Click here to view the Year 10 into 11 Information Slideshow

Specific HSC Course Notes 

These notes (1–4) refer to the list of courses 

1. To elect Extension History in Year 12 students needs to study Ancient History, Modern History, or both in Year 11. Students may then elect an additional 1-unit Extension History course in Year12. 

2. HSC Extension Music is only available to students who study Music Course 2. 

3. The Studies of Religion I and Studies of Religion II courses cannot be studied together. 

4. Only ONE Industrial Technology option can be studied. 

General Notes

Only ONE course from each of the following subject groups can be selected: 

• English - [English Studies or Standard or English Advanced] 

• Mathematics - [Mathematics Standard or Mathematics Advanced] 

• A number of subjects include a requirement for the development of project work for either internal or external assessment, for example, Visual Arts, Drama, Design and Technology, Dance, Community and Family Studies, Agriculture, Software Design and Development and Society and Culture. Projects developed for assessment in one subject are not to be used either in full or in part for assessment in any other subject. Students studying Industrial Technology (Electronics Industries; Graphics Industries; Metal and Engineering Industries) are NOT permitted to study courses relating to the Metal and Engineering Curriculum Framework (TVET). 

• Students studying Industrial Technology (Electronics Industries) are NOT permitted to study courses relating to the TVET Electrotechnology course. 

• Students studying Visual Design may NOT study Design Foundation Studies (TVET) concurrently. 

• Students studying Exploring Early Childhood may NOT study Children’s Services – Introduction. 

Additional information about courses and the HSC is available on the NESA Website: 

www.educationstandards.nsw.edu.au  

This summarises the subjects on offer to students at Murwillumbah Learning Community of Schools, Murwillumbah and Wollumbin High Schools, for Year 11. It is important to note that not all subjects in this list will run. The schools will work together to offer students a broad a range of subjects. Final offerings will depend on student interest, resourcing and staffing. The subjects on this list may not run at your local school but may be offered to all students and may run at either the other campus or via the MLCoS Learning platform, determined by student preferences. In the situation that a course is running at another campus or via MLCoS Learning, you will be notified. 

What is ‘MLCoS Learning’? 

MLCoS Learning combines the strengths of both online and face-to-face instruction, offering a flexible approach that caters to diverse learning styles and schedules. In this model, you’ll engage in both online activities—such as watching lectures, participating in discussions, and completing assignments—and in-person sessions, which may include hands-on workshops, lab work, or other practical experiences. The goal of MLCoS learning is to provide a comprehensive education that leverages the convenience of online learning with the benefits of direct, interactive instruction. 

Subjects available for Murwillumbah Learning Community of Schools students to choose during the subject selection process. 

• All students must select 2 units of English and at least 10 other units. Extension courses are in addition. You may choose Extension English AND Extension Mathematics if you wish. 

Choosing your compulsory English course 

To satisfy the compulsory English aspect of the HSC, there are four English courses: English Advanced, English Standard, English Studies and English EAL/D. 

English Studies is a Board Developed Course. It is for students who wish to refine their skills and knowledge in English and consolidate their literacy skills. It is a course for students seeking an alternative to the English Standard course, and who intend to proceed from school directly into employment or vocational training. Students of this course who wish to obtain an ATAR are required by the Universities Admission Centre (UAC) to sit the optional HSC examination. 

English Standard supports students to become effective, creative and confident communicators. Students study a wide range of literary and everyday texts to develop the knowledge and skills required to use language accurately and appropriately for a variety of purposes and situations. 

English Advanced is a course designed for students to become critical and sophisticated users of English and to develop their academic achievement through the study of complex texts. This course is a pre- or co- requisite for English Extension courses. English Extension 1 allows more specialised study, while English Extension 2 requires students to create a Major Work. 

English EAL/D is a course designed for students who have been educated in English for five years or less, either in Australia or overseas. The strict eligibility rules for this course are on the ACE website.

ENGLISH STUDIES 

View course 

CODE ** 

ATAR^  

Board Developed Course  

• **English Studies (2 units – Year 11) 

• **English Studies (2 units – Year 12) 

• **English Studies (2 units – Year 12) - ATAR

Optional HSC examination: English Studies students who intend to undertake an ATAR pathway must sit the optional HSC examination and be enrolled in 15126 English Studies (2 units – Year 12) 

Course description 

English Studies 11–12 provides students the opportunity to explore the ideas, values, language forms, features and structures of texts from a range of contexts. Through responding to and composing texts, students strengthen their ability to access and comprehend information, assess its reliability and synthesise the knowledge gained from a range of sources for a variety of purposes. 

