Student Selection Information - Strathfield Girls High School

STRATHFIELD GIRLS 

HIGH SCHOOL 

Information for 

subject selections 

Year 11 

2010

TABLE OF CONTENTS 

Page Number 

Principal’s Message 1 

Course Selection Procedure 2 

Requirements for the award of the HSC 6 

Requirements for the Australian Tertiary Admission Rank (ATAR) 7 

Information about units, subjects and courses 8 

Vocational Education Courses 12 

Outline of Subjects – Category A Board Developed Courses 16 

English Key Learning Area 17 

* English Standard 17 

* English Advanced 18 

* English Extension 19 

* English as a Second Language 20 

* English Fundamentals 21 

Mathematics Key Learning Area 22 

* General Mathematics 22 

* Mathematics 23 

* Mathematics Extension 1 24 

Science Key Learning Area 25 

* Biology 25 

* Chemistry 26 

* Physics 27 

* Senior Science 28 

Human Society and Its Environment Key Learning Area 29 

* Aboriginal Studies 29 

* Ancient History 31 

* Modern History 33 

* Geography 35 

* Economics 36 

* Business Studies 37 

* Legal Studies 38 

* Society and Culture 39 

* Studies of Religion 1 Unit, 40 

* Studies of Religion 2 Unit, 42 

Languages Key Learning Area 44 

* Chinese Background Speakers 44 

* Chinese Beginners 45 

* Chinese Continuers 46 

* French Beginners 47 

* French Continuers 48 

* Italian Beginners 49 

* Italian Continuers 50 

* Japanese Beginners 51 

* Japanese Continuers 52 

Creative and Performing Arts Key Learning Area 53 

* Music 1 53 

* Music 2 54 

* Visual Arts 55 

* Drama 56 

Technology and Applied Studies Key Learning Area 57 

* Community & Family Studies 57 

* Food Technology 58 

* Information Processes & Technology 59 

* Textiles and Design 60 

Person Development, Health and Physical Education Key Learning Area 61 

* Personal Development, Health & Physical Education 61 

Vocational Education and Training Courses 62 

* Business Services 63 

* Hospitality 64 

* Information Technology 65 

* Retail Operations 66 

Content Endorsed Courses 67 

* Ceramics 68 

* Photography 69 

* Sport, Lifestyle and Recreation 70 

* Visual Design 71 

Personal Course Choices summary 72 

G:\SASS\Books\Year 10 to 11\Student Selection Handbook yr11 - 2010.DOC

PRINCIPAL'S MESSAGE TO: 

STUDENTS, PARENTS AND CAREGIVERS OF STRATHFIELD GIRLS HIGH SCHOOL 

In Australia, more and more employers are selecting employees who have the Higher School 

Certificate as a minimum qualification. 

At our school almost every Year 10 student does decide to stay on. As a Year 10 student you 

now have the opportunity to choose your subjects for the Preliminary Course of the HSC. 

You are about to make one of the most important learning decisions of your life. Whatever 

you decide, you should choose subjects which you enjoy, and which are suited to your needs, 

interests and abilities. 

While this is an exciting time, the move to Year 11 is a significant and can be an anxious time 

for you and your families. In choosing subjects, you will need to consider what you want to 

gain from Years 11 and 12. For some of you, these years will be a preparation for a 

profession, skilled trade or a wide variety of careers requiring tertiary education entrance 

qualifications. In addition, the general education aspect and learning experiences gained are 

very important to you, and the understanding that learning is a life long process is critical. 

In order to gain the most from Years 11 and 12, you must understand that the workload at 

school and at home will be much more demanding and require more self discipline than in the 

junior school. You need to decide what course you will follow; whether you will study a 

university matriculation course which will result in a Australian Tertiary Admission Rank 

(ATAR) or a general course; whether to combine vocational and academic courses, or 

whether to elect to extend your studies over more than two years and do Pathways. 

Your school reports, Year Adviser, teachers, Careers Adviser, Deputy Principals and I will 

help you to decide whether you are suited to follow an ATAR, HSC or a general HSC course. 

After you have read this book you will be asked to fill out a form showing your choice of 

subjects for Year 11 2010. We will then try to give as many students as possible their first 

choice of subjects. Because we offer so many subjects it may not be possible to form 

classes for all of these subjects. 

I will be required by the Board of Studies to sign to say you have met the course requirements 

for both the Preliminary HSC courses and the HSC courses. I will not be able to do this if you 

have not made an honest attempt to complete all set work. Excellent attendance is required 

for you to complete Board of Studies requirements for your courses and to be deemed 

eligible for a HSC. 

The staff at Strathfield Girls High School are committed and work diligently to help you 

achieve success at the HSC. They will teach you well, give you sound advice and support 

your learning and well -being. 

I wish you well for your senior studies and look forward to working with you and our staff to 

ensure that the HSC class of 2011 strive for their personal best and gain excellent results. 

A Lyris 

Principal 

1

COURSE SELECTION PROCEDURES 

At Strathfield Girls High School we work hard to make the transition from Year 10 into Year 

11 as smooth as possible. The following procedures are implemented to help students make 

informed choices. 

All students are:- 

1. Provided with information relating to HSC options by a Board of Studies Liaison Officer. 

2. Presented with information sessions about subjects and courses by the school 

executive and specialist teachers. 

3. Invited to lunchtime information sessions in which Year 11 and/or Year 12 students 

present information about their subjects. 

4. Issued with handbooks dealing with information for Stage 6 (Years 11 & 12) subjects 

and courses. 

5. Encouraged to select courses and keep a record of their choices. Their initial selections 

provide information about the most popular courses. This information is then used to 

help determine the Year 11 curriculum. Students who need to change from courses 

which do not run because of low student numbers will be interviewed and 

assisted to make final selections. 

6. Interviewed to ensure that they meet Board of Studies requirements and to discuss any 

student concerns. 

AND 

7. Parents/caregivers are invited to attend an information evening in the school hall 

(Wednesday 5 August, 6.30 – 8.00 pm) dealing with subjects and courses for the 

Higher School Certificate. 

2

CHOOSING SUBJECTS: SOME THINGS TO CONSIDER 

You should base your pattern of study and subject choices on the following: 

1. Choose a pattern of subjects that suit your ability, which you feel you will enjoy and in 

which you may perform well. 

2. Choose the subjects that you are good at or that interest you, you are more likely to 

achieve a good result in these subjects. 

3. It is important to study subjects and courses at the level that best suits your ability. 

4. Consider the career or careers that interest you. 

5. If you intend to pursue tertiary (university) studies you must take into consideration which 

school courses will prepare you best for your chosen university course. See page 7 - ATAR. 

6. Consider the cost of each course. Below is a list of estimated contributions for courses. 

Use this as a guide. 

Year 11 

Ceramics $30.00 per student 

Drama $40.00 per student 

Food Technology $50.00 per student 

Photography $75.00 per student 

Textiles & Design $35.00 per student 

Hospitality $90.00 per student 

Visual Arts $45.00 per student 

Visual Design Elements $30.00 per student 

7. Extras that may be required. 

Languages Workbooks $19 - $22 per student 

Hospitality uniform $70 - $80 per student 

Chemistry – Safety glasses $6 per student 

8. DO NOT select a subject or course because your friend is doing it or because you think you 

will be taught by a particular teacher. 

9. DO NOT select a subject or course which you really dislike because someone suggests it 

will increase your likelihood of gaining university entrance. 

3

TO SELECT YOUR COURSES FOLLOW THESE STEPS 

1. Read the outline of all subject courses presented in this booklet. 

2 Discuss your intended choice of subjects with: 

a) Parents/caregivers and other family members 

b) Your class teacher in the subjects concerned 

c) The relevant head teachers 

d) Your careers adviser, with regard to career choice 

e) Your year adviser, Ms Deeb 

f) Your team leader, Mr Manahan 

3. Fill in the subject choice sheet and return it to. Remember - 

a) You must do a minimum of twelve (12) units for the Preliminary course (Year 11) 

b) You must do at least six units of Board Developed Courses 

c) You must do at least three courses of two units value (or greater) 

d) You must do at least four subjects 

e) You may study no more than 6 units of courses in science. 

f) You may be required to change some subjects if classes do not run. 

4. Attend the rostered follow-up interview organised by the Careers Adviser 

OTHER ADVICE TO HELP YOU CHOOSE 

• If you don't know what career you want to pursue then you should choose a program of 

study that leaves as many choices, including tertiary studies, open to you. 

• It is wise to find out as much as you can about subjects and courses before you select 

them. Changing courses can mean that you have much work to catch up or you may not be 

able to change courses because there may be no vacancies in the subject(s) you are 

interested in. 

4

Strathfield Girls High School 

Year 11 Preliminary Course 2010 

Initial choice of subjects 

You are definitely returning possibly returning not returning to SGHS in 2010. 

Name …………………………………………………… 

Student signature ………………………………. Parent signature ………………………………………... 

Guidelines 

1. You need to study 12 units including at least 2 units of English and including courses at TAFE, 

Saturday School or OTEN. 

2. Identify your English course ie Advanced, Standard, or ESL in the first row 

3. You are encouraged to choose only one Board Endorsed Course (1 unit) 

4. You can only include 2 units of category B subjects in your ATAR. 

5. Check the guidelines for HSC and ATAR requirements 

These choices will be used to determine the best grouping of subjects to accommodate most students. 

Some students will be asked to re-choose their subjects after the groups are determined. 

Subject 

Units 

1 English …………………………………… 2 

2 

3 

4 

5 

6 

7 

Total 12 

Reserve Subjects if first choices are not available: 

1 st ……………………………… 

2 nd ……………………………... 

3 rd ……………………………... 

Please return this form to Ms Deeb by Monday 10 August 2009 

G:\SASS\Books\Year 10 to 11\Student Selection Handbook yr11 - 2010.DOC 5

REQUIREMENTS FOR THE AWARD OF THE HSC 

• You must study a minimum of 12 units in the preliminary course and a minimum 

of 10 units in the HSC course. Both the preliminary course and the HSC course 

must include the following: 

• At least 2 units of a Board of Studies (BOS) developed English course 

• At least 6 units from BOS developed courses (see page 9) 

• At least 3 courses of two units value or greater 

• At least 4 subjects 

• No more than 6 units of courses in Science. 

• You must complete all requirements for each course. This includes the completion 

if the practical, oral or project works required for specific courses and the 

assessment requirements for each course as well as applying yourself with 

diligence to all aspects of the course. 

• You must sit for and make a serious attempt at all of your Higher School Certificate 

examinations. 

• If you wish to receive an ATAR (Australian Tertiary Admission Rank) you must 

study a minimum of 10 units of BOS developed courses in the HSC course. The 

ATAR is necessary for application to university. (See page 7) 

• If you do not wish to receive an ATAR then you are only required to study a 

minimum of 6 units of Board developed courses (including 2 units of English). The 

rest of your 10 units may be made up from BOS endorsed courses. You will 

receive a Higher School Certificate. 


REQUIREMENTS FOR AN ATAR (AUSTRALIAN TERTIARY ADMISSION 

RANK) 

The ATAR is the rank calculated on behalf of tertiary institutions to allocate places in New 

South Wales and Australian Capital Territory universities. Further information about the 

ATAR can be obtained through the Universities Admission Centre website at 

www.uac.edu.au. 

RULE 1 

To be eligible for an ATAR, a student must complete at least ten units of BOS developed 

courses, including at least two units of English. 

The BOS developed courses must include: 

• At least three courses of two units or greater 

• At least four subjects. 

RULE 2 

The ATAR will be based on an aggregate of scaled marks in the ten units of BOS 

developed courses comprising: 

• The best two units of English 

• The best eight units from the remaining units 

• Four units of category B courses** may be studied, although only two units 

will be included in the calculation of the ATAR. 

with the following provisions: 

• Students must satisfactorily complete English 

• Students may accumulate courses over five years 

• If a student repeats a unit, only the most recent satisfactory attempt will be 

used in the calculation of the ATAR. 

** Category B Courses offered at SGHS include – Business Services, Hospitality 

Operations, Information Technology and Retail Operations 


WHAT IS A SUBJECT? 

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 different 

courses. For example, within the subject of English the courses will include English 

Standard, English Advanced, HSC English Extension 1, etc. 

WHAT ARE UNITS? 

All courses offered for the Higher School Certificate have a value. Subjects may have a 

value of 1 unit or 2 units. Most courses are 2 unit. 

Each unit involves class time of approximately 2 hours per week (60 hours per 

year). In the HSC each unit has a value of 50 marks. Hence a 2 unit course has a value 

of 100 marks. 

2 units = 4 hours per week (120 hours per year) 

= 100 marks 

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

1 UNIT COURSE 1 unit equals approximately 2 hours of class time each 

week or 60 hours per year. 

• Studies of Religion can be undertaken as either a 1 unit 

or a 2 unit course 

• There are a number of 1 unit Board endorsed courses. 

These courses do not count in the ATAR. 

2 UNIT COURSE • This is the basic structure for all courses. It has a 

value of 100 marks. 

