Year 11 2024 Subject Information Handbook

St John Paul II
Catholic College
Preliminary and HSC

2024-2025
Subject
Information Handbook
Contents
St John Paul II Catholic College: Vision Statement 1

Introduction to Subject Preferences Selection 1
The Curriculum for Stage 6 2
General Requirements for HSC 3
Assessment and Reporting 3
Opportunities with External Providers 5
All My Own Work 6
Choosing a Pattern of Study 6
St John Paul II Learning Framework 7
Courses Offered at St John Paul II Catholic College 8
Post School Pathways Guidance 9
Board Developed Courses 10

Agriculture 10
Ancient History 11
Biology 12
Business Studies 13
Chemistry 14
Community and Family Studies (NB: Major Project) 15
Dance (NB: Major Project) 16
Drama (NB: Major Project) 17
Economics 18
English Advanced 19
English Standard 20
English Studies 21
English Extension I 22
English Extension 2 (Year 12 Only) 23
History Extension (Year 12 Only) 24
Industrial Technology - Multimedia Technologies (NB: Major Project) 25
Industrial Technology - Timber Products & Furniture Technologies (NB: Major Project) 26
Investigating Science 27
Legal Studies 28
Mathematics Standard (common Preliminary course) 29
Mathematics Advanced 31
Mathematics Extension 1 32
Mathematics Extension 2 33
Modern History 34
Music 1 35
Personal Development, Health and Physical Education 36
Physics 37
Science Extension (Year 12 Only) 38
Society and Culture (NB: Major Project) 39
Studies of Religion I & II 40
Visual Arts (NB: Major Project) 41
Board Endorsed Courses 42
Studies in Catholic Thought [Stage-6 Learning for Mission] 43
Exploring Early Childhood 1 Unit or 2 Unit 44
Photography, Video and Digital Imaging 1 Unit or 2 Unit 45
Sport, Lifestyle and Recreation 1 Unit or 2 Unit 46
Visual Design 1 unit or 2 units 47
Work Studies 1 Unit or 2 Unit 48
Vocational Education and Training Courses 49

Facts About VET Courses 52
Business Services 53
Construction 54
Entertainment Industry 55
Information and Digital Technology (delivered by School of Now) 56
Fitness 57
Hospitality - Food & Beverage 58
Primary Industries 59
Retail Services 60
External VET Courses (EVET) 61

School-Based Traineeships (SBTs) 64
Industry-Based Learning (IBL) 64
CathWest Innovation College 65
School of Now (SoN) 66

Aboriginal Studies 68
Computing Applications (CEC) 69
Engineering Studies 70
Enterprise Computing 71
Industrial Technology - Graphics Technologies 72
Software Engineering 73
St John Paul II Catholic College: Vision Statement
As a future focussed Catholic school we strive to be a welcoming and inclusive community inspired
by Saint John Paul II who was not afraid to continue the Mission of Christ.
We learn and grow together, broadening our students’ perspectives, challenging all to be leaders,
to be people of faith, who are countercultural, inspired to create a better world where all can
flourish.
We inspire and empower our students through our graduate vision to shape their learning and their
future in order to be resilient, self confident, creative and curious learners, able to both solve and
pose problems, embrace challenge and strive for excellence in all that they do.
We encourage individuals to embrace and share their culture and identity to enrich our community
by deepening our understanding of each other.
Introduction to Subject Preferences Selection

This handbook is designed to assist students and parents/carers to make informed decisions about
subject preferences. Students should base these preferences on:
• interest
• a realistic assessment of ability
• the offering of a personal challenge
• possible future career or education goals
Students are required to indicate preferences for more than the minimum number of units because the
specific subjects that will be offered in 2024 will be based on student demand. Students involved in full
time study in 2024 are required to commence Year 11 studying a minimum of 12 units.
Information about the courses being offered is provided to students during Term 2. Information to
parents/carers will be available at the Subject MarketPlace on 23 May 2024 from 5:30 pm - 7:30 pm.
It will be held at Nirimba Hall.
Each year, the student, with a parent/carer, is required to attend an interview in August to discuss their
proposed pattern of study. However, should students or parents/carers require further information
about any of the subjects prior to this interview they are invited to contact the College and speak to the
relevant Leader of Learning, Head of Stage 5, Assistant Principal - Innovation, Teaching & Learning
or Assistant Principal - Systems, Metrics & Learning.
As the College seeks to maximise learning opportunities for all students it may occur that some
courses currently delivered on the Nirimba campus may be delivered at the Schofields campus. When
that eventuates transport and timetable arrangements will be such that there will be no interference
with the students’ pattern of study.
1
The Curriculum for Stage 6
St John Paul II Catholic College aims to meet the varied needs of our students. The College offers
a broad curriculum which caters for students intending to pursue tertiary studies at university, TAFE
or other institutions, as well as those wishing to enter the work-force upon completion of their HSC
studies.
The organisation of the curriculum to meet these different needs necessitates offering subjects that
are classified as Board Developed Courses and subjects which are approved by the NSW
Education Standards Authority (NESA), as Board Endorsed Courses.
Types of HSC Courses (http://educationstandards.nsw.edu.au)

BOARD DEVELOPED COURSES
These courses are developed by the NSW Educational Standards Authority (NESA).
They are the large number of courses set and examined by Education Standards that also
contribute to the calculation of the ATAR
BOARD ENDORSED COURSES

These include courses that may have been developed by schools, TAFE or universities. They
contribute to the HSC but do not have an HSC examinations and do not contribute to the
calculation of the ATAR.
VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

VET courses can be studied either at school or through TAFE NSW and other training
providers(eVET).
VET courses contribute towards the HSC and Australian Qualifications Framework (AQF) VET
credentials, and are recognised by industry and employers throughout Australia. Some Board
Developed VET courses have an optional HSC exam which, if completed, may contribute to the
calculation of the ATAR.
Information about VET courses offered by the College and CSPD is provided in this handbook.
Structure of Courses
The syllabuses for subjects in Stage 6 - Years 11 and 12 - consist of two parts, the Preliminary and the
HSC components. The Preliminary Course must be completed satisfactorily before the HSC
Course is commenced. The HSC Examination and Assessment are generally related only to the
work covered in the HSC course, with the exception of Mathematics. However, the Preliminary Course
work forms the foundation for success in the HSC year.
TYPES OF COURSES
All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 1
unit or 2 units. The unit value equates to the indicative hours of study required to complete the course
work.
2 UNIT COURSE
● 2 units equals approximately 4 hours of class time per week or 120 hours per year
● 2 unit courses have a value of 100 marks
1 UNIT COURSE
● 1 unit equals approximately 2 hours of class time per week or 60 hours per year
● 1 unit courses have a value of 50 marks
2
EXTENSION COURSE
Extension study is available in several subjects. An extension course builds on the content of the 2
unit course and carries an additional value of 1 unit, requiring students to work beyond the standard of
the 2 unit course. Extension courses available at St John Paul II Catholic College are English,
Mathematics, History (Year 12 Only) and Science (Year 12 Only).
English Extension 1 and Mathematics Extension 1 courses are available at Preliminary and HSC
levels. Students must study the Preliminary extension course in these subjects before proceeding to
the HSC extension course. There is also an additional Extension course available in these subjects at
HSC level. The Extension 2 courses require students to work beyond the standard of the Extension 1
course and complete a major work.
TIMETABLING
It is hoped that all courses will be run as part of the normal daily timetable of lessons. However, in
some cases classes may be run after regular school hours or, in exceptional circumstances.
General Requirements for HSC

Students must have satisfactorily completed courses that meet the pattern of study required by NESA
for the award of the Higher School Certificate. This includes the completion of the practical, oral or
project works required for specific courses and the assessment requirements for each course.
Alternative Pathways can be approved by the Principal in cases of illness, sporting commitments and
the like, which enable students to complete the HSC over more than the usual two year period.
Students must study a minimum of 12 units in the Preliminary year and a minimum of 10
units in the HSC year. Both the Preliminary and the HSC pattern of study must include the
following:
▪ At least 6 units from Board Developed Courses including at least 2 units of a Board Developed
Course in English
▪ At least three courses of 2 unit value or greater
▪ At least four subjects
Students in Catholic schools MUST study at least 1 unit of a Religion course. At St John Paul II
Catholic College, students can choose from Studies of Religion 1 or 2 units or Catholic Studies 1
unit.
Further information is available at: Rules and processes | NSW Education Standards
Assessment and Reporting

Higher School Certificate marks are determined in a standards-referenced framework. This
involves:
● assessing against course performance standards (published on the NESA Website)

● assessment tasks designed to focus on the syllabus outcomes
● assessment tasks appropriate for the outcomes being assessed
● students being given the opportunity to demonstrate their level of achievement of the
outcomes in a range of different task types
● students knowing the assessment criteria before they begin a task
● providing marking criteria for each task linked directly to the questions/task the students are
asked to complete
● students getting meaningful feedback about what they are able to do and what they need to
3
do in order to improve their level of performance
● providing the ranking and relative difference between students resulting from different levels
of achievement of the specified standards
Preliminary reports will detail a student’s level of achievement against a set of standards as well as
their rank in the subject cohort. At the end of the course students will be awarded an E-A Grade for
each subject which will appear on their Record of School Achievement.
In the Higher School Certificate:

● HSC reports will provide detailed descriptions of the knowledge, skills and understanding
that students have attained in each subject
● The syllabuses, along with assessment and examination information, and a performance
scale that will be used to describe the level of achievement, give a clear idea of the
standards that are expected
● School-based assessment tasks will contribute 50% to the HSC mark. The school
assessment mark will be based on performance in assessment tasks undertaken during the
course. The other 50% will come from the HSC examination.
● A student's HSC mark for each course will fall within one of six performance bands, where
the highest achievement is Band 6 (90–100 marks) and where the minimum standard
expected is 50 marks. A performance band of E1–E4 is shown for Extension courses. Each
performance band is aligned to the standard a student at that level of performance typically
knows, understands and can do.
● On satisfactory completion of the HSC each student will receive a portfolio containing:
➢ The HSC Testamur (official certificate confirming the achievement of all requirements
for the award)
➢ The Higher School Certificate Record of Achievement (includes Year 12 (Stage 6)
HSC results, Year 11 (Preliminary Stage 6) Grades, and, if applicable, Year 10 (Stage 5)
grades. Results for each Stage appear on separate pages)
➢ Course Reports. For every HSC Board Developed Course students will receive a
Course Report detailing their marks, the Performance Scale and the Common Grade
Scale for that course, and a graph showing the state-wide distribution of marks in the
course.
Students who wish to receive the Australian Tertiary Admissions Rank (ATAR), must study
a minimum of 10 Board Developed units in the HSC Course. The University Admissions
Centre (UAC) online publication, Subject Compass will be of assistance HSC subject selection
made easy - UAC)
4
Opportunities with External Providers
TAFE NSW YES Program
St John Paul II Catholic College students have the opportunity to undertake a short VET taste
course as part of the Youth Engagement Strategy (YES). These courses are offered to students
who are at risk of non-completion of Stage 6 or who are wanting to explore options for post-school
study and career.
Australian Catholic University (ACU National)

ACU runs a variety of first year units at the Strathfield and North Sydney campus as a part of their
Step-Up program. Units offered are part of first year undergraduate courses. Students who
successfully complete their chosen units of study, and choose to enrol at ACU undergraduate course
will receive credit points towards that degree. These units usually run during the October term
holidays. Units in Exercise Science, Teaching and Health Science have been offered in the past.
EVET Courses
These courses are delivered at TAFE or by another external provider. Some courses count towards
the ATAR and others do not. Details can be found under EVET courses within this booklet.
Students undertaking an eVET course are required to attend the relevant TAFE once per week; it is
each student's responsibility to complete any work that is missed at school while attending an
eVET/TAFE course. Students who choose to study a language have the option to discontinue a 2 unit
course offered by the College to enable timetabled study periods for the completion of missed course
work.
Students who successfully complete an eVET course obtain two credentials:

1. An Australian Qualifications Framework credential which may entitle them to credit transfer
or
recognised prior learning if they study further at TAFE or another Registered Training
Organisation
2. Record of Achievement for the chosen course in either or both of Preliminary or HSC courses.
NSW School of Languages
Students are eligible to enrol in NSW School of Languages to study a language of interest and/or
continue the study of their Community Language. Course work is completed via online learning
materials, video conferencing, online forums, emails and study days. Students who choose to
study a language have the option to discontinue a 2 unit course offered at St JPII to enable
timetabled study periods for the completion of Language course work.
For further information visit the NSW School of Languages website NSW School of Languages
CSPD SCHOOL of NOW (SoN)

School of Now offers students the opportunity to study courses that are not available at St John
Paul II. Technology allows students, regardless of location, to work with expert teachers in an
online classroom with other students across the Diocese to complete Stage 6 courses.
Details can be found later in this booklet, including courses offered that are not being offered at St
John Paul II.
5
All My Own Work
By the commencement of Year 11, students must have satisfactorily completed the online
HSC: All My Own Work modules. This program encourages students to follow good principles and
practices in assessments and examinations. Students will be given time to complete the online
modules at school during the Step up into Senior Studies transition days in December; however, if
they miss the allocated time it is their responsibility to access the modules via the NESA site and
complete them in their own time prior to the commencement of Year 11.
HSC Minimum Standards: Literacy & Numeracy

Students need reading, writing and numeracy for everyday life after school.
This is why students in NSW are being supported to meet a minimum standard of literacy and
numeracy to receive the HSC. To show they meet the HSC minimum standard, students need to
achieve Level 3 or 4 in short online reading, writing and numeracy tests of skills for everyday life.
At St John Paul II, students complete the Minimum Standards testing in Year 10. Students who do
not meet the achievement standard in one or more of the tests are provided opportunities to re-sit
the relevant tests as needed up until they complete Year 12.
Some students with disability studying Life Skills courses may be exempt from meeting the
minimum standard to receive their HSC credential.
For further information visit:

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-minimum-standard
Choosing a Pattern of Study