What students learn 

Through the study of English Studies 11–12, students: 

• develop and use communication skills for a range of purposes and audiences 

• find information and perspectives that will inform their understanding of ideas 

• make inferences about the meaning of language based on context 

• express personal experiences and opinions and develop skills as independent learners 

Year 11 course structure and requirements 

For the English Studies Year 11 course, students are required to complete the following:
 

Year 11 course (120 hours)

Indicative hours 

Reading to write: Transition to English Studies: 30–40 hours 

An additional 2–3 elective focus areas: 20–40 hours each 

Text requirements 

There are no prescribed texts for Year 11. 

Students are required to study ONE substantial multimodal text, which could be film or media. 

Students are required to study ONE substantial print text, which could be prose fiction, nonfiction, poetry or drama. 

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

• texts that are widely regarded as quality literature 

• a range of Australian texts 

• a range of texts authored by Aboriginal and/or Torres Strait Islander Peoples 

• a range of types of texts, which could include prose fiction, drama, poetry, nonfiction, film, media and digital texts 

• texts with a wide range of cultural, social and gender perspectives, and popular and youth cultures 

• integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate.

ENGLISH STANDARD 

View course 

CODE **** 

ATAR 

Board Developed Course  

• **English Standard (2 units – Year 11) 

• **English Standard (2 units – Year 12) 

Course description  

English Standard 11–12 provides students with the opportunity to analyse, study and enjoy a breadth and variety of English texts, in order to become confident and effective communicators. Students develop the knowledge to analyse, reconsider and refine meaning, and to reflect on their own processes of responding, composing and learning.  

What students learn: 

Through the study of English Standard 11–12, students: 

• develop clear communication skills for a range of purposes and audiences 

• find information and perspectives to develop their understanding of ideas 

• learn to make assumptions about the purpose and meaning of language based on context 

• express personal experiences and opinions and reflect on skills as independent learners 

Year 11 course structure and requirements:  

For the English Standard Year 11 course, students are required to complete: 

Year 11 course (120 hours) 

Indicative hours 

Reading to write: Transition to English Standard: 40 hours 

Contemporary possibilities: 40 hours 

Close study of literature: 40 hours 

Text requirements 

There are no prescribed texts for Year 11. 

Students are required to study ONE complex multimodal or digital text in Contemporary possibilities. This may include the study of film. 

Students are required to study ONE substantial literary print text in Close study of literature, for example prose fiction, drama or a poetry text, which may constitute a selection of poems from the work of ONE poet. 

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

• texts that are widely regarded as quality literature 

• a range of Australian texts 

• a range of texts authored by Aboriginal and/or Torres Strait Islander Peoples 

• a range of types of texts inclusive of prose fiction, drama, poetry, nonfiction, film, media and digital texts 

• texts with a range of social, cultural and gender perspectives 

• integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate. 

ENGLISH ADVANCED 

View course 

CODE ***** 

ATAR 

Board Developed Course  

• **English Standard (2 units – Year 11) 

• ** English Standard (2 units – Year 12) 

Course description  

English Advanced 11–12 provides students the opportunity to refine their understanding of the dynamic relationship between language, texts and meaning through critical study, and the skilful and creative use of language forms, language features, and structures of texts composed for different purposes in a range of contexts. Students develop the knowledge to question, reconsider and refine meaning through language, and to reflect on their own processes of responding, composing and learning 

What students learn: 

Through the study of English Advanced 11–12, students: 

• use clear written and verbal communication skills for a range of purposes and audiences 

• seek and evaluate information and arguments to inform their understanding of ideas 

• make inferences about the intention and meaning of language based on context 

• confidently express personal experiences and opinions and develop knowledge and skills as independent learners. 

Year 11 course structure and requirements:  

For the English Advanced Year 11 course, students are required to complete: 

Year 11 course (120 hours) 

Indicative hours 

Reading to write: Transition to English Advanced: 40 hours 

Narratives that shape our world: 40 hours 

Critical study of literature: 40 hours 

Text requirements 

There are no prescribed texts for Year 11. 

Through the study of English Advanced 11–12, students: 

• use clear written and verbal communication skills for a range of purposes and audiences 

• seek and evaluate information and arguments to inform their understanding of ideas 

• make inferences about the intention and meaning of language based on context 

• confidently express personal experiences and opinions and develop knowledge and skills as independent learners. 

ENGLISH EXTENSION 

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CODE ***** 

ATAR 

Board Developed Course  

• ***English Extension (1 unit – Year 11) 

Course description

English Extension 1 provides students with the opportunity to extend their use of language and self-expression in creative and critical ways. Students engage with increasingly complex concepts through a broad range of literature from different contexts. Through this, they refine their understanding and appreciation of the significance of texts, and the way that literature shapes and reflects the world. 