EXTENSION COURSE • Extension study is available in a number of subjects in 

year 12, and in English and mathematics for the 

preliminary course. Extension courses build on the 

content of the 2 unit course and carry an additional value 

of 1 unit. Requiring students to work beyond the 

standard of the 2 unit course, extension courses are 

available in English and mathematics in both years 11 and 

12 and in history, some languages and music in year 12 

Undergraduate university courses may be available in 

some subjects. 

• English and mathematics extension courses are 

available at Preliminary and HSC levels. Students 

must study the Preliminary extension course in 

these subjects before proceeding to the two HSC 

extension courses (Extension 1 and Extension 2). 

The Extension 2 course in year 12 requires students to 

work beyond the standard of the Extension 1 course. 

• HSC extension courses in subjects other than 

English and mathematics are offered and examined in year 

12 only. 


WHAT TYPES OF COURSES CAN I SELECT? 

There are different types of courses that you can select in Years 11 and 12. 

1. Board Developed Courses 

These courses are developed by the Board of Studies. There is a syllabus for each 

course which contains: 

• The course objectives, structure, content and outcomes 

• Specific course requirements 

• Assessment requirements 

• Sample examination papers and marking guidelines 

• The performance scale (except for Vocational Education and Training 

courses) 

These syllabuses can be viewed on the BOS website, www.boardofstudies.nsw.edu.au 

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

These courses are examined externally at the end of the HSC course and can count 

towards the calculation of the Australian Tertiary Admission Rank (ATAR). 

2. Board Endorsed Courses 

There are two main types of BOS endorsed courses - content endorsed courses and 

school designed courses. 

• Content endorsed courses have syllabuses endorsed by the Board of 

Studies and cater for areas of special interest not covered in the Board 

developed courses. 

Most HSC VET (Vocational Education and Training) courses delivered by 

TAFE are content endorsed courses. 

• Schools may also design special courses to meet student needs. These 

courses must be approved by the Board of Studies. Once approval is 

granted, schools offer selected courses to senior students as part of the 

Higher School Certificate. 

Some Board endorsed courses are one year courses. 

There is no external examination for any content endorsed course or school designed 

course, but all Board endorsed courses count towards the Higher School Certificate and 

appear on your Record of Achievement. It is recommended that students do no more 

than one 1 unit Board endorsed Course. Board endorsed courses do not count in the 

calculation of the ATAR. 


Vocational Education and Training (VET) Courses - either Board developed or 

Board endorsed: 

• Vocational Education and Training (VET) courses are offered as part of the 

Higher School Certificate. They enable students to study courses which are 

relevant to industry needs and have clear links to post-school destinations. 

These courses allow students to gain both Higher School Certificate 

qualifications and accreditation with industry and the workplace as part of the 

Australian Qualifications Framework (AQF). The national framework is 

recognised across Australia and helps students to move easily between the 

various education and training sectors and employment. These courses each 

have a specific workplace component and a minimum number of hours must be 

spent by students in the workplace demonstrating the competencies gained. 

Some of these courses will be delivered by schools while others will be 

delivered by TAFE or other providers. 

Studying a Subject at TAFE (TAFEVET Courses) 

Students are able to study at least one of their subjects at a TAFE campus. 

Students attend TAFEVET classes on either Monday or Tuesday afternoons, usually from 

1.30 pm to 5.30 pm or 2 pm to 6 pm. Students in the preliminary year are able to 

attend TAFE on Tuesdays only. 

The TAFE campuses that Strathfield Girls High School students are able to attend are 

Granville TAFE, Lidcombe TAFE, Bankstown TAFE, Meadowbank TAFE, Bradfield TAFE, 

Ultimo TAFE and Ryde TAFE. 

There are two types of TAFEVET courses that students are able to do. 

1. Framework Courses 

These are two unit courses which are competency based. Students are progressively 

assessed as "competent" or "not yet competent" in individual units of competency. 

An optional HSC Examination is available for students who wish to pursue an ATAR 

pathway. 

Students who satisfy the course requirements and who achieve the units of competency 

described in the course structure will be eligible to receive credit towards their HSC and 

accreditation towards an AQF Level II Certificate. Students who are assessed as 

competent for some units of competency will be eligible for a Statement of Attainment. 

However, these are category B courses and only one category B result can be 

included in the ATAR. 

There are seven of these courses and they can be offered either at schools or a TAFE 

campus. If the course is offered at SGHS, it must be completed here, rather than at 

TAFE. 

These courses are: 

Business Services (Office Administration is offered at Strathfield Girls HS) 

Construction 

Retail Operations (Offered at Strathfield Girls HS) 

Tourism and Hospitality (Hospitality is offered at Strathfield Girls HS ) 

Metal and Engineering 

Information Technology (Offered at Strathfield Girls HS) 

Primary Industries 

There are two more courses at TAFE that have the same rules. These are: 

Accounting 


Electronics Technology. 

2. Non Framework Courses 

The second type of TAFEVET courses are Non Framework courses. 

These courses are two unit courses. They last for one year. They are suited to students 

in both the preliminary year and the HSC year as they run during terms one, two and three 

only. 

Non Framework courses are the only courses (apart from extension courses) that can 

begin in the HSC year. 

Students are examined regularly with tests and assessments but do not sit for an HSC 

examination. While these courses will be listed (without a mark) on the HSC or 

preliminary certificate, they do not count toward the ATAR. 

The purpose of these courses is to provide skills that will help students get a job when 

they leave school, or give students credit when they apply for further TAFE courses. 

Examples of these courses are Hairdressing, Child Studies, Computer Aided Drafting, 

Design, Sport and Recreation, Beauty, Introduction to Nursing and Shopfitting. 

If students want to apply for any courses at TAFE they must include them on the list of 

subjects. Then collect an application form from the Careers Adviser when returning the 

subject selection sheets. The applications will be sent to the TAFEVET coordinator, and 

you students be told by the end of October if they have a place in a course for the 

following year. 

Saturday School of Community Languages 

In addition to the languages offered by Strathfield Girls High School, languages are also 

offered through the Saturday School of Community Languages or private tutors. These 

include Korean, Vietnamese, Arabic, Spanish, Italian, Tamil and Modern Greek. If you 

require further information about these courses, please contact the Board of Studies 

Inspector, Languages on (02)9367 8152. 

Further Information 

Board of Studies Website: 

www.boardofstudies.nsw.edu.au 

Universities Admissions Centre Website: 

www.uac.edu.au 


Vocational 

Education Courses 

Additional 

Student 

Information 

2010 

Welcome 

Vocational Education and Training (VET) can 

provide you with skills and knowledge that 

will improve your job prospects and prepare 

you for entry to the world of work and 

employment. 

Government schools in the South Western 

Sydney Region are part of a Registered 

Training Organisation (RTO). 

This means: 

• the training you receive must meet 

national industry standards; and 

• the awards and qualifications you 

receive must be recognised nationally 

by employers and other training 

organisations. 

Supporting Student Learning 

We support your learning through: 

• developing links with industry to 

provide you with the opportunity to 

develop skills in a real industry 

setting. 

• providing a safe and healthy learning 

environment both within the school 

and in work placement. 

• counselling and careers advisory 

services; 

• specialist staff to assist with literacy, 

language and numeracy skills; 

• specialist support staff for Aboriginal 

and Torres Strait Islander students 

and students from non-English 

speaking backgrounds; 

• providing opportunities for students 

with an intellectual disability to access 

selected units of competency as 

appropriate; and 

• providing classroom and work 

placement support for students with a 

disability. 

If you need additional support to successfully 

complete any vocational training course, 

please talk to your school VET Coordinator, 

(Ms Dennaoui) 

Quality Training 

• Our teachers are well qualified and 

experienced. 

• Teachers of vocational training 

courses have undergone additional 

training and assessment to ensure 

they meet national industry standards. 

We are committed to: 

• improving facilities within our schools 

and our links with industry to ensure 

that our training provision meets 

industry standards and needs; 

• valuing the views of employers and 

students on the quality of our training 

provision; and 

• supporting learning by providing 

timely advice. 

Consistent attendance at all programmed 

activities is essential for gaining the 

qualification within the allocated time. 

Work Placement 

In this course, work placement is compulsory 

for all students. 

This is a Board of Studies requirement. 

The minimum required hours of work 

placement can vary, but in general you are 

required to undertake at least 70 – 80 hours 

of work placement. Your teacher will provide 

details. 

If you are working or have recently worked in 

a related casual job, then paid work can 

contribute to meeting part of your work 

placement requirement. 

Students on work placement are not paid. 


Work placement is organised for you though 

a work placement service, set up to 

coordinate the placement of students. 

Your teachers and your local work placement 

coordinator will provide details of work 

placement arrangements. 

If you have not completed the work 

placement requirement before the HSC, you 

will not have the course recognised by the 

Board of Studies. This might mean you will 

not receive your HSC in this Vocational 

Education course. 

Recognition of existing skills 

If you have already completed the same units 

of competency elsewhere (TAFE /other 

provider) we will recognise your previous 

studies and results. You will not have to 

repeat that training and assessment. 

You will need to produce evidence – for 

example, a result notice, certificate or 

Competency Record. 

If through previous work or life experiences 

you have already developed high-level skills 

in this course area we may be able to 

recognise these skills, so you will not have to 

repeat the training. 

However, we will need to assess your skills to 

ensure they meet industry standards. The 

cost of this assessment activity has to be met 

by you. You will need to negotiate the 

appropriate assessment arrangements with 

your teacher. 

Your teacher or the school VET 

coordinator can provide the forms and 

more details of the Recognition of Prior 

Learning (RPL) process. 

Course Costs 

You will have to pay the costs of: 

• required uniforms and safety clothing. 

(Hospitality uniform approximately $80 / 

subject contributions $90 per year.) 

• materials used in your training. 

• work placement travel and 

accommodation. 

• replacement of lost competency record. 

If cost is a barrier to you undertaking this 

vocational course, talk to your schools VET 

coordinator. 

The fees for each framework course are 

determined by framework teachers in 

consultation with the VET coordinator and the 

Principal each year. Fees are charged for 

the recovery of consumables only. 

Students must be informed of the required 

fees prior to choosing subjects through the 

subject selection handbook issued to Year 10 

students during the subject selection 

process. Additionally, students pay for the 

cost of travel during work placement. 

Fees are payable at the administration office 

and receipts are generated through the 

OASIS system. 

Students in hardship situations may be able 

to access the Student Assistance Scheme by 

application to the Principal. 

Refunds Policy 

Should a student withdraw from a framework 

course the student may apply for the refund 

of some or all of the fees paid in advance. 

This will generally be on a term by term 

basis. However, the following may be taken 

into consideration: 

• the reason for withdrawal from the 

course; 

• costs incurred in setting up the course; 

and 

• amount of course completed. 

The decision will be made by the SAM in 

consultation with the VET teacher. If a 

student is dissatisfied with the decision made 

concerning a refund, the VET coordinator 

may be consulted and if still dissatisfied, the 

school principal. 

What you need to know 

About vocational training courses: 

Vocational training courses provide you with 

the opportunity to develop the skills, 

knowledge and understandings required by 

industry from working in a related occupation. 

The courses provide you with training, and 

then with the opportunity to be assessed 

against industry-determined standards. 


The assessment does not compare you 

against other students. It compares each 

individual against the “competence” 

requirements set down by the industry. 

About Vocational Training Courses in 

the HSC 

Vocational training courses also count 

towards meeting Higher School Certificate 

requirements. 

Some courses also allow you to include a 

mark from the course in the calculation of 

your Australian Tertiary Admission Rank 

(ATAR). 

Information on the course of study you are 

about to undertake is contained in documents 

issued by the Board of Studies and your 

school. 

About “Competence” 

Demonstrating competence means that you 

can consistently perform the task or show an 

understanding to the level required by the 

industry standards. 

When you successfully demonstrate your 

competence against a particular standard 

you will be judged as “competent”. There is 

no pass/fail. You are either “competent” or 

“not yet competent”. 

The units of competency you achieve will 

lead to a AQF qualification or Statement of 

Attainment. 

About Vocational Qualifications 

The Board of Studies issues qualifications on 

behalf of the Registered Training 

Organisation (RTO). These are in addition to 

your HSC qualifications. 

At the conclusion of the course all students 

will receive a Statement of Attainment 

listing all units of competency achieved. 

Industry identifies the units of competency 

that must all be achieved to gain a vocational 

Certificate. If you achieve all of these units of 

competency you will receive a Certificate. 

Not all courses on their own will allow you to 

gain a Certificate. You may need to study 

additional units of competency in order to get 

a Certificate. 

You will be provided with this information on 

a separate handout. Your teachers will 

explain this. 

About Assessment 

Your competence can only be measured 

(assessed) by a qualified teacher and/or 

another industry qualified assessor. 

Teachers will usually organise a number of 

chances for students to demonstrate a 

competency. 

You may seek further opportunities to 

demonstrate those competencies but these 

need to occur without disruption to the work 

of fellow students. 

If you believe that you have not been fairly 

assessed you have a right of appeal. Refer to 

the “if I believe my rights have not been 

met…” section on the next page. 

The school’s assessment policy provides full 

details on the appeals processes. 