The pattern of study chosen by students for Years 11 and 12 is intended to lead to the gaining of
a Higher School Certificate. For this to happen, the student must comply with the requirements of
NESA and any other requirements that may be imposed by the Minister of Education. Some of
the rules prescribed by NESA have been included in this booklet.
In addition, students need to be aware of the specific requirements for different subjects. These
are included in the outlines given for each subject in this booklet and in the Suitability for HSC
Study document. Students should take careful note of the requisites for studying a subject, such
as: practical requirements, field work or excursions, a major work. It is recommended that
students choose NO more than two subjects requiring the completion of a major work. Major
works require commitment to significant out of school hours. These works are due prior to the
commencement of the HSC examinations; usually during the Trial HSC period in August.
Before choosing subjects, students should refer to the requirements for eligibility for the HSC,
previously outlined, and the entrance requirements for various courses at the institutions they are
considering for post school or tertiary study.
All students MUST study a minimum of 12 units in Year 11. These Units must include at least 1
Unit of Religion and 2 Units of English. The remaining units may be chosen by the student from
the whole range of offered subjects.
Success in Years 11 and 12 is largely dependent on the individual student's application to study
and time management to ensure that assessment tasks are completed by due dates and
each subject receives its full measure of rigour and application. In general, at least fifteen
to twenty hours of home study per week, inclusive of homework, is considered
appropriate. Students are required to be independent learners.
6
St John Paul II Learning Framework
7
Courses Offered at St John Paul II Catholic College
HSC BOARD DEVELOPED COURSES
Course Units Categ Notes
ory
Aboriginal Studies 2 BDC Delivered by School of Now
Agriculture 2 BDC
Ancient History 2 BDC
Biology 2 BDC
Business Services 2 BDC VET. Work Placement required; Optional HSC exam
Business Studies 2 BDC
Chemistry 2 BDC
Community and Family Studies 2 BDC
Construction 2 BDC VET. Work Placement required; Optional HSC exam
Dance 2 BDC Major Project. Projects developed in one subject are not to be used
either in full or in part for assessment in any other subject
Drama 2 BDC Major Project. Projects developed in one subject are not to be used
Economics 2 BDC
Engineering Studies 2 BDC Delivered by School of Now
English Advanced 2 BDC
English Standard 2 BDC
English Extension 1 1 BDC
English Extension 2 1 BDC Year 12 only. Must be studying English Advanced and Extension 1.
English Studies 2 BDC Optional HSC Exam; may count toward ATAR
Enterprise Computing (new in 2024) 2 BDC Delivered by School of Now
Entertainment Industry 2 BDC VET. Work Placement required; Optional HSC exam
History Extension 1 BDC Year 12 only. There is only one History Extension Course. It can be
studied when doing both histories.
Hospitality Operations – Hospitality Food and 2 BDC VET. Work Placement required; Optional HSC exam
Beverage
Industrial Technology - Graphics Technologies 2 BSC Delivered by School of Now
Industrial Technology – MultiMedia 2 BDC Major Project. Projects developed in one subject are not to be used
Industrial Technology - Timber Products & 2 BDC Major Project. Projects developed in one subject are not to be used
Furniture Technologies either in full or in part for assessment in any other subject
Information and Digital Technology 2 BDC VET. Work Placement required; Optional HSC exam
Investigating Science 2 BDC Max of 7 Science Units in year 12
Legal Studies 2 BDC
Mathematics Standard 1 2 BDC Year 12 only. Must study Mathematics Standard Prelim in Year 11;
optional HSC Examination; may count toward ATAR
Mathematics Standard 2 2 BDC Year 12 only. Must study Mathematics Standard Prelim in Year 11
Mathematics Advanced 2 BDC
Mathematics Extension 1 1 BDC
Mathematics Extension 2 1 BDC Year 12 only. Must have studied Mathematics in Year 11 and
be studying Mathematics Extension 1.
Modern History 2 BDC
Music 1 2 BDC
Personal Dev. Health and Physical Ed 2 BDC
Physics 2 BDC
Primary Industries 2 BDC VET cluster. Work Placement required; Optional HSC exam
Science Extension 1 BDC Year 12 only. Must study at least 1 Science course inYear 11.
Society and Culture 2 BDC Major Project. Projects developed in one subject are not to be used
Software Engineering (new in 2024) 2 BDC Delivered by School of Now
Studies of Religion I 1 BDC Cannot be studied with Studies of Religion II
Studies of Religion II 2 BDC Cannot be studied with Studies of Religion I
Visual Arts 2 BDC Major Project. Projects developed in one subject are not to be used
8
CONTENT ENDORSED COURSES
(Do not count towards Australian Tertiary Admissions Rank (ATAR))

Course Units Year Provider
Computer Applications 1 or 2 Year 11 & 12 School of Now

Exploring Early Childhood 1 Year 11 St JPII
Exploring Early Childhood 2 Year 11 and 12 St JPII
Photography, Video and Digital Imaging 1 Year 11 St JPII
Photography, Video and Digital Imaging 2 Year 11 and 12 St JPII
Fitness (VET. Work Placement required) 2 Year 11 and 12 St JPII
Sport, Lifestyle and Recreation Studies 2 Year 11 and 12 St JPII
Sport, Lifestyle and Recreation Studies 1 Year11 St JPII
Studies in Catholic Thought 1 Year 11 and 12 St JPII
Visual Design 1 Year 11 St JPII
Work Studies 2 Year 11 and 12 St JPII
Work Studies 1 Year 11 or 12 St JPII
Post School Pathways Guidance

The Director of Student Pathways & Careers is available by appointment to assist students with
current and future study options, how to apply for tertiary courses and general guidance on post
school options, regardless of students intended exit point.
The availability of a subject in 2024 will depend on sufficient numbers of students choosing
each subject and the elective groups (lines) in which the subjects are combined.
It should be noted that availability of subjects will also be influenced by the availability of
staff to teach the subjects.
It should not be taken for granted that any subject listed in the online subject preference
program will automatically become part of a student’s pattern of study.
9
Board Developed Courses
Agriculture
2 Units for each of Preliminary and HSC.
Requirements: None. However, the study of Agriculture in Stage 5, and/or a strong
understanding of scientific principles is an advantage.
Course Description
The Preliminary and HSC Agriculture courses enable students to engage in both theoretical and
some practical aspects of Agriculture Science. Some of these experiences will occur in the
laboratory, some in small plot work and some on commercial farms or other components of the
industry. In all cases students should use these practical experiences to develop design,
practical, management, observation, recording, interpretation and communication skills.
NB: Only one double period a fortnight will be practical work. Students may be required to
attend school at Schofields for this period. Arrangements and information will be made prior to
this occurring.
Preliminary Course
The Preliminary Course incorporates the study of the interactions between the components of
agricultural production, business and economic marketing and management while considering
the issues of sustainability and the legalities of the farming systems. This involves a farm case
study, plant and animal production.
Topics
● Overview
● The dynamic nature of Agriculture
● The role of Agriculture in Australian Society and its economic value
● A Farm Case Study: The farm as a unit of production
● Plant Production: Plants and their commercial production
● Animal Production: Animals and their commercial production
HSC Course
The HSC course examines the complexity and scientific principles of the components of
agricultural production, but places greater emphasis on the place of the farm and the wider
economic, environmental and social environment. The farm as a fundamental and economic unit
provides a basis for analysing and addressing social, environmental and economic issues as
they relate to sustainability, from a national and international perspective.
Topics
● Plant/Animal Production Sustainable agricultural production
● Plant and animal systems Microbes and invertebrates
● Experimental (Science) Analysis and Research
● Farm/Product Study The Farm as Business
● Marketing products from the farm
● Decision-making Processes and Management Strategies
● Agricultural technology
One compulsory: Elective Unit: Farming in the 21st Century -The development of New
Technologies.
Should I do this Course?
This course is suited to students who have an interest in both Animals and Plants. Students should
have a passion for applied sciences and technologies. It provides a background to the Australian
agricultural industry and allows students to gain first hand practical experience in a variety of
contexts including from Technology, business, environmental law & science.
10
Ancient History
2 units for each of the Preliminary and HSC
Requirements: None. However, A & B in Stage 5 HSIE & Advanced English are recommended.
Course Description
In this course students have an opportunity to engage in a study of ancient civilisations through
an understanding of archaeology, modern scientific methods and other historical sources. It is
an opportunity to investigate the motivations and actions of individuals and groups and how they
have shaped the ancient world. The course introduces students to a range of cultures and
beliefs, as well as ideas, values and behaviours that are still relevant to the world today.
Students will also develop transferable written and oral communication skills, as well as
research skills inclusive of an independent investigation.
Topics Covered
Preliminary Course
This course consists of 3 sections.
● Investigating Ancient History (including historical skills through
case studies)
○ The study may include: Palmyra & the Silk Road and Troy
● Features of Ancient societies
○ The study of a key feature (e.g. women, power and
image, weapons and warfare) across two societies (e.g.
Egypt, Greece, Rome)
● Historical investigation
○ Students become historians and/ or archaeologists
choosing an independent investigation interpreting their
findings
HSC Course
This course consists of four sections.
● Core Study:
○ Cities of Vesuvius - Pompeii and Herculaneum
● Ancient societies:
○ Spartan Society
● Personalities in their time:
○ Agrippina the Younger
● Historical Periods:
○ The Greek World including the Persian Wars
Should I Do This Course?

A study in history develops relevant contemporary skills such as the ability to analyse and challenge
accepted theories and interpretations, to understand ethics, to research and develop evidence
based arguments. A study in history helps improve valuable oral and written communication skills.
The knowledge, understanding and skills developed through the study of history create a firm
foundation for further study, the world of work, active and informed citizenship, and for lifelong
learning. History fosters a critical approach to understanding events, issues and interpretations as
well as the effective communication of accounts conveying ideas, judgments and evidence. History
can also be studied purely for interest and the gaining of knowledge of historical sites and events
which will enhance the appreciation of overseas travel.
Students who have a particular interest or ability in History may choose to study BOTH Modern and
Ancient History in Year 11 & 12, and History Extension in Year 12.
11
Biology
Requirements: None. However, A or B Science throughout Year 9 & 10 is recommended.
Course Description
● The study of Biology in Stage 6 enables students to develop an appreciation and
understanding of biological concepts that are used to explore the diversity of life, from
a molecular to a biological systems level, and the interactions between living things
and the environments in which they live. Through applying Working Scientifically skills
processes and the use of biological technologies, the course aims to examine how
biological practices are developed and used.
● The Biology Science Stage 6 course is designed for those students who have a
substantial achievement level based on the Science Stages 4–5 course performance
descriptors.
● There is no major work in this course and no extra fee, however there is a field study
in year 11 (included in school fees) and an excursion in year 12 that usually costs
between $20-$30.
Topics Covered
Preliminary Course
Cells as the Basics of Life
Organisation of Living Things
Biological Diversity
Ecosystem Dynamics
* 15 hours of depth study will occur across these
4 modules.
HSC Course
Heredity
Genetic Change
Infectious Disease
Non-infectious Disease and Disorders
* 15 hours of depth study will occur across these 4 modules.

This course is suited to students who have a keen interest in the natural world around them
and want to know how living things interact with each other and their environment. They also
have a keen interest in how living things work from the inside out. It is suited to students who
want to develop logical thinking and problem solving skills and who want to develop the skills
of making the connections and links between concepts.
● Do you have a keen interest in the natural world around you and want to know how
living things work?
● This is a subject that has links with Investigating Science, PDHPE, Food Technology
and Community and Family Studies.
12
Business Studies
Requirements: None. However, A, B or ‘high’ C through Years 9 & 10 Mandatory
History/Geography; at least C in Mathematics 5.2 are recommended.
Course Description
Business Studies investigates the role, operation and management of businesses within our
society. Factors in the establishment, operation and management of a small business are
integral to this course. Students investigate the role of global business and its impact on
Australian business. They also develop research and independent learning skills in addition to
analytical and problem solving competencies through their studies.
The syllabus provides for a two year course: a 2 Unit Preliminary Course and a 2 Unit HSC
Course. The Preliminary Course has a greater emphasis on theory, while the HSC Course
applies the theory to more practical situations.
Topics Covered
Preliminary Course
The topics studied are:
● Nature of Business
● Business Management
● Business Planning
HSC Course
The topics studied are:
● Operations
● Marketing
● Finance
● Human Resources

Students will need to be able to write essays and reports and think clearly and carefully. They
also need to be interested in social issues as they relate to the world of business and an interest
in current affairs is an advantage. Regular homework assignments will be given in order to
reinforce class work. Business Studies is a challenging and rewarding course for senior
students.
13
Chemistry
Requirements: None. However, A in Science throughout Year 9 & 10; A, B or C in English;
Studying level 5.3 Mathematics in Year 9 & 10 & the study of Advanced or Extension Mathematics
in Year 11 & 12 is strongly recommended.
Course Description
● The study of Chemistry in Stage 6 enables students to develop an appreciation and
understanding of materials and their properties, structures, interactions and related
applications. Through applying Working Scientifically skills processes, the course aims to
examine how chemical theories, models and practices are used and developed.
● Designed for students who have a substantial achievement level based on the Stages 4–5
Science course performance descriptors.
Topics Covered
Preliminary Course
Properties and Structure of Matter
Introduction to Quantitative Chemistry
Reactive Chemistry
Drivers of Reactions
* 15 hours of depth study will occur
across these 4 modules.
HSC Course
Equilibrium and Acid Reactions
Acid/base Reactions
Organic Chemistry
Applying Chemical Ideas

This course is suited to students who have an interest in the way chemicals interact and behave
on the concrete, theoretical and representative level. This requires some degree of imagination
and creativity. It is suited to students who want to develop logical thinking and problem solving
skills and who want to develop the skills of making the connections and links between concepts.
A strong mathematical background will assist in manipulating chemical equations and mole
ratios.
● Do you like to explain why things are the way they are?
● Do you enjoy problem solving?
● A strong mathematical background will help
● You must also enjoy practical science activities.
● This is a subject that has links with Investigating Science, Physics and
Biology
14
Community and Family Studies (NB: Major Project)

2 units for each of Preliminary and HSC
Requirements: None. However, A or B in English is recommended as excellent to good written
communication skills are essential to success in this subject.
Course Description
Community and Family Studies is an innovative
course that aims to develop students’ ability to
manage resources and interact with other
individuals, families, groups and the community.
The Preliminary course focuses on the individual’s
interactions, roles and relationships within the
family and various groups in the community.
Research methods and experiences are provided
in each topic so as to develop essential research
skills for the study of Community and Family
Studies.
The HSC course builds upon this by examining
different groups in society, the role of parents and
carers in today’s community and research
methodology. An option topic is also studied which
can be selected from a variety of interest areas
such as; the Social Impact of Technology, Family
and Societal Interactions and Individuals in the
Workplace.
Should I do This Course?

This course is suited to students who are interested in the study of society, relationships, groups
and individuals. It is ideal for students who enjoy investigative research, independent learning,
group discussion and group work. The course is ideal for students who wish to work with others
in our community and wish to make a difference to their local and wider community. Students
who are interested in seeking careers in the areas of High School Education, Primary School
Education, Early Childhood Education, Childcare, Nursing, Psychology, Counselling, Social
Work and Policing would be well suited to this course. Other subjects that would form ideal
patterns of study with Community and Family Studies include PDHPE, Legal Studies and
Society and Culture.
15
Dance (NB: Major Project)

Requirements: None. However, having studied Dance in Year 9 & 10, or studying Dance at a
private Dance studio would be an advantage. This course requires students to write analytical
essays; therefore studying English Standard or Advanced will be advantageous.
Course Description
Students undertake a study of Dance as an artform. There is an equal emphasis on the
components of Performance, Composition and Appreciation in the study of Dance. Students
studying Dance may bring with them a wide range of prior dance experience. Physical training
and preparation of the body is fundamental and of paramount importance to the course and
informs all three components of the course.
Topics Covered
The course is divided into 3 components:
PERFORMANCE
Body Skills
Safe Dance Practice
The Elements of Dance applied to performance
Performance Quality
Development and preparation for solo dance work for
performance
COMPOSITION
Elements of Dance applied to composition
Generating movement in a personal style
Organising movement into motifs
Organising a student choreographed dance work
APPRECIATION
Development of dance in Australia
Introduction to dance analysis
Dance analysis in practice

HSC Dance is an intensive course that involves the study of Dance in both a practical and
theoretical sense. It has a theoretical component and is based on the study of Contemporary
Dance. This course is designed for both male and female students. Whilst no previous formal
dance training is essential as a prerequisite to this course, it should be noted that a practical
examination is part of the HSC. Students should therefore exhibit a talent and genuine interest
in the field of Dance. Undertaking a practical subject requires a student who is able to be
self-motivated. The development of practical works WILL require the student to make
themselves available outside class hours when required. Students enrolled in the Dance course
should become involved in the array of co-curricular and liturgical events offered within the
college in order to develop their performance skills.
16
Drama (NB: Major Project)

