There are no prerequisites for this subject. Biblical Studies is a school-based course and is compulsory for all students. Biblical Studies does not contribute to an ATAR.

The aim of Biblical Studies is to enable students to acquire the biblical knowledge and understanding, skills, and values and attitudes essential for the development of a distinctively Christian worldview, and to prepare students for informed and active Christian living in a changing world.

The English Standard course is designed for students with a diverse range of literacy skills. The course requires students to be willing to apply themselves to class tasks and homework, and to commit to prescribed and wide reading.

Students analyse and study a breadth and variety of English texts. These include quality literature from the past and contemporary texts from Australia and other cultures.

Students explore language forms, features and structures of texts in a range of academic, personal, social, cultural, historical and workplace contexts.

Across Stage 6, the selection of texts must give students experience of: quality literature; Australian texts; texts authored by Aboriginal and/or Torres Strait Islander Peoples; texts with a range of social, cultural and gender perspectives; and multimodal texts.

In the Year 11 course, students are required to:

The course has three focus areas:

The Year 12 course requires the close study of three types of prescribed texts, one drawn from each of:

The course has four focus areas:

This course will be of practical benefit in any future area of study or work as it enables the student to understand and respond to all forms of communication and to express thoughts and ideas clearly and articulately.

It provides the opportunity to consider and evaluate a variety of worldviews from a Christian perspective and to develop gifts such as imaginative writing skills and public speaking. These are of personal value and also form a basis for many ministry and career options.

The English Advanced course is designed for students who have a particular interest and ability in English. Prospective students should have recorded strong performances in English in Stage 5.

The course requires students to be willing to engage with challenging written, spoken, visual, multimodal and digital texts that represent a changing world. They will be expected to read a range of prescribed texts, as well as conduct their own extensive wide reading.

Students must be prepared to commit themselves to rigorous study inside and outside the classroom and must be independent and critical thinkers.

Students will refine their understanding of the dynamic relationship between language, texts and meaning through critical study. They will make skilful and creative use of language forms, language features and structures in texts composed for different purposes in a range of contexts.

Students will develop the knowledge to question, reconsider and refine meaning through language and to reflect on their own processes of responding, composing and learning.

Across Stage 6, the selection of texts must give students experience of:

In the Year 11 course, students are required to:

The course has three focus areas:

The Year 12 course requires the close study of four prescribed texts, including at least one drawn from each of:

At least one of the texts must be authored by Shakespeare.

The course has four focus areas:

Students undertaking this challenging course will deepen their appreciation of the richness of English literature as they make detailed examinations of various novels, plays and poets.

They will refine their critical and evaluative skills and gain further experience in thinking about life issues from a Christian perspective.

Extension 1 is designed for Advanced English students who are already performing at a very high level in their English studies. Students must have a personal interest in literature and a desire to pursue specialised study of English.

Extension 2 is designed for Advanced English students who are independent learners with an extensive interest in literature and a desire to pursue highly specialised study of English. Students must be self-motivated and interested in conducting their own research, as well as in the study of literary criticism and in producing a Major Work. All Extension 2 students must concurrently study Advanced English AND English Extension 1.

The course has one mandatory section and a related research project.

Focus area - Texts, Culture and Value

Teachers prescribe ONE text from the past and its manifestations in one or more recent cultures. Students select ONE text and its manifestations in one or more recent cultures for their independent project.

The course has one common focus, Literary Worlds , and one elective option.

Three texts must be studied from a prescribed text list, including two extended print texts.

This course now has two focus areas: Author and Authority, and a Major Work. Students should note that this course now has a complex theory component, as well as a Major Work.

Students wishing to study Extension 2 must also study the Advanced and Extension 1 courses.

Students will:

Students are provided with the opportunity to pursue areas of interest with increased independence. Through extended engagement in investigations and compositions, students develop to a high level their critical, evaluative and creative skills. They develop independent and collaborative learning skills and higher-order critical thinking that are valued at tertiary levels of study and in the workplace

Students develop an increased awareness of the world in which they live and strengthen their ability to consider it from a Christian perspective.

Mathematics Standard 2 provides a pathway for students to extend their mathematical thinking through examining more complex content, and through applications and modelling. The Mathematics Standard 2 course offers students the opportunity to prepare for a wide range of educational and employment aspirations.