About results and records 

As you demonstrate competence, your 

teacher, or another qualified assessor will 

record this. 

The teacher keeps a record of competencies 

achieved by each student. 

You will be issued with a Competency 

Record. 

Once or twice each term your teacher will ask 

you to supply your competency record so that 

it can be updated. 

It is your responsibility to ensure that your 

competency record is kept securely and is 

available when requested for updating. 

Your teacher will notify the Board of Studies 

of the units of competence you have 

achieved. 

About examinations 

In some vocational courses you can choose 

to undertake an HSC examination in order to 

count the course towards your ATAR for 

possible university entry. 

If you are ill or injured and unable to sit the 

formal HSC examination, the Board of 

Studies will ask the school to provide other 

evidence to determine your HSC result. 


You will be required to sit the trial HSC exam. 

You may also be required to undertake other 

exams throughout the course so that your 

teacher has the evidence the Board of 

Studies might require. 

These exams also help prepare you for the 

HSC examination. 

The teacher may also use those exams as a 

means of assessing your competencies. 

My rights in this Course 

To be accurately informed by being 

provided with: 

• an outline of the course of study. 

• information on possible employment 

outcomes from the study of this 

course. 

• information on my progress within the 

course. 

• Information on how and when I will be 

assessed in the course. 

To be treated fairly by being: 

• allowed equal access to a relevant 

and appropriate course of study. 

• appropriately supported in my 

learning and assessment. 

• able to work, and be assessed, 

without discrimination. 

To have my competencies recognised by 

being: 

• able to claim recognition for units of 

competence achieved with other 

training providers. 

• able to claim recognition for 

competencies that I have already 

achieved in work or life experiences. 

• given opportunities to have my 

competence assessed or reassessed. 

To have the opportunity to evaluate my 

leaning experience by being: 

• encouraged to provide information 

and opinions on the effectiveness of 

the training and assessment provided. 

My responsibilities in this 

Course 

To be properly prepared: 

• by coming to all classes, assessment 

events and work placement properly 

equipped and dressed. 

• by keeping my competency record 

secure and producing it when needed 

for updating. 

To respect the rights and property of 

others 

• by not hindering the work of fellow 

students, teachers or fellow workers 

through disruptive behaviour or 

inappropriate conduct. 

• at all times by treating fellow students 

teachers and other staff fellow 

workers and employers with dignity 

and respect. 

• by treating the property of fellow 

students, teachers, employers and 

the school with care. 

• by working cooperatively with fellow 

students and teachers to ensure the 

health and safety of all. 

To claim my rights appropriately: 

• by being aware of my rights and 

seeking advice and assistance when 

required. 

• by asserting my rights where needed 

without treating others unfairly nor 

disrespectfully. 

If I believe my rights have not been met… 

I should firstly 

discuss it with my class teacher 

if still not satisfied… 

discuss it with the Head Teacher and/or 

School VET Coordinator 


discuss with the school Principal 


write to a Regional Vocational Education 

Consultant 

Websites: further information 

www.govt.nsw.edu.au 

www.boardofstudies.nsw.edu.au 

www.ntis.gov.au 

South Western Sydney RTO 90072 

Vocational Education and Training 


OUTLINE OF SUBJECTS 

BOARD DEVELOPED 

COURSES 


ENGLISH KEY LEARNING AREA 

ENGLISH STANDARD 

UNITS ATAR COURSE TYPE HOURS EXCLUSIONS 

2 A BDC 120 English Advanced, Extension, ESL 

COURSE DESCRIPTION 

Preliminary Course: Students examine the ways events, experiences and ideas are 

explored in texts and analyse aspects of meaning. 

Students will compose and respond to a variety of written, spoken and visual texts and 

read and view a variety of texts and read widely in a range of forms. This demanding 

course requires students to work independently and as part of a group and requires 

commitment and dedication to achieving personal excellence. 

HSC Course: Students develop an understanding of texts in a range of contexts. 

In addition to the activities undertaken in the preliminary course, students analyse and 

experiment with the ways texts are responded to and composed; explore how perceptions 

are shaped in language; analyse how particular characteristics of a text shape meaning 

and explore, compose and analyse texts in specific situations. 

COURSE CONTENT AND REQUIREMENTS 

Preliminary Course: Students undertake an area of study and elective studies in 

which they explore aspects of meaning. Students will engage in wide reading, experience 

Australian literature and other texts and explore a range of related material. 

At least four texts must be studied, one from each of the following: prose fiction; drama; 

poetry; one drawn from non-fiction; film; media or multimedia texts. 

HSC Course: Students undertake an area of study and one elective from each of 

the following modules: Experience through Language; Texts and Society; Close Study of 

Text. 

At least four texts must be studied, one from each of the following: prose fiction; drama; 

poetry; one drawn from non-fiction, film, media or multimedia texts. 

ASSESSMENT: HSC Course only Students are assessed internally through a series 

of tasks which measure students' achievement of course outcomes across language 

modes and externally through the HSC examination. HSC examination is a written 

examination consisting of Area of Study (common course content), module A, module B, 

module C. The examination consists of two papers of two hours duration; paper one is 

worth 40%, paper two 60%. 


ENGLISH ADVANCED 


2 A BDC 120 English Standard, Fundamental 


Preliminary Course: Students examine the ways events, experiences and ideas are 

explored in texts and analyse the ways in which meaning is shaped. 

Students will: compose and respond to a variety of complex written spoken and visual 

texts; read and view a variety of complex texts (including a Shakespearean drama) and 

read widely in a range of forms. This is a challenging course for students who have the 

ability to work independently and as part of a group and requires commitment and 

dedication to achieving personal excellence. 

HSC Course: Students analyse and evaluate the effectiveness of texts for different 

purposes and audiences. In addition to the activities undertaken in the preliminary 

course, students evaluate how representation influences meaning; evaluate texts in a 

range of contexts; experiment with, explain and evaluate different ways texts are 

responded to and composed and consider why texts are valued. 


Preliminary Course: Students undertake an Area of Study and elective studies in 

which they explore the roles of text and context in shaping meaning. Students will engage 

in wide reading, experience Australian literature and other texts and explore a range of 

related material. 

At least five texts must be studied, one from each of the following: Shakespearean 

drama; prose fiction; drama or film; poetry; one drawn from non-fiction, media or 

multimedia texts. 

HSC Course: Students undertake an Area of Study and one elective from each of 

the following modules: Comparative Study of Texts and Context; Critical Study of Texts; 

Representation and Text. 

At least five texts must be studied, one from each of the following: 

Shakespearean drama; prose fiction; drama or film; poetry; one drawn from non-fiction, 

media or multimedia texts. 




examination consisting of area of study (common course content), module A, module B & 

module C. The examination is comprised of two papers of two hours duration; paper one 

is worth 40%; paper two 60%. 


ENGLISH EXTENSION 


1 A BDC 60 English Standard, Fundamentals 


Preliminary Course: Students refine their understanding and appreciation of English 

through an analytical approach to texts. Students will consider the relationship between 

texts and their culture; explore the language of texts and examine the way in which 

language shapes and reflects values; analyse the different ways of responding to texts 

and explore the ways and reasons the original and later manifestations of the text are 

valued. A particular emphasis is placed on independent investigation and sustained 

composition and presentation. This is a very challenging course designed for 

accomplished, imaginative and analytical students who wish to pursue a specialised study 

of English. 

HSC Course: Students refine their understanding and appreciation of English and 

evaluate the ideas, attitudes and values underlying various texts. 

In addition to the activities undertaken in the HSC Advanced and 

Preliminary Extension courses, students explore and evaluate values in texts and explore 

and evaluate different ways of valuing texts. 


Preliminary Course: Students will explore a range of texts including a pre-twentieth 

century text. They will consider how these texts reflect values and attitudes as well as the 

way language shapes meaning. The course has one mandatory section, Module: Texts, 

Culture and Value. This course is a pre-requisite for Extension 1 and/or Extension 2 in 

Year 12. 

HSC Course: Students must complete one elective in which they explore texts as 

representative of a particular genre or historic period. 

Students must undertake one module from the following: 

Genre; Texts and Ways of Thinking; Language and Values. 




examination of two hours duration. 


ENGLISH AS A SECOND LANGUAGE 


2 A BDC 120 English Standard, Advanced, Extension 

COURSE DESCRIPTION, 

Preliminary Course: Students will acquire and develop language skills, knowledge 

and understanding of the ways ideas are represented in a range of texts. Students will 

explore language in a variety of situations; compose and respond to a variety of texts and 

read widely in a range of forms. This course is designed for ESL students who have 

specific language needs and for whom English has been the language of instruction for 

five years or less. 

HSC Course: Students extend language skills and develop and apply skills in 

synthesis. In addition to the activities undertaken in the Preliminary English ESL Course, 

students undertake close textual study supported by related reading; explore, compose 

and analyse texts in specific situations; explore how perceptions are shaped in language 

and evaluate values and points of view in texts. 


Preliminary Course: Students undertake an Area of Study and elective studies in 

which they will use developing language skills to explore particular texts, forms and 

aspects of meaning. Students will engage in wide reading, experience Australian literature 

and other texts and explore a range of related material. 

They will also explore a range of texts drawn from: prose fiction; drama, poetry; non 

fiction; and one drawn from film OR media OR multimedia texts. 

HSC Course: Students undertake one Area of Study and study two electives, one 

elective from each of the following modules: Experience through Language; Texts and 

Society. This involves the core study of at least three types of prescribed text (prose 

fiction; drama; poetry; non fiction; film or media or multimedia texts) and a wide range of 

additional texts and textual forms, as well as the prescribed stimulus booklet. 




examination consisting of a one and a half hour paper, Language Study within an Area of 

Study; a 1 hour Modules paper and a 30 minute Listening Paper. 


ENGLISH FUNDAMENTALS 


1 or 2 NO BDC 60/120 English Advanced, Extension 


This course is designed for students who need additional support and assistance in 

English. It is a skills based course which will assist students in their study of the Standard 

English or ESL English courses, as well as help students with the language demands of 

other subjects in Stage 6. English Fundamentals will develop competency in oral, written 

and visual communication and has a particular emphasis on the English Area of Study. 


Students will study modules which are tailored to meet individual needs and interests. 

A minimum of three and a maximum of five modules can be studied. These modules 

include: Approaches to an Area of Study in English and up to four additional modules 

from Oral Communication Skills; Writing for Study; Research Skills and Workplace 

Communication. This is a 1 or 2 unit Preliminary Course which may be delivered across 

years 11 and 12. It will be reported on a student’s Record of Achievement as a 

Preliminary Course. 

Only students who are enrolled in the Standard English or ESL English are eligible for 

English Fundamentals. 

ASSESSMENT Students are assessed internally through a series of tasks which 

measure students achievement in various course modules. These may include individual 

and group tasks, workplace texts that will improve workplace communications, research 

tasks that will assist in the development of research skills in all subjects, oral presentations 

and imaginative and analytical texts. 


MATHEMATICS KEY LEARNING AREA 

GENERAL MATHEMATICS 


2 A BDC 120 Mathematics 

Mathematics Extension 1 

Mathematics Extension 2 


The General Mathematics course is an excellent practical course that is intended to provide 

students with skills to solve real-life problems. The opportunities for creative thinking, 

communication and contextualized problem-solving provided by this course, assist students to find 

positive solutions for the broad range of problems encountered in life and work beyond school. 

The course incorporates mathematical modelling and technology. 

It is designed for any student who wishes to do mathematics in their HSC but who does not wish 

to continue with mathematics at university. General Mathematics is challenging and so would only 

suit a student who achieves at the highest level in 5.1 Mathematics, as well as candidates from 

5.2 and 5.3 wanting mathematics in their HSC. 

It is anticipated that approximately 50% of all students wanting to do mathematics in Years 11 and 

12 will choose General Mathematics. 

COURSE CONTENT AND REQUIREMENTS: 

Preliminary Course: 

Measurement 

Financial Mathematics 

1 Units of measurement 1 Earning money 

2 Applications of area and volume 2 Investing money 

3 Similarity of two-dimensional figures 3 Taxation 

4 Right-angled triangles 

Probability 

Data Analysis 

1 The language of chance 

1 Statistics and society 2 Relative frequency and probability 

2 Data collection and sampling 

3 Displaying single data sets Algebraic Modelling 

4 Summary statistics 1 Basic algebraic skills 

2 Modelling linear relationships 

HSC Course 

Financial Mathematics 

Measurement 

4 Credit and borrowing 5 Further applications of area and 

5 Annuities and loan repayments volume 

6 Depreciation 6 Applications of trigonometry 

7 Spherical geometry 

Probability 

3 Multi-stage events Data Analysis 

4 Applications of probability 5 Interpreting sets of data 

6 The normal distribution 

Algebraic Modelling 

3 Algebraic skills and techniques 

4 Modelling linear and non-linear 

relationships 

ASSESSMENT: HSC Course only 

Assessment of both the Preliminary and HSC courses will cover a range of tasks: written tests, 

assignments, oral/written reports, work samples, practical investigations or projects or modelling 

tasks. 

