%)

Part II: ONE National Study (25%) Part III: ONE Personality in the C20th (25%) Part IV: ONE International Study in Peace and Conflict (25%)


33

Music 1 Subject Coordinator: Miss Daniela Gamma


Prerequisites: Music mandatory course (or equivalent) Exclusions: Music 2

Course Description

In the Preliminary and HSC courses, students will study the Concepts of Music through the learning

experiences of Performance, Composition, Musicology and Aural within the context of a range of

styles, periods and genres. The Music 1 curriculum structure is adaptable enough to meet the needs

and interests of students with varying degrees of prior formal and informal learning in music. It

accommodates the widely differing needs and abilities of students, ranging from the broadly based

to the desire to specialise, by allowing flexibility in the topic choice and areas of study. Students

may enter the course from the Mandatory course as well as from the Elective course.

Main Topics Covered Students study three topics in each year of the course. Topics are chosen from a list of 21 which covers a range of styles, periods and genres. Within each topic chosen for study, students will receive performance, composition, musicology and aural experiences.

Particular Course Requirements HSC course In addition to core studies in performance, composition, musicology and aural, students select three electives from any combination of performance, composition and musicology. These electives must represent each of the three topics studied in the course. Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the NSW Educational Standards Authority to validate authorship of the submitted work.



Core Performance (one piece)

Written examination – Aural Skills (60 minutes)

Three electives from any combination of:

o Performance o Composition o Musicology (Viva Voce)

20*

30

Core Performance Core Composition Core Musicology Core Aural Elective 1 Elective 2 Elective 3

10 10 10 25

15 15 15

Elective 1 20*

Elective 2 20*

Elective 3 20*

100* 100

*The marks for Core Performance and the Electives will be converted to a mark out of 70, giving a

total mark out of 100 for the examination.


34

Music Extension (HSC)

Subject Coordinator: Miss Daniela Gamma

1 unit course Board Developed Course

Prerequisites: Music 2 (studied concurrently or at the completion of the HSC course in Music 2)

Exclusions: Music 1

Course Description The HSC Music Extension course builds on Music 2 and assumes a high level of music literacy and aural ability as well as advanced performance or composition or musicology skills. Students will specialise in performance or composition or musicology and will follow an individual program of study which will be negotiated between the teacher and student.

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



The examination in Music Extension consists of an externally marked performance or submitted work in one of the three electives:

Performance (50) Three contrasting pieces, one of which must be an ensemble Ensemble Solo 1 Solo 2

OR Composition (50) Two original compositions Piece 1 Piece 2

OR Musicology (50) One extended essay

20 15 15

25 25

50

Performance (50) Two assessment tasks Task 1 Task 2

OR Composition (50) Two assessment tasks Task 1 Task 2

OR Musicology (50) Two assessment tasks Task 1 Task 2

25 25

25 25

25 25

50 50


35

Personal Development, Health and Physical Education

Subject Coordinator: Mr Chris O’Connell


Exclusions: Nil

Course Description The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a range of practical options in areas such as first aid, outdoor recreation, composing and performing, and fitness choices. In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in Australian society.

Preliminary Course Core Topics (60%) Better Health for Individuals The Body in Motion Optional Component (40%) Students select two of the following options: First Aid Composition and Performance Fitness Choices Outdoor Recreation

HSC Course Core Topics (60%) Health Priorities in Australia Factors Affecting Performance Optional Component (40%) Students select two of the following options: The Health of Young People Sport and Physical Activity in Australian Society Sports Medicine Improving Performance Equity and Health

Particular Course Requirements In addition to core studies, students select two options in each of the Preliminary and HSC courses.


36

Physics Subject Coordinator: Ms Jeannie Scevity

2 units for each of Preliminary and HSC

Board Developed Course

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.