The outcomes and content in the Stage 6 Mathematics Standard syllabus are written with the assumption that students studying this course will have engaged with all core strands of Stage 5 and with the following path strands of Stage 5—financial mathematics, linear relationships, non-linear relationships, right-angled triangles (trigonometry), single variable data analysis and probability.

Consequently, content in the NSW Mathematics K–10 syllabus up to and including this level is also implicit in this syllabus. In a number of cases where content from Stage 5 is included, it is in the context of review for clarity and completeness.

All students studying Mathematics Standard 2 will sit an HSC examination.

This course has many practical applications as it examines the way that mathematics is related to everyday situations. It shows students the relevance of mathematics and promotes an understanding of mathematical concepts. This awareness allows students to have a greater appreciation of God’s work in creation.

The course is fully prescribed (no options) and is designed to support TAFE and other vocational courses.

It provides an appropriate mathematical background for students who do not wish to pursue the formal study of Mathematics at tertiary level, although many vocational courses which do not assume an extensive mathematical background may still be accessed.

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.

The outcomes and content in the Stage 6 Mathematics Advanced syllabus are written with the assumption that students studying this course will have engaged with all core strands and many of the path strands in Stage 5. At ICS, this level of study aligns with the Pathway to Advanced course in Stage 5. Consequently, content in the NSW Mathematics K–10 syllabus up to and including this level is also implicit in this syllabus. In a number of cases where content from Stage 5 is included, it is in the context of review for clarity and completeness. Schools have the opportunity to review other areas of Stage 5 content as appropriate to meet the needs of students.

Students who are looking to pursue a mathematics-related career are encouraged to attempt the Mathematics Advanced course.

The Mathematics Advanced course is focused on enabling students to appreciate that mathematics is a unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty. The course provides students with the opportunity to develop ways of thinking in which problems are explored through observation, reflection and reasoning.

The Mathematics Advanced course provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have an important role. It is designed for those students whose future pathways may involve mathematics and its applications in a range of disciplines at the tertiary level.

The outcomes and content in the Stage 6 Mathematics Extension 1 course are written with the assumption that students studying this course will have engaged with all core and path strands in Stage 5.

Mathematics Extension 1 is focused on enabling students to develop a thorough understanding of, and competence in, further aspects of mathematics. The course provides opportunities to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. Students of Mathematics Extension 1 will be able to develop an appreciation of the interconnected nature of mathematics, its beauty and its functionality.

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

The course is designed for students with a special interest in Mathematics who have shown they possess an aptitude for the subject and have been successful in Mathematics Extension 1 during the preliminary year.

Mathematics Extension 2 provides students with the opportunity to develop strong mathematical manipulation skills and a deep understanding of the fundamental ideas of algebra and calculus. Students strengthen their 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 the exploration of new areas of mathematics not seen in Mathematics Advanced and Mathematics Extension 1.

Mathematics Extension 2 provides a basis for a wide range of applications of mathematics as well as a strong foundation for further study of the subject at tertiary level.

Prerequisites: Nil

What students learn:

Students develop the knowledge, understanding and skills to communicate ideas through performance, choreography and appreciation as the central artistic practices of Dance.

The Year 11 Dance course comprises a study of 120 indicative hours across three focus areas.

Students are required to study an Aboriginal and/or Torres Strait Islander dance work and a work by an international choreographer.

The Year 12 Dance course comprises a study of 120 indicative hours across three focus areas.

Performance

Students will perform two contrasting solo dance works demonstrating the context and synthesis of the components of performance and communication of the intent.

The two solo dance works must be contrasting in the use of components of performance.

The dance works are to be developed from classwork and during class time.

Choreography

Students will choreograph a solo dance work to be performed by themselves or by another student from the school. They will draw on their research of a prescribed practitioner from the HSC Dance prescriptions as stimulus for the choreographed dance work.

Simple props and costumes that are integral to the choreography are permitted.

Appreciation

Students will study the prescribed dance work from the HSC Dance prescriptions, focusing on an analysis of  context and the components of appreciation.

Students will research ONE prescribed practitioner from the HSC Dance prescriptions, their context and body of work.

The HSC Dance prescriptions 2028–2031 provide essential information for HSC study for the Dance 11–12 syllabus.

Some students with disability may require adjustments to engage in performance, choreography and/or appreciation.