HSC Assessment: 

40% knowledge and skills) Up to 30% of the internal assessment 

60% application ) may be based on the preliminary course 


MATHEMATICS 


2 A BDC 120 General Mathematics 


The Mathematics course is equivalent to the old 2 Unit Mathematics. It is a theoretical 

course that incorporates Calculus. Mathematics is designed for students who achieve a 

School Certificate grade of B7, B8 or higher, that is 5.3 students and only the strongest 

5.2 students 

As this is a pure mathematics course it requires strong algebraic and numeric skills. It is 

also a fast paced course which demands a genuine focus in the classroom and a large 

amount of homework. 

Please note: In past HSC’s only students from the top 10 of the 5.2 Year 10 pathway 

have found success in taking Mathematics (2unit) in their HSC. 



* 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 (including applications of trigonometric ratios) 

* Logarithmic and exponential functions 

* Applications of calculus to the physical world 

* Probability 

* Series and series applications 


HSC Assessment: 80% knowledge and skills (component A) 

20% reasoning (component B) 


MATHEMATICS EXTENSION 1 


1 A BDC 60 General Mathematics 


The Extension 1 Mathematics course must be studied in conjunction with the Mathematics 

course. This course is designed for students who wish to continue studying mathematics 

at university. It should only be considered by those students who achieve a School 

Certificate grade of A9 or A10, that is the strongest students from the Year 10 5.3 

pathway. 

This course is fast-paced, extremely challenging and very time consuming. It effectively 

requires the work and effort of 2 units of study, when it is only a 1 unit course. 



* Other inequalities 

* Further geometry, including circle geometry 

* Further trigonometry (sums and differences, t formulae, identities and equations) 

* Angles between 2 lines. Internal and external division of lines into given ratios 

* Parametric representations 

* Permutations and combinations 

* Polynomials 

* Harder applications of the Preliminary 2 unit course 

HSC Course: 

* Further probability 

* Methods of integration 

* Primitive of sin 2 x and cos 2 x 

* Equation 

dN 

dt 

= k(N-P) 

* Velocity and acceleration as a function of x 

* Projectile motion and 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 HSC 2 unit topics 


Students must complete all Mathematics assessment tasks along with the Extension 1 

tasks. 

HSC Assessment: 70% knowledge and skills (component A) 

30% reasoning (component B) 


SCIENCE KEY LEARNING AREA 

BIOLOGY 


2 A BDC 120 Senior Science 

COURSE DESCRIPTION: 

The course extends the work that has been covered in science during years 7 – 10 

particularly in relation to the work on classification of organisms, cells, the systems in the 

human body, ecology and food webs, DNA and evolution. 



The preliminary course is about some basic ideas in biology: 

* the ways in which living things are designed to obtain and use materials to grow 

and repair their bodies 

* the features of the environment, including a study of the local areas, focusing on 

the organisms involved and the relationships between them 

* evidence relating to the origin and evolution of life as well as the classification of 

living things. 

* the evolution of life in Australia, relating the fossil record to environmental 

conditions 

The course involves the study of four Core modules. 

HSC Course: 

The HSC course extends these concepts to - 

* describe the process and structures of animals and plants which allow them to 

function efficiently, and adapt them to their environment. 

* study the principles of genetics and new biological discoveries and techniques, 

including reproductive technologies and genetic engineering. 

The course involves the study of three Core modules and one Option module. The 

Preliminary Course is a prerequisite. 

This course provides opportunities for students to develop skills in – 

• planning and conducting laboratory experiments using a range of technologies 

including data loggers. 

• researching and processing information from a variety of sources including the 

Internet. 

• extracting and reorganising information in the form of tables, graphs, diagrams, 

flow charts 

• fieldwork 

Practical experiences and hands-on activities are an essential component of both the 

Preliminary and HSC courses. 

ASSESSMENT: 

School assessment will be based on a variety of tasks including written exams, 

assessment of practical skills, research assignments and field studies. 


CHEMISTRY 




The course extends the work that has been covered in science during years 7 – 10 

particularly in relation to the work on atoms, elements, compounds and mixtures, chemical 

reactions, reactivity of metals and the properties of solids, liquids and gases. 


Preliminary course incorporates the study of mixtures and the processes involved in 

separating them; the physical and chemical properties of metals, the organisation of 

elements on the Periodic table; the special nature of the water molecule and its 

properties; a study of combustion and the properties of different fuels. 

The course consists of four Core modules: 

- The Chemical Earth 

- Metals 

- Water 

- Energy 

HSC course examines a variety of materials used in our world; reactions of acids and the 

production of acid rain; chemical tests used to monitor our water supplies and the work of 

industrial chemists. 

The course consists of three Core modules and one Option module. The Preliminary 

Course is a prerequisite. The Core modules are: 

- Identification & production of materials 

- The Acidic environment 

- Chemical Monitoring and Management 




• writing chemical formulae and chemical equations and calculating amounts of 

substances using simple formulae 


Internet. 


flow charts 



ASSESSMENT: 


assessment of practical skills, research assignments and an open-ended investigation. . 


PHYSICS 




The course extends the work that has been done in science during years 7 – 10 

particularly in relation to the work on waves, forces and gravity, Newton’s laws of motion, 

energy and the structure of the universe. 


Preliminary course incorporates the study of moving vehicles; the use of waves for live 

telecasts via satellite communication, electrical circuits and the use of electricity in the 

home; electric and magnetic fields; and the formation and structure of the universe. 

The course consists of four Core modules: 

- Moving About 

- The World Communicates 

- Electricity in the home 

- The Cosmic Engine 

HSC course examines gravity and the effects of gravitational fields, momentum, projectile 

and circular motion; electric motors and generators, superconductors and transformers; 

the development of our understanding of the macro and atomic world throughout the 

Twentieth century and the application of these ideas in physics. 



The Core modules are: 

- Space 

- Motors and generators 

- From Ideas to Implementation 




• solving problems using mathematical formulae 


Internet. 


flow charts 



ASSESSMENT: 


assessment of practical skills, research assignments and an open-ended investigation. 


SENIOR SCIENCE 


2 A BDC 120 Preliminary Physics, Chemistry, Biology. 


This is an interesting course suited to students who wish to continue their study of science 

but do not wish to specialise in one area. It investigates the practical applications of 

science in the workplace and the environment. It is well-suited to a wide range of students 

who have an interest in science that is related to everyday living. 

The course extends the concepts that have been covered in science during years 7–10 

and so are easily accessible to students. 

Students choosing to study Preliminary Senior Science may not study Preliminary 

Physics, Chemistry or Biology. 


Preliminary course investigates our impact on our waterways and what can be done to 

reduce water pollution, the propagation of rare Australian plants such as the Wollemi 

Pine, technologies that have been developed to protect us in the working environment 

such as protective head gear and eyewear, and interactions in ecosystems. 

The course consists of four Preliminary Core modules: 

- Water for Living 

- Plants 

- Humans at Work 

- Local Environment 

HSC course examines chemicals used in the home such as body soaps and shampoos, 

biomedical devices such as pacemakers and life support systems and the use of 

communication satellites in live telecasts. 



The HSC Core modules are: 

- Lifestyle Chemistry 

- Medical Technology - Bionics 

- Information Systems 





Internet. 


flow charts 

• fieldwork 

Practical experiences are an essential component of both the Preliminary and HSC 

courses. 

ASSESSMENT: 


assessment of practical skills, research assignments and fieldwork. 


HUMAN SOCIETY & ITS ENVIRONMENT 

KEY LEARNING AREA 

ABORIGINAL STUDIES 


2 A BDC 120 NIL 

COURSE DESCRIPTION: Aboriginal Studies is designed to foster intellectual, social 

and moral development by enabling students to think critically about the historical and 

contemporary experiences of Aboriginal peoples. Through this study students will develop 

a keen understanding and appreciation of the concepts of social justice and shared 

histories, and will critically examine their role as active and informed citizens. 

NOTE: Students do not have to be Aboriginal to study this course. 


Preliminary Course: Pre-contact to 1960s (120 indicative hours) 

Part I: Aboriginality and the Land 30% 

* Aboriginal peoples’ relationship to land and water 

* Dispossession and dislocation of Aboriginal peoples from land 

* Impact of British colonisation on land and water 

Comparative Case Study: 

The Local Aboriginal Community/ies (must be the same community/ies for all Parts) 

AND A National Indigenous Australian Community 

Part II: Heritage and Identity 25% 

* The Dreaming and cultural ownership 

* Impact of colonisation on Aboriginal cultures and families 

* Diversity of Aboriginal cultural and social life 

Case Study 


Part III: Colonialism, Racism and Prejudice 

* Aboriginal political and legal systems 

* Aboriginal and non-Aboriginal responses to British colonisation 

* Impact and consequences of dispossession and dislocation of Aboriginal 

peoples 

Case Study: 


Part IV: Research and Inquiry Methods 20% 

Methods and skills relating to: 

* Acquiring information 

* Processing information 

* Communicating information 

* Participating in community consultation 


ABORIGINAL STUDIES - continued 

HSC Course: 1960s onwards (120 indicative hours) 

Part I: Core: Social Justice and Human Rights Issues 50% 

* A Global Perspective 

TWO of the following topics must be studied for each of the three communities: 

* Health 

* Education 

* Housing 

* Employment 

* Criminal Justice 

* Economic Independence 

Comparative Case Study: 

Local Aboriginal Community/ies (must be the same community/ies for all Parts) 

AND 

A National Indigenous Australian Community (may be different communities 

for each topic) AND 

An International Indigenous Community (may be different communities for each 

topic) 

Part II: 20% 

A. Aboriginality and the Land 

* The Land Rights movement and the recognition of native title 

* Government policies and legislation 

* Non-Aboriginal responses 

Case Study: 


B. Heritage and Identity 

OR 

* Contemporary aspects of Aboriginal heritage and identity 

* Government policies and legislation 

* Non-Aboriginal responses 

Case Study: 


Part III: Research and Inquiry Methods - Major Project 30% 

ASSESSMENT: HSC course 

Assessment comprises a combination of research tasks, group work, oral tasks, tests and 

formal examination. 


ANCIENT HISTORY 



COURSE DESCRIPTION: The Ancient History course develops research and 

interpretation skills through discussion, written work and interpretation of sources. A 

History Interest Project (HIP) allows students to conduct independent research on a topic 

of their interest. Ancient History develops effective and fluent communication of narrative, 

detail, ideas and analytical judgement. This is a necessary introduction to the world of 

work and informed citizenship. 

Students do not need to have studied History in the junior school to take up History in the 

senior years. 


Preliminary Course: (120 indicative hours) 

Part I: Introduction 30% 

(a) 

(b) 

Investigating the Past: History, Archaeology and science: 

Case Studies – At least ONE will be undertaken 

* Ancient human remains e.g. The Iceman 

* The Entombed Warriors from Xian 

* Boudicca: resistance to Roman rule in Britain 

* Homer and Troy 

* Tutankhamen’s Tomb 

* Aztec cities 

* Angkor complex 

* Indian cave temples 

Part II: Studies of Ancient Societies 45% 

At least ONE 

* Alexandria 

* Deir-el Medina 

* Nineveh and Persepolis 

* Greek society in the Archaic Period 

* Greek drama 

* Ancient China in the Qin and Han Dynasties 

* Roman writers on provincial government 

* The Celts in Europe 

* The City of Rome 

Part III: Historical Investigation 25% 

Students will investigate an aspect of a case study or an ancient society different from that 

undertaken in Part I and Part II. The historical investigation can be integrated into any 

aspect of the Preliminary course. 


ANCIENT HISTORY - continued 

HSC Course: (120 indicative hours) 

Part I: Core: Cities of Vesuvius – Pompeii and Herculaneum 25% 

Part II: Ancient Societies 25% 

One ancient society is to be studied. 

From either EGYPT OR NEAR EAST OR GREECE OR ROME 

Part III: Personalities in Their Times 25% 

One personality is to be studied. 

Egypt: 

Greece: 

A Hatshepsut F Pericles 

B Akhenaten G Alexandra the Great 

C Ramesses II H Cleopatra VII 

The Near East: 

Rome: 

D Sennacherib I Hannibal 

E Xerxes J Julius Caesar 

K Agrippina the Younger 

Part IV: Historical Periods 25% 

One historical period is to be studied. 

The HSC course requires study from at least TWO of the following areas: 

* Egypt 

* Near East 

* Greece 

* Rome 

ASSESSMENT: HSC course only Is carried out through a variety of tasks reflecting 

both HSC style responses through detailed research and source analysis assignments 

including an oral component worth 10%. 


MODERN HISTORY 




The Modern History course develops research and interpretation skills through discussion, 

written work and interpretation of sources. A History Interest Project (HIP) allows students 

to conduct independent research on a topic of their interest. Modern History develops 

effective and fluent communication of narrative, detail, ideas and analytical judgement. 

This is a necessary introduction to the world of work and informed citizenship. 

Students do not need to have studied History in the junior school to take up History in the 

senior years. 



Part I: Case Studies 50% 

At least TWO case studies should be undertaken. 