English Extension 2 extends students’ conceptual understanding of the ways literature is read and written through their consideration of authorship and their authorial role. Students develop their understanding of the composition process to create a substantial and original Major work 

What students learn: 

• Through the study of English Extension, students: 

• learn to use clear written and verbal communication for a range of purposes and audiences 

• interpret and evaluate information and arguments for clarity, precision and effectiveness 

• make inferences about intention and meaning of language based on contextual clues 

• explore using verbal and written language to confidently express personal experiences and opinions, and reflect on development of knowledge and skills as independent learners. 

English Extension Year 11 course structure and requirements:  

For the English Extension Year 11 course, students are required to complete: 

Year 11 course (60 hours) 

Indicative hours 

Texts, culture and value: 40 hours 

Related research project: 20 hours 

Text requirements 

Teachers prescribe ONE text from the past and its manifestations in one or more recent contexts. 

Students select ONE text and its manifestations in one or more recent contexts. They research a range of texts as part of their Related research project. 

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

• texts that are widely regarded as quality literature 

• a range of Australian texts 

• a range of texts authored by Aboriginal and/or Torres Strait Islander Peoples 

• a range of types of texts that includes prose fiction, drama, poetry, nonfiction, film, media, multimedia and digital texts 

• integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate. 

Understanding your Mathematics options 

The mathematics courses that can contribute to an ATAR are Mathematics Advanced and Mathematics Standard (Standard 1 and 2), Mathematics Extension (1 and 2). You must complete the optional HSC examination for Mathematics Standard 1, to contribute to an ATAR. 

Numeracy is a course focused on the development and consolidation of core numeracy skills. These skills are developed through authentic and relevant learning scenarios such as budgeting, shopping, record and account keeping, and a range of real-life activities requiring numeracy. 

Mathematics Standard 1 is a Board Developed Course with an optional HSC examination. It develops and refines students’ skills and knowledge in mathematics and consolidates their numeracy skills. It is a course for students who intend to proceed from school with an appropriate mathematical background for entering the workforce and/or undertaking further community and workplace training. 

Mathematics Standard 2 caters for a wide range of students. It develops and refines students’ mathematical knowledge and skills in a range of areas including statistics, finance, measurement, and algebra to enhance their personal, social and job opportunities. 

Mathematics Advanced is a pre- or co-requisite for the Mathematics Extension courses (Mathematics Extension 1 and Mathematics Extension 2). Mathematics Extension 2 is the highest-level mathematics course for students with a special interest and ability in mathematics. Mathematics Extension 1 can be studied concurrently or consecutively with Mathematics Extension 2.

NUMERACY 

View Course 

CODE ** 

Non-ATAR 

Content Endorsed Course  

• 30130 Numeracy (2 units – Year 11) 

• 30140 Numeracy (2 units – Year 12)

Course description 

The Numeracy course builds on the knowledge, skills and understanding presented in the K–10 curriculum. It supports students to develop the functional numeracy skills required to become active and successful participants in society. 

The Numeracy Stage 6 CEC Syllabus is designed to offer opportunities for students to reason numerically and think mathematically. Numerical reasoning and mathematical thinking are supported by an atmosphere of questioning, communicating, reasoning and reflecting and are engendered by opportunities to generalise, challenge, find connections and to think critically and creatively. 

The Numeracy course provides opportunities for students to develop 21st-century knowledge, skills, understanding, values and attitudes. As part of this, students are encouraged to learn to use appropriate technology as an effective support for numerical and mathematical activities. 

What students learn 

The study of Numeracy in Stage 6 enables students to build on existing numeracy skills and to develop and improve their capability to: 

• interpret and use numerical information 

• solve problems using visual, spatial, financial and statistical literacy skills 

• think mathematically in practical situations 

• represent and communicate information 

• use the context to determine the reasonableness of solutions

in order to manage situations and solve problems relating to their present and future needs. 

Year 11 course 

The Numeracy Year 11 course content comprises 2 modules. The modules are divided into content areas. 

Module 1: 

1. Whole numbers 

2. Operations with whole numbers 

3. Distance, area and volume 

4. Time 

5. Data, graphs and tables 

Module 2: 

1. Fractions and decimals 

2. Operations with fractions and decimals 

3. Metric relationships 

4. Length, mass and capacity 

5. Chance

Year 12 course

The Numeracy Year 12 course content comprises 2 modules. The modules are divided into content areas.

Module 3:

1: Percentages

2: Operations with numbers

3: Finance

4: Location, time and temperature

5: Space and design

Module 4:

1: Rates and ratios

2: Statistics and probability

3: Exploring with NRMT

MATHEMATICS STANDARD 

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CODE **** 

ATAR 

Board Developed Course  

• Course Code TBA: Mathematics Standard (2 units – Year 11) 

• Course Code TBA: Mathematics Standard (2 units – Year 12) 

Course description 

The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In Year 12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course. 