Dance 11–12 aims for students to acquire the knowledge and skills to communicate ideas through the abstract symbolic language of dance performance, choreography and appreciation. The study of Dance will provide students with intellectual, physical, creative, social and emotional development. It will contribute to their aesthetic, artistic and cultural education.

This course is accessible for various types of students, including those who:

Previous experience in Drama is desirable but not essential. Drama is a subject that requires the ability to collaborate with others in a team context. It also requires self-discipline, and the ability to manage time and a task, particularly with the preparation of the Individual Project. These factors should be considered when selecting Drama for the HSC.

What students learn

Students develop the knowledge, understanding and skills to communicate their ideas through the interrelated practices of drama: making, performing and critically reflecting.

Topics include:

Topics include:

Australian drama and theatre

Students explore how Australian practitioners use dramatic forms, styles and conventions to convey ideas and perspectives through the study of TWO prescribed Australian dramatic works.

Approaches to drama and theatre (Group Performance)

Students collaboratively devise ONE ensemble performance which draws on the approaches of ONE prescribed practitioner as inspiration.

Individual project

Students initiate, structure and shape an individual project in ONE of the following dramatic forms:

Drama is created through the interrelated practices of making, performing and critically reflecting. In the Drama 11–12 Syllabus content of these interrelated practices is designed to be taught in an integrated program to support student learning and artistic development.

The Performing Arts have always been a significant part of human activity because they enable us to interpret, understand, express and influence the concerns of people and their communities.

This course will develop numerous skills and dramatic dimensions ranging from the technical, vocational and recreational to the spiritual, creative and cultural.

It aims to develop skills useful for ministry and the vocational use of Drama. Therefore, it is an excellent course for various types of students, including those who:

Drama students often choose careers in:

This course accommodates the widely differing needs and abilities of students, ranging from the broadly-based to the desire to specialise, by allowing flexibility in the topic choice and areas of study. It assumes no prior knowledge of musical notation beyond Stage 4 Music (or equivalent, which is a prerequisite); however, it is advisable for students to have previous experience on an instrument (or voice), and to be receiving individual lessons.

Exclusions: Music 2.

What students learn:

Through the study of Music 1 11–12, students develop aural skills and their understanding of Music context and Music language to build the knowledge, understanding and skills needed to engage with music, explore creative practice and communicate musical ideas across a diverse range of styles and traditions. Through Music 1, students:

The Year 11 Music 1 course comprises a study of 120 indicative hours across three focus areas:

The Year 12 Music 1 course comprises a study of 120 indicative hours across three focus areas:

Music across cultures, traditions and time

Students explore how music reflects and communicates cultural, historical and regional identities in ONE chosen context from the list below:

Music for screen, stage and story

Students explore how music serves a specific purpose within artistic, social or communicative contexts in ONE chosen style from the list below:

The content of the Music 1 11–12 syllabus is based on students developing their understanding of Music context and Music language through the study of selected repertoire in each focus area. Music context and Music language is integrated as appropriate throughout each focus area across Year 11 and 12.

Music context relates to the knowledge of:

Music language includes:

Repertoire requirements

Engaging with repertoire is central to study of the Music 1 11–12 syllabus. Repertoire refers to a body of music and is not limited to a single piece of music. Well-chosen repertoire enables students to enhance their knowledge, understanding and experience of music. Across Year 11 and Year 12, the selection of repertoire must include:

Composition log

Documenting ideas, reflections and refinements supports the development of students’ knowledge, understanding and skills as composers. They learn from their reflections on the development of their piece to gain insight into the composition process. In the Year 12 course, students are required to document the development of their composition including:

This is an excellent course for various types of students, including those who:

The Preliminary course requires a broad investigation of ideas in art criticism and art history. Through structured units and interventions, students will produce:

In the HSC course, students work autonomously, with teacher support and guidance, to develop:

Focus areas include:

Focus areas include:

This is an excellent course for various types of students, including those who:

There are no prerequisites for this course, but students should enjoy reading history and must be prepared to read widely and think critically when evaluating historical evidence.

Part I: Investigating Ancient History

Part II: Features of Ancient Societies

Part III: Historical Investigation

Part I: (Core) Cities of Vesuvius—Pompeii and Herculaneum

Part II: Ancient Societies—Athens in the time of Pericles

Part III: Historical Personalities—Agrippina the Younger

Part IV: Historical Periods—The Julio-Claudians 14-68 CE

Students in Year 12 can select one additional unit of study—History Extension 1.