ONE form list A; ONE from list B 

List A: Examples of Case Studies from Europe, North America and Australia 

such as: 

* The trans-Atlantic slave trade 

* The Reign of Terror in France 1792-95 

* The social consequences of industrialisation in Britain in the early nineteenth 

century. 

* Bismarck and the unification of the German states 

* The decline and fall of the Romanov dynasty 

List B: Examples of Case Studies from Asia, the Pacific, Africa, the Middle East and 

Central/south America such as: 

* The Indian Mutiny 1857 

* The Meiji Restoration: nature and impact 

* The Boxer Rebellion in China 

* The making of modern South Africa 1890-1910 

Part II: Historical Investigation 20% 

Students will investigate a case study of their own based on an aspect of the Preliminary 

core study. 

Part III: Core Study 30% 

The World at the Beginning of the Twentieth Century 

Students will investigate the Preliminary core study using a source-based approach. 


MODERN HISTORY – continued 


Part I: Core Study 25% 

World War I 1914-1919: A Source-based Study 

Part II: National Studies 25% 

Students will undertake ONE national study from: 

* Australia 1945-1975 * Japan 1904-1937 

* China 1927-1949 * Russia and the Soviet Union 1917-1941 

* Germany 1918-1939 * South Africa 1960-1994 

* India 1919-1947 * USA 1919-1941 

* Indonesia 1959-1998 

Part III: Personalities in the Twentieth Century 25% 

Students will undertake ONE personality from: 

* Yassar Arafat * Robert Gordon Menzies 

* Joseph Benedict Chifley * Ian Paisley 

* Mikhail Gorbachev * Leni Riefenstahl 

* Xanana Gusamo * Eleanor Roosevelt 

* Emperor Hirohito * Albert Speer 

* Ho Chi Minh * Achmad Sukarno 

* J Edgar Hoover * Sun Yixian (Sun Yat-sen) 

* Mohammed Ali Jinnah * Hideki Tojo 

* Alexandra Kollontai * Leon Trotsky 

* Douglas Macarthur * Harry S Truman 

* Nelson Mandela * Isoruku Yamamoto 

* Golda Meir * Zhu De (Chu Teh) 

Part IV: International Studies in Peace and Conflict 25% 

Students will undertake ONE from: 

* Anglo-Irish Relations 1968-1998 

* Conflict in Europe 1935-1945 

* Conflict in Indochina 1954-1979 

* Conflict in the Pacific 1937-1951 

* The Arab-Israeli Conflict 1956-1996 

* The Cold War 1945-1991 


Is carried out through a variety of tasks reflecting both HSC style response essays 

through detailed research and analysis assignments to an oral component of 10%. 


GEOGRAPHY 




The distinctive feature of geography as a field of study, is its concern with the spaces in 

which life is carried on. Or perhaps ‘places’ would be a better word. ‘Physical’ geography 

is basically about the surface of the earth. 

‘Human or ‘social’ geography, on the other hand, is more about people. 

Learning in Geography takes place in a variety of settings, including classroom, library, 

school grounds, local community and field study excursions. Fieldwork is especially 

important in Geography because it enables students to develop skills in order to find out 

about environments first hand. 

Skills developed throughout our subjects, which are attractive to prospective employers, 

include: 

• analytical and technical skills (in physical and social sciences) 

• survey skills (physical and social sciences) 

• writing and information synthesis 

• communication and group work skills 

• computing skills 

• knowledge of social and environmental interactions. 


This course examines aspects of both biophysical and human geography. It develops 

inquiry skills relating to field work, geographic skills and the study of contemporary 

geographical skills. 

HSC Course: 

This course builds on skills developed in the Preliminary course. It is structured to enable 

students to understand and appreciate geographical perspectives about the world we live 

in. A variety of case studies are examined coupled with field work. 



Topics: 

• Biophysical Interactions - issues including: greenhouse warming, acid rain, ozone 

depletion and biodiversity, fire, river regulation, soil contamination and movement. 

• Globalisation - can include: Cultural Integration, Political Geography, Development 

Geography, Natural Resource Use. 

• The senior geography project is a project where each student chooses an issue to 

investigate and inquire that interests you. 

HSC Course: 

Topics: 

• Ecosystems at risk - can include: coastal dunes, wetlands (fresh and salt), coral reefs, 

arid areas, alpine areas, rainforests and temperate forests. 

• Urban geography - can include: mega cities and conurbations. 

• People and economic activity - can include: tourism, viticulture, farming, retail, 

advertising, finance or business services or fashion. 



formal examination. 


ECONOMICS 




Economic decisions have a crucial influence on the quality of life we experience. It 

is a constant struggle to keep up with decisions made by the government on issues such 

as taxes, the introduction of GST, interest rates, inflation and unemployment to name but 

a few. 

The 2 unit Economics course enable an understanding of the very decisions that impact 

upon our every day lives. We all make economic decisions every day of our lives and 

economics can help to improve our decision making. 

Economics is about choice and making decisions; it helps students to participate in 

society. As individuals, communities, companies and governments, we face choices every 

day, weighing up costs and benefits of our decisions. With the ongoing momentum of 

globalisation, development, economic/financial/cultural integration and increasing 

pressure for ecological sustainability, economics remains the key element. Economics 

determines much of today’s social and political landscape, and students trained in this 

field are exceptionally well-positioned to play a part in the future direction of business, 

government and society. 

Economics helps students to understand media articles, political statements and daily 

business developments. Economics teachers you how to think and how to analyse 

problems. Economics adds balance to other subjects because it helps students learn to 

think clearly and logically. Many students tend to study ECONOMICS as this subject 

provides an insight into the world of BUSINESS and FINANCE. 


The preliminary course focuses on aspects of the economic behaviour of consumers, 

business and governments and provides an essential foundation for the HSC course. 

HSC Course: 

This part of the course focuses on the management of the Australian economy. It 

investigates the impact of the global economy on the Australian economy and the link 

between economic issues and the management of the economy. 



Topics - 

* Introduction to economics 

* Economic behaviour - consumers and firms 

* The market 

* Labour markets 

* Financial markets 

* Government in the economy 

HSC Course: 

Topics - 

* The global economy 

* Australia’s place in the global economy 

* Economic issues 

* Economic policies and management 



formal examinations. 


BUSINESS STUDIES 


2 A BDC 120 

NIL 

NN 


Business activity is a feature of everyone’s life. As consumers and producers, employers, 

employees, self employed, savers and investors, and as exporters and importers, people 

throughout the world engage in a web of business activities to design, produce, market, 

deliver and support a range of goods and services. 

The Business Studies Course is designed to prepare students to participate more 

effectively and responsibly in our commercially oriented society. 

By studying this subject, personal, social and economic competencies can be developed 

which prepare you to handle your own business affairs and to function more effectively 

and responsibly as consumers, workers and citizens. Business Studies broadens your 

perception of the business world. In doing so, it also opens up a range of work and study 

options and helps you to bridge the gap between school and work. It develops a range of 

skills related to work – communication, initiative, time-management, problem-solving and 

decision-making. 

This course provides a general business education that will assist students in 

whatever employment or life situation develops for them after school. 


In the preliminary course, students study what a business is, how to establish a business, 

the key functions of managing a business and how to develop a business plan. This is 

undertaken through participation in the “Plan Your Own Enterprise” competition, where 

students set up a ‘hypothetical” business of their own choosing and apply all theoretical 

concepts taught, in the classroom, to this business, in a National competition. 

HSC Course: 

This course concentrates on management of business. It looks at financial planning, the 

management of marketing, employees and the management of change. Also studied are 

the implications of globalisation. 



Topics - 

* Nature of business 

* Establishing a business 

* Key business functions 

* Developing a business plan 

HSC Course: 

Topics - 

* Business management and change 

* Financial planning and management 

* Marketing 

* Employment relations 

* Global business 



formal examinations. 


LEGAL STUDIES 




Legal Studies provides students with a ‘legal awareness’. It focuses on studies of legal 

issues arising out of common social situations and community matters, and the resulting 

consequences for the individual and society, rather than a knowledge of the law as such. 

Legal Studies gives students an understanding of the processes, operations and structure 

of our legal system so that they may be more informed and responsible members of the 

community in which they live. The main aim of the course is to make students aware of 

their legal rights and responsibilities. 



Part 1 - The Legal System (40% of course time) 

Topics include: Basic legal concepts, sources of contemporary Australian law, 

classification of law, law reform and law reform in action. 

Part II Individual and the Law (30% of the course time) 

Topics include: your rights and responsibilities, resolving disputes and the individual and 

technology. 

Part III - The Law in Practice (30% of course time) 

Application of Part III is the dynamic context for the study of Parts 1 and II in the following 

common areas to TWO focus groups chosen from: Aboriginal and Torres Strait Islander 

peoples, People who have a mental illness or intellectual or physical disability, Migrants, 

People who are socioeconomically disadvantaged, Women, Members of other groups 

covered by human rights legislation, including anti-discrimination legislation. 

HSC Course: 

Part I - Crime (30% of course time) 

Topics include: The nature of crime, the criminal investigation process, sentencing and 

punishment, the criminal trial process, young offenders and international crime. 

Part II - Human Rights (20% of course time) 

Topics include: The nature and development of human rights, promoting and enforcing 

human rights and contemporary issues. 

Part III - Options (50% of course time) 

Application of the focus studies framework to two focus studies chosen from: 

Consumers, Global environmental protection, Family, indigenous peoples, shelter, 

workplace and world order. 


Students are assessed by a variety of tasks. These include knowledge tests, 

examinations, research assignments and oral presentations. 


SOCIETY AND CULTURE 




This subject is extremely relevant to students as it teaches them about their own society 

and culture and those of others. It gives them the skills to become independent thinkers 

who can critically analyse various viewpoints about people, societies, cultures and 

environments. 



1. The Social and Cultural World 20% 

Looks at the nature of society and culture through social and cultural research. 

Case Study: the Amish 

2. Personal and Social Identity 40% 

Examines the concepts of adolescent identity and socialisation through cross 

cultural comparison. 

3. Intercultural Communication 40% 

Examines cross cultural communication and intercultural understanding by 

developing social and cultural research methods. 

Case Study: Bali, Japan or Vietnam 


1. Core: Personal Interest Project 30% 

On a subject of student’s own choice 

2. Core: Social and cultural Continuity and Change 30% 

Case Study; Cuba 

3. Two Depth Studies 20% each 

From: 

* Popular Culture (Depth Study: Surfing or similar): teen film, Hip-hop or 

Rock n Roll 

* Belief Systems (Depth Study: Hinduism, Feminism or similar) 

* Equality and Difference 

* work and Leisure 


Personal Interest Project: 30% (submitted to Board of Studies) 

External examination: 70% 

Internal assessment in both Preliminary and HSC will include log books, development and 

application of methodologies, oral and written tasks and research. 


STUDIES OF RELIGION 1 UNIT 




Studies of Religion provides an appreciation of religion in the context of human 

experience. It acknowledges that religion is an integral part of human experience and 

culture and investigates the significance of the role of religion in society and, in particular 

within Australian society. The course emphasises the development of skills to help 

students become reflective and critical learners. 



1. Nature of Religion and Beliefs 

a) The Nature of Religion 

* religion as a worldview 

* characteristics of religion 

* the contribution of religion. 

b) Australian Aboriginal Beliefs and Spiritualities - The Dreaming 

* nature of the Dreaming 

* the inextricable connection of the Dreaming, the land and identity. 

2. Religious Tradition Studies 

Students complete TWO Religious Tradition Studies, chosen from the five major 

religious traditions of Buddhism, Christianity, Hinduism, Islam and Judaism. 

* origins 

* principal beliefs 

* sacred texts and writings 

* core ethical teachings 

* personal devotion/expression of faith/observance 


STUDIES OF RELIGION 1 UNIT - continued 


1. Religion and Belief Systems in Australia post - 1945 

* Contemporary Aboriginal spiritualities 

* Religious expression in Australia - 1945 to the present 

2. Religious Traditions – Depth Studies 

Students complete TWO Religious Tradition Depth Studies, chosen from Buddhism, 

Christianity, Hinduism, Islam and Judaism. 

* significant People and Ideas 

* ethics 

* significant practices in the life of adherents. 


Is carried out through a variety of tasks reflecting both HSC style response essays 

through detailed research and analysis assignments to an oral component. 

N.B. It is possible to upgrade from 1 unit Preliminary to 2 unit HSC in this course. 


STUDIES OF RELIGION 2 UNIT 




Studies of Religion provides an appreciation of religion in the context of human 

experience. It acknowledges that religion is an integral part of human experience and 

culture and investigates the significance of the role of religion in society and, in particular 

within Australian society. The course emphasises the development of skills to help 

students become reflective and critical learners. 



1. Nature of Religion and Beliefs 

a) The Nature of Religion 

* religion as a worldview 

* characteristics of religion 

* the contribution of religion. 

b) Australian Aboriginal Beliefs and Spiritualities - The Dreaming 

* nature of the Dreaming 

* the inextricable connection of the Dreaming, the land and identity. 