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

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

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

Topics Covered Year 11 Course

Kinematics

Dynamics

Waves and Thermodynamics

Electricity and Magnetism

Year 12 Course

Advanced Mechanics

Electromagnetism

The Nature of Light

From the Universe to the Atom






100

Year 11






37

Software Design and Development Subject Coordinator: Ms Peta Bourke


Exclusions: Nil

Course Description The Preliminary course introduces students to the basic concepts of computer software design and development. It does this by looking at the different ways in which software can be developed, the tools that can be used to assist in this process and by considering the interaction between software and the other components of the computer system. The HSC course builds on the Preliminary course and asks students to develop and document software using a variety of data structures and language facilities. Through this they will learn to solve a number of interesting and relevant software problems.

Topics Covered Preliminary Course Concepts and Issues in the Design and

Development of Software – Social and ethical issues – Hardware and software – Software development approaches

Introduction to Software Development – Defining the problem and planning software

solutions – Building software solutions – Checking software solutions – Modifying software solutions

Developing software solutions

HSC Course Development and Impact of Software Solutions

– Social and ethical issues – Application of software development

approaches Software Development Cycle

– Defining and understanding the problem – Planning and design of software solutions – Implementation of software solutions – Testing and evaluation of software solutions – Maintenance of software solutions

Developing a Solution Package Options: – Evolution of programming languages or

Software developer’s view of the hardware

Particular Course Requirements Practical experience should occupy a minimum of 20% of the Preliminary course, and a minimum of 25% of the HSC course. There are software and course specifications.



Section I – Twenty multiple-choice questions relating to: – Development and Impact of

Software Solutions – Software Development Cycle – Developing a Solution Package Section II – Three short structured response questions relating to: – Development and Impact of

Software Solutions – Software Development Cycle – Developing a Solution Package Section III – Students select one question from either: – Evolution of Programming

Languages OR – Software Developer’s View of the

Hardware

20

60

20

Knowledge and understanding about development and impact of software solutions and the software development cycle Design and development of software solutions Project management techniques, including documentation, teamwork and communication Project(s)

20

35

20

25

100 100


38

Studies of Religion 1 Subject Coordinator: Mr Gabriele Turchi

1 unit for each of Preliminary and HSC Board Developed Course

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

Main Topics Covered Preliminary Course Nature of Religion and Beliefs

– The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctive response to the human search for meaning in life.

Two Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism – Origins – Principal beliefs – Sacred texts and writings – Core ethical teachings – Personal devotion/expression of faith/observance.

HSC Course Religion and Belief Systems in Australia post-1945

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

Two Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism – Significant people and ideas – Ethical teachings in the religious tradition about bioethics or environmental ethics or sexual ethics – Significant practices in the life of adherents.

Assessment:

External Assessment Weighting

The examination will consist of a written paper worth 50 marks. The time allowed is 1 hour and 30 minutes, plus 5 minutes reading time. The paper will consist of three sections: Section I Religion and Belief Systems in Australia post-1945 Section II Religious Tradition Depth Studies Section III Religious Tradition Depth Studies (extended response)

15 15 20

50


39

Studies of Religion 2 Subject Coordinator: Mr Gabriele Turchi

2 unit for each of Preliminary and HSC Board Developed Course

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

Main Topics Covered Preliminary Course: Nature of Religion and Beliefs

– The nature of religion and beliefs including Australian Aboriginal beliefs and spiritualities, as a distinctive response to the human search for meaning in life.

Three Religious Traditions Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism. – The purpose of this section is to develop a comprehensive view of religious traditions as living religious systems that link directly with the life of adherents.

Religions of Ancient Origin – The focus of this study is the response of religions of ancient origin to the human search for ultimate meaning and purpose.

Religion in Australia pre-1945 – The focus of this study is the establishment and development of religious traditions in Australia pre- 1945.

HSC Course: Religion and Belief Systems in Australia post-1945

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

Three Religious Tradition Depth Studies from: Buddhism, Christianity, Hinduism, Islam, Judaism – Significant people and ideas – Ethical teachings in the religious tradition about bioethics or environmental ethics or sexual ethics – Significant practices in the life of adherents.

Religion and Non-Religion – The focus of this study is the human search for meaning through religion and non-religion.

Religion and Peace – The focus of this study is the distinctive response of religious traditions to the issue of peace.