Requirements: None. However, having studied Drama in Year 9 & 10 would be an advantage. This
course requires students to write analytical essays; therefore studying English Standard or
Advanced will be advantageous.
Course Description
Drama is a subject that explores the world through enactment. Drama students acquire skills in
interpretation, communication, performance and critical analysis and become aware of the
technical processes and technologies that may be used to heighten dramatic presentation.
Students in Drama can explore personal and community issues and develop social skills.
In the Preliminary Course there is a focus on Playbuilding which is the process of constructing
an original piece of theatre. There is also a focus of the Elements of production as well as a
Theatrical Tradition.
The HSC Course focuses on Australian Drama and Theatre, students study two Australian plays
and critically analyse them. Students will also explore Studies in Drama and Theatre. The HSC
includes a group performance and an individual project to be chosen in either Critical Analysis,
Design, Performance, Scriptwriting or Video Drama.
Topics Covered
Preliminary Course Playbuilding
Elements of Production in Performance
Theatrical Traditions and Performance
Styles
HSC Course
Australian Drama and Theatre Studies in Drama and
Theatre Group Performance Individual Project (Critical
Analysis, Design, Performance, Scriptwriting, Video Drama)

This course is suited to those students who have a keen interest in the Dramatic arts and the
world around them. They need to engage with their surroundings and apply a critical view of
aspects in society. A Drama student needs to be able to work with others, and express their
ideas comfortably. A Drama student is motivated and likes using practical skills to express ideas
and issues.
17
Economics
Requirements: None. However, A or B through Years 9 & 10 Mandatory History/Geography; at
least B in Mathematics 5.3 & looking to study Mathematics Advanced in Year 11, is recommended.
Course Description
Economics provides understanding for students about many aspects of the economy and its
operation that are frequently reported in the media. It investigates issues such as why
unemployment or inflation rates change and how these changes will impact on individuals in
society. Economics develops students’ knowledge and understanding of the operation of the
global and Australian economy. It develops the analytical, problem-solving and communication
skills of students. There is a strong emphasis on the problems and issues in a contemporary
Australian economic context within the course.
Topics Covered
Preliminary Course
Introduction to Economics
Consumers and Business
Markets
Labour markets
Financial markets
Government and the Economy
HSC Course
The Global Economy
Australia's Place in the Global Economy
Economic Issues
Economic Policies and Management

All individuals and societies face decisions about how they will achieve all the things they want,
given that they only have a limited amount of money and other resources. The basis of the
Economics course is the problem of choice between what we will have and what we will go
without. From this basis, we can explore many economic concepts. Terms that you often hear
such as inflation, unemployment, foreign debt, economic policy and exchange rates are all
connected. The causes and solutions to these economic problems are easily identified using the
concepts and theories of Economics. All concepts studied are tied into real- life Australian
situations.
The course covers many concepts that students will find very useful if they go on to study
Economics, Business and Business Administration, Accounting, Finance and related
courses at a tertiary level. Economics is a challenging and rewarding course for senior
students.
Students need to develop good essay writing and mathematical skills. More important would be
an interest in the types of issues dealt with in Economics. The majority of homework
assignments are essays which require the students to bring together their knowledge of what
they have learnt in class.
18
English Advanced
Requirements: A or high B in Year 9 & 10
Course Description
The English Advanced course is designed for students who have a particular interest and ability
in the subject and who desire to engage with challenging learning experiences that will enrich
their personal, intellectual, academic, social and vocational lives. Students appreciate, analyse
and respond imaginatively and critically to literary texts drawn from a range of personal, social,
historical and cultural contexts, including literature from the past and present and from
Australian and other cultures. They study challenging written, spoken, visual, multimodal and
digital texts that represent and reflect a changing global world.
Year 11 Course Content

Common Module: Reading to Write (40 hours)
Module A: Narratives that Shape our World (40 hours)
Module B: Critical Study of Literature (40 hours)
HSC Course Content

Common Module: Texts and Human Experiences (30 hours)
Module A: Textual Conversations (30 hours)
Module B: Critical Study of Literature (30 hours)
Module C: The Craft of Writing (30 hours)
Particular Course Requirements

Across Stage 6 the selection of texts will give students experience of:
● a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media
and digital texts
● texts which are widely regarded as quality literature, including a range of literary texts
written about intercultural experiences and the peoples and cultures of Asia
● a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander
authors and those that give insights into diverse experiences of Aboriginal and/or Torres
Strait Islander peoples
● texts with a wide range of cultural, social and gender perspectives
● integrated modes of reading, writing, listening, speaking, viewing and representing as
appropriate
The Year 12 formal school-based assessment program for English Advanced reflects the
following requirements:
● a maximum of four assessment tasks
● the minimum weighting for an individual formal task is 10%
● the maximum weighting for an individual formal task is 40%
● one task may be a formal written examination with a maximum weighting of 30%
● one task must focus on Module C – The Craft of Writing with a minimum weighting of
25%
● one task must be a multimodal presentation enabling students to demonstrate their
knowledge, understanding and skills across a range of modes
● assessment of the Common Module must integrate student selected related material
19
English Standard
Requirements: None. However, at least C in year 9 & 10 is recommended.
Course Description
The English Standard course is designed for students to increase their expertise in English to
enhance their personal, educational, social and vocational lives. The English Standard course
provides students who have a diverse range of literacy skills with the opportunity to analyse,
study and enjoy a breadth and variety of English texts to become confident and effective
communicators. English Standard offers a rich language experience.
Preliminary Course Content

Common Module: Reading to Write (40 hours)
Module A: Contemporary Possibilities (40 hours)
Module B: Close Study of Literature (40 hours)
HSC Course Content

Common Module: Texts and Human Experiences (30 hours)
Module A: Language, Identity and Culture (30 hours)
Module B: Close Study of Literature (30 hours)
Module C: The Craft of Writing (30 hours)
The Year 12 formal school-based assessment program for English Standard reflects the
following requirements:
● the minimum weighting for an individual formal task is 10%
● the maximum weighting for an individual formal task is 40%
● one task must focus on Module C – The Craft of Writing with a minimum weighting of 25%
● one task must be a multimodal presentation enabling students to demonstrate their
knowledge, understanding and skills across a range of modes
● assessment of the Common Module must integrate student selected related material
20
English Studies
2 units in each Preliminary and HSC
Requirements: None.
Course Description
The English Studies course is designed to provide students with opportunities to become
competent, confident and engaged communicators and to study and enjoy a breadth and variety
of texts in English. English Studies focuses on supporting students to refine their skills and
knowledge in English and consolidate their English literacy skills to enhance their personal,
educational, social and vocational lives.
The course is distinctive in its focus on the development of students’ language, literacy and
literary skills. It centres on empowering students to comprehend, interpret and evaluate the
ideas, values, language forms, features and structures of texts from a range of everyday, social,
cultural, academic, community and workplace contexts. It offers comprehensive and
contemporary language experiences in the modes of reading, writing, speaking, listening,
viewing and representing.

Mandatory module:
Achieving through English: English in education, work and community (30-40 hours)
An additional 2–4 modules (20-30 hours each)
HSC Course Content

Mandatory Common Module: Texts and Human Experiences (30 hours)
An additional 2–4 modules (20-45 hours each)

Across Stage 6 the selection of texts will give students experiences of the following as
appropriate:
● reading, viewing, listening to and composing a wide range of texts, including literary texts
written about intercultural experiences and peoples and cultures of Asia
● Australian texts including texts by Aboriginal and/or Torres Strait Islander authors and those
that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander
peoples
● texts with a wide range of cultural, social and gender perspectives, popular and youth
cultures
● a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media and
digital texts
The Year 12 formal school-based assessment program for English Studies

reflects the following requirements:
● the minimum weighting for an individual task is 10%
● the maximum weighting for an individual task is 40%
● one task must be a collection of classwork demonstrating student learning across the
modules studied with a minimum weighting of 30%
● assessment of the Common Module must integrate teacher or student selected related
material
21
English Extension I
1 unit for each of Preliminary and HSC
Requirements: Studying Advanced English; A in Year 9 & 10 English.
Course Description
The English Extension 1 course provides students who undertake Advanced English and are
accomplished in their use of English with the opportunity to extend their use of language and
self- expression in creative and critical ways. Through engaging with increasingly complex
concepts through a broad range of literature, from a range of contexts, they refine their
understanding and appreciation of the cultural roles and the significance of text.

Module: Texts, Culture and Value (40 hours)
Related research project (20 hours)
HSC Course Content

Common module: Literary Worlds with
ONE elective option (60 hours)

Across Stage 6 the selection of texts will give
students experience of the following:
● texts which are widely regarded as quality
literature, including a range of literary texts
written about intercultural experiences and the
peoples and cultures of Asia
● a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors
and those
that give insights into diverse experiences of Aboriginal and/or Torres Strait Islander peoples
● a range of types of text drawn from prose fiction, drama, poetry, nonfiction, film, media,
multimedia and digital texts
● integrated modes of reading, writing, listening, speaking, viewing and representing as
appropriate
The Year 12 formal school-based assessment program for English Extension 1 reflects
the following requirements:
• three assessment tasks
• the minimum weighting for an individual task is 20%
• the maximum weighting for an individual task is 40%
• one task may be a formal written examination with a maximum weighting of 30%
• one task must be a creative response with a maximum weighting of 40%
• at least one task must integrate student selected related material
22
English Extension 2 (Year 12 Only)

1 unit for HSC only
Requirements: studied Advanced & Extension English in Year 11; recommendation of teacher.
Course Description
The English Extension 2 course enables students who are accomplished in their use of English
with the opportunity to craft language and refine their personal voice in critical and creative
ways. They can master skills in the composition process to create a substantial and original
Major Work that extends their knowledge, understanding and skills developed throughout Stage
6 English courses. Through the creative process they pursue areas of interest independently,
develop deep knowledge and manipulate
language in their own extended compositions.
HSC Course Content

Major Work (60 hours)

Students undertake extensive independent
investigation involving a range of complex texts
during the composition process and document
this in their Major Work Journal and Reflection
Statement.
The Year 12 formal school-based assessment program for English Extension 2

reflects the following requirements:
Please note: Assessment will be based on the process of composing the Major Work. As part
of that process, there will be three assessment tasks:
● a Viva Voce with a weighting of 30%
● a Literature Review with a weighting of 40%
● a Critique of the Creative Process with a weighting of 30%
23
History Extension (Year 12 Only)

1 unit for HSC only
Requirements: studying at least ONE 2 unit History course and achieving at a high level.
Course Description
History Extension provides students with opportunities to examine the way history is constructed
and the role of historians. Students investigate the nature of history and changing approaches to
its construction through sampling the works of various writers, historians and others involved in
the practice of history. Students apply their understanding to undertake an individual
investigative project, focusing on an area of changing historical interpretation.
Topics Covered
The course comprises two
sections.
• Constructing History (Minimum 40 indicative

hours)
• Key Questions:
• Who are historians?
• What are the purposes of history?
• How has history been constructed, recorded and presented over time?
• Why have approaches to history changed over time?
• Case Studies:
• Students develop their understanding of significant historiographical ideas and methodologies
by exploring one case study, with reference to three identified areas of debate and the key
questions.
May include the study of: The New England Witch Hunts & Trials
• History Project (Maximum 20 indicative hours)

• Students will undertake an individual investigative project, focusing on an area of changing
historical interpretation.
Course Requirements
The course requires students to undertake:
• one case study
• the development of one History Project.

A study in history develops relevant contemporary skills such as the ability to analyse, to
challenge accepted theories and interpretations, to understand ethics, to research and develop
evidence based arguments. These skills are key to most tertiary studies, employment and a
vast number of professions. A study in history helps you to improve valuable oral and written
communication skills that are considered key skills for tertiary studies or future employment.
The knowledge, understanding and skills that you develop through the study of history create a
firm foundation for further study, the world of work, active and informed citizenship, and for
lifelong learning. History fosters a critical approach to understanding events, issues and
interpretations as well as the effective communication of accounts conveying ideas, judgments
and evidence. History can also be studied purely for interest and the gaining of knowledge of
historical sites and events which will enhance your appreciation of overseas travel.
24
Industrial Technology - Multimedia Technologies (NB: Major Project)

2 Units for each Preliminary and HSC
Requirements: None. However, the study of Graphics and /or IST in Stage 5, is an advantage.
Exclusion: The study of any other Industrial Technology focus area.
Course Description
Industrial Technology seeks to raise students’ awareness of the interaction between technology,
industry, society and the environment, and to develop their ability to make value judgments about
issues, decisions and problems arising from this interaction. Students achieve this by applying
practical experiences to the study of the technology, management and organisation of industry.
Industrial Technology - Multimedia is the design, management and production of projects through
practical applications. Four areas of study are explored in
both the Preliminary and HSC course:
Industry Study: The study of a business involved with

the production of Multimedia products in terms of their
organisation and management. This involves
investigating structural, technical, environmental,
sociological, personnel and OHS issues.
Design, Management & Communication: A variety of

skills are developed during the design, management &
construction of a number of projects. Skills developed in
the production of a design portfolio for each project
include: research, analysis, evaluation, management,
documentation, literacy, numeracy, production of
graphics. Computer based skills along with an
understanding of WHS are also developed
Production: knowledge and skills are developed through the construction of a number of
graded practical projects.
Industry Related Manufacturing Technology: developing knowledge and understanding

of a range of materials, processes, tools, equipment and machinery through the
construction of a number of projects.
HSC Course: A major project and its accompanying Design, Management & Communication
portfolio are submitted for marking during August and are worth 60% of the HSC mark. The
remaining 40% is determined by a 90 minute written examination in the normal HSC Examination
timetable.

The course has been developed to be both appealing and challenging to students of all levels of
ability and who are keen to develop their practical skills in a particular field of study. It places equal
emphasis on theory and practical work. Students who excel in this subject are competent in
expressing their thoughts through written work and practical construction skills. The ability to be self
motivated and prepared to accept responsibility for their own learning is essential.
Patterns of Studies: Other subjects that would form solid combinations with Industrial
Technology Multimedia include: Enterprise Computing, Entertainment, Software Engineering,
Information and Digital Technology
25
Industrial Technology - Timber Products & Furniture Technologies

(NB: Major Project)
Requirements: None. However, the study of Industrial Technology Timber and Furniture in Years 9
& 10, is an advantage.
Exclusion: the study of any other Industrial Technology focus area.
Course Description
Industrial Technology is the design, management and production of projects through practical
applications. The focus industry is Timber Products and Furniture Industries.
Four areas of study are explored in the Preliminary and HSC course
Industry Study: Investigate a business in the timber industry focusing on structure of management,
industrial relations, environment and WHS factors.
Design & Management: Design and construct a number of projects (at least one group project.)
Development of design portfolio through research, planning, analysis and evaluation.
Workplace Communication:
Investigating a full range of communication
skills Literacy through written reports and
portfolio, Numeracy skills in sizing and
costing. Graphical skills and computer- based
technologies
Industry-specific Content & Production:

Develop knowledge, understanding and skills
through the construction of a number of projects.
HSC Course: A major project and its accompanying management portfolio which is submitted
for marking during August and is worth 60% of the HSC mark.

The course has been developed to be both appealing and challenging to students of all levels of
ability and who are keen to develop their practical skills in a particular field of study. It places
equal emphasis on theory and practical work. Students who excel in this subject are competent
in expressing their thoughts through written work and practical construction skills. The ability to
be self motivated and prepared to accept responsibility for their own learning is essential.
Patterns of Studies: Other subjects that would form solid combinations with Industrial
Technology include: Building and Construction, Mathematics Standard 2, Information Processes
and Technology or Information and Digital Technology
26
Investigating Science
Requirements: None. However, A, B or C in Science throughout Year 9 & 10 is recommended.
Exclusions: Maximum of 6 units of Science in Preliminary and 7 units in HSC
Course Description
● The study of Investigating Science in Stage 6 enables students to develop an appreciation
and understanding of science as a body of knowledge and a set of valuable processes that
provide humans with an ability to understand themselves and the world in which they live.
Through applying Working Scientifically skills processes, the course aims to enhance
students’ analytical and problem-solving skills, in order to make evidence-based decisions
and engage with and positively participate in an ever-changing, interconnected technological
world.
● Investigating Science Stage 6 is suitable for students who have a substantial achievement
level in the Science Stages 4–5 course.
● There is no major work in this course and no extra fee, however there could be a field study in
year 11 (included in school fees) and an excursion in year 12 that usually costs between $20 -
$30.
Topics Covered
Preliminary Course
Cause and Effect - Observing
Cause and Effect - Inferences and generalisations
Scientific Models
Theories and Laws
* 30 hours of depth study will occur across these 4
modules.
HSC Course
Scientific Investigations
Technologies
Fact of Fallacy?
Science and Society
* 30 hours of depth study will occur across these 4 modules.