2. Religious Tradition Studies 

Students complete THREE Religious Tradition Studies, chosen from the five major 

religious traditions of Buddhism, Christianity, Hinduism, Islam and Judaism. 

* origins 

* principal beliefs 

* sacred texts and writings 

* core ethical teachings 

* personal devotion/expression of faith/observance 

3. Religions of Ancient Origin 

The focus of this study is the response of religions of ancient origin to the search for 

ultimate meaning and purpose. 

TWO religions of ancient origin are chosen from: 

* Aztec or Inca or Mayan 

* Celtic 

* Nordic 

* Shinto 

* Taoism 

* an indigenous religion from outside Australia 

4. Religion in Australia pre-1945 

* Christianity and TWO other religious traditions in Australia 

* issues relating to the development of Christianity pre-1945 

* the contribution of ONE religious tradition to rural and outback communities, 

education and public morality. 


STUDIES OF RELIGION 2 UNIT - continued 


1. Religion and Belief Systems in Australia post - 1945 

* Contemporary Aboriginal spiritualities 

* Religious expression in Australia - 1945 to the present 

2. Religious tradition – Depth Study 

Students complete THREE Religious Tradition Depth Studies, chosen from Buddhism, 

Christianity, Hinduism, Islam and Judaism. 

* significant People and Ideas 

* ethics 

* significant practices in the life of adherents. 

3. Religion and Peace 

The focus of this study is the distinctive response of religious traditions to the issue of 

peace. 

Students study the understanding of peace in TWO religious traditions. 

4. Religion and Non-Religion 

* the religious dimension in human history 

* new religious expression 

* non-religious world views 

* the difference between religious and non-religious worldviews 


Is carried out through a variety of tasks reflecting both HSC style response through 

detailed research and source analysis assignments, including an oral component. 

N.B. It is possible to move from 2 unit preliminary to 1 unit HSC in this subject, 

provided the student meets requirements regarding the number of units 

studied. 


LANGUAGES KEY LEARNING AREA 

CHINESE BACKGROUND SPEAKERS 


2 A BDC 120 Non-background speakers 



This course is intended to provide the student with opportunities to develop 

communication skills, knowledge and understanding of the language through the study of 

a range of authentic texts and a number of prescribed themes and contemporary issues. 

HSC Course: 

In addition to the development of language and communication skills, the HSC course is 

structured to provide the student with opportunities to explore contemporary issues and 

analyse and respond to literary texts. 



Both the Preliminary and HSC courses will focus on the study of language and ideas 

through themes and contemporary issues. For the HSC course, literary texts will be 

prescribed. 

Prescribed Themes 

The following themes will be studied for the Preliminary and the HSC courses. 

* the individual and the community 

* youth culture 

* Chinese communities overseas 

* global issues 

Each theme has a number of prescribed contemporary issues with which students will 

engage in their study of Chinese. 

Contemporary issues will be studied through films, novels, short stories, plays, poems, 

newspaper articles, reviews, letters, debates, discussions, biographies and interviews. 


Students will be assessed in four skills - speaking, listening, reading and writing. 

Each skill is assessed through internal assessment tasks and external HSC examinations. 


CHINESE BEGINNERS 


2 A BDC 120 Students having done Chinese to 

Year 10 (SC) level 


Preliminary Course/HSC Course: 

In the Preliminary Course, students will study prescribed topics which will develop their 

communication skills in Chinese and their knowledge and understanding of the Chinese 

language and culture. 

In the HSC course the students will extend and refine their communication skills in 

Chinese in contexts defined by prescribed topics, and will gain a deeper knowledge and 

understanding of the Chinese language and culture. 



This course is designed for students with little or no previous knowledge of Chinese. 

During this course students will acquire a basic knowledge and understanding of the 

Chinese language and culture through the study of prescribed topics by integrating the 

four skills: listening, speaking, reading and writing. 

HSC Course: 

Students will continue to develop their knowledge and understanding of Chinese through 

the four skills and study may cover new topics or more detailed treatment of topics 

previously covered. 

Topics 

The Personal 

World 

The Chinese-speaking 

Communities 

• Family life, home and neighbourhood 

• Friends, recreation and pastimes 

• People, places and communities 

• Education and work 

• Holidays, travel and tourism 

• Future plans and aspirations 


Students will be assessed on the prescribed topics in all four skills 

* speaking 

* listening 

* reading 

* writing 

Each skill is assessed through internal assessments and the external HSC examination. 


CHINESE CONTINUERS 

UNITS ATA COURSE TYPE HOURS 

EXCLUSIONS 

R 

2 A BDC 120 Chinese Beginners, Background Speakers 


This course aims to develop students’ ability to: 

* use Chinese to communicate with others 

* understand and appreciate the cultural contexts in which Chinese is used 

* reflect on their own culture(s) through the study of other cultures 

* understand a language as a system 

* make connections between Chinese and English, and/or other languages 

* apply Chinese to work, other training or leisure 


There are three prescribed themes and related topics through which language will be 

developed - 

1. The Individual 

Topics: personal identity, education and aspirations, recreation and leisure, travel 

experiences 

2. The Chinese-speaking communities 

Topics: History and culture, lifestyles 

3. The Changing World 

Topics: Youth issues, the world of work, tourism and hospitality 


Students will be assessed in four skills - speaking, listening, reading and writing. 

Each skill is assessed through internal assessment tasks and external HSC examinations. 


FRENCH BEGINNERS 


2 A BDC 120 Students having done French to Year 

10 (SC) level 




communication skills in French and their knowledge and understanding of the French 


In the HSC course the students will extend and refine their communication skills in French 

in contexts defined by prescribed topics, and will gain a deeper knowledge and 

understanding of the French language and culture. 



This course is designed for students with little or no previous knowledge of French. 


French language and culture through the study of prescribed topics by integrating the four 

skills: listening, speaking, reading and writing. 

HSC Course: 

Students will continue to develop their knowledge and understanding of French through 

the four skills and study may cover new topics or more detailed treatment of topics 

previously covered. 

Topics 

The Personal 

World 

The French-speaking 

Communities 









* speaking 

* listening 

* reading 

* writing 


FRENCH CONTINUERS 



2 A BDC 120 French Beginners 



Both the Preliminary and HSC courses are based on three prescribed themes. The 

students’ skills will be developed by tasks and activities which reflect the nature of the 

themes and the prescribed topics. 

Students will also gain insights into the language and culture of French-speaking 

communities by accessing a wide range of texts 



The prescribed themes and topics are: 

1. The individual 

Topics: personal identity, relationships, school life and aspirations and leisure and 

interests. 

2. The French-speaking communities 

Topics: daily life/lifestyles and arts and entertainment 

3. The changing world 

Topics: travel and tourism, the world of work, current issues and the young 

person’s world. 



* speaking 

* listening 

* reading 

* writing 



ITALIAN BEGINNERS 


2 A BDC 120 Students having done Italian to Year 

10 (SC) level 




communication skills in Italian and their knowledge and understanding of the Italian 


In the HSC course students will extend and refine their communication skills in Italian in 

contexts defined by prescribed topics, and will gain a deeper knowledge and 

understanding of the Italian language and culture. 



This course is designed for students with little or no previous knowledge of Italian. During 

this course students will acquire a basic knowledge and understanding of the Italian 

language and culture through the study of prescribed topics by integrating the four skills: 

listening, speaking, reading and writing. 

HSC Course: 

Students will continue to develop their knowledge and understanding of Italian through the 

four skills and study may cover new topics or more detailed treatment of topics previously 

covered. 

Topics 

The Personal 

World 

The Italian-speaking 

Communities 









* listening 

* speaking 

* reading 

* writing 



ITALIAN CONTINUERS 


2 A BDC 120 Italian Beginners 





themes and the prescribed topics. Students will also gain insights into the language and 

culture of Italian speaking communities by accessing a wide range of texts. 



The prescribed themes and topics are: 


Topics: personal identity, health and leisure, education and future aspirations 

2. The Italian-speaking communities 

Topics: lifestyle in Italian and abroad, the arts and entertainment, youth and social 

issues 


Topics: the world of work, communication, Italian influence, tourism and hospitality 


Students will be assessed on the prescribed topics using the four skills: 

* speaking 

* listening 

* reading 

* writing 



JAPANESE BEGINNERS 


2 A BDC 120 Students having done Japanese to 

Year 10 (SC) level 



In the Preliminary Course students will study prescribed topics which will develop their 

communication skills in Japanese and their understanding of the Japanese language and 

culture. 

HSC Course: 

In the HSC course students will extend and refine their communication skills in Japanese 

in contexts defined by prescribed topics, and will gain a deeper knowledge and 

understanding of the Japanese language and culture. 



This course is designed for students with little or no previous knowledge of Japanese. 


Japanese language system through the study of prescribed topics by integrating the four 

skills: listening, speaking, reading, writing. 

HSC Course: 

Students will continue to develop their knowledge and understanding of Japanese and 

study may cover topics or more detailed treatment of topics previously covered. 

Topics 

The Personal 

World 

The Japanese-speaking 

Communities 








Students will be assessed on the prescribed topics in all four skills: 

* speaking 

* listening 

* reading 

* writing 

Each skill is assessed through internal assessment and the external HSC examination. 


JAPANESE CONTINUERS 


2 A BDC 120 Japanese Beginners 





themes and the prescribed topics 



Students will develop knowledge and understanding of vocabulary, kanji and structures 

through the study of course books and the use of a wide range of materials. 

Students will develop skills (listening, speaking, reading and writing) through the 

prescribed themes and topics. 


Topics: personal world, daily life, leisure, future plans 

2. The Japanese-speaking communities 

Topics: travelling in Japan, living in Japan, cultural life 


Topics: the world of work, current issues 


Students will be assessed on the prescribed topics using the four skills: 

* speaking 

* listening 

* reading 

* writing 


CREATIVE & PERFORMING ARTS KEY 

LEARNING AREA 


MUSIC I 


2 A BDC 120 Music II Extension 



The Preliminary course provides core experiences in performance, composition, 

musicology and aural. Students will develop knowledge and understanding of the use of 

the concepts of music and skills in performance, composition, musicology and aural within 

the context of a range of styles, periods and genres. 

Students will gain understanding of the musical concepts through the integration of 

experiences in performance, composition, musicology and aural. More specifically, they 

will: 

• continue to develop musical knowledge and skills, an understanding of music in social, 

cultural and historical contexts and music as an art form through activities of 

performance, composition, musicology and aural 

• develop the ability to synthesise ideas and critically evaluate music 

• develop an awareness and understanding of the impact of technology on music 

• develop personal values about music 



Music I builds on the junior mandatory courses, catering for students who have diverse 

musical backgrounds and musical interests, including those students with an interest in 

popular and rock music. 

Please note: 

• Students may take this course whether or not they have studied music in Years 9 and 

10. 

• Students may commence or continue instrumental tuition at school by hiring an 

instrument. 

Available instruments are: strings; brass, woodwind; percussion (drums); guitar 

(acoustic, bass and electric); and vocal. 

HSC Course: 

Students will develop a greater depth of knowledge and understanding of the use of the 

concepts of music and skills in performance, composition, musicology and aural within 

the context of a range of styles, periods and genres. 

This course can be used as entrance for tertiary studies. 


One performance piece (core) and 3 chosen electives in the categories of performance, 

composition and musicology worth 55%. Students will then do assessments in 

composition, musicology and aural worth 45%. 

MUSIC 2 


2 A BDC 120 Music I 



This course involves some prerequisite learning. Admission to the course will be in 

consultation with the music staff. 


The aim of Music II is to provide students with the opportunity to build on their musical 

knowledge and skills, and to emerge as musically sensitive and critical individuals with the 

capacity and desire for music to play a significant and continually developing role in their 

lives. 

HSC Course: 

Students will continue to develop their musical knowledge and skills through 

performances and listening. 

HSC Extension Course: commenced in Term 4, Year 11 can only be taken with Music 2 



In this course, students study the mandatory topic plus ONE additional topic. 

Mandatory Topic: Music 1600 - 1900 

Students should: 

• develop a broad understanding of the stylistic characteristics of music from 1600-1900 

• study at least FIVE different works in detail 

• study at least FIVE different works in detail in the styles of baroque, classical and 

nineteenth century. 

HSC Course: 

Mandatory Topic: Music of the last 25 years 

Music II builds on the years 7 - 10 mandatory and additional courses and focuses on the 

study of western art music. It assumes students have a formal background in music, have 

developed music literacy skills and have some knowledge and understanding of musical 

styles. 

Music II focuses on western art music but requires students to place this study in a broad 

musical context. It provides opportunities for students to develop knowledge, skills and 

understanding in a broad range of musical styles and contexts, and a structure in which 

they can pursue an area of specialisation. 

This course can be used as an entrance for tertiary studies 


Students will be required to submit assessments in the following components: 

performance, musicology, composition and aural. These components are all worth 20%. 

Students then choose one elective which is also worth 20%. 

VISUAL ARTS 


2 A BDC 120 Submitted body of work cannot be in 

the media of one unit courses 



Preliminary Course: Visual Arts is a broad introductory course where students are 

encouraged to develop the higher order thought processes associated with the creative 

activities of making and studying artworks. This course encourages creative thinking and 

problem solving as well as self expression. 