Assessment:

External Assessment Weighting

The examination will consist of a written paper worth 50 marks. The time allowed is 3 hours, plus 5 minutes reading time. The paper will consist of three sections: Section I Religion and Belief Systems in Australia post-1945

Religion and Non-Religion Section II Religious Tradition Depth Studies

Section III Religious Tradition Depth Studies (extended response) Section IV Religion and Peace

30 30 20 20

100


40

Visual Arts Teacher in Charge: Ms Katherine Toohey


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

Course Description Visual Arts involves artmaking, art criticism and art history. The subject is theoretically and practically sustained by the content areas of The Frames, Practice and Conceptual Framework. These underpinnings form the basis for content and accommodate different student interests and abilities. Students develop their own artworks, culminating into a ‘Body of Work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. The Preliminary course is broadly focused, while the HSC course provides for deeper and more complex investigations. While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.

Main Topics Preliminary Course: In the preliminary course, artmaking and theoretical studies are integrated in the following units:

1. Representing Coogee - Drawing and mixed media based on the beach landscape 2. Portraiture through Modernism – Mixed media and painting of the face 3. Social Commentary through Post Modernism – Stencil/Street Art and assemblage sculpture.

HSC Course: Art making – students propose and develop their ‘Body of Work’ based on own interests and skills. Critical and Historical Studies – Students undertake five ‘Case Studies’ with specific focus artists.

1. Art and the Body – Michelangelo, Stelarc and Orlan 2. The Art Object – Duchamp 3. The Art Object – Duchamp’s Legacy: Warhol and Ai Weiwei 4. Urban Aboriginal Art – Gordon Bennett 5. Art and Technology – Patricia Piccinini

Particular Course Requirements Preliminary Course: Artworks in at least two expressive forms and use of a Visual Arts Process Diary. A broad investigation of ideas in art making, art criticism and art history. HSC Course: Development of a ‘Body of Work’ and use of a process diary (Students will be expected to purchase

materials for their final body of work and attend extra morning class in terms 1 and 2) A minimum of five Case Studies (4–10 hours each) Deeper and more complex investigations in art making, art criticism and art history.



A 11/2-hour written examination paper Submission of a ‘Body of Work’

50

50

‘Body of Work’ Proposal and VAPD Half Yearly Exam Research and Essay Body of Work Final and VAPD Trial HSC Exam

20 15 10 30 25

100 100


41

VET Construction (240 indicative hours)

Certificate II in Construction Pathways CPC20211 Subject Coordinator: Mr Nicolas Lee

Board Developed Course (4 total units normally packaged as 2 unit Preliminary followed by 2 unit HSC)

Course Description This course aims to provide students with the foundation knowledge and the elementary skills required to work in the building industry and associated trades.

Main Topics Covered To obtain the certificate II in Construction Pathways Students must achieve 12 units of competency comprised of 6 core units and 6 elective units. This course is nationally recognised and is based on the training package CPC20211

Code Status Unit of Competency

CPCCCM1012A Core Work effectively and sustainably in the construction industry

CPCCCM1013A Core Plan and organise work

CPCCCM1014A Core Conduct workplace communication

CPCCCM1015A Core Carry out measurements and calculations

CPCCCM2001A Core Read and interpret plans and specifications

CPCCCM2005B Core Use construction tools and equipment

CPCCWHS1001 CIC Card Work safely in the construction industry

CPCCOHS2001A Core Apply OHS requirements, policies and procedures in the construction industry

CPCCCA2011A Elective Handle Carpentry materials

CPCCCA2002B Elective Use Carpentry tools and equipment

CPCCCM2006B Elective Apply basic levelling procedures

CPCCWF2001A Elective Handle wall and floor tiling material

CPCCWF2002A Elective Use wall and floor tiling tools and equipment

CPCCCM2004A Elective Handle construction materials.

Particular Course Requirements Students must complete a minimum of 70 hours work placement.