The Mathematics Standard courses are focused on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. They provide students with opportunities to develop an understanding of, and competence in, aspects of mathematics through real-world applications. Mathematics Standard Year 11 provides a pathway for students who progress through the Core outcomes of the Mathematics 7–10 Syllabus (2022). This course is designed for students who want to extend their mathematical skills beyond Stage 5, gain further knowledge of mathematical concepts and apply these skills and knowledge in practical contexts. 

What students learn 

The study of Mathematics Standard in Stage 6: 

• develop their knowledge, understanding and skills in Working mathematically and in communicating concisely and systematically 

• consider various applications of mathematics in a broad range of contemporary contexts through mathematical modelling and use these models to solve problems related to their present and future needs 

• develop an understanding of, and skills in, further aspects of mathematics for concurrent HSC studies 

• gain an appropriate mathematical background for a wide range of educational and employment aspirations. 

The Mathematics Standard Year 11 course content includes: 

Topic: Algebra 

• Formulae and Equations 

• Linear Relationships 

Topic: Measurement 

• Applications of Measurement 

• Time and Location 

Topic: Financial Mathematics 

• Earning Money 

• Managing Money 

Topic: Statistical Analysis 

• Data Analysis 

Topic: Networks 

• Networks, paths and trees 

The Mathematics Standard 2 Year 12 course content includes: 

Topic: Algebra 

• Algebraic Relationships 

Topic: Measurement 

• Trigonometry

• Ratios and rates 

Topic: Financial Mathematics 

• Investments and loans

• Annuities

Topic: Statistical Analysis 

• Bivariate data analysis

• Relative frequency and probability

• The normal distribution

Topic: Networks 

• Networks flow

• Critical path analysis

MATHEMATICS ADVANCED 

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CODE ***** 

ATAR 

Board Developed Course  

• Course code TBA:  Mathematics Advanced (2 units – Year 11) 

• Course code TBA:  Mathematics Advanced (2 units – Year 12) 

Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 form a continuum to provide students with opportunities to acquire knowledge, understanding and skills in mathematical concepts at progressively higher levels and with applications in an increasing number of contexts. Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 provide students with opportunities to learn about the interconnected nature of mathematics, its beauty and its functionality. The concepts and techniques of differential and integral calculus are the basis of the courses. 

Course description 

The Mathematics Advanced 11–12 Syllabus (2024) is designed to encourage students to appreciate mathematical ways of viewing the world to investigate concepts, such as order, relation, pattern, uncertainty and generality. The course provides students with the opportunity to explore mathematical problems through observation, reflection and reasoning. 

The Mathematics Advanced 11–12 Syllabus (2024) enables students to use mathematical models and serves as a basis for further studies at the tertiary level in science and commerce that require mathematics and its applications. 

What students learn 

Through the study of Mathematics Advanced 11–12, students: 

• develop knowledge, understanding and skills in Working mathematically and communicating concisely and precisely 

• consider various applications of mathematics in a broad range of contemporary contexts through mathematical modelling 

• gain an appropriate mathematical background for future pathways which involve mathematics and its applications at the tertiary level. 

Course structure and requirements 

Mathematics Advanced consists of the courses Mathematics Advanced Year 11 and Mathematics Advanced Year 12. Students must study both Mathematics Advanced Year 11 and Mathematics Extension 1 Year 11 courses before they can study Year 12 Mathematics Extension courses. 

All students studying the Mathematics Advanced course will sit for an HSC examination. 

The Mathematics Advanced Year 11 course content includes: 

Topic: Functions 

• Working with Functions 

• Graphing Transformations 

Topic: Trigonometric Functions 

• Trigonometry and Measure of Angles 

• Trigonometric Identities and Equations 

Topic: Calculus 

• Introduction to Differentiation 

Topic: Exponential and Logarithmic Functions 

• Exponential and Logarithmic Functions 

Topic: Statistical Analysis 

• Probability and Data 

The Mathematics Advanced Year 11 course content includes: 

Topic: Functions 

• Further graph transformations and modelling

Topic: Sequences and series

• Sequences and series 

Topic: Calculus 

• Differential calculus

• Integral calculus

• Applications of calculus

Topic: Financial mathematics

• Financial mathematics

Topic: Statistical Analysis 

• Random variables

MATHEMATICS EXTENSION 1 

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CODE ***** 

ATAR 

Board Developed Course  

• Course code TBA:   Mathematics Extension (1 unit – Year 11) 

• Course code TBA:   Mathematics Extension (1 unit – Year 12) 

Corequisites: 

• Course code TBA: Mathematics Advanced (2 units – Year 11) 

• Course code TBA: Mathematics Advanced (2 units – Year 12) 

Course description 

Mathematics Extension 1 enables students to develop a thorough knowledge and understanding of and competence in further aspects of mathematics as an extension of the Mathematics Advanced course. The course provides opportunities to develop rigorous mathematical arguments and proofs, and to use mathematical models more extensively. 