The study of ancient times helps us to understand the origins of democratic government and the rule of law which are fundamental aspects of Western society. Certain topics covered in Near Eastern and Roman history are useful as background to events in Roman times. Students should be able to appreciate God’s wisdom, purpose and planning when Jesus Christ was born into the comparatively ordered world of the Roman Empire, thus beginning a process by which Christianity spread eventually to the whole world. The skills learned such as research, evaluation and written expression are an excellent preparation for many university courses such as Law, Commerce, Journalism, Religion, Politics and the Arts.

Business Studies has a close relationship to Commerce but is much wider in its business application. There are no prerequisites to the course and it is suitable for a wide range of students.

Topics include:

Topics include:

The aim of the course is to give students an insight into the workings of the business world. This may raise many moral implications that are important for Christians to face and resolve.

The course is excellent preparation for employment in the business world, as it provides a good understanding of the processes involved. It is also a useful subject as preparation for a Commerce or Economics degree at university.

Some economic issues investigated are:

There are no prerequisites to the study of Economics, though Commerce students will find some areas familiar.

Topics include:

Topics include:

The aim of the Economics course is to develop each student’s ability to view economic events and make decisions in light of God’s character and his purposes, and respond in a way which pleases him. It is about making decisions and understanding the implications of decisions by individuals, groups and governments.

The course is designed to be challenging and beneficial to all students irrespective of their career aspirations. Careers where training in Economics is especially useful include policy work, management, finance, trading, accountancy, law, sales, advertising, statistics, banking, public service and teaching.

There are no prerequisites for the study of Geography, other than an interest in the world God has created for us, and its people.

The Stage 6 course requires students to conduct fieldwork as part of their studies. The Preliminary course involves a geographical investigation which allows students to select a local issue and carry out an investigation through fieldwork.

Topics include:

Topics include:

Geography provides knowledge of the earth and helps students reach a deeper understanding of the variable character of life on our planet. Students of Geography develop skills and understandings transferable and applicable to the world of work as well as preparing them for active participation as informed citizens. The study of Geography forms a valuable foundation for a range of courses at university and other tertiary institutions.

Students must have completed a Preliminary course in either Ancient or Modern History.

Students must be attempting the HSC course in either Ancient or Modern History concurrently with their study of History Extension.

Part I: Constructing History

Semester 1—Constructing History - Key Questions (analysing various historians and a variety of definitions and viewpoints on history)

Semester 2—Constructing History - Case Study - Early Christianity

Part II: History Project

The history project provides the opportunity for students to design and conduct an investigation in an area of changing historical interpretation. This is a major project undertaken over the course of the year.

It requires students to:

This course provides students with knowledge, understanding and skills that form a valuable foundation for a range of courses at university and other tertiary institutions. These include Law, Commerce, Journalism, Religion, Politics and the Arts.

The Case Study—Early Christianity—allows young Christians to develop a firm understanding of the historical reliability of the New Testament accounts of the growth of the early church.

There are no prerequisites for the study of Legal Studies. The subject has a strong content focus with a significant amount of information to be read and analysed. Extended responses are required for the HSC options. Legal Studies complements History, English, Business Studies and Geography.

Focus Areas:

Focus Areas:

Legal Studies provides students with knowledge, understanding and skills of critical analysis, independent research, collaboration and effective communication. These form a valuable foundation for a range of courses at university and other tertiary institutions. Students interested in pursuing further education in Law should study Legal Studies, but it is not a prerequisite for university courses. A range of disciplines would benefit from a background in Legal Studies, including policy, public service, journalism, media studies, politics, international relations, social work, history, environmental protection, forensic science, education, social work and the police force.

Legal Studies examines the concept of social justice and encourages the development of legally literate citizens. This empowers students to help create a just future and a more equitable society.

There are no prerequisities for this course, but success in the Modern History course requires an interest in the subject matter, a commitment to reading, research and study, and skills in essay writing. All of these will be encouraged throughout the course.

Part I: Investigating Modern History

Part II: Historical Investigation—Research task and essay on an area of Modern History of the student’s own choosing

Part III: The Shaping of the Modern World—The First World War

Part I: Core study - Democracy and dictatorship 1919–1939 (including a study of Nazi Germany)

Part II: National Study—Russia and the Soviet Union 1917–1941

Part III: Peace and Conflict—Arab-Israeli Conflict 1948–2000

Part IV: Change in the Modern World—The Changing World Order 1989–2016

Students in Year 12 can also select one additional unit of study—History Extension 1.