● Are you interested in scientific processes and investigating their links to the real world?
● The course draws on and promotes interdisciplinary science, by allowing students to
investigate a wide range of STEM (Science, Technology, Engineering and Mathematics)
related issues and concepts.
● Investigating Science encourages the development of a range of capabilities and capacities
that enhance a student’s ability to participate in all aspects of community life and within a
fast- changing technological landscape.
● This is a subject that has strong links with Biology, Chemistry, Earth and Environmental
Science and Physics.
27
Legal Studies
Requirements: None. However, A or B through Year 9 & 10 Mandatory History/Geography is
recommended.
Course Description
The Preliminary course develops students’ knowledge and understanding of the nature and
functions of law and law-making, the development of Australian and international legal systems, the
Australian constitution, and the role of the individual. This is achieved by investigating, analysing
and synthesising legal information and investigating legal issues from a variety of perspectives.
The HSC course investigates the key areas of law, justice and human rights through a variety of
focus studies which consider how changes in societies influence law reform.
Topics Covered
Preliminary Course
Core Part I – The Legal System (40% of course time)
Core Part II – The Individual and the Law (30% of course time)
Core Part III – Law in Practice (30% of course time)
The Law in Practice unit is designed to provide opportunities for students to deepen their
understanding of the principles of law covered in the first sections of the course.
HSC Course
Core Part I Crime (30% of course time)
Core Part II Human Rights (20% of course time)
Additional Options (50% of course time)
Students will study two Options chosen from:

Consumers
Family
Global environmental protection
Indigenous peoples
Shelter
Workplace
World order.
Key themes and challenges will be incorporated across
all topics.

Legal Studies gives students a basic understanding of the workings of the legal system of
Australia and assists them to recognise their own rights and responsibilities under the law.
Students will become familiar with the structure and workings of government and the judicial
systems in Australia. Students in this course will learn to develop their writing skills through
extended responses and evaluating current issues in the world. Legal Studies is a challenging
and rewarding course.
28
Mathematics Standard (common Preliminary course)

Requirements: The course is constructed with the assumption that students studying this course
will have engaged with all substrands of Stage 5.1 and with the following substrands of Stage
5.2 – Financial Mathematics, Linear Relationships, Non-Linear Relationships, Area and Surface
Area, Volume, Right- Angled Triangles (Trigonometry) and Single Variable Data Analysis, and at
least some of the content from the following Stage 5.2 substrands – Equations and Probability.
Exclusions: The study of any other Stage 6 Mathematics course
Course Description
The Mathematics Standard courses are focused on enabling students to use mathematics
effectively, efficiently and critically to make informed decisions in their daily lives. They provide
students with the opportunities to develop an understanding of, and competence in, further
aspects of mathematics through a large variety of real-world applications for a range of
concurrent HSC subjects.
Students:
● develop the ability to apply reasoning, and the use of appropriate language, in the
evaluation and construction of arguments and the interpretation and use of models based on
mathematical concepts
● develop the ability to use concepts and apply techniques to the solution of problems in
algebra and modelling, measurement, financial mathematics, data and statistics, probability
and networks
● develop the ability to use mathematical skills and techniques, aided by appropriate
technology, to organise information and interpret practical situations
● develop the ability to interpret and communicate mathematics in a variety of written and
verbal forms, including diagrams and graphs.
Students will value and appreciate:

● mathematics as an essential and relevant part of life, recognising that its development and
use have been largely in response to human needs by societies all around the globe
● the importance of resilience in undertaking mathematical challenges, taking responsibility for
their own learning and evaluating their mathematical development.
Students study a common Year 11 course, Mathematics Standard Year 11, leading to the
Mathematics Standard 1 Year 12 and Mathematics Standard 2 Year 12 courses.
Mathematics Standard 1 is designed to help students improve their numeracy by building

their confidence and success in making mathematics meaningful. Numeracy is more than being
able to operate with numbers. It requires mathematical knowledge and understanding,
mathematical problem-solving skills and literacy skills, as well as positive attitudes. When
students become numerate they are able to manage a situation or solve a problem in real
contexts, such as everyday life, work or further learning. This
course offers students the opportunity to prepare for
post-school options of employment or further training.
Mathematics Standard 2 is designed for those students

who want to extend their mathematical skills beyond Stage 5
but are not seeking the in-depth knowledge of higher
mathematics that the study of calculus would provide. This
course offers students the opportunity to prepare for a wide
range of educational and employment aspirations, including
continuing their studies at a tertiary level.
All students studying the Mathematics Standard 2 course will sit for an HSC examination.
29
Topics Covered
Preliminary Course
• Formulae and Equations
• Linear Relationships
• Applications of Measurement
• Working with Time
• Money Matters
• Data Analysis
• Relative Frequency and Probability
HSC Course
Mathematics Standard 1
• Types of Relationships
• Right-angled triangles
• Rates
• Scale Drawings
• Investment, Depreciation and Loans
• Further Statistical Analysis
• Networks and Paths
Mathematics Standard 2
• Types of Relationships
• Non-right-angled triangles
• Rates and Ratios
• Investments and Loans
• Annuities
• Bivariate Data Analysis
• The Normal Distribution
• Network Concepts
• Critical Path Analysis

Mathematics Standard enables students to develop their knowledge, understanding and skills in
working mathematically and in communicating concisely and precisely. Students are provided with
opportunities to consider various applications of mathematics in a broad range of contemporary
contexts through the use of mathematical modelling and use these models to solve problems related
to their present and future needs. The Course provides an appropriate mathematical background for
students entering the workforce or undertaking further tertiary training.
30
Mathematics Advanced
Requirements: The course is constructed with the assumption that students have engaged with
all substrands of level 5.1 and 5.2, and the substrands of level 5.3 – Algebraic Techniques,
Surds and Indices, Equations, Linear Relationships, Trigonometry and Pythagoras’ theorem and
Single Variable Data Analysis and at least some of the content from the substrands – Non-Linear
Relationships and Properties of Geometrical Figures should have been covered.
Exclusions: Mathematics Standard
Course Description
The Mathematics Advanced course is a calculus-based course focused on developing student
awareness of mathematics as a unique and powerful way of viewing the world to investigate order,
relation, pattern, uncertainty and generality. The course provides students with the opportunity to
develop ways of thinking in which problems are explored through observation, reflection and
reasoning.
Students will develop their knowledge, understanding and skills in working mathematically and in
communicating concisely and precisely. The course provides opportunities for students to consider
various applications of mathematics in a broad range of contemporary contexts through the use of
mathematical modelling and use these models to solve problems related to their present and future
needs.
All students studying the Mathematics Advanced course will sit for an HSC examination.
Topics Covered Preliminary Course

• Working with Functions
• Trigonometry and Measure of Angles
• Trigonometric Functions and Identities
• Introduction to Differentiation
• Logarithms and Exponentials
• Probability and Discrete Distributions
HSC Course
• Trigonometric Functions and Graphs
• Differential Calculus
• Applications of Differentiation
• Integral Calculus
• Modelling Financial Situations
• Descriptive Statistics and Bivariate Data Analysis
• Random Variables

The Mathematics Advanced course provides a basis for further studies in disciplines in which
mathematics and the skills that constitute thinking mathematically have an important role. It is
designed for those students whose future pathways may involve mathematics and its
applications in a range of disciplines at the tertiary level.
31
Mathematics Extension 1
1 unit in each of Preliminary and HSC
Requirements: The study of Mathematics Advanced in Stage 6 and achieving A in level 5.3 in Year
9 & 10.
Course Description
Mathematics Extension 1 is focused on enabling students to develop a thorough understanding of
and competence in further aspects of mathematics. The course provides opportunities to develop
rigorous mathematical arguments and proofs, and to use mathematical models more extensively.
Students of Mathematics Extension 1 will be able to develop an appreciation of the interconnected
nature of mathematics, its beauty and its functionality.
The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course.
The Mathematics Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.
All students studying the Mathematics Extension 1 course will sit for an HSC examination.
Topics Covered
Preliminary Course
• Further Work with Functions
• Polynomials
• Inverse Trigonometric Functions
• Further Trigonometric Functions
• Rates of Change
• Working with Combinatorics
HSC Course
• Trigonometric Equations
• Further Calculus Skills
• Applications of Calculus
• Proof by Mathematical Induction
• Introduction to Vectors
• The Binomial Distribution

Mathematics Extension 1 provides a basis for progression to further study in mathematics or related
disciplines in which mathematics has a vital role at a tertiary level. An understanding and
exploration of Mathematics Extension 1 is also advantageous for further studies in such areas as
science, engineering, finance and economics.
32
Mathematics Extension 2
1 unit in HSC ONLY
Requirements: Studying MAthematics Extension 1 & achieving at a high level; teacher
recommendation.
Course Description
Mathematics Extension 2 provides students with the opportunity to develop strong
mathematical manipulative skills and a deep understanding of the fundamental ideas of algebra
and calculus, as well as an appreciation of mathematics as an activity with its own intrinsic
value, involving invention, intuition and exploration. Mathematics Extension 2 extends students’
conceptual knowledge and understanding through exploration of new areas of mathematics not
previously seen.
The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12
course and the Mathematics Advanced Year 12 course.
The Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 Stage 6
courses form a continuum.
All students studying the Mathematics Extension 2 course will sit for an HSC examination.
Topics Covered
HSC Course
• The Nature of Proof
• Further Proof by Mathematical Induction
• Further Work with Vectors
• Introduction to Complex Numbers
• Using Complex Numbers
• Further Integration
• Applications of Calculus to Mechanics

Mathematics Extension 2 provides a basis for a wide range of useful applications of mathematics
as well as a strong foundation for further study of the subject. Students will have opportunities at
progressively higher levels to acquire knowledge, understanding and skills in relation to concepts
within areas of mathematics that have applications in an increasing number of contexts. The
course provides an appropriate mathematical background for students whose future pathways will
be founded in mathematics and its applications in such areas as science, engineering, finance
and economics.
33
Modern History
Requirement: None. However, A or B through Year 9 & 10 Mandatory History/Geography. This
course requires students to write analytical essays; therefore studying English Advanced will be
advantageous.
Course Description
In this course students have an opportunity to engage in the investigation of the forces that have
shaped the world. It is an opportunity to investigate the motivations, actions and significance of
individuals and groups and how they have shaped the modern world. The course introduces
students to a range of cultures and beliefs, as well as ideas, values and behaviours that enrich their
appreciation of humanity by introducing them to historical developments and experiences that have
defined the modern world. Students will also develop transferable written and oral communication
skills, as well as research skills inclusive of an independent investigation.
Topics Covered
Preliminary Course This course consists of 3 sections.
• Investigating Modern History (including historical skills through case studies)
o The study includes: The Romanov Dynasty, and Origins of the Arab Israeli Conflict
• The Shaping of the Modern World
o The study of World War I
• Historical investigation
o Students become historians choosing an independent investigation interpreting their findings
HSC Course
• Core Study:
o Power and Authority in the Modern World 1919 - 1946
including the study of dictatorships and Nazi Germany
• National Studies:
o The study may include: Russia and the Soviet Union or USA
• Peace and Conflict:
o The study may include: The Arab-Israeli Conflict
• Change in the Modern World:
o The study may include: Civil Rights in the USA, The Nuclear Age, Tiananmen Square, The
Changing World Order or Apartheid in South Africa

A study in history develops relevant contemporary skills such as the ability to analyse, to challenge
accepted theories and interpretations, to understand ethics, to research and develop evidence based
arguments. These skills are key to most tertiary studies, employment and a vast number of
professions. A study in history helps you to improve valuable oral and written communication skills
that are considered key skills for tertiary studies or future employment. The knowledge,
understanding and skills that you develop through the study of history create a firm foundation for
further study, the world of work, active and informed citizenship, and for lifelong learning. History
fosters a critical approach to understanding events, issues and interpretations as well as the effective
communication of accounts conveying ideas, judgments and evidence. History can also be studied
purely for interest and the gaining of knowledge of historical sites and events which will enhance
your appreciation of overseas travel.
Students who have a particular interest or ability in History may choose to study BOTH Modern and
Ancient History; and Extension History in Year 12.
34
Music 1
Requirements: None. However, having studied Music in Year 9 & 10 or currently studying an
instrument externally would be an advantage. Note, voice is considered an instrument.
Course Description
In the Preliminary and HSC courses, students will study the concepts of music through the
learning experiences of performance, composition, musicology and aural within the context of
various styles, periods and genres.
The HSC course will build on the knowledge and concepts learned in the preliminary course by
expanding on students' knowledge of the music concepts, performance techniques and aural
analysis.
Topics Covered
Students study three topics in each year of the course. Topics are chosen from a list of 21
which covers a range of styles, periods and genres. Topics studied may include:
Preliminary course
Popular Music
Music of a Culture
Music for Small Ensembles
HSC course
Music of the 20th and 21st Centuries
An Instrument and its Repertoire
Student choice (from the remaining
topics)
In addition to core studies in performance,
composition, musicology and aural,
students select three electives from any
combination of performance, composition
and musicology. These electives must
represent each of the three topics studied
in the course.

Any student interested in improving their skills in performance, composition, musicology and
analysis should consider this course. This course gives students the ability to explore their
musical interests and further develop their skills. In the preliminary and HSC courses, students
will be required to study and complete assessment tasks focusing on the concepts of music,
through the learning experiences of performance, composition, aural and musicology. Students
are expected to perform at high standards, both solo and ensemble, on their chosen
instrument/voice. Access to studying the chosen instrument/voice in private lessons is highly
recommended at this level of music study.
35
Personal Development, Health and Physical Education

Requirements: None; However, A or B in English in Year 9 & 10 is recommended as well
developed written communication skills are essential to success in this subject.
Course Description
Personal Development, Health and Physical Education (PDHPE) focuses on the health of
individuals and communities as well as the factors that influence movement skill and physical
activity levels. The Stage 6 PDHPE course builds upon the PDHPE Years 7–10 experience by
introducing students to more detailed study and
higher order skills.
The PDHPE course includes a detailed study

of movement and physical activity. The
emphasis is on understanding how the body
moves and the sociocultural influences that
regulate movement. Scientific aspects to be
studied include anatomy, physiology,
biomechanics and skill acquisition.
This course is based on a social view of health

where the principles of diversity, social justice
and supportive environments are fundamental
to health. Health status and viable solutions
for better health are examined for the
individual, family and community.
This course is a theory based course with only a limited practical component.