Students develop their own expressive forms in a variety of media such as painting, 

sculpture, print making, photography and digital imaging. Students develop an 

understanding of visual art as a way of communicating ideas and feelings. They develop 

the skills and techniques that enable the creation of artworks. 

HSC Course: Visual Arts provides for deeper studies in the creative process by 

developing a body of work based on the student’s preference and experiences with 

concepts and media. Students engage in the investigation of artists and their work 

through case studies. 


Preliminary Course: This course will focus on: 

• students building their understanding in at least two different art forms 

• the role and function of artists’ work 

• the practice in art making, through an investigation of ideas in art criticism and art 

history 

HSC Course: In this course students will: 

• develop a body of work 

• develop deeper and more complex investigations of ideas in art criticism and art 

history 

• use at least five case studies to study artists from Australia as well as those from other 

cultures, traditions and times 


School based assessment: development of the body of work (50%), art criticism and art 

history (50%) 


DRAMA 


2 A BDC 120 



Improvisation, playbuilding, acting, understanding elements of production in performance, 

studying theatrical traditions and performance styles. 

HSC Course: 

* Australian Drama and Theatre 

* Studies in Drama and Theatre 

* Group Performance 

* Individual Project 



Practical study of acting, improvisation, and playbuilding and their interaction within the 

tradition of theatre and performance. The course develops key skills of self-expression, 

communication and group collaboration, and the ability to apply knowledge and 

understanding in the areas of theatre traditions, elements of production and performance 

styles, in preparation for the HSC Course. 

HSC Course: 

Australian Drama and Theatre and Studies in Drama and Theatre provide the theoretical 

side of the course - one focused on Australian theatre, the other on World theatre. 

In preparing for the group performance students use a published topic as a starting point. 

The individual project is negotiated between the student and teacher at the beginning of 

the HSC course. 

They choose from: 

* Critical analysis 

* Design 

* Performance 

* Script writing 

* Video 


Assessment will be both internal and external. 

The external assessment will be a 1½hour written examination 

The group presentation and individual project will be externally assessed. 

The internal school assessment will reflect these external assessments. 


TECHNOLOGY & APPLIED STUDIES KEY 

LEARNING AREAS 

COMMUNITY & FAMILY STUDIES 



COURSE DESCRIPTION: This subject is designed to develop in each student an 

understanding of the diverse nature and interdependence of families and communities in 

relation to the changing nature of Australian society with a view of enabling students to 

plan and manage resources effectively. 

COURSE REQUIREMENTS: As part of the HSC, students are required to complete an 

Independent Research Project. The focus of the IRP should be related to the course 

content of one or more of the following areas - individuals, groups, families, communities 

and resource management. 

COURSE CONTENT: 

Preliminary Course: Communities and resource management. 

* Resource Management - Basic concepts of the resource 

management process 20% 

* Individuals and Groups - The individual’s roles, relationships and 

tasks within and between groups 40% 

* Families and - Family structures and functions and the 

Communities 

interaction between family and 

community 40% 

HSC Course: Core Modules 

* Research Methodology - Ethical research procedures culminating 

in the production of an Independent 

Research Project 25% 

* Groups in Context - The characteristics and needs of specific 

community groups 25% 

* Parenting and Caring - Issues facing individuals and groups 

who adopt roles of parenting and caring 

in contemporary society 25% 

HSC Course: Option Modules: 

Students select ONE of the following options: 

* Family and Societal - Government and community structures 

Interactions 

that support and protect family members 

throughout the lifespan 25% 

* Social Impact of - The impact of evolving technologies on 

Technology individuals and lifestyles 25% 

* Individuals and Work - Contemporary issues confronting 

individuals as they manage roles within 

both family and work environments 25% 


Students are assessed internally using a combination of HSC examination-type tasks and 

other different types of tasks which assess student outcomes. Students must also 

complete an Independent Research Project. Students are also assessed externally 

through the HSC examination. 


FOOD TECHNOLOGY 




Preliminary Course: This course makes a detailed study of food. In particular, 

looking at the availability and selection of food, its properties and most importantly, the 

nutritional value of food. 

HSC Course: This course has a greater emphasis on how food is manufactured. It 

looks at the Australian food industry as well as how food products are developed and 

produced. In addition, one option strand must be studied, either Nutrition Issues or 

Global Food Issues. 


Content 


* Food Availability and Selection 

- influences on food availability - Factors affecting food selection 

* Food Properties 

- sensory characteristics of food - Functional properties of food 

- storage of food - Preparation and presentation of food 

* Nutrition 

- food nutrients - Diets for optimum nutrition 

HSC Course: 

The Australian Food Industry 

- Development and sectors of AFI 

- Aspects of AFI 

- Government Policy & Legislation 

* Food Manufacture 

- Production and processing of food - Preservation 

- Packaging, storage and distribution - Impact of food manufacturing 

technologies 

* Food Product Development 

- Factors which impact on food product - Reasons for food product development 

development 

- Steps in food product development 

- Types of food product development - Market plans 

Optional Strands: 

* Nutritional Issues - Diet and health 

- Influence on nutritional status 

- Promotion of nutrition and health 

* Global Food Issues - Production, distribution and access to 

global food supply 

- Technological development 

- Globalisation of food trade 

Requirements: Course contributions are applicable to cover costs of materials used in 

practical lessons. 


• The internal assessment mark submitted by the school will provide a summation of 

each student’s achievements measured at points throughout the course (assessment 

tasks) and is based on the course outcome and content. 

• The external assessment is based on the HSC examination which is a written paper. Students 

will be examined on both core and the one chosen option strand. 


INFORMATION PROCESSES & TECHNOLOGY 




Preliminary Course: The Preliminary course is organised around 3 topics as 

outlined below, which make up 80% of the course. The remaining 20% of the course is 

allocated to projects that develop personal and group systems to solve problems of 

relevance to the student. 

HSC Course: The HSC course also has project work intended to give students an 

opportunity to plan, design and implement an information processing system to meet a 

specific need. As well, students will study information and communication systems. 

Students will choose two optional areas of study from the following: Transaction 

Processing Systems, Decision Support Systems, Automated Manufacturing Systems and 

Multimedia Systems. 



Course Topics: 

• Introduction to Information Skills and Systems 

• Tools for Information Processes 

• Planning, Design and Implementation 

• Personal and Group Systems and Projects 

HSC Course: 

Course Topics: 

• Project work 

• Information Systems and Databases 

• Communication Systems 

• 2 Options chosen from: - Transaction Processing Systems 

- Decision Support Systems 

- Automated Manufacturing Systems 

- Multimedia Systems 

Special requirements: 

Course contributions are applicable to cover costs of materials used in practical lessons. 

ASSESSMENT 

Preliminary 

Internal Assessment 

• Introduction to Information Skills & Systems 20% 

• Tools for Information Processes 40% 

• Planning, Design and Implementation 20% 

• Personal and Group Systems and Projects 20% 

ASSESSMENT: HSC COURSE ONLY 

- Project work 20% 

- Information Systems and Databases 20% 

- Communication Systems 20% 

- Option Strands 40% 


TEXTILES AND DESIGN 




Preliminary Course: This syllabus investigates the science and technology of textiles 

through a study of properties and performance, allowing students to make informed consumer 

choices in the textiles area. Technological and practical skills are developed and enhanced 

through the use of textile-related technologies, including those that are computer-based. The 

concept of design elements and principles, as being both functional and aesthetic and as part of 

the creative design process are examined within the specialised field of textiles. 

This course investigates textiles in society and promotes a greater understanding of the 

significance of different cultures and their specific use of textile materials. 

Through the area of study relating to the Australian Textile, Clothing, Footwear and Allied 

Industries, the course offers students the opportunity to explore advances in technology, current 

issues facing the industry and employment opportunities. 



Design 40% Properties and Performance of Textiles 50% 

• Elements and principles of design 

• Fabric, yarn and fibre structure 

• Types of design 

• Types, classification and identification of fabrics, yarns 

• Communication techniques 

and fibres 

• Manufacturing methods 

• Fabric, yarn and fibre properties 

• Preliminary Textile Project 1 • Preliminary Textile Project 2 

Australian Textile, Clothing, Footwear 

And Allied Industries 10% 

• Industry overview – past, present, future 

• Quality and value of textiles 

Requirements: 

Course contributions are applicable to cover costs of materials used in practical lessons. 

HSC Course: 

Design 20% Properties and Performances of Textiles 20% 

• Historical design development • End-use applications 

• Fabric decoration 

• Innovations and emerging textile technologies 

• Influence of culture on design 

• Contemporary designers 

Major Textiles Project 50% 

Students select one focus area through 

Which they develop a project, which includes 

Supporting documentation and textile 

Item/s: • apparel 

• furnishings 

• costume 

• textile arts 

• non-apparel 

Australian Textile, Clothing, Footwear and Allied 

Industries 10% 

• Appropriate textile technology and environmental 

sustainability 

• Current issues 

• Marketplace 


Major textile project - 50% of HSC mark - practical project with supporting documentation. 

Internal assessment tasks and 1½ hour written paper (50% of HSC mark) covers all areas 

of the syllabus. 


PERSONAL DEVELOPMENT, HEALTH 

AND PHYSICAL EDUCATION KEY 

LEARNING AREA 

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION 





The Preliminary Course consists of two core modules representing 60% of course time. 

An options component representing 40% of course time includes four options of which 

students are to study two. 

HSC Course: 

The HSC course consists of two core modules representing 60% of course time. An 

options component representing 40% of course time includes five options of which 

students are to study two. 



Core Strands (60%) 

* Better Health for Individuals (30%) 

* The Body in Motion (30%) 

Options (40%) 

Select two of the following options: 

* First Aid (20%) 

* Composition and Performance (20%) 

* Fitness Choices (20%) 

* Outdoor Recreation (20%) 

HSC Course: 

Core Strands (60%) 

* Health Priorities in Australia (30%) 

* Factors Affecting Performance (30%) 

Options (40%) 

Select two of the following options: 

* The Health of Young People (20%) 

* Sport and Physical Activity in Australian Society (20%) 

* Sports Medicine (20%) 

* Improving Performance (20%) 

* Equity and Health (20%) 


Students will be assessed on both core and options through a variety of tests both 

internally and through external examination. 

Component Weighting 

Core Module One 30 

Core Module Two 30 

Option Module One 20 

Option Module Two 20 

Marks 100 


SOUTH WESTERN SYDNEY REGION 

Registered Training Organisation 90072 

HSC COURSE DESCRIPTIONS 2010 

Guidelines for use 

VET Industry Curriculum Frameworks 

Vocational Education and Training courses delivered by schools in the South Western 

Sydney Region are required to use these subject selection guides when promoting VET 

subjects to students. School may add information to the guides to meet individual school 

requirements but information must not be deleted. 

Below is the list of subjects in order offered at Strathfield Girls High School. 

Business Services 

Business Services (240 indicative hours) 

Hospitality 

Hospitality (240 indicative hours) 

Information Technology 

Information Technology (240 indicative hours 

Retail Services 

Retail Services (240 indicative hours) 


Course: Business Services (240 indicative hours) 

Board Developed Course 


BUSINESS SERVICES 



4 Preliminary and/or HSC units in total 

Category B status for Australian Tertiary Admission Rank (ATAR) 

This curriculum framework includes courses which are accredited for the HSC and provides students with the opportunity to obtain nationally 

recognised vocational qualifications. This is known as dual accreditation. 

Units of Competencies Compulsory 

BSBCMM201A Communicate in the workplace 

BSBCUS201A Deliver a service to customers 

BSBIND201A Work effectively in a business environment 

BSBINM201A Process and maintain workplace information 

BSBOHS201A Participate in OHS processes 

BSBSUS201A Participate in environmentally sustainable work 

practices 

BSBWOR202A Organise and complete daily work activities 

BSBWOR203A 

BSBWOR204A 

Electives 

BSBINM202A 

BSBITU102A 

BSBITU201A 

BSBCMN214A 

BSBITU203A 

BSBADM311A 

Students may apply for Recognition of Prior Learning provided suitable evidence is submitted. 

Work effectively with others 

Use business technology 

Handle mail 

Develop keyboard skills 

Produce simple word processed documents 

Create and use spreadsheets 

Communicate electronically 

Maintain Business resources 

Qualifications 

Students who are assessed as competent in the above units will eligible for Certificate II in Business BSB20107. 

There are eight Employability Skills: communication, teamwork, problem solving, initiative and enterprise, planning and organising, selfmanagement, 

learning and technology. A summary of the employability skills developed through this qualification can be downloaded from 

http://employabilityskills.training.com.au 

Pathways to Industry 

Skills gained in this industry transfer to other occupations. Working in the business services industry involves 

customer (client) service 

organising information and records in both paper and electronic 

forms 

Examples of occupations in the business services industry: 

office manager 

personnel clerk 

project manager 

sales clerk/officer 

secretary 

 

 

 

teamwork 

using technologies 

creating documents 

Mandatory Course Requirements 

Students must complete a minimum of 70 hours work placement. 