Students develop an understanding of the forces that have shaped the modern world, and are better able to formulate arguments based on an understanding of historical concepts. They develop a keen interest in the contemporary world.

The skills learned—research, evaluation and written expression—are an excellent preparation for many university courses such as Law, Commerce, Journalism, Religion, Politics, and the Arts.

This is a particularly relevant course for young Christians wishing to understand current world trends and events, or to be thoughtful to the forces which are operating—for good or evil—in today’s world. It may be relevant for those who seek to discern God’s purposes for themselves and their world amidst the problems of modern times.

There are no prerequisites for Society & Culture.

TWO depth studies to be chosen from the following:

Skills

Students are provided with essential concepts, skills, competencies and knowledge to encourage a process of independent thinking that can be used to explain patterns of behaviour, solve problems, and engage in and actively contribute to all levels of society. Society and Culture is a conceptually based course that promotes students' awareness of the cultural continuities and changes within societies and cultures. It provides them with skills to critically analyse social theories and complementary and contrasting viewpoints about people, societies and cultures. Society and Culture promotes an awareness of individuals, groups and institutions and facilitates intercultural understanding and communication.

Personal Interest Project:

A third of Year 12 course time is devoted to a 'Personal Interest Project' which is externally marked and comprises 40% of the HSC mark. The remaining 60% are from a traditional HSC examination.

Further information on the 'Personal Interest Project' can be found here.

Society and Culture draws on cross-disciplinary concepts and social research methods from anthropology, communication, cultural and media studies, philosophy, social psychology, and sociology. Society and Culture has direct relevance to the immediate needs of students and to their future lives by enabling them to develop understanding of themselves, their own society and culture, and the societies and cultures of others.

To access this course students must have done fewer than or equal to 100 hours—that is, one year or less of French in high school, either in Stage 4 or 5.

The French Beginners course aims to enable students to develop:

Students will learn to communicate about:

The HSC examination consists of two exams in which all four skills (reading, writing, speaking and listening) are tested.

The oral exam consists of a five-minute conversation between the student and examiner on a range of topics and allows the student to demonstrate the breadth of their ability. This exam is completed prior to the HSC, usually in August.

The written exam assesses listening, reading and writing skills.

French is one of the fastest growing languages in the world. It is spoken across every continent (including Australasia) and is an official language of countries in Europe, Canada, North America, Africa, the Middle East and in the Indian and Pacific Ocean regions. Research suggests that by 2050, French will be spoken by 750 million people.

Language learning has been shown to:

French Beginners students often use their knowledge of French to:

The Japanese Beginners Stage 6 course is a two-year course, which has been designed for students who wish to begin their study of Japanese at the senior secondary level. It is intended to cater only for students with no prior knowledge or experience of the Japanese language, either spoken or written, or whose experience is derived solely from, or is equivalent to, its study for 100 hours (1 year) or less in Stage 4 or Stage 5.

The aim of the Japanese Beginners Stage 6 Syllabus is to enable students to develop:

The Preliminary Course has outcomes as its organisational focus. Topics provide contexts in which students develop their communication skills in Japanese and their knowledge and understanding of language and culture.

In the HSC course students will extend and refine their communication skills in Japanese in contexts defined by topics, and will gain a deeper knowledge and understanding of language and culture.

The prescribed topics should be studied from two interdependent perspectives:

The two perspectives will enable students to develop knowledge and understanding of and skills in the Japanese language, linked to cultural values, attitudes, and practices.

Learning a language leads to lifelong personal, educational, and vocational benefits. Most importantly, it helps students to appreciate the diversity of God's world, enabling them to understand others and value all people as God's children. This course is designed to equip students with conversational Japanese skills and cultural understanding, and a deeper awareness of different values and attitudes within the wider Australian community and beyond.

Japanese has been identified as one of the priority languages in the Asia-Pacific region to be taught in Australian schools. This is in recognition of the fact that Japan is Australia's leading trading partner and that there are significant cultural ties between Australia and Japan. Studying Japanese may give students wishing to pursue careers in international commerce and in tourism a significant advantage.

Illawarra Christian School has a language and cultural exchange partnership with a school in Japan, which provides students the opportunity to interact with Japanese students as they visit our school and our region. Students will also be expected to participate in outings and excursions to facilitate cultural and linguistic experiences.