The study of PDHPE supports students as they develop into young adults. The course
encourages personal growth, enhances wellbeing and develops the student’s capacity to take a
productive role in society.
PDHPE provides a direct link with study and vocational pathways in the areas of recreational,
paramedical, movement and health sciences. Related career opportunities are expanding and
gaining recognition throughout the community as legitimate fields of employment. Some related
career choices may include sports coaching, outdoor recreational leadership, sport and
recreation program management, human resources, sports injury management, physical activity
consultancy, health education/promotion officer, drug education and PDHPE teaching.
Subjects that would link with PDHPE include Community and Family Studies, Dance, Biology,
Physics, Society and Culture, and also Sport, Lifestyle and Recreation.
36
Physics
2 Units for each of the Preliminary and HSC
Requirements: None. However, A in Science throughout Year 9 & 10; A, B or C in English; level
5.3 Mathematics in Year 9 & 10 & the study of Advanced or Extension Mathematics in Year 11 & 12
is strongly recommended.
Exclusions: Maximum of 6 units of Science in Preliminary and 7 units in HSC.
Course Description
● The study of Physics in Stage 6 aims to enable students to develop an appreciation and
understanding of the application of the principles of physics, and of the theories, laws,
models, systems and structures of physics. It also enables students to apply Working
Scientifically skills processes to examine physics models and practices and their
applications such as relativity, space flight and the scientific advances involved in the
development of semiconductors and electronics.
● The Physics Stage 6 course is designed for those students who have a substantial
achievement level based on the Science Stages 4–5 course performance descriptors.
● There is no major work in this course and no extra fee, however there could be an
excursion in year 12 that usually costs between $20-$30.
● Topics Covered Preliminary
Course
● Kinematics
● Dynamics
● Waves and thermodynamics
● Electricity and Magnetism
* 15 hours of depth study will occur across
these 4 modules.
HSC Course
● Advanced Mechanics
● Electromagnetism
● The Nature of Light
● From the Universe to the Atom
* 15 hours of depth study will occur across
these 4 modules.
Should I do this course?

● Do you like to explain how things work and why things are the way they are?
● A strong mathematical background will help
● You must also enjoy practical science activities.
● This is a subject that has links with Investigating Science, Chemistry and at least 2 Unit Maths
37
Science Extension (Year 12 Only)

1 Unit Course - HSC only
Requirements: Studying at least 2 units of Science for HSC.
Exclusions: Maximum of 6 units of Science in Preliminary and 7 units in HSC
Course
Description
● This course focuses on the authentic application of scientific research skills to produce a
Scientific Research Report. Students propose and develop a research question, formulate
a hypothesis and develop evidence-based responses to create their Scientific Research
Report which is supported by a Scientific Research Portfolio
● Students who have shown an achievement in, and/or aptitude for, any of the Stage 6
Science courses: Biology, Chemistry, Investigating Science or Physics, in Year 11 may
choose to study Science Extension in Year 12
● There is a major work in this course involving students researching and writing a formal
Scientific Research Report which is supported by a
Scientific Research Portfolio
● There is no extra fee.
Topics Covered
The Year 12 course consists of four modules
Module 1 The Foundations of Scientific Thinking
Module 2 The Scientific Research Proposal
Module 3 The Data, Evidence and Decisions
Module 4 The Scientific Research Report

Prerequisite courses for Science Extension Year 12 are one of, or a combination (up to 6 units
of study) of, Biology, Chemistry, Investigating Science or Physics in Year 11.
Co-requisite courses for Science Extension Year 12 are one of, or a combination (up to 7 units
of study) of, Biology, Chemistry, Investigating Science or Physics in Year 12.
Students must propose and develop a research question, formulate a hypothesis and develop
evidence- based responses in the form of a Scientific Research Report, which is supported by a
Scientific Research Portfolio.
● You have a keen interest in or aptitude for your studies in Preliminary Science
● You are interested in potentially exploring Science as a future career
38
Society and Culture (NB: Major Project)

Requirements: None.
Course Description
Society and Culture helps students to achieve social and cultural literacy by developing their
knowledge and understanding about societies and cultures, developing their social and cultural
research skills, and promoting positive values and attitudes essential to achieving social and
cultural literacy. A central theme of study is how the interaction of persons, society, culture,
environment and time shape human behaviour. Students develop an understanding of, and
practical skills in, research methodologies and undertake research in an area of particular
interest to them.
Please note that in the HSC Course the research findings are presented for external
assessment in the Personal Interest Project (PIP).
Topics Covered
Preliminary Course The Social and Cultural World (30%) – the interaction between aspects of
society and cultures
Personal and Social Identity (40%) – socialisation and coming of age in a variety of social and
cultural settings.
Intercultural Communication (30%) – how people in different cultures interact and communicate.
HSC Course
Social and Cultural Continuity and Change (30%) – the
nature, continuity and change, research and study of a
selected country
The Personal Interest Project (30%) – an individual
research project.
Depth Studies (40%)
Two to be chosen from:
Popular Culture – the interconnection between
individuals and popular culture
Belief Systems and Ideologies – role of belief systems in
societies, cultures and personal life
Social Inclusion and Exclusion – Social conformity and
nonconformity

The central theme of Society and Culture is the interaction of persons, societies, cultures,
environments and time. The Society and Culture course draws on cross-disciplinary concepts
and social research, methodologies from anthropology, communication, cultural studies, media
studies, philosophy, psychology and sociology. Students who choose 2U Studies of Religion
as an area of study are advised to also consider this course, as they would find many areas of
overlapping content and key concepts.
The Society and Culture course has direct relevance to the immediate needs of students to
develop understanding of:
• Themselves
• Their own society
• The societies and cultures of others
39
Studies of Religion I & II

1 Unit - 1 unit each of Preliminary & HSC
Requirements: It is recommended that students who have achieved either A, B or a
minimum grade C in Catholic Studies, English and History should select this course.
2 Unit - 2 unit each of Preliminary & HSC

Requirements: It is recommended that students who have achieved an A or B in Catholic
Studies, English and History should select this course. It is advised for students who are
doing Advanced English to choose the 2 Unit course.
Course Description
The Preliminary course commences with general religious and non-religious worldviews of the
supernatural and the meaning of life. Following, two or three world religions are studied in
relation to their origins, principal beliefs, sacred texts, and ethics, such as Christianity, Judaism
and Islam. The 2 Unit course also includes a unit of religion in Australia which incorporates
Aboriginal Spirituality, a fascinating exploration of Ancient Religions and the historical beliefs and
practices of two ancient religions drawn from Celts, Daoists and Mayans.
The HSC course builds upon the Preliminary course. The Religious Traditions commenced in
the Preliminary course are studied in greater depth with a focus on a significant person, a
significant practice, and ethics. The unit on Religion in Australia continues and examines current
religious adherence and practice. 2 Unit students complete additional units that explore the
concept of peace within Christianity and Islam or Judaism, and examine the phenomenon of
those who choose to nominate themselves as having ‘no religion’.
Topics Covered
Preliminary Course
The Nature of Religion and Beliefs
Religious Tradition Study: Christianity
Religious Tradition Study: Islam
Religious Tradition Study: Judaism (2U only)
Religion in Australia Pre-1945 (2U only)
Religions of Ancient Origin (2U only)
HSC Course :
Religion in Australia Post-1945
Religious Tradition Depth Study: Christianity
Religious Tradition Depth Study: Islam
Religious Tradition Depth Study: Judaism (2U only)
Religion and Peace (2U only)
Religion and Non-Religion (2U only)

NESA includes this course within the domain of HSIE and so this is an objective area of study
that examines the phenomena of religion as being ‘living’ and influencing the life of its
adherents. In Australia, there are many people who come from a variety of cultures and religious
traditions so it is helpful to understand a range of beliefs and practices. Whilst writing skills are
developed throughout the unit, students who have advanced writing and reading skills are
advised to select this course. Students who are planning to take an extension course, such as
Math or English, are advised to consider the 1 Unit option. Students who choose Society and
Culture as an area of study are advised to also consider this course, as they would find many
areas of overlapping content and key concepts.
40
Visual Arts (NB: Major Project - Body of Work)

2 units for Preliminary and HSC.
Requirements: None. However, having studied Visual Arts in Year 9 & 10 it would be an
advantage. This course requires students to write analytical essays; therefore studying English
Standard or Advanced will be advantageous.
Students are required to purchase materials for use in this course.
Course Description
Visual Arts as a subject provides for various interpretations of the visual arts and the world that
are contemporary and relevant. The knowledge, understanding, skills and values gained from
the subject will assist students in building conceptual and practical skills which will be applied to
their own art making and art criticism.
In the Preliminary Course there is a focus on the key components and concepts of practice, the
frames and the conceptual framework while investigating a broad range of ideas in art criticism
and art history. The making of artworks in at least 2 forms and the use of the process diary is
undertaken.
The HSC Course focuses on more interpretive investigations using the key components and
concepts through Case Studies in art criticism and art history. Each student will during the
course create their own “Body of Work” using the process diary to
show progress and development.
Topics Covered
Preliminary Course (may include)
The core concepts
Elements of Design
The Human Body
Assemblage Art
HSC Course
The development of a Body of Work (50%).
An investigation of practice, the conceptual framework and the
frames through a series of Case Studies that may include Site
Specific Art,
The Isms, Art and Technology, Gender and Identity and Appropriation.

This course is suited to those students who have a keen interest in the visual arts and the world
around them. They need to have developed an informed point of view and have tolerance,
diversity and empathy towards other students and artists from all backgrounds. A visual art
student needs to be flexible and adaptive and to be able to develop their skills in the production
of artworks. This subject builds a desire in students to continue learning after school in further
education.
41
Content Endorsed Courses
Board Endorsed Courses
There are two types of Board Endorsed Courses – Content Endorsed Courses and School
Developed Courses.
Content Endorsed Courses have syllabuses endorsed by the NSW Education Standards Authority
(NESA) to cater for areas of special interest not covered in Board Developed Courses. TAFE
delivered courses (which are written and delivered by TAFE) have Content Endorsed status granted
by the Board.
Schools may also develop special courses in order to meet student needs. These courses must be
approved by the NSW Education Standards Authority (NESA).
There is no external examination for Board Endorsed Courses. Assessment is school

based.
All Board Endorsed Courses count towards the Higher School Certificate and appear on the
student’s Record of Achievement. However, Board Endorsed Courses do not count in the
calculation of the Australian Tertiary Admissions Rank (ATAR).
42
Studies in Catholic Thought

1 unit for each Preliminary & HSC
Course Type: New Curriculum Stage 6 will be a Board Endorsed Course and does not
contribute to an ATAR.
Course Description
Studies in Catholic Thought reflects Jesus’ invitation to ‘come and see,’ and to ‘push out into the
deep.’ Seeking to follow His example and inspired by an incarnational spirituality, making Christ
real, the curriculum models an inclusive and transcendent invitation to encounter Christ in the
daily paradox of life, to discern ‘God in all things.’ To
reflect ‘the one in whom we live, move and have our
being.’ (Acts 17:28)
The curriculum seeks to awaken a sacramental

vision of reality, through proclaiming the ‘living voice
of the Gospel.’ With Pope Francis, Bishop Vincent
and the whole faith community, we strive to ensure
that every young person experiences metanoia: a
joyful, blessed, transcendent and transformational
education. A Catholic education, understood as a
‘gateway’ to human flourishing, one that liberates
each person to live their life to the full: ‘I have come
that you may have life and have it to the full.’
Topics Covered
Preliminary
Who is a Human Person?
The Trinitarian God & Humanity
The Re-Imagining of Creation
HSC
Virtue, Vice & Salvation
The Good Works
The Common Good
43
Exploring Early Childhood 1 Unit or 2 Unit

1 Unit for Preliminary or 2 units for Preliminary and HSC
Requirements: None
Course Description
Our society is increasingly recognising children’s experiences in the early childhood years as the
foundation for future growth, development and learning. This course explores issues within an
early childhood context and considers these in relation to the students themselves, their family
and the community.
Topics Covered
The study of this course will enable students to:
● develop an awareness and understanding of the
growth, development and learning of young
children and the importance of the early
childhood years
● recognise the uniqueness of all children,
including those who have special needs
● become aware of the value of play in the lives of
children, and consider means of providing safe
and challenging environments for play
● identify the range of services developed and
provided for young children and their families
● consider the role of family and community in the
growth, development and learning of young
children
● reflect upon potential implications for themselves as adults, in relation to young
children
● understand and appreciate the diversity of cultures within Australia and the ways in
which this influences children and families
● become aware of the work opportunities available in the area of children’s
services.

Exploring Early Childhood Stage 6 aims to develop understanding, skills and strategies to enable
students to support and foster positive growth and development in the young children with whom
they interact through the provision of safe, nurturing and challenging environments.
44
Photography, Video and Digital Imaging 1 Unit or 2 Unit

1 unit or 2 units studied for Preliminary or HSC
Requirements: None
Students need to supply their own DSLR camera for this course.
Course Description
Photography, Video and Digital Imaging offers students the opportunity to explore contemporary
artist practices that make use of photography, video and digital imaging.
The course offers opportunities to investigate one or more of these fields and to develop
understanding and skills that contribute to an informed critical practice. Central to this is the
development of the practical skills associated with photography and the critical and historical
investigations of the work of contemporary and past exponents. The 2 Unit course will be offered
to students who have successfully completed Photography and Digital Media in Stage 5.
The 1 Unit course will be offered to both those students who have had past experience and
those who wish to pick it up for the first time.
Structure of the Course

DSLR cameras
Taking and framing photos
Using the computer to enhance and manipulate images
Digital animation
Studio lighting
Critical and historical studies
Journal keeping

This course is suited to those students who have a keen
interest in photography and the world around them. Photography in Stage 6 is designed to
enable students to gain an increasing accomplishment and independence in their representation
of ideas in this medium. Students need to recognize the potential for developing a point of view
and interpreting the world using the techniques of photography in exploratory, creative and
innovative ways. This subject builds a desire in students to continue learning after school in
further education and invites an ongoing life experience.
45
Sport, Lifestyle and Recreation 1 Unit or 2 Unit

1 unit for Preliminary or 2 units for Preliminary and HSC Students
Requirements: None
Course Description
The Sport, Lifestyle and Recreation (SLR) course focuses on those aspects that relate most closely
to participation in sport and physical activity. The course enables students to adopt and maintain an
active lifestyle. Both the 1 unit and 2 unit SLR courses have a strong emphasis on developing
practical skills and so feature a highly practical focus.
The SLR course develops the student’s capacity and desire to adopt administrative, officiating and
support roles in community sport and recreation contexts. SLR 1 unit and SLR 2 unit introduces the
skills of coach, trainer, first aid officer, referee and fitness leader. In the context of this course, it
may be possible for students to acquire recognised qualifications in these areas.
Neither of the SLR courses contributes to the calculation of the Australian Tertiary Admissions
Rank (ATAR).

This course is highly suited to
students who have a personal
interest and enjoy participating in
physical activity, sport and/or
dance. This personal interest may
lead to further post-school study at
University or TAFE or vocational
training in the context of the
workplace.
The Sport and Recreation industry is a
major growth industry and in this course
students will gain an understanding and
appreciation of the vocational possibilities in this area. Some related career choices may include
sports coaching, outdoor recreational leadership, sport and recreation program management,
human resources, sports injury management, personal training, sports equipment sales and
PDHPE teaching.
Subjects that would link with Sport, Lifestyle and Recreation include VET Fitness and
Recreation.
46
Visual Design 1 unit or 2 units

Requirements: None
Course Description
Visual Design is a course that investigates design principles through various images and objects
such as, jewellery, clothing, furniture, posters, publications and the built environment. The visual
conventions, aesthetics functions and the ideas that are communicated are examined in relation to
the world, materials and technologies.
This course provides students with opportunities to exploit the links between art and design by
designing and making images and objects in which aesthetic qualities and symbolic meanings are
as important as utilitarian function. It encourages students to explore the practices of graphic,
wearable, product and exterior/interior designers in contemporary societies and promotes
imaginative and innovative approaches to design within the context of the Australian environment
and culture.
The course encourages students to explore and investigate their world and to develop individual
ideas in the area of design. Through critical and historical study of designed images and objects
students will be able to make informed judgments about designed works that surround them.
Topics May Include:

Graphics Design
Wearable Design
Product Design
Interior Design
Mandatory WHS
Various Case Studies (Artist
Practice)
The modules explored will be determined

by the number of hours allocated to the
course.