Mathematics Extension 1 supports students in tertiary study in mathematics and related fields. 

What students learn 

Through the study of Mathematics Extension 1, students: 

• develop thorough knowledge, understanding and skills in Working mathematically and in communicating concisely and precisely 

• develop rigorous mathematical arguments and proofs, and use mathematical models extensively 

• develop awareness of the interconnected nature of mathematics, its beauty and its functionality 

• gain an appropriate mathematical background for future pathways that may involve mathematics and its applications. 

Course structure and requirements 

Mathematics Extension 1 consists of the courses Mathematics Extension 1 Year 11 and Mathematics Extension 1 Year 12. Students studying one or both Extension 1 and 2 courses must study both Mathematics Advanced Year 11 and Mathematics Extension 1 Year 11 courses before undertaking the study of Mathematics Extension 1 Year 12, or both Mathematics Extension 1 Year 12 and Mathematics Extension 2 Year 12.  

All students studying the Mathematics Extension 1 course will sit for an HSC examination. 

The Mathematics Extension 1 Year 11 course content includes: 

Topic: Functions 

• Further Work with Functions 

• Polynomials 

Topic: Trigonometric Functions 

• Further Trigonometry 

Topic: Combinatorics 

• Permutations and Combinations 

• The Binomial Theorem 

The Mathematics Extension 1 Year 12 course content includes: 

Topic: Proof 

• Proof by Mathematical Induction 

Topic: Vectors 

• Introduction to Vectors 

Topic: Trigonometric Functions 

• Inverse Trigonometric Equations 

Topic: Calculus 

• Further Calculus Skills 

• Further Applications of Calculus 

Topic: Statistical Analysis 

• The Binomial Distribution and Sampling Distribution of the Mean

Pattern of study: A student may count up to: 

• Year 11: Six units of Science

• Year 12: Seven units of Science

to satisfy pattern of study requirements for the HSC.

BIOLOGY 

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CODE **** 

ATAR 

Board Developed Course  

• 11030 Biology (2 units – Year 11) 

• 15030 Biology (2 units – Year 12) 

Course description 

The Year 11 course investigates cellular structure and provides a basis for understanding the way in which multicellular organisms transport and absorb nutrients and carry out gas exchange. Exploring variations in the structures and functions of organisms provides an understanding of the effects of the environment on living things and on biodiversity. 

What students learn  

Year 11 course 

The Year 11 course consists of four modules: 

• Module 1 : Cells as the Basis of Life 

• Module 2:  Organisation of Living Things 

• Module 3:  Biological Diversity 

• Module 4:  Ecosystem Dynamics 

Year 12 course

The Year 12 course consists of four modules:

• • Module 5 Heredity

  • Module 6 Genetic Change

  • Module 7 Infectious Disease

  • Module 8 Non-infectious Disease and Disorders

Course requirements 

Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts. A depth study may be one investigation/activity or a series of investigations/activities. Depth studies may be included in one module or across several modules. Practical investigations are an essential part of the Year 11 and Year 12 courses and must occupy a minimum of 35 hours of course time each year. Fieldwork is also mandated in Year 11 and is an integral part of the learning process. 

CHEMISTRY 

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CODE ***** 

ATAR 

Board Developed Course  

• 11050 Chemistry (2 units – Year 11) 

• 15050 Chemistry (2 units – Year 12) 

Course description 

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

What students learn:  

Year 11 course:

The Year 11 course consists of four modules: 

• Module 1:  Properties and Structure of Matter 

• Module 2:  Introduction to Quantitative Chemistry 

• Module 3:  Reactive Chemistry 

• Module 4:  Drivers of Reactions 

Year 12 course

The Year 12 course consists of four modules:

• • Module 5 Equilibrium and Acid Reactions

  • Module 6 Acid/base Reactions

  • Module 7 Organic Chemistry

  • Module 8 Applying Chemical Ideas

Course requirements 

Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts. A depth study may be one investigation/activity or a series of investigations/activities. Depth studies may be included in one module or across several modules. Practical investigations are an essential part of the Year 11 and Year 12 courses and must occupy a minimum of 35 hours of course time each year. 

PHYSICS 

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CODE ***** 

ATAR 

Board Developed Course  

• 11310 Physics (2 units – Year 11) 

• 15330 Physics (2 units – Year 12) 

Course description 

The Year 11 course develops students’ knowledge, understanding and skills relevant to the study of motion, how we describe it and what causes it. The course also examines energy in its different forms, and how we describe and measure electricity and magnetism and their interrelated effects. 

The Year 12 course provides avenues for students to apply the concepts introduced in Year 11 and to motion in two dimensions, electromagnetism, the nature of light, and the atomic properties of matter.