The Japanese Continuers Stage 6 Syllabus is designed for students who, typically, will have studied Japanese for over 100 hours in either Stage 4 or 5 and who will have studied between 400–500 hours by the completion of Stage 6. Some students with less formal experience will also be able to meet the requirements of the syllabus successfully.

This course focuses not only on written and spoken Japanese, but also on the cultural aspects of Japanese society. Students will learn to converse about a range of topics so as to enable effective communication with Japanese people. Students will explore aspects of modern and traditional Japanese society, and learn to engage in culturally appropriate ways.

The Preliminary and HSC courses have, as their organisational structure, particular themes and associated topics. Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and text types, which reflect the themes and topics. Students will also gain an insight into the culture and language of Japanese communities through the study of a range of texts.

Themes:

Students' language skills are developed through tasks such as:

Learning a language leads to lifelong personal, educational and vocational benefits. Most importantly, it helps students to appreciate the diversity of God's world, enabling them to understand others and value all people as God's children. This course is designed to equip students with conversational Japanese skills and cultural understanding, and a deeper awareness of different values and attitudes within the wider Australian community and beyond.

Japanese has been identified as one of the priority languages in the Asia-Pacific region to be taught in Australian schools. This is in recognition of the fact that Japan is Australia's leading trading partner and that there are significant cultural ties between Australia and Japan. Studying Japanese may give students wishing to pursue careers in international commerce and in tourism a significant advantage.

Illawarra Christian School has a language and cultural exchange partnership with a school in Japan, which provides students the opportunity to interact with Japanese students as they visit our school and our region. Students will also be expected to participate in outings and excursions to facilitate cultural and linguistic experiences.

Students must have studied Japanese Continuers in Year 11 and concurrently in Year 12 to be eligible to undertake the Japanese Extension course.

Connectedness

Journeys

Diversity of values

Students extend their ability to use and appreciate Japanese as a medium for communication and creative thought and expression.

The syllabus focuses the Preliminary course on the individual and their interactions with personal groups, family and community. The HSC course builds upon this by examining how the wellbeing of individuals, families and communities is affected by broader societal influences including sociocultural, economic and political factors.

There are no prerequisites for the study of Community & Family Studies.

Topics include:

Topics include:

The course will assist in preparing students for a range of vocational options. Many of our students choose to work in volunteer and paid capacities in fields that focus on children and community development, including childcare, Sunday school programs, education, social work and welfare. Offering secondary students the opportunity to investigate how family and community groups function from a Christian perspective lays a sound foundation for this important work. Community & Family Studies provides opportunities for students to explore and form positive attitudes about themselves and others; to develop an understanding of their relationships within their families and other groups; to learn to work cooperatively and to appreciate the importance of effective communication.

An interest in health, sport, physical activity and a healthy lifestyle is beneficial, however the level of physical skill is not relevant. Students are involved in learning about and practising ways of maintaining active, healthy lifestyles and improving their health status and the health status of Australia. It is also concerned with social and scientific understandings about enhancing movement potential.

There are no formal prerequisites for this course.

Collaborative investigation - The Collaborative Investigation provides opportunities for students to develop knowledge and skills to support their own and others' health and movement. It allows students to manage their own learning and to become flexible, critical thinkers, problem-solvers and decision-makers.

Depth studies (minimum of two) - 20 hours of course time will be dedicated to depth studies, enabling students to explore specific aspects of the course that pique their interest in greater detail.

Depth studies (minimum of two) - 30 hours of course time will be dedicated to depth studies, enabling students to explore specific aspects of the course that pique their interest in greater detail.

Health and Movement Science provides a direct link with study and vocational pathways in health and physical fitness. This includes vocations such as Sport Science, Physiotherapy, Education, Nursing, Paramedicine, Occupational Therapy, Medicine, Sports Management and Administration, Fitness, Personal Training, and Dietetics. It also encourages personal growth, the enhancement of wellbeing and the development of the individual's capacity to take a productive role in society.

This course caters for a wide range of student needs. It can assist students in developing:

There are no formal prerequisites for this course.

There is no external examination (delivered by NESA) for SLR. Assessment is school-based and teachers award an assessment mark using the Performance Descriptions for reporting achievement in HSC Board Endorsed Courses.