This course builds on the related study of Visual Arts Years 7-10. If you enjoy doing Visual Arts this
subject will complement your knowledge and skills and provide an introduction to visual design that
can be applied in a wide range of situations. The study of Visual Design Stage 6 will support you in
developing a commitment to and a capacity for lifelong learning in this area. This could lead to
further post-school study at university or TAFE. Learning may also continue through life
experiences as an area of personal interest.
47
Work Studies 1 Unit or 2 Unit

Requirements: None
Course Description
Work in all its forms – paid and unpaid – plays a central role in our lives. Technological, social and
economic factors are rapidly changing the nature of work and traditional patterns of work
organisation. Many of the occupations in which students will work do not yet exist.
Topics Covered
This course in Work Studies will assist students:
● to recognise the links between education,
training, work and lifestyle, and to
recognise the economic and social factors
that affect work opportunities
● to develop an understanding of the
changing nature of work organisation and
the implications for individuals and society
● to acquire general work-related
knowledge, skills and attitudes,
transferable across a number of
occupational areas
● to develop their skills in accessing
work-related information, presenting
themselves to potential employers, and
functioning effectively in the workplace.
Core: My Working Life
Modules
There are 11 elective modules which expand on the issues introduced in the core. Modules are
studied for either 15 - 30 hours. Modules include: In the workplace; preparing job applications;
workplace communication; personal finance; living away from home; experiencing work; teamwork
and enterprise skills; managing work and life commitments.

This is a Content Endorsed Course which may be studied for either 1 or 2 Units. Work Studies will
assist students to recognise the links between education, training, work and lifestyle and the
economic and social factors that affect work opportunities. It will develop students’ skills in
accessing work-related information, presenting themselves to potential employers and functioning
effectively in the workplace.
Work Studies will equip students to make more informed decisions about their future study and
employment pathways. The practical orientation of the course is intended to give students useful
experiences against which to test their emerging career and/or study preferences.
48
Vocational Education and Training Courses (VET) 2023
Legal Name Trustees of the Roman Catholic Church for the Diocese of
Parramatta
RTO Code 90490
Trading Name Catholic Schools Parramatta Diocese
Under the Australian Qualification Framework

(AQF), all Vocational Education and Training (VET)
courses are recognised nationally. VET courses
have been developed with industry, are taught to
industry standards and have clear links to post
school destinations. Depending on the course,
students may exit with a:
● Statement of Attainment
● Certificate I
● Certificate II
● Certificate III
● Diploma
VET courses may be undertaken at:

● school
● through one of our cluster classes
● through School of Now; or
● via an external provider.
VET can be divided into:

● Board Developed (industry Curriculum
Framework) courses which are also referred to
as Category B courses. Please note, only 2
units of category B subjects can be counted
towards the ATAR.
● Board Endorsed courses do not contribute to
the calculation of the ATAR.
The tables below summarise the VET courses that are available at CSPD Schools, cluster classes,
School of Now and through external providers.
49
VET Courses at School
Board Board
Course Qualification Developed Endorsed Units Year(s)
Course Course
Active
CHC24015 Certificate II in Active Volunteering ✓ 2 1
Volunteering
Business
BSB30120 Certificate III in Business ✓ 2 2
Services
2+
Carpentry SOA CPC30220 Certificate III in Carpentry ✓ 2
1
Construction CPC20220 Certificate II in Construction Pathways ✓ 2 2
Creative
CUA20220 Certificate II in Creative Industries ✓ 2 1
Industries
N/
Business Diploma of Business N/A N/A 2
A
Early Childhood
SOA CHC30121 Certificate III in Early Childhood
Education and ✓ 2 2
Education and Care
Care
Early Childhood
CHC30121 Certificate III in Early Childhood
Education and Care
Care
Engineering MEM10119 Certificate I in Engineering ✓ 2 1
Entertainment SOA CUA30420 SOA Certificate III in Live

✓ 2 2
Industry Production and Technical Services
Entertainment CUA30420 SOA Certificate III in Live Production and

✓ 2 2
Industry Technical Services
Financial
FNS30317 Certificate III in Accounts Administration ✓ 2 2
Services
Fitness SIS30321 Certificate III in Fitness ✓ 2 2
Hospitality SIT20316 Certificate II in Hospitality ✓ 2 2
Hospitality -
2+
Commercial SOA SIT30816 Certificate III in Commercial Cookery ✓ 2
1
Cookery
Information and
Digital ICT30120 Certificate III in Information Technology ✓ 2 2
Technology
Primary Industries AHC20116 Certificate II in Agriculture ✓ 2 2
Retail Services SIR30216 Certificate III in Retail ✓ 2 2
Skills for Work

SOA FSK20119 Certificate II in Skills for Work and
and Vocational ✓ 2 1
Vocational Pathways
Pathways
Skills for Work
FSK20119 Certificate II in Skills for Work and
and Vocational ✓ 2 1
Vocational Pathways
Pathways
Sport Coaching SIS20521 Certificate II in Sport Coaching ✓ 2 1
Sport Coaching SIS30521 Certificate III in Sport Coaching ✓ 2 1
Workplace Skills BSB20120 Certificate II in Workplace Skills ✓ 2 1
50
Cluster Classes
Board Board
Course Course
CPC20220 Certificate II in Construction
Construction ✓ 2 2
Pathways
Early Childhood
SOA CHC30121 Certificate III in Early
Childhood Education and Care
Care
Engineering MEM10119 Certificate I in Engineering ✓ 2 1
Entertainment CUA30420 SOA Certificate III in Live

✓ 2 2
Industry Production and Technical Services
Fitness SIS30321 Certificate II in Fitness ✓ 2 2
Hospitality SIT20316 Certificate II in Hospitality ✓ 2 2
Retail Services SIR30216 Certificate III in Retail ✓ 2 2
School of Now
Board Board
Course Course
Business Services BSB30120 Certificate III in Business ✓ 2 2
FNS30317 Certificate III in Accounts

Financial Services ✓ 2 2
Administration
Information and ICT30120 Certificate III in Information
✓ 2 2
Digital Technology Technology
External VET Courses

Board Board
Course Developed Endorsed Location
Course Course
Animal Studies ✓ TAFE NSW or Taronga Training Institute
Beauty Services (Make Up) ✓ TAFE NSW
Whitehouse Institute of Design or TAFE NSW or

Design Fundamentals ✓
Academy of Interactive Entertainment
Disability (Individual Support) ✓ TAFE NSW
Human Services (Acute

✓ NSW Health
Care)
Human Services (Allied
✓ NSW Health
Health)
TAFE NSW or Academy of Interactive
Screen and Media ✓
Entertainment
Please note:
● At the time of this publication, courses available through TAFE NSW were not published. Please speak to your Leader of
Learning VET for additional opportunities.
● Hardcopy Forms and Google Forms for cluster classes, School of Now and eVET must be submitted in August
2023. Specific date to be confirmed.
51
Facts About VET Courses
Delivery and Competency-Based Assessment
VET courses have a practical component, as they are designed for students who may wish to build a career in these
industry areas. There is also a significant theoretical component in most of the courses.
VET courses are competency-based and will be assessed through integrated competency tasks using observation,
questions, structured activities & other assessment methods. To be assessed as competent a student must demonstrate
to a qualified assessor that they have the knowledge and skills to effectively carry out the various tasks to the standard
required in the appropriate industry. Students are progressively assessed as either ‘competent’ or ‘not yet
competent’. When a student achieves a unit of competency it is signed off by the assessor. If a student does not
achieve a competency after 3 attempts, a ‘not achieved’ will be recorded.
Many of the core competencies and skills gained from VET Courses are transferable, for eg teamwork, communication,
work health and safety and work ethics. No matter what industry the student eventually pursues, they will have
participated in entry-level skills that will make them more work ready.
VET HSC Exam

The HSC examination in Framework Courses is optional. Students who do not wish the course to contribute to the
calculation of their ATAR or are following a non-ATAR program may elect to withdraw from the HSC examination. This
decision is usually formalised by completing the VET HSC Exam Withdrawal Form and submitting it to the VET Teacher
or Leader of Learning VET. This has no impact on the eligibility of a student to receive their qualification or their HSC.
Only ONE Curriculum Framework course can contribute to the calculation of the ATAR. Students must sit the HSC
Examination Paper in a Curriculum Framework VET course for it to count towards the calculation of the ATAR.
Work Placement
There is a mandatory industry work placement for most VET courses. Travelling expenses and the management of
course work missed in other subjects should be taken into consideration. The penalty for not completing the mandatory
work placement hours is that the student will not have satisfactorily completed the VET course and this may impact on
the student qualifying for the HSC if their VET course forms part of their minimum units. Students must be able to
manage their school work effectively as they will need to catch up on work that they have missed.
Uniforms and Equipment

Students may need to purchase resources or equipment for VET courses such as tool kits; textbooks, uniforms,
personal protective clothing, etc. Please note that additional costs to school fees may apply for VET courses.
Recognised Prior Learning (RPL)

A student may be entitled to apply for Recognised Prior Learning (RPL) if training has been undertaken previously.
Students must talk to the Leader of Learning VET or VET teacher and complete an RPL application form.
Some students may qualify for exemption from their work placement if they work in the industry related to their course
work once they have filled out a Recognition of Prior Learning Form with their employer.
Further Information
For additional information, please contact your Leader of Learning VET or Mr M Kelly at mkelly@parra.catholic.edu.au
52
Business Services
Training
BSB Business Services
Package:
RTO: 90490 - Trustees of the Roman Catholic Church for the Diocese of Parramatta
2 Units Preliminary Course

Unit Value:
2 Units HSC Course
Duration: 2 years
Qualification: BSB30120 Certificate III in Business

Contributes to
Yes
the ATAR:
Work
70 hours
Placement
Course This qualification reflects the role of individuals in a variety of Business Services job roles. It
Description & likely that these individuals are establishing their own work performance.
Content:
Individuals in these roles carry out a range of routine procedural, clerical, administrative or
operational tasks that require technology and business skills. They apply a broad range of
competencies using some discretion, judgement and relevant theoretical knowledge. They
may provide technical advice and support to a team.
It may lead to occupations such as a Secretary, Office Administrator, Data Entry Clerk or
Personal Assistant.
This course is suitable for students who have a helpful and courteous manner, have a
good eye for detail, have the ability to work with others within the workplace and possess
good communication and excellent customer service skills.
Units Include: BSBCRT311 Apply critical thinking skills in a team environment
BSBPEF201 Support personal wellbeing in the workplace
BSBSUS211 Participate in sustainable work practices
BSBTWK301 Use inclusive work practices
BSBWHS311 Assist with maintaining workplace safety
BSBXCM301 Engage in workplace communication
BSBTEC201 Use business software applications
BSBTEC301 Design and produce business documents
BSBTEC302 Design and produce spreadsheets
BSBWRT311 Write simple documents
BSBPEF301 Organise personal work priorities
BSBOPS304 Deliver and monitor a service to customers
BSBINS302 Organise workplace information
Eligibility for Students assessed as fulfilling the requirements for all the units in the 240 hour course will
Qualification: be eligible for Certificate III in Business. Students achieving at least one unit of
competency will be eligible for an AQF Statement of Attainment showing partial
completion of their qualification.
Cost: An annual fee of $75 is added to school fees for this course for consumables.
53
Construction
Training
CPC Construction, Plumbing and Services
Package:
Unit Value: 2 Units Preliminary Course
2 Units HSC Course
Duration: 2 years
Qualification: CPC20220 Certificate II in Construction Pathways
Contributes to
Yes
the ATAR:
Work Placement 70 hours
Course This course provides students with the opportunity to gain knowledge and skills in a
Description & range of activities and functions in a construction setting. Units within this course
Content: focus on developing the skills required to work effectively within the industry including
WHS procedures, industry awareness, communicating with others, reading and
interpreting plans and specifications, measuring and calculating, and handling
construction tools and equipment. Students also gain a Whitecard, which allows them to
access construction sites provided they meet the competencies within the safety units.
Units Include: CPCCOM1012 Work effectively and sustainably in the Construction Industry
CPCCOM1013 Plan and organise work
CPCCOM1015 Carry out measurements and calculations
CPCCVE1011 Undertake a basic construction project
Apply WHS requirements, policies and procedures in the
CPCCWHS2001
Construction Industry
CPCCCA2002 Use carpentry tools and equipment Prerequisite: CPCCWHS2001
CPCCCA2011 Handle carpentry materials Prerequisite: CPCCWHS2001
CPCCCM2004 Handle construction materials Prerequisite: CPCCWHS2001
CPCCCM2006 Apply basic levelling procedures
CPCCC02013 Carry out concreting to simple forms Prerequisite: CPCCWHS2001
CPCCCM2001 Read and interpret plans and specifications
CPCCWHS1001 Prepare to work safely in the Construction Industry
Handle and prepare bricklaying and blocklaying materials
CPCCBL2001
Prerequisite: CPCCWHS2001
Use bricklaying and blocklaying tools and equipment
CPCCBL2002
Prerequisite: CPCCWHS2001
Please note: some units of competency may vary across delivery sites, as some deliver
a brick and block module, whereas others deliver a concreting module.
Eligibility for Students assessed as fulfilling the requirements for all the units in the 240 hour course
Qualification: will be eligible for Certificate II in Construction Pathways. Students achieving at least
one unit of competency will be eligible for an AQF Statement of Attainment showing
partial completion of their qualification.
Cost: An annual fee of $165 is added to school fees for this course for consumables, as well
as the Whitecard.
Students will need to purchase:
● steel capped boots
● protective clothing (overalls or heavy duty trousers and shirt). This needs to be worn
for practical lessons and work placement.
Other items such as hard hats and ‘fluoro’ vests may be provided by the school.
54
Entertainment Industry
Training
CUA Creative Arts and Culture
Package:
2 Units HSC Course
Duration: 2 years
Qualification: CUA30420 Certificate III in Live Production and Technical Services

Contributes to
Yes
the ATAR:
Course The entertainment industry is a diverse industry covering a wide range of occupational
Description & areas including audio, costume, customer service, front of house, lighting, props, scenic
Content: art, sets, staging, technical operations and vision systems. This course provides
students with the opportunity to gain a range of general skills and knowledge suitable
for entry to employment in live performance, theatre and events industries.
Units Include BSBPEF301 Organise personal work priorities
CUAIND311 Work effectively in the creative arts industry
CUAIND314 Plan a career in the creative arts industry
CUAPPR314 Participate in collaborative creative projects
CUAWHS312 Apply work health and safety practices
CPCCWHS1001 Prepare to work safely in the construction industry
SITXCCS006 Provide service to customers
CUALGT311 Operate basic lighting
CUALGT314 Install and operate follow spots
CUASOU331 Undertake live audio operations
CUASTA311 Assist with production operations for live performances
CUASTA313 Operate staging elements
CUASTA212 Assist with bump in and bump out of shows
CUAVSS312 Operate vision systems
HLTAID011 Provide first aid (External provider)
Eligibility for Students assessed as fulfilling the requirements for all the units in the 240 hour course
Qualification: will be eligible for the Certificate III in Live Production and Technical Services.
Students achieving at least one unit of competency will be eligible for an AQF
Statement of Attainment showing partial completion of their qualification.
Students will also be required to have black pants and shirt when undertaking
backstage production.
55
Fitness
SIS Sport, Fitness and Recreation
Training Package:
Category: Board Endorsed Course
2 Units HSC Course
Duration: 2 years
Qualification: SIS30321 Certificate III in Fitness
Contributes to the
No
ATAR:
Work Placement: 70 hours
Course Description This course provides the skills and knowledge for an individual to be competent in a range of
& Content: activities and functions requiring autonomous work within a defined range of exercise
instruction situations and activities. Qualification outcomes may include providing exercise
instruction for group, aqua or gym programs. Work may be undertaken in locations such as
gyms, fitness facilities, pools and community facilities.
Units Include: SISFFIT0052 Provide healthy eating information