What students learn  

Year 11 course 

The Year 11 course consists of four modules: 

• Module 1:  Kinematics 

• Module 2:  Dynamics 

• Module 3:  Waves and Thermodynamics 

• Module 4:  Electricity and Magnetism 

Year 12 course

The Year 12 course consists of four modules:

• • Module 5 Advanced Mechanics

  • Module 6 Electromagnetism

  • Module 7 The Nature of Light

  • Module 8 From the Universe to the Atom

Course requirements 

Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts. A depth study may be one investigation/activity or a series of investigations/activities. Depth studies may be included in one module or across several modules. Practical investigations are an essential part of the Year 11 and Year 12 courses and must occupy a minimum of 35 hours of course time each year. 

INVESTIGATING SCIENCE 

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CODE **** 

ATAR 

Board Developed Course  

• 11215 Investigating Science (2 units – Year 11) 

• 15215 Investigating Science (2 units – Year 12) 

Course description 

The Year 11 course focuses on the centrality of observation in initiating the scientific process and examines the human tendency to draw inferences and make generalisations from these observations. Students learn about the development and use of scientific models and the similarities and differences between scientific theories and laws. 

The Year 12 course builds on the skills and concepts learnt in Year 11 with students conducting their own scientific investigations and communicating their findings in scientific reports. Students are provided with the opportunity to examine the interdependent relationship between science and technology and apply their knowledge, understanding and skills to scientifically examine a claim. The course concludes with students exploring the ethical, social, economic and political influences on science and scientific research in the modern world.

What students learn  

Year 11 course  

The Year 11 course consists of four modules: 

• Module 1 Cause and Effect – Observing 

• Module 2 Cause and Effect – Inferences and Generalisations 

• Module 3 Scientific Models 

• Module 4 Theories and Laws 

Year 12 course

The Year 12 course consists of four modules:

• • Module 5 Scientific Investigations

  • Module 6 Technologies

  • Module 7 Fact or Fallacy?

  • Module 8 Science and Society

Course requirements 

Students are provided with 30 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts. A depth study may be one investigation/activity or a series of investigations/activities. Depth studies may be included in one module or across several modules. Practical investigations are an essential part of the Year 11 and Year 12 courses and must occupy a minimum of 35 hours of course time each year.

EARTH AND ENVIRONMENTAL SCIENCE 

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CODE **** 

ATAR 

Board Developed Course  

• 11100 Earth and Environmental Science (2 units – Year 11) 

• 15100 Earth and Environmental Science (2 units – Year 12) 

Course description 

The Year 11 course investigates compositional layers of the Earth, the origins of minerals, tectonic movements and energy transformations and includes the study of human impact on the Earth’s resources and its surface.

The Year 12 course investigates how the processes of plate tectonics, the formation of water and the introduction of life interact with the atmosphere, hydrosphere, lithosphere and climate. Investigation of hazards, the mitigation of their effects and resource management are also considered, which leads to an understanding of the need to centralise the theme of sustainability for the long-term welfare of our planet and all forms of life dependent upon it.

What students learn  

Year 11 course  

The Year 11 course consists of four modules: 

• Module 1 Earth's Resources

• Module 2 Plate Tectonics

• Module 3 Energy Transformations

• Module 4 Human Impacts

Year 12 course

The Year 12 course consists of four modules:

• • Module 5 Earth's Processes

  • Module 6 Hazards

  • Module 7 Climate Science

  • Module 8 Resource Management

Course requirements 

Students are provided with 15 hours of course time for depth studies in both Year 11 and Year 12. During this time students may undertake an investigation/activity that allows for the further development of one or more scientific concepts.

A depth study may be one investigation/activity or a series of investigations/activities. Depth studies may be included in one module or across several modules.

Practical investigations are an essential part of the Year 11 and Year 12 courses and must occupy a minimum of 35 hours of course time each year.

Fieldwork is mandated in both Year 11 and Year 12 and is an integral part of the learning process.

AGRICULTURE 

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CODE **** 

ATAR 

Board Developed Course  

• 11010 Agriculture (2 units – Preliminary) 

• 15010 Agriculture (2 units – HSC) 

Course description 

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

The HSC course builds upon the Preliminary course. It examines the complexity and scientific principles of the components of agricultural production. It places greater emphasis on farm management to maximise productivity and environmental sustainability. The Farm Product Study is used as a basis for analysing and addressing social, environmental and economic issues as they relate to sustainability. 

What students learn

Preliminary course 

• Overview (15%) 

• The Farm Case Study (25%) 

• Plant Production (30%) 

• Animal Production (30%) 

MARINE STUDIES 

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CODE ** 

Non-ATAR 

Content Endorsed Course  

• 33503 Marine Studies (2 units – Preliminary) 

• 33505 Marine Studies (2 units – HSC) 

Course description 

The oceans cover more than 70% of the earth's surface and influence all forms of life on this planet. Oceans are alternatively viewed as areas rich in minerals and marine life, which can supply our needs virtually without limit, or as convenient dumping grounds for agricultural, industrial and domestic waste. 