Assessment This is a competency-based course. This means that students work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out the various tasks and combinations of tasks listed to the standard required in the appropriate industry environment. There is no mark awarded in competency-based assessment. Students are assessed as either ‘competent’ or ‘not yet competent’. Students will be progressively assessed as ‘competent or ‘not yet competent’ in individual units of competency. When a student achieves a unit of competency it is signed off by the assessor in a competency record book. Competency-based assessment determines the vocational qualification that a student will receive. External Assessment (optional HSC examination)

Qualifications Students who are assessed as competent in all units of competency in Construction (240 indicative hours) Certificate II in Construction pathways (CPC20211). Otherwise students will receive a Statement of Attainment.


42

VET Hospitality (240 indicative hours)

Certificate II in Hospitality – Kitchen Operations SIT20416 Subject Coordinator: Mr Nicolas Lee

Board Developed Course (4 total units normally packaged as 2 unit Preliminary followed by 2 unit HSC)

Course Description This course aims to provide students with the foundation knowledge and the elementary skills required to work in the hospitality industry and associated trades.

Main Topics Covered To obtain the certificate II in Hospitality Students must achieve competency in enough 240 indicative hours’ worth of units. This is comprised of 145 indicative hours of Core Units and a further 95 hours’ worth of elective units. This course is nationally recognised and is based on the training package SIT20416

Code Status Unit of Competency

SITXFSA001 Core Use hygienic practices for food safety

SITXWHS001 Core Participate in safe work practices

BSBWOR203 Core Work effectively with others

SITHIND002 Core Source and use information on the hospitality industry

SITHCCC001 Core Use food preparation equipment

SITHCCC005 Core Prepare dishes using basic methods of cookery

SITHKOP001 Core Clean kitchen premises and equipment

SITXFSA002 Core Participate in safe food handling practices

SITHCCC006 Elective Produce appetisers and salads

SITHCCC002 Elective Prepare and present simple dishes

SITHCCC003 Elective Prepare and present sandwiches

SITHFAB005 Elective Prepare and serve espresso coffee

BSBSUS201 Elective Participate in environmentally sustainable work practices

*The costs associated with Hospitality include:

Tool kit hire and uniform: Approximately $150

Food Expense: $100 per term

Particular Course Requirements Students must complete a minimum of 70 hours work placement.

Assessment This is a competency-based course. This means that students work to develop the competencies, skills and knowledge described by each unit of competency. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out the various tasks and combinations of tasks listed to the standard required in the appropriate industry environment. There is no mark awarded in competency-based assessment. Students are assessed as either ‘competent’ or ‘not yet competent’. Students will be progressively assessed as ‘competent or ‘not yet competent’ in individual units of competency. When a student achieves a unit of competency it is signed off by the assessor in a competency record book. Competency-based assessment determines the vocational qualification that a student will receive. External Assessment (optional HSC examination)

Qualifications Students who are assessed as competent in all units of competency in Hospitality (240 indicative hours) will attain a Certificate II in Hospitality – Kitchen Operations (SIT20416). Otherwise students will receive a Statement of Attainment.


43

Board Endorsed Courses

Board Endorsed Courses have syllabuses endorsed by the NSW Educational

Standards Authority. Endorsed courses are written by schools, groups of

schools or TAFE institutions to cater for areas of special interest not

covered in Board Developed Courses.

TAFE delivered courses (written and delivered by TAFE) have

Content Endorsed status granted by NESA.

There is NO external HSC examination for Board Endorsed

Courses. All assessment is school based.

Catholic Studies is offered both in Years 11 and 12. However,

some courses offered at Marcellin College are Year 11 only

courses.

NOTE: Although Board Endorsed Courses count towards the HSC and appear on

the student’s Record of Achievement, they do NOT count in the calculation of the

Australian Tertiary Admission Rank (ATAR). [ATAR has replaced the Universities

Admission Index – ATAR]


44

Catholic Studies Subject Coordinator: Mr Gabriele Turchi

1 unit for each of Preliminary and HSC Content Endorsed Course (Does not contribute to ATAR)

Exclusions: Studies of Religion

Course Description

Catholic Studies is a stage 6 course incorporating units from the Sydney Archdiocesan Religious Education Curriculum – Faithful to God: Faithful to People. It provides students with a broad range of topic areas aimed at developing their understanding of the nature of religion and of the Catholic faith in particular.