SLR counts towards the Higher School Certificate and appears on the student's Record of Achievement. However, SLR does not count in the calculation of the Australian Tertiary Admission Rank (ATAR).

The Sport, Lifestyle and Recreation Course comprises 15 optional modules, not all may be studied and there is no prescribed order of study. Modules include Aquatics, Athletics, Dance, First Aid and Sports Injuries, Fitness, Games and Sports Applications I, Games and Sports Applications II, Gymnastics, Healthy Lifestyle, Individual Games and Sports Applications, Outdoor Recreation, Resistance Training, Social Perspectives of Games and Sports, Sports Administration, Sports Coaching and Training.

SLR provides a direct link with study and vocational pathways in the areas of recreational, sports management, coaching, movement and health sciences. It also encourages personal growth, the enhancement of wellbeing and the development of the individual’s capacity to take a proactive role in maintaining their own health and fitness as well as that of others in the community.

There are no prerequisites. However, success will come from having a genuine interest in the subject matter as well as a commitment to the development of language and written communication in order to explain concepts with accuracy, detail and precision.

Biology has one of the highest candidatures in the HSC and is accessible to students with a wide range of academic skills and abilities. However, it is recognised as a content-heavy subject so it is advised that students have demonstrated at least a C+ level of achievement in Stage 5 Science before embarking on this course.

Three focus areas each of approximately the same length.

Focus areas are each approximately the same length and include:

Skills: Embedded throughout both years of Biology is the development of important skills including questioning, conducting first-hand and secondary-source investigations to locate and assess reliable sources of information, problem-solving and communication.

Highly recommended for students considering science-based studies at tertiary level, especially:

There are no official prerequisites for studying Chemistry, but it is strongly recommended that students have a substantial achievement level based on the Stage 5 Science course performance descriptors (e.g. A or B grade). Year 11 Chemistry builds on and deepens students' understanding of concepts introduced in Year 10, so a solid foundation in these is of significant benefit.

Sound problem-solving and communication skills are an advantage for the potential Chemistry student. Mathemetical aptitude especially in algebra, substitution, and rearranging equations is a core skill for chemistry. Chemistry is strongly recommended as a prerequisite for study in science-based careers at tertiary level. Chemistry is a challenging subject, and hard work and commitment are necessary for success.

Practical experiences will occupy at least 35 hours in the both the Year 11 and Year 12 course.

Each module is approximately the same length (30 hours of course time):

Each module is approximately the same length (30 hours of course time):

Skills: Embedded throughout both years of Chemistry is the development of important skills including questioning, laboratory investigation, secondary investigations to locate and assess reliable sources of information, problem-solving and communication.

Depth study: 15 hours of course time will be allocated each year to depth studies , which are investigations that allow students to delve deeper into an aspect of the course.

Chemistry helps students grow in their knowledge of God as they come to understand more of the workings of creation. It equips students for works of service in medical, industrial, technological, agricultural and environmental fields. It is also useful when trying to understand the properties and behaviours of both natural and human-made products.

There are no official prerequisites for the study of Physics. However, it is recommended that only students considering Mathematics Advanced in Year 11 consider Physics, due to the mathematical skills required to understand and enjoy the course. Students considering Physics should also be committed to developing their written communication skills in order to explain the relationships between concepts, in tandem with the development of their calculation skills.

Skills: Embedded throughout both years of Physics is the development of important skills including questioning, laboratory investigation, secondary investigations to locate and assess reliable sources of information, problem solving and communication.

The study of Physics provides the foundational knowledge and skills required to support participation in a range of careers. It is a discipline that utilises innovative and creative thinking to address new challenges, such as sustainability, energy efficiency and the creation of new materials. Physics enables a student to understand in greater depth the majesty and power of God in Creation and opens vast opportunities for harnessing technology for beneficial and godly ends. The Physics student will be better equipped for works of service in medical, engineering, finance, transport, communication and industrial areas.

Prerequisite courses for Science Extension Year 12 are one of, or a combination (up to 6 units of study) of, Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics in Year 11.

The Year 12 course consists of four modules:

Students propose and develop a research question, formulate a hypothesis and develop evidence-based responses to create a Scientific Research Report, which is supported and evidenced by a Scientific Research Portfolio. The four modules integrate the skills of Working Scientifically within the course content to form the framework for the Scientific Research Project.