The growing demands of urbanisation, industry, recreation and tourism have increased the pressures on marine facilities and our fragile water ecosystems. There is a need for wise management practices and a responsible, realistic approach to conservation of marine resources into the twenty-first century. 

What students learn 

Marine Studies provides an opportunity for students to view these issues in a comprehensive and global perspective. 

Marine Studies provides an educational context, linked to the needs of a significantly coastal and waterways-based population, fostering links to tertiary study and vocational pathways. Further, this syllabus brings a wide range of marine-based leisure experiences to students in a safe setting. Marine Studies provides for both practical and theoretical learning and students acquire skills to solve real life problems. 

Through Marine Studies students will develop: 

• knowledge, understanding and appreciation that promote sound environmental practices in the marine environment 

• the ability to cooperatively manage activities and communicate in a marine context 

• an ability to apply the skills of critical thinking, research and analysis 

• knowledge and understanding of marine industries and their interaction with society and with leisure pursuits 

• knowledge, understanding and skills in safe practices in the marine context. 

Course requirements 

Nil. 

ABORIGINAL STUDIES 

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CODE **** 

ATAR 

Board Developed Course  

• 11000 Aboriginal Studies (2 units – Preliminary) 

• 15000 Aboriginal Studies (2 units – HSC) 

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. 

What students learn

Preliminary course 

• Part I: Aboriginality and the Land 

• Aboriginal Peoples' relationship to Country 

• Dispossession and dislocation of Aboriginal Peoples from Country 

• Impact of British colonisation on Country 

• Part II: Heritage and Identity 

• The Dreaming and cultural ownership 

• Diversity of Aboriginal cultural and social life 

• Impact of colonisation on Aboriginal cultures and families 

• Impact of racism and stereotyping 

• Part III: International Indigenous Community: Comparative Study 

• Location, environment and features of an international Indigenous community 

• Comparison of the key experiences of the international Indigenous and an Australian Aboriginal community in relation to Aboriginality and the Land; and Heritage and Identity 

• Part IV: Research and Inquiry Methods: Local Community Case Study 

• Methods and skills relating to community consultation; planning research; acquiring information; processing information; communicating information 

ANCIENT HISTORY 

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CODE **** 

ATAR 

Board Developed Course  

• 11020 Ancient History (2 units – Year 11) 

Course description 

The Year 11 course provides students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of the ancient past. Students have the opportunity to engage in the study of a range of features, people, places, events and developments of the ancient world. The Year 12 course provides students with opportunities to apply their understanding of archaeological and written sources and relevant issues in the investigation of the ancient past. Through a core study, students investigate the cities of Pompeii and Herculaneum, and explore issues relating to reconstruction and conservation of the past. They also study the key features and sources of an ancient society, personality and historical period. 

What students learn

Year 11 course

The Year 11 course comprises three sections. 

• Investigating Ancient History 

• Students undertake at least one option from ‘The Nature of Ancient History’, and at least two case studies 

• Features of Ancient Societies 

• Students study at least two ancient societies 

• Historical Investigation 

Historical concepts and skills are integrated with the studies undertaken in Year 11. 

Course requirements

Year 11 course

In the Year 11 course, students undertake at least TWO case studies. 

• One must be from Egypt, Greece, Rome or Celtic Europe, and 

• One must be from Australia, Asia, the Near East or the Americas. 

BUSINESS STUDIES 

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CODE **** 

ATAR 

Board Developed Course  

• 11040 Business Studies (2 units – Preliminary) 

• 15040 Business Studies (2 units – HSC) 

Course description 

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

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

What students learn

Preliminary course 

• Nature of business: The role and nature of business 

• Business management: The nature and responsibilities of management 

• Business planning: Establishing and planning a small to medium enterprise 

GEOGRAPHY 

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CODE **** 

ATAR 

Board Developed Course  

• 11190 Geography (2 units – Preliminary) 

• 15190 Geography (2 units – HSC) 

Course description 

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding of the geographical concepts of place, space, environment, interconnection, scale, sustainability and change. Students investigate natural systems; people, patterns and processes; and human–environment interactions. They develop an understanding of the nature and value of geographical inquiry through planning and conducting a geographical investigation. 

What students learn 

Preliminary course 

• Earth’s natural system: Students investigate the diverse landscapes of the Earth’s surface and its distinctive physical features. 

• People, patterns and processes: Students investigate evidence of human diversity across the Earth’s surface.   