Main topics covered Preliminary Course Nature of Religion Christology Catholicism Church in Australian Society HSC Course Mission, Leadership and Ministry Justice and Compassion Sacraments at the service of the community Moral Issues

Internal Assessment Weighting (%)

Essay: Leadership and ministry Research report / Oral presentation: Sacraments at the service of the community Research Task / Exam: Justice and compassion and Moral Issues Exam: 1.5 hour written examination

40 30 30


45

Photography, Video and Digital Imaging Teacher in Charge: Ms Katherine Toohey

1 unit Preliminary Content Endorsed Course (Does not contribute to ATAR)

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

Course Description Photography, Video and Digital Imaging offers students the opportunity to explore contemporary artistic practices that make use of photography, video and digital imaging. These fields of artistic practice resonate within students’ experience and understanding of the world and are highly relevant to contemporary ways of interpreting the world. The course offers opportunities for investigation of one or more of these fields and develops students’ understanding and skills, which contribute to an informed critical practice. The course is designed to enable students to gain an increasing accomplishment and independence in their representation of ideas in the fields of photography and/or video and/or digital imaging and understand and value how these fields of practice invite different interpretations and explanations. Students will develop knowledge, skills and understanding through the making of photographs, and/or videos and/or digital images that lead to and demonstrate conceptual and technical accomplishment. They will also develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of photography and/or video and/or digital imaging.

Main Topics Covered: Modules are selected in any of the three broad fields of

Wet Photography

Video

Digital Imaging. Modules include: Introduction to the Field; Developing a Point of View; Traditions, Conventions, Styles and Genres; Manipulated Forms; The Arranged Image; and Temporal Accounts. An Occupational, Health and Safety Module is mandatory. The additional module Individual/collaborative project extends students’ learning experience and may reflect students’ increasing interests and desire to specialise in one or more of these fields or explore the connections further between the fields.

Assessment: The following component and weightings are to apply:

Component Weighting (%)

Digital and Wet Photography Research and Website Creation Digital Photo Montage

35% 15% 35%

Students will need to pay $60.00 fee for developer chemicals, film and photographic paper.


46

Sport, Lifestyle and Recreation Studies Subject Coordinator: Mr Chris O’Connell

2 unit course Content Endorsed Course Exclusions: Students studying Board Developed PDHPE must not study CEC modules which duplicate

PDHPE modules. Students can choose to do both Sport Lifestyle and Recreation and PDHPE (Does not contribute to ATAR)

Students will learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers. This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential. Through the course students will develop: knowledge and understanding of the factors that influence health and participation in physical activity knowledge and understanding of the principles that impact on quality of performance an ability to analyse and implement strategies to promote health, activity and enhanced performance a capacity to influence the participation and performance of self and others.

The course provides the opportunity to specialise in areas of expertise or interest through optional modules such as: Games and Applications 1 and 2 Fitness Specific Sports Sports Administration Coaching Social Perspectives of Sport Healthy Lifestyle. Resistance Training


47

Computing Applications Subject Coordinator: Ms Peta Bourke 1 unit Preliminary Content Endorsed Course (Does not contribute to ATAR)

Exclusions: This course CAN NOT be studied with any of the following:

Information Processes and Technology

Software Design and Development

VET Information Processes

Course Description

Computer-based technology is an integral part of contemporary society. This is reflected in daily activities carried out in contexts such as the workplace, education, entertainment, recreation and the home. In this course, students will participate in hands-on activities to develop skills, knowledge and understanding related to information and communication technologies so that they can participate confidently in these environments. Computing Applications consists of 12 modules which may be studied as either 15-hour or 30-hour modules. It is a basic course requirement that individual and/or group project work must form part of the teaching and learning program. It is highly recommended that project work be integrated throughout modules; however, it is a minimum requirement that a project forms a significant part of at least one module. A selection from the following modules will be studied:

Hardware and Software Skills

Graphics I

Graphics II

Spreadsheets I

Spreadsheets II

Desktop Publishing I

Desktop Publishing II

Databases

Communications I

Communications II

Multimedia I

Multimedia II

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