SISXFAC001 Maintain equipment for activities
HLTAID003 Provide first aid (External provider)
Use anatomy and physiology knowledge to support safe and effective
SISFFIT047
exercise
SISFFIT032 Complete pre-exercise screening and service orientation
SISFFIT033 Complete client fitness assessments
BSBOPS304 Deliver and monitor a service to customers
BSBPEF301 Organise personal work priorities
SISFFIT040 Develop and instruct gym-based exercise programs for individual clients
HLTWHS001 Participate in workplace health and safety
SISXFAC002 Maintain sport, fitness and recreation facilities
SISFFIT036 Instruct group exercise sessions
SISFFIT035 Plan group exercise sessions

SISXCAI006 Facilitate groups
SISFFIT037 Develop and instruct group movement programs for children
Eligibility for Students assessed as fulfilling the requirements for all the units in the 240 hour course will be
Qualification: eligible for the Statement of Attainment in Certificate III in Fitness.
An annual fee of $140 is added to school fees for this course for consumables, as well as the
Cost:
first aid course. Students will also need their sports uniform for practical lessons.
56
Hospitality (Food & Beverage)
Training Package: SIT Tourism, Travel and Hospitality

2 Units HSC Course
Duration: 2 years
Qualification: SIT20316 Certificate II in Hospitality
Contributes to the
Yes
ATAR:
Course Description This course is for students interested in the Hospitality industry. This course provides
& Content: opportunities for students to develop relevant technical, vocational and interpersonal
competencies suitable for employment and further training in the hospitality industry
including employability skills. This industry is suitable for students who have a passion for food,
are prepared to work in a fast paced environment, take instructions well and follow through with
tasks assigned, have the ability to work in a team, a good eye for detail and have a ‘can-do’
attitude and approach.
Please note: This qualification is under review and will likely be superseded next year. Students will be
notified of the new qualification at the commencement of their course.
Units Include: BSBWOR203 Work effectively with others

SITXWHS001 Participate in safe work practices
SITHIND002 Source and use information on the hospitality industry
SITXFSA001 Use hygienic practices for food safety

SITXCCS003 Interact with customers
SITHIND003 Use hospitality skills effectively (Holistic)
SITXCOM002 Show social and cultural sensitivity
SITHFAB004 Prepare and serve non-alcoholic beverages Prerequisite: SITXFSA001
SITHFAB005 Prepare and serve espresso coffee Prerequisite: SITXFSA001
SITHFAB007 Serve food and beverage Prerequisite: SITXFSA001
SITXFSA002 Participate in safe food handling practices
SITHCCC002 Prepare and present simple dishes Prerequisite: SITXFSA001
SITHCCC003 Prepare and present sandwiches Prerequisite: SITXFSA001
SITHCCC001 Use food preparation equipment Prerequisite: SITXFSA001
SITHKOP001 Clean kitchen premises and equipment

Eligibility for
Students assessed as fulfilling the requirements for all the units in the 240 hour course will be
Qualification:
eligible for Certificate II in Hospitality. Students achieving at least one unit of competency will
be eligible for an AQF Statement of Attainment showing partial completion of their
qualification.
Students are also required to purchase a Hospitality uniform and leather closed in shoes.
Students accessing this course through one of the cluster classes will be charged $220 per
year, which includes the cost of the uniform.
57
Information and Digital Technology
Training Package: ICT Information and Communication Technology
2 Units HSC Course

Duration: 2 years
Qualification: ICT30120 Certificate III in Information Technology
Contributes to the
ATAR: Yes

Course This course provides students with the opportunity to gain knowledge and skills in a range
Description & of activities and functions in the Information and Communications Technology (ICT)
Content: Industry. Students will build simple websites, produce digital images for the web and
provide IT advice to clients.
The ICT industry incorporates a range of different businesses and industry sectors
including ICT service providers, purchasers and users of ICT goods and services,
technical support providers, multimedia and web development specialists, desktop
publishers, graphic designers, programmers and help desk operators.
Units Include: BSBCRT301 Develop and extend critical and creative thinking
ICTSAS305 Provide ICT advice to clients
BSBWHS311 Assist with maintaining workplace safety
Securely manage personally identifiable information and workplace
BSBXCS303
information
ICTICT313 Identify IP, ethics and privacy policies in ICT environments
ICTPRG302 Apply introductory programming techniques
ICTICT309 Create ICT user documentation
BSBXTW301 Work in a team
ICTWEB304 Build simple web pages
ICTWEB305 Produce digital images for the web
CUAANM301 Create 2D digital animations
BSBXCS301 Protect own personal online profile from cyber security threats
CUAANM302 Create 3D digital animations
ICTGAM303 Review and apply the principles of animation
Please note: some units of competency may vary across delivery sites, as some deliver a
website module, whereas others deliver an animation module.
Students assessed as fulfilling the requirements for all the units in the 240 hour course will
Eligibility for be eligible for a ICT30120 Certificate III in Information Technology. Students achieving at
Qualification: least one unit of competency will be eligible for an AQF Statement of Attainment
showing partial completion of their qualification.
58
Primary Industries
Training
AHC Agriculture, Horticulture and Conservation and Land Management
Package:
Unit Value:
2 Units HSC Course
Duration: 2 years
Qualification: AHC20116 Certificate II in Agriculture

Contributes to
Yes
the ATAR:
This qualification provides an entry-level occupational outcome in agriculture.
Course The qualification enables individuals to select a livestock production or cropping
Description & context as a job focus or, in the case of mixed farming enterprises, both.
Content: Job roles may include Assistant animal attendant/stockperson, Assistant farm or
station hand, station worker or station labourer.
Units Include: AHCWHS201 Participate in WHS Processes
AHCWRK209 Participate in environmentally sustainable work practices
AHCCHM201 Apply chemicals under supervision
AHCWRK201 Observe and report on weather
AHCWRK204 Work effectively in the industry
AHCLSK202 Care for health and welfare of livestock
AHCPMG202 Treat plant pests, diseases and disorders
AHCWRK205 Participate in workplace communications
AHCINF201 Carry out basic electric fencing operations
AHCINF202 Install, maintain and repair farm fencing
AHCLSK204 Carry out regular livestock observation
AHCLSK205 Handle livestock using basic techniques
AHCBIO201 Inspect and clean machinery for plant, animal and soil material
AHCLSK211 Provide feed for livestock
AHCMOM202 Operate tractors
AHCMOM203 Operate basic machinery and equipment
AHCPMG201 Treat weeds
AHCLSK209 Monitor water supplies
Eligibility for Students assessed as fulfilling the requirements for all the units in the 240 hour
Qualification: course will be eligible for the AHC20116 Certificate II in Agriculture. Students
achieving at least one unit of competency will be eligible for an AQF Statement of
Attainment showing partial completion of their qualification.
Students are also required to purchase steel cap boots, goggles and earmuffs.
59
Retail Services
Training
SIR Retail Services
Package:
Unit Value:
2 Units HSC Course
Duration: 2 years
Qualification: SIR30216 Certificate III in Retail

Contributes to
Yes
the ATAR:
This qualification reflects the role of individuals who have the primary responsibility of
engaging the customer, maintaining daily store operations and delivering on
organisational expectations. They have sound knowledge of product and service
offerings. These individuals possess a range of well-developed skills where discretion
and judgement is required. They work with some independence under limited
Course supervision. Some individuals working at this level are responsible for supervising
Description & other team members and monitoring day-to-day workplace operations. It provides a
Content: pathway to work in a diverse range of retail settings including specialty retailers,
supermarkets, department stores and quick service restaurants.
Individuals with this qualification are able to perform roles such as frontline sales
assistant, customer service representative, shop assistant, retail supervisor, team
leader and senior sales assistant.
Units Include: SIRXCEG001 Engage the customer
SIRXCOM002 Work effectively in a team
SIRXWHS002 Contribute to workplace health and safety
SIRXRSK001 Identify and respond to security risks
SIRXSLS001 Sell to the retail customer
SIRXSLS002 Follow point of sale procedures
SIRXIND001 Work effectively in a service environment
SIRRMER001 Produce visual merchandise displays
SIRXPDK001 Advise on products and services
SIRXCEG002 Assist with customer difficulties
SIRXCEG003 Build customer relationships and loyalty
SIRRRTF001 Balance and secure point-of-sale terminal
SIRRINV001 Receive and handle retail stock
SIRXIND002 Organise and maintain the store environment
Students assessed as fulfilling the requirements for all the units in the 240 hour
Eligibility for course will be eligible for Certificate III in Retail Services. Students achieving at
Qualification: least one unit of competency will be eligible for an AQF Statement of Attainment
showing partial completion of their qualification.
60
External VET Courses (eVET)
Schools deliver VET courses, while eVET courses are delivered through external Registered Training Organisations,
such as TAFE, Whitehouse Institute of Design, NSW Health or Taronga Training Institute. EVET courses can be
accessed to expand learning opportunities for students and further enhance their career. These courses provide
students with industry recognition and possible articulation into higher level courses.
EVET courses can be Board Developed or Board Endorsed. Students must follow the application procedures by
meeting submission and payment dates. EVET courses attract an additional cost to participate. Application forms
are available from the Leader of Learning VET. It is important for students to discuss their EVET application with the
Leader of Learning VET and their school, to ensure that it is the right course for them and to assist them in submitting a
strong application, including the relevance to their future career pathway.
EVET courses are divided into Framework and Non-Framework courses. Framework courses have the same AQF
qualifications, ATAR contribution, assessment and work placement requirements as outlined in the school delivered VET
courses. Framework courses must be studied in both Year 11 and 12 to contribute to a student’s ATAR.
The process to apply for external VET courses is summarised below:

Step Action Date
Complete the following:
eVET Expression of interest EOI Google Form; AND
1 11 August, 2023
eVET Expression of interest Participation Form (Word / PDF) and
Term 3, Week 4
submit it to the school office and email it to the Leader of Learning VET.
Make required payment to the office
The Leader of Learning VET will then issue you with an application form. As soon as the forms
2
are available from the
external institution.
3 Return the completed application form for the institution you are
22 September, 2023
applying for.
For some courses, you will need to attend mandatory information Check your emails
4
sessions, testing and an interview. This applies to Human Services. regularly for
information
You will be notified if you have been successful in gaining entry/funding
into the course. You will need to complete and submit your Offer of
5 Acceptance form. 10 November 2023
If you have been unsuccessful or you change your mind about doing the
course, any funds you have paid to school for the external course will be
refunded or added to outstanding school fees.
61
Please note:
● Applications must be endorsed and supported by the school.
● Refunds will not be issued to students after they accept their offer (November 2023). Students who
wish to withdraw must email their Leader of Learning VET and complete a withdrawal form.
● Application forms are due to the Leader of Learning VET or the school office.
● All payments are to be paid to the school office. Please retain proof of payment.
● Students with late applications and/or non-payment of fees will not be considered.
● Not all eVET courses are funded by the CEDP. Non-subsidised courses will need to be paid in full by
December 2023. The Leader of Learning VET will consult with students and parents if this is the case, so
an informed decision can be made.
● Students can only access one VET course from an external institution. Please note, this does not refer
to cluster classes or School of Now.
● Students must select the minimum units required at school. Any external course students apply
for, are in addition to the minimum units required at school. Once students commence their
external course, they are to meet with the Curriculum Leader at the College to change their
pattern of study at school should they wish to do so.
● Most courses commence at the start of February.
Please consider the following prior to selecting an external VET course:
● How will I get to and from the external institution, as transportation is not provided by school?
● If my external course clashes with my school timetable (which it likely will), am I willing to catch up
on work missed at school as a result of attending the external VET courses?
● Can I manage my own learning and monitor correspondence?
Please consider the following when selecting an external course that is delivered during the school
holidays:
● Am I motivated to do the course in the holidays?
● Do I need the holidays to rest and relax prior to the next term commencing?
External Providers
External Providers are summarised below:
Institution Overview Courses

Academy of The Academy of Interactive Entertainment (AIE) specialises ● Design
Interactive in design, animation and gaming courses. Some courses are Fundamentals
Entertainment delivered online, face-to-face or blended delivery. ● Screen and Media
Face-to-face courses are delivered at Ultimo.
Some are delivered weekly, or during the holidays. See your
Leader of Learning VET for more detailed information.
Additional information can also be found via:

https://aie.edu.au/student-information/vet-in-schools-program
s/
Taronga Taronga Training Institute offers Certificate II in Animal ● Animal Studies

Training Studies. The course is delivered at Mosman, and students
Institute normally take one day off a week at school to attend the
course, given the distance to travel.
Additional information can be found via:

https://taronga.org.au/education/certificate-courses/cert-2-ani
mal-studies-hsc
62
Institution Overview Courses
NSW Health NSW Health through the Nepean Blue Mountains Local ● Human Services
Health District delivers Certificate III courses for students (Acute Care)
who wish to pursue a career in health at either Nepean ● Human Services
Hospital or CathWest Innovation College. This is a highly (Allied Health)
competitive pathway with limited spaces available.
For students who live or attend school in the Nepean

catchment, they have the opportunity to apply for Human
Services (Acute Care) at Nepean Hospital or Blue
Mountains, or at CathWest Innovation College. All other
students in the Diocese can access Human Services (Acute
Care) at CathWest.
These courses are delivered in four hour blocks one day per
week. Students also undertake 120 hours of work
placement during the school holidays.

https://www.nbmlhd.health.nsw.gov.au/education-and-trainin
g-service/ets-entry-level-career-in-health
TAFE TAFE is the largest vocational education provider in ● Animal Studies

Australia. TAFE courses offered are delivered in block ● Beauty Services
sessions, that is four hours one afternoon a week from 2pm ● Community
to 6pm. This has implications for travel and catching up Services
on the school work missed due to the early departure from ● Design
school. Attendance is essential, as absence from a block Fundamentals
lesson provided by TAFE is the equivalent to missing a week ● Screen and Media
of school work for one subject. ● Tourism Travel and
Events (Events)
eVET courses are TAFE are also referred to as TVET ● Tourism Travel and
courses. Additional information can be found via: Events (Tourism)
https://www.tafensw.edu.au/study/types-courses/tvet
Whitehouse Whitehouse Institute of Design offers Certificate III in ● Design

Institute of Design Fundamentals. Delivery of these courses is by Fundamentals
Design intensive block attendance at Surry Hills during school (Creative Direction
holidays, in April, July, September of Year 11 and January of & Styling)
Year 12 (six weeks face-to-face delivery). Students who ● Design
successfully complete the program will leave Whitehouse Fundamentals
with a portfolio of creative work and a Certificate III In (Interior Design)
Design Fundamentals. In addition, the CUA30715 ● Design
Certificate III in Design Fundamentals will provide 2 units Fundamentals
credited towards their Year 11 and 2 units credit towards (Fashion
Year 12 studies. Visualisation)
https://whitehouse-design.edu.au/cert-iii-in-design/
Refer to the Expression of Interest form for a list of courses available.
63
School-Based Traineeships (SBTs)
Students may wish to work whilst they undertake their HSC. A school-based traineeship enables students
to work part-time and undertake their HSC with the units contributing to their HSC study. Students enter
into a training contract with an employer to allow them to complete their formal training requirements for the
HSC. Students are required to find an employer that will sign them up for a School-Based
Traineeship. They are to contact the Leader of Learning VET in order for approval from the school and a
sign-up to occur. Students must complete the CEDP Duty of Care documentation prior to proceeding with a
school-based traineeship.
The sign-up involves a meeting with the:
● Student
● Employer
● The registered training organisation (RTO), if this is different from the employer
● Student’s parents
● School Principal or other school representative
● Leader of Learning VET
This meeting includes a discussion about the traineeship and formalises the process through the signing of
the contract. Prior to the sign up, duty of care documentation will need to be completed by the student,
parents, employer and school.
The minimum term for a school-based traineeship is 18 months. Students need to work a minimum of 100
days of paid employment by 31st December of their HSC year. Popular traineeships include retail,
construction and business services. Students must be signed up for their SBT by May of their
Preliminary course year.
The SBT will involve students attending work outside of school hours, that is, after school, on weekends or
during the school holidays. This arrangement needs to suit all parties associated with the contract. In terms
of the theoretical component of the SBT, an employer may deliver this if they are an RTO or an external
Registered Training Organisation. If the RTO charges a fee for the course, the Parramatta Diocese will
forward this fee to parents/caregivers.
Industry-Based Learning (IBL)