There are no prerequisites for this subject. Students in Year 12 particularly need be self-motivated, organised and show initiative to complete their Major Design Projects.

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

This course covers designing and producing, including the study of:

This course involves the study of designing and producing, including a Major Design Project. The project folio includes a project proposal and management, project development and realisation, and project evaluation. Other topics covered include:

The students are exposed to many industrial and technological applications and gain valuable knowledge and experience as a result. They are able to develop the many gifts that God has given them to be of service to others. As students will develop and implement skills in research, planning, time management and documentation, it will provide a solid foundation for future career options in a variety of fields.

Two types of modules are used to facilitate learning in the course. These are engineering application modules and engineering focus modules. Engineering application modules develop knowledge and understanding of engineering concepts and impacts through the study of engineered products.

Engineering focus modules develop knowledge and appreciation of the role of engineers by studying the nature of the engineering profession and emphasising the scope of engineering activities in a given field.

There is no prerequisite study for the Preliminary course. Completion of the Preliminary course is a prerequisite for study of the HSC course.

Students may have already had experiences of designing and producing in various elective subjects offered in the TAS suite of subjects, but this is not compulsory. An interest and aptitude in mathematics and physics is recommended.

Throughout the course, students will develop the skills required to produce an Engineering Report, and the Engineering Report will comprise a component of their assessment schedule.

Module 1: Engineering Fundamentals

Module 2: Engineered Products

Module 3: Braking Products

Module 4: Biomedical Engineering

Module 1: Civil Structures

Module 2: Personal and Public Transport

Module 3: Aeronautical Engineering

Module 4: Telecommunications Engineering

The Engineering Studies Stage 6 syllabus is unique in that it develops knowledge and understanding of the profession of engineering. It also provides an opportunity to integrate the science and mathematics disciplines with social development and change. The syllabus is inclusive of the needs, interests and aspirations of all students and provides opportunities and challenges to deal with engineering concepts.

Students undertaking Engineering Studies Stage 6 will have the opportunity to follow a number of pathways. These include tertiary study, vocational education and training, and the world of work. For those following a pathway of further study, the insight and experience associated with a study of engineering will be beneficial in their presumed knowledge of the area of study. Students entering into the world of work will benefit from understanding what engineers do, as the work of engineers affects us all.

Open to all Year 11 students. The preliminary course is considered assumed knowledge for the HSC course.

Each of the three core strands must be studied. The allocation of course times are stated below:

Students must undertake study in each of the four core strands:

Food Technology provides opportunity for students to investigate a diverse range of food technologies and to develop capabilities and competence in designing and preparing food to satisfy a range of needs. The study of Food Technology leads to future careers in hospitality, nutrition and the food technology industry.

Students interested in the fields of graphic design, web design or multimedia development will find this subject of value. Students in Year 12 particularly need be self-motivated, organised and show initiative to complete their Major Projects. This subject is suitable for students seeking further study or careers in this field, as well as those who wish to understand the underlying principles of computer media presentation and development.

The major project is the principal means of examining the outcomes of the HSC course.

Each candidate must present a Major Project consisting of a product and an accompanying management folio, which will be examined by NESA-appointed examiners. This contributes 60% of the student’s HSC mark, with the additional 40% met by an examination.

Topics include:

The HSC course focuses on the development of a Major Project of industry standard through application and extension of skills developed in the Preliminary course.

Students also undertake an in-depth industry case study, giving them vocational application and exposure.

This course will provide students with the flexibility to adapt in a field that is constantly changing, yet vital to the Australian economy. The course will give students the knowledge, understanding and skills necessary to pursue the employment opportunities that exist in the field. On completion, the subject provides students with options in the workforce, TAFE and university study.

Whilst there are no formal prerequisites for this course, the completion of the Textiles Technology course in Stage 5 or some foundational skills in textile construction is highly recommended.

In the Preliminary course, practical experiences are integrated into the Design and Properties and Performance of Textiles areas of study as either experimental work and/or project work.

In the HSC course, the Major Textiles Project allows students to develop a textile project that reflects either a cultural, historical or contemporary aspect of design. Students are expected to draw upon the knowledge and understanding of design, properties and performance and the textiles industry developed in the Preliminary course.

Textiles & Design studies can lead to careers in fashion, interior design, graphic design, styling, retail, marketing and visual communications. The course encourages development of the relevant knowledge and skills and has wide application in commercial environments.