• Human–environment interactions: Students investigate the global nature of land cover change, from temporal and spatial perspectives, as they examine the long-term development of natural systems compared to the short time frame of human activity.   

• Geographical Investigation: Students plan and conduct ONE Geographical Investigation to develop their understanding of the nature of geographical inquiry through practical research and applying geographical concepts, skills and tools. 

LEGAL STUDIES 

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CODE **** 

ATAR 

Board Developed Course  

• 11220 Legal Studies (2 units – Preliminary) 

• 15220 Legal Studies (2 units – HSC) 

Course description 

The Preliminary course develops students' knowledge and understanding of the nature and functions of law and law-making, the development of Australian and international legal systems, the Australian constitution and law reform. It examines an individual's rights and responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing and synthesising legal information and investigating legal issues from a variety of perspectives. 

The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies, which consider how changes in societies influence law reform. 

What students learn

Preliminary course 

• Part I – The Legal System 

• Part II – The Individual and the Law 

• Part III – The Law in Practice 

The Law in Practice unit is designed to provide opportunities for students to deepen their understanding of the principles of law covered in the first sections of the course. This section may be integrated with Part I and Part II. 

HSC course 

• Core Part I: Crime 

• Core Part II: Human Rights 

• Part III: Two options 

Two options are chosen from: 

• Consumers 

• Global environment and protection 

• Family 

• Indigenous peoples 

• Shelter 

• Workplace 

• World order. 

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

Course requirements 

See the Legal Studies Stage 6 syllabus for information regarding course requirements. 

MODERN HISTORY 

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CODE **** 

ATAR 

Board Developed Course  

• 11270 Modern History (2 units – Year 11) 

• 15270 Modern History (2 units – Year 12) 

Course description 

The Year 11 course provides students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students have the opportunity to engage in the study of a range of people, ideas, movements, events and developments that have shaped the modern world. 

What students learn 

Year 11 course 

The Year 11 course comprises three sections. 

• Investigating Modern History 

• Students undertake at least ONE option from ‘The Nature of Modern History’, and at least TWO case studies. 

• Historical Investigation 

• The Shaping of the Modern World 

• At least ONE study from ‘The Shaping of the Modern World’ is to be undertaken. 

Historical concepts and skills are integrated with the studies undertaken in Year 11. 

Course requirements 

Year 11 course 

In the Year 11 course, students undertake at least TWO case studies. 

• One case study must be from Europe, North America or Australia, AND 

• One case study must be from Asia, the Pacific, Africa, the Middle East or Central/South America. 

SOCIETY AND CULTURE 

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CODE **** 

ATAR 

Board Developed Course  

• 11330 Society and Culture (2 units – Preliminary) 

• 15350 Society and Culture (2 units – HSC)  

Course description 

Society and Culture deals with areas of interest and relevance to students and develops  

knowledge, understanding, skills, values and attitudes essential to an appreciation of the  

social world. The interaction of persons, society, culture, environment and time and how they  

shape human behaviour is a central theme of study. Students develop an understanding of  

research methodologies and undertake research in an area of particular interest to them. The  

research findings are presented for external assessment in the Personal Interest Project  

(PIP). 

What students learn 

Year 11 course 

• The Social and Cultural World – the interaction between aspects of society and cultures  

• Personal and Social Identity – socialisation and coming of age in a variety of social and cultural settings 

• Intercultural Communication – how people in different cultures interact and communicate. 

WORK STUDIES 

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CODE ** 

Non-ATAR 

Content Endorsed Course  

• 35200 Work Studies (1 unit – Preliminary) 

• 35201 Work Studies (2 units – Preliminary) 

• 35202 Work Studies (1 unit – HSC) 

• 35203 Work Studies (2 units – HSC) 

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, the traditional patterns of work organisation and how individuals engage in work. The successful transition of students from school to the workforce and further education and training is essential for individuals and for society. Individuals will need to be flexible and responsive to change along their career pathway. Opportunities for workers to change jobs, develop new skills and to obtain new experiences will be part of the future world of work. 

The Work Studies CEC syllabus is designed to assist students in their transition from school to work. It develops knowledge and understanding of the issues faced by students in the transition to work and the skills needed for effective career planning and performance of tasks in the work environment. Integral to the Work Studies syllabus is a focus on the development of essential workplace skills. They are central to the core module and each of the elective modules. Students have an opportunity to practise these skills in appropriate work contexts. 

The Work Studies course assists students to: 

• recognise the links between education, training, work and lifestyle, and to recognise the economic and social factors that affect work opportunities 

• develop an understanding of the changing nature of work and the implications for individuals and society 

• undertake work placement to allow for the development of specific job-related skills 

• acquire general work-related knowledge, skills and attitudes, transferable across different occupations 

• develop their skills in accessing work-related information, presenting themselves to potential employers, and functioning effectively in the workplace. 