Students that engage in a SBAT can gain additional credit for HSC units by completing the optional
Industry-Based Learning (IBL) course, which will contribute an additional 2 units to their pattern of study.
This course is a Board Endorsed course; hence, it does not contribute to the calculation of the ATAR. It is
only an option for students who are undertaking a school-based traineeship or school-based
apprenticeship as part of their studies.
The purpose of this course is to enable students to demonstrate the additional knowledge, understandings,
skills, values and attitudes they develop from the on-the-job training component of a school-based
apprenticeship or traineeship. It provides a degree of flexibility for school-based trainees within the Higher
School Certificate as students work independently in completing a workbook. By engaging in on-the-job
training and reflection, students will develop knowledge, understandings, values and attitudes about
enterprise, work and industry and a range of employability related skills valued within and beyond the
workplace. Students will gain experiences that can be applied to a range of contexts including work, study
and leisure, and which can assist them in making informed career decisions.
Students are to complete a workbook that consists mainly of a journal which records learning that has taken
place whilst working, as well as additional activities. Students are to complete this logbook during their Study
Periods and in their own time. Their employer is required to sign their logbook and students are also to meet
with their Industry-Based Learning Supervisor at school periodically.
64
CathWest Innovation College
… offers both an Inquiry Pathway, allowing students to pursue their passion through a mixture of
project work and industry immersion, as well as the Trade Pathway. Students wishing to pursue
these pathways, will need to leave their current school, and enrol at CathWest. The Trade Pathway
offers a flexible schooling experience for Year 11 and 12 students wanting to pursue a career in a
vocational field. Students have an opportunity to start the first year of an apprenticeship or
complete a traineeship in their chosen trade or vocation, while they complete the HSC. Students
who wish to undertake a School-Based Apprenticeship (SBA) can only access this through
CathWest Innovation College.
Campus Details & Information Evenings
CathWest has two campuses. Each campus will have an information evening for students and parents.
This is an opportunity to see the facilities available and have your questions answered. An enrolment pack
will also be available.
Courses Available
The majority of students access one of the following courses in the Trade Pathway, however if there is an
area that you are interested in that is not listed, contact CathWest Innovation College to discuss your
options.
● Automotive ● Engineering -Metal Fabrication ● Business Services ● Plumbing

● Bricklaying ● Early Childhood Education & Care ● Financial Services ● Shopfitting
● Carpentry ● Hospitality – Commercial Cookery ● Retail Services ● Landscaping
● Civil Construction ● Electrotechnology ● Hairdressing
Advantages for Selecting a Trade Pathway

VET courses offered through our trade pathway prepare students for specific fields of work while
they study for the Higher School Certificate. These courses can be used as credit towards their
studies, improving student engagement while meeting community needs.
Some of the benefits of this pathway include:

● A gain in confidence and enhancing of practical skills beneficial for theoretical applications
associated with tertiary study.
● Development of significant employability skills for part-time or full-time employment or the
attainment of an apprenticeship/traineeship.
● A nationally recognised qualification or a statement of attainment towards it.
● Pathway progression opportunities through private providers, TAFE and universities.
● Helpful skills for everyday life.
More information regarding CathWest Innovation College and Trade Pathways can be found at the following
website: CathWest Innovation College
Detailed information about apprenticeships or traineeships can be found at the following website:
School based-apprenticeships-and-traineeship
65
Catholic Schools Parramatta Diocese (CSPD) ...
... Learning Directorate is offering students the opportunity to study a number of courses that may
not be available within their current local school community. Technology allows students,
regardless of location, to work with expert teachers in an online classroom with other students
across the Diocese to complete Stage 6 courses.
How will it work?

● Each subject will be assigned an expert teacher who will be responsible for the delivery of the
online course.
● Students will have set times off-timetable each week with the expert teacher and fellow
students where the online lesson will be delivered.
● Students will also complete learning activities between sessions at their own pace and
ongoing feedback and assistance will be provided by the teacher.
● Students will have face-to-face workshop days with their teacher for 1 or 2 days per term at
CathWest Innovation College, Mount Druitt.
● The assessment of skills and knowledge is content-based focusing on subject-specific areas.
Features of a Blended Model
66
67
Aboriginal Studies
Requirements: None.
Course Description
The Preliminary course focuses on Aboriginal Peoples' relationship to the Land, Aboriginal
heritage and identity, and an historical examination of colonialism, racism and prejudice from
pre-contact times to the 1960s. The course also includes the development of skills in culturally
appropriate research and inquiry methods. It involves case studies.
The HSC course provides for in-depth study of legislation, policy, judicial processes and current
events from the 1960s. During the course, students undertake consultation with Aboriginal
communities and study the course through the experiences of national and international
Indigenous communities. Students apply research and inquiry methods through the completion of
a major project.
Why Study this Course
Aboriginal Studies provides students with an opportunity to learn about the past and present
experiences of Aboriginal and other Indigenous peoples through research and inquiry methods.
Students study:
● the impact of social justice and human rights issues from pre-contact to contemporary times.
● the effect of laws, policies and other legal decisions.
● Aboriginal cultural, political, social and economic life today.
Topics - Preliminary Course
Part I: Aboriginality and the Land

Part II: Heritage and Identity
Part III: International Indigenous Community: Comparative Study
Part IV: Research and Inquiry Methods:; Local Community Case study
Topics - HSC Course
Part I: Social Justice and Human Rights Issues
Part II: Case study of an ABoriginal community for each topic
Part III: Research and Inquiry Methods - Major Project: Choice of project topic based on student
interest
Post School Options
The study of Aboriginal Studies Stage 6 provides students with knowledge, understanding and
skills that form a valuable foundation for a range of courses at university and other tertiary
institutions.
In addition, the study of Aboriginal Studies Stage 6 assists students to prepare for employment
and full and active participation as citizens. In particular, there are opportunities for students to
gain recognition in vocational education and training.
68
Computer Applications (CEC)
1 or 2 units
Requirements: Cannot be studied with Enterprise Computing or Software Engineering
Course Description
Computer-based technology is an integral part of contemporary society. This is reflected in daily
activities carried out in contexts such as the workplace, education, entertainment, recreation and
the home. In this course, students will participate in hands-on activities to develop skills,
knowledge and understanding related to information and communication technologies so that they
can participate confidently in these environments.
Why study this course
Computing technology is a tool with the potential to enhance learning and engagement in a range
of contexts. The choice of modules provided in this syllabus allows students to explore their own
areas of interest and to develop specific skills in, and knowledge and understanding of,
computer-based technology in those areas. Students’ capacities in both information handling and
creative processes are enhanced when a variety of software applications are available to them.
● Hardware and Software Skills
● Communications I
● Graphics I
● Graphics II
Topics - HSC Course
● Desktop Publishing I
● Desktop Publishing II
● Multimedia I
● Multimedia II
Post School Options
The study of Computing Applications Stage 6 provides students with knowledge, understanding
and skills that form a valuable foundation for a range of courses at university, other tertiary
institutions and private providers. In addition, the study of Computing Applications Stage 6 assists
students to prepare for employment and full and active participation as citizens. In particular, there
are opportunities for students to gain recognition in vocational education and training. Teachers
and students should be aware of these opportunities.
69
Engineering Studies
Requirements: None.
Course Description
The aim of Engineering studies Stage 6 is to develop students’ understanding and appreciation of
the nature and significance of engineering and its impact on society with an emphasis on the
application of engineering methodology. Engineering Studies Stage 6 is directed towards the
application of advancement of skills associated with mathematics, science and technology in order
to solve problems that provide infrastructure, goods and services needed for industry and the
community. This subject is recommended to students who are capable at mathematics and
science, and are curious about how things are made and why they are constructed.
Engineering Studies will provide students with the skills, knowledge and understanding associated
with the study of engineering, its practices and associated methodologies. Students will gain
knowledge and skills through the study of engineering modules.
The Year 11 course consists of 4 compulsory modules:

● Engineering Fundamentals
● Engineered Products
● Braking Systems
● Biomedical Engineering
These modules focus on polymers, electricity, electronics, applied mathematics, metals,
hydraulics, joining materials, casting and forging of metals and engineering drawings.
Topics - HSC Course
The Year 12 course consists of 4 compulsory modules:

● Civil Structures
● Personal and Public Transport
● Aeronautical Engineering
● Telecommunications Engineering
These modules further develop the focus of the preliminary modules as well as looking into
frictional forces, corrosion, composites and ceramic materials.
Post School Options
Engineering Studies develops knowledge and understanding of the profession of Engineering. It

provides the foundation for further study in Engineering fields such as civil, Mechanical, Electrical,
Electronic, Aeronautical, Chemical and Metallurgical as well as applied sciences such as
Architecture, Surveying and Industrial Design.
70
Enterprise Computing
New Syllabus replacing Information Processes & Technology

Requirements: None.
Course Description
The study of Enterprise Computing 11–12 enables students to develop an understanding of the
function and purpose of digital tools and processes, and the importance of data in enterprise
information systems. This allows students to effectively use and manage digital tools and
technologies in commercial and other settings.
Students are encouraged to develop an entrepreneurial mindset by working collaboratively,

growing specialised communication skills, and applying system, design and computational
thinking skills. The knowledge and skills developed in this course ensure students can contribute
to a world increasingly reliant on the manipulation and use of digital systems.
Enterprise Computing encourages the understanding of the implications of responsible and ethical
application of digital systems, and the application of appropriate standards in the development of
solutions. Students learn about the technologies that support enterprise-based information
systems. As they develop digital solutions, students investigate social and safety issues relating to
cyber safety, cybersecurity and digital footprints. They engage with technologies that improve
access to, and participation in, computing technologies across a range of enterprises.
● Networking Systems and Social Computing

● Interactive Media and the User Experiences
● Principles of Cybersecurity
Topics - HSC Course
● Data science
● Data visualisation
● Intelligent systems
● Enterprise project
Post School Options
Students who successfully complete Enterprise Computing will be confident, competent and
discriminating users of information processes and information technology. They will appreciate the
nature of information, its ethical use and its impact on many aspects of life. As such, they will be
well prepared to pursue further education and employment across an especially wide range of
contexts.
71
Industrial Technology: Graphics Technologies
Requirements: None.
Course Description
Industrial Technology Stage 6 consists of project work and an Industry Study that develop a broad
range of skills and knowledge related to Graphics Technology, and an introduction to industrial
processes and practices. This subject develops a high level of industry-standard practical
processes through the production of a practical project. The emphasis of the course is on the
development of practical graphical technology skills.
In the Preliminary course, students must design, develop and construct a number of projects.
Each project must include a management folio. In the HSC course, students must design, develop
and construct a major project with a management folio. This practical-based course allows
students to develop industry-level skills through the production of projects. Students in this subject
complete a major work, which allows them to select areas of interest within their option topics, and
follow their passions in the development of their project.
● Industry Study
● Design and Management
● Workplace Communication
● Industry-Specific Content and Production
Topics - HSC Course
● Industry Study
● Design and Management
● Workplace Communication
● Industry-Specific Content and Production
Post School Options
Graphics: Architectural design, Engineering design, Draftsperson, CAD/CAM creator, or any

industrial design career requiring accurately and technically drawn image.
The skills learned in this subject would also complement careers in business or in any field where
you would need to present your ideas. The Industry study component also complements Business
Studies.
72
Software Engineering
New Syllabus replacing Software Design & Development

Requirements: None.
Course Description
The Preliminary course introduces students to the basic concepts of computer software design
and development. It does this by looking at the different ways in which software can be developed
and the tools that can be used to assist in this process. The course provides students with
opportunities to develop and apply an understanding of the fundamental elements involved in
creating software. The HSC course provides students with opportunities to extend their
knowledge, understanding and skills in the development of software. A major software
engineering project provides students with the opportunity to further develop project management
skills.
The study of Software Engineering 11–12 enables students to develop an understanding of

software engineering as a facet of computer science. Students have the opportunity to develop
knowledge and understanding of software engineering, hardware and software integration, and
the development, implementation and evaluation of computer programs. They focus on a
systematic approach to problem solving when designing and developing creative software
solutions.
● Programming Fundamentals
● The Object-Oriented Paradigm
● Programming Mechatronics
Topics - HSC Course
● Secure Software Architecture

● Programming for the Web
● Software Automation
● Software Engineering Project
Post School Options
Software Engineering lays a foundation for access into a variety of different computer-related
fields including – software programmer, software engineer, system architect, system analyst and
graphic designer. This course also helps foster business-related skills and practices which may
also be of benefit in all areas such as business, accounting and engineering.
For VET Courses delivered by School of Now see link published in the SoN Handbook available
via Compass/School documentation/2023/Year 10/Subject Selection Information.
73

Year 11 2024 Subject Information Handbook

Uploaded by

Copyright:

Available Formats

Year 11 2024 Subject Information Handbook

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Year 11 2024 Subject Information Handbook

Uploaded by

Copyright:

Available Formats

St John Paul II

Preliminary and HSC

St John Paul II Catholic College: Vision Statement 1

Board Developed Courses 10

Vocational Education and Training Courses 49

External VET Courses (EVET) 61

School of Now (SoN) 66

Introduction to Subject Preferences Selection

Types of HSC Courses (http://educationstandards.nsw.edu.au)

BOARD ENDORSED COURSES

VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

General Requirements for HSC

Assessment and Reporting

● assessing against course performance standards (published on the NESA Website)

In the Higher School Certificate:

Australian Catholic University (ACU National)

Students who successfully complete an eVET course obtain two credentials:

NSW School of Languages

CSPD SCHOOL of NOW (SoN)

HSC Minimum Standards: Literacy & Numeracy

For further information visit:

Choosing a Pattern of Study

(Do not count towards Australian Tertiary Admissions Rank (ATAR))

Computer Applications 1 or 2 Year 11 & 12 School of Now

Post School Pathways Guidance

Board Developed Courses

Should I Do This Course?

Should I Do This Course?

Should I Do This Course?

Should I Do This Course?

Community and Family Studies (NB: Major Project)

Should I do This Course?

Dance (NB: Major Project)

Should I Do This Course?

Drama (NB: Major Project)

Should I Do This Course?

Should I Do This Course?

Year 11 Course Content

HSC Course Content

Particular Course Requirements

Preliminary Course Content

HSC Course Content

Preliminary Course Content

HSC Course Content

Particular Course Requirements

The Year 12 formal school-based assessment program for English Studies

Preliminary Course Content

HSC Course Content

Particular Course Requirements

English Extension 2 (Year 12 Only)

HSC Course Content

Particular Course Requirements

The Year 12 formal school-based assessment program for English Extension 2

History Extension (Year 12 Only)

• Constructing History (Minimum 40 indicative

• History Project (Maximum 20 indicative hours)

Should I Do This Course?

Industrial Technology - Multimedia Technologies (NB: Major Project)

Industry Study: The study of a business involved with

Design, Management & Communication: A variety of