Students who do not meet these requirements will be `N` determined as required by the Board of Studies. 

manager/owner of a small business 

payroll clerk/officer personal assistant 

Competency- Based Assessment 

Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be 

assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standard. 

Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. When a student achieves a unit of 

competency it is signed off by the assessor. 

Appeals Students may lodge an appeal about assessment decisions through their VET teacher. 

External Assessment (optional HSC examination) 

The Higher School Certificate examination for Business Services (240 indicative hours) will involve a written examination consisting of 

multiple-choice items, short answers and extended response items. The questions will be based on units of competency and HSC 

Requirements and Advice detailed in the syllabus. The examination is independent of the competency-based assessment undertaken during 

the course and has no impact on the eligibility of a student to receive a vocational qualification but may be used in the calculation of the 

ATARI. 

Course Costs: 

NIL 

Exclusions 

Students may not undertake the same or equivalent unit of competency in more than one VET course. 

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

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


HOSPITALITY 



Course: Hospitality (240 indicative hours) Commercial Cookery stream 






Units of Competency 

Compulsory 

SITHIND001A Develop and update hospitality industry knowledge 

SITXCOM001A Work with colleagues and customers 

SITXCOM002A Work in socially diverse environment 

SITXENV001A Participate in environmentally sustainable work 

practices 

SITXOHS001A Follow health, safety and security procedures 

SITXOHS002A Follow workplace hygiene procedures 


Commercial Cookery Stream 

SITHCCC001A Organise and prepare food 

SITHCCC002A Present food 

SITHCCC004A Clean and maintain kitchen premises 

SITHCCC005A Use basic methods of cookery 

SITXFSA001A Implement food safety procedures 

Elective 

SITHCCC003A Receive and store kitchen supplies 

SITHCCC006A Prepare appetisers and salads 

SITHCCC007A Prepare sandwiches 

Plus one of the following: 

SITHCCC008A Prepare stocks, soups and sauces or 

SITHCCC009A Prepare vegetables, fruit, eggs and farinaceous 

dishes 

Qualifications Students who undertake the Commercial Cookery stream and are assessed as competent in the above units of competency 

will be eligible for a Statement of Attainment towards Certificate II in Hospitality (Kitchen Operations) (SIT20307) 



http://employabilityskills.training.com.au. 


Skills gained in this industry transfer to other occupations. Working in the hospitality industry involves: 

 

supporting and working with colleagues to meet goals and 

provide a high level of customer service 

Examples of occupations in the hospitality industry: 

 

prepare menus, managing resources, preparing, cooking and 

serving a range of dishes 

breakfast cook trainee chef short order or fast food cook 

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


Competency – Based Assessment 


assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out competency. 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. 



The Higher School Certificate examination for Hospitality (240 indicative hours) will involve a written examination consisting of multiple-choice 

items, short answers and extended response items. The questions will be based on units of competency and HSC Requirements and Advice 

detailed in the syllabus. The examination is independent of the competency-based assessment undertaken during the course and has no 

impact on the eligibility of a student to receive a vocational qualification but may be used in the calculation of the ATAR. 

Course costs: $90 

Exclusions 

Students may not undertake the same or equivalent unit of competency in more than one VET course. The Hospitality Curriculum 

Framework contains some common units with the Tourism and Entertainment Curriculum Frameworks. 

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

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


Course: Information Technology (240 indicative hours) 


INFORMATION TECHNOLOGY 

A school-based traineeship is available in this course, for more information: 65 http://www.sbatinnsw.info/ 







Units of Competencies 

BSBCMN106A Follow workplace safety procedures 

ICAU1128A Operate a personal computer 

ICAD2012A Design organisational documents using 

computing packages 

ICAU2005A Operate computer hardware 

ICAU2006A Operate computing packages 

ICAU2013A Integrate commercial computing packages 

ICAU2231A Use computer operating system 

ICAW2001A Work effectively in an IT environment 

ICAW2002A 

ICAD3218A 

ICAI3020A 

ICAS3031A 

ICAS3234A 

ICAT3025A 

ICAU3004A 

ICAB4169A 


Communicate in the workplace 

Create user documentation 

install and optimise operating system software 

Provide advice to clients 

Care for computer hardware 

Run standard diagnosis tests 

Apply occupational health & safety procedures 

Use development software and IT tools to build a 

basic website 


Students who are assessed as competent in the above units of competency will be eligible for a Statement of Attainment showing partial 

completion of Certificate III in Information Technology ICA30105. 





Working in the information technology industry involves: 

 

 

designing web pages 

supporting computer users 

Examples of occupations in the information technology industry 

 

 

 

 

 

Service technician 

e-business development manager 

help desk office 

internet specialist 

IT consultant 

 

 

 

 

 

 

 

IT project manager 

Multimedia developer 

Network administrator 

On-line service support officer 

Programmer 




networking computers communicating with clients 

finding solutions to software problems 

 

 

 

 

 

Software developer 

Systems engineer 

IT teacher / trainer 

Technical support officer 

Web designer 

Competency- Based Assessment 


assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out to industry standard. 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. 



The Higher School Certificate examination for Information Technology (240 indicative hours) will involve a written examination consisting of 

multiple-choice items, short answers and extended response items.The questions will be based on units of competency and HSC 

Requirements and Advice detailed in the syllabus. The examination is independent of the competency-based assessment undertaken during 

the course and has no impact on the eligibility of a student to receive a vocational qualification but may be used in the calculation of the 

ATAR. 

Course costs: 

NIL 

Exclusions 


Computing Applications CEC.

Course: Retail Services (240 indicative hours) 



RETAIL SERVICES 







Units of Competencies 

Compulsory 

SIRXCCS001A Apply point-of-sale handling procedures 

SIRXCCS002A Interact with customers 

SIRXCLM001A Organise and maintain work areas 

SIRXCOM001A Communicate in the workplace 

SIRXICT001A Operate retail technology 

SIRXIND001A Work effectively in a retail environment 

SIRXINV001A Perform stock control procedures 

SIRXOHS001A Apply safe working practices 

SIRXRSK001A Minimise theft 

General Selling Stream 

SIRXMER001A Merchandise products 

SIRXSLS001A Sell products and services 

SIRXSLS002A Advise on products and services 

Electives 

SIRXFIN001A Balance point-of-sale terminal 

SIRXFIN002A Perform retail finance duties 



Student who are assessed as competent in the above units of competency will be eligible for a Certificate II in Retail (SIR20207) 





Working in the retail industry involves: 

customer service 

stock control 

Example of occupations in the retail industry: 

 

 

 

 

buyer 

customer service assistant 

stock controller 

department manager 

 

 

 

 

human resource manager 

marketing manager 

visual merchandise 

merchandise 

teamwork 

designing and creating displays 

using cash registers, scanners, computers, telephones 




 

 

 

 

sales manager 

small business owner/manager 

manager/owner of a small business 

sales person 

Competency-Based Assessment 

Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed 

as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standards. Students will be 

progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. When a student achieves a unit of competency it is 

signed off by the assessor. 



The Higher School Certificate examination for Retail (240 indicative hours) will involve a written examination consisting of multiple-choice 

items, short answers and extended response items. 

The questions will be based on units of competency and HSC Requirements and Advice detailed in the syllabus. The examination is 

independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive a 

vocational qualification but may be used in the calculation of the ATAR. 

Course costs: 

NIL 

Exclusions 


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

66

CONTENT ENDORSED 

COURSES 

67

CERAMICS 


1 NO BEC 60 Visual Arts – Ceramics HSC 

submitted artwork 


Ceramics is the art and technology of forming, firing and glazing clay to make a wide 

variety of products ranging from building materials to ceramic ware such as plates, bowls 

and drinking vessels, jewellery, sculpture and decorative wall surfaces. 

Contemporary applications of ceramics are constantly expanding. New industrial and high 

technology uses are being found and artists and designers are exploring new expressive 

forms. Ceramics provides challenging work opportunities for students in such areas as 

studio and industrial ceramics, ceramic research, engineering and product design. 

A mainly practical course developing skills in making ceramic vases, bowls, sculpture and 

even teapots or casserole dishes. 

The study of the technology and aesthetics of ceramics. 

COURSE CONTENT 

This course in Ceramics enables students to develop: 

* an understanding of ceramic processes and practices and the ways in which these 

can be used in making a range of products 

* a critical appreciation of the aesthetic, expressive and functional qualities of 

ceramic forms now and in the past 

* a knowledge of the many applications of ceramics in contemporary society and 

ways of valuing the skills involved in making well crafted forms 

* the skills required to give form to their ideas and feelings in ceramic products 

* developing skills with the pottery wheel. 

ASSESSMENT 

School based assessment on class work and a research assignment. 

68

PHOTOGRAPHY 


1 NO BEC 60 Visual Arts – Photography HSC 

submitted work 


Photography and its products are an integral part of our lives. We view significant events 

in snapshots and on the television news; we study pictures that figure prominently in 

newspapers and holiday brochures; we see satellite photographs of cloud cover on 

television weather reports; we know the surface of Mars and the moons of Jupiter from 

computer enhanced images transmitted across space; we take x-ray photographs of our 

interiors to a doctor for interpretation; we use photocopies and fax machines as standard 

office equipment. 

Students learn: 

- how to use an SLR camera 

- the skills of dark room photography 

- what makes a good photograph 

- how to use digital technology to enhance photography 

Students develop technical and aesthetic awareness 


This course in Photography will allow students to: 

* increase visual awareness of their environment and the way photographic 

representations can be created from this to communicate ideas and feelings; 

* develop an understanding of the methods photographers use to build meanings; 

* develop skills through learning about the techniques of photography; 

* use photography as a means of visual communications and a process to aid 

observation and analysis; 

* gain an understanding of careers involving photography. 

ASSESSMENT 

School based assessment on class work and a research assignment. 

69

SPORT, LIFESTYLE and RECREATION 


1 NO BEC 60 Prelim 

60 HSC 


Sport, Lifestyle and Recreation enables Stage 6 students to build upon their learning in 

Years K - 10, Personal Development, Health and Physical Education. 

Sport, Lifestyle and Recreation makes a positive contribution to the total well-being of 

students. 

Students develop: 

1. Knowledge and understanding of the value of activity 

2. Increased levels of movement skill 

3. Competence in a wide variety of sport and recreation context and skills in planning 

to be active. 


There are 15 modules. Modules will be selected to develop programs that respond to 

student needs and interests. 

The modules in Sport, Lifestyle and Recreation are: 

1. Aquatics 

2. Athletics 

3. Dance 

4. First Aid and Sports Injuries 

5. Fitness 

6. Games and Sports Applications I 

7. Games and Sports Applications II 

8. Gymnastics 

9. Healthy Lifestyle 

10. Individual Games and Sports Applications 

11. Outdoor Recreation 

12. Resistance Training 

13. Social Perspectives of Games and Sports 

14. Sports Administration 

15. Sports Coaching and Training 

ASSESSMENT 

School based assessment on class work, including practical tasks. 

70

VISUAL DESIGN 


1 NO BEC 60 Products developed cannot be used 

as a major design project in Design & 

Technology or a body of work in 

Visual Arts 


Designed images and objects can communicate ideas about ourselves and our world. 

They use visual ideas to build a better environment. 

This Visual Design course encourages students to explore the practices of graphic, 

wearable, product and interior/exterior designers in contemporary society and promotes 

imaginative and innovative approaches to design within the context of the Australian 

environment and culture. 

A mainly practical course where students develop skills in designing such useful items as: 

illustration for books or cartoons, design jewellery, packaging, fashion, furniture, shoes, 

stage design and even the basics of architecture. 


This course enables students to: 

* understand the nature of visual design and the ways in which designed images are 

created, valued and used in our society. 

* Develop understandings and skills required to design and make works which fulfil a 

range of functions. 

* understand and value the contribution which designers make to our society. 

* know the practices used by designers and the career options available in these 

fields. 

ASSESSMENT: 

School assessment based on class work and a research assignment. 

71

Strathfield Girls High School 

Year 11 Preliminary Course 2010 

Subject Choices 

You are definitely returning possibly returning not returning to SGHS in 2010. 

Name …………………………………………………… 

Student signature …………….……………. Parent signature …………………………………… 

Guidelines 

1. You need to study 12 units including at least 2 units of English and including 

courses at TAFE, Saturday School or OTEN. 

2. Identify your English course ie Advanced, Standard, or ESL in the first row 

3. You are encouraged to choose only one Board Endorsed Course (1 unit) 

4. You can only include 2 units of category B subjects in your ATAR. 

5. Check the guidelines for HSC and ATAR requirements 

These choices will be used to determine the best grouping of subjects to accommodate 

most students. Some students will be asked to re-choose their subjects after the groups 

are determined. 

Subject 

Units 

1 English …………………………………… 2 

2 

3 

4 

5 

6 

7 

Total 12 

Reserve Subjects if first choices are not available: 

1 st ……………………………… 

2 nd ……………………………... 

3 rd ……………………………... 

Please return this form to Ms Deeb by Monday 10 August 2009 

72

Student Selection Information - Strathfield Girls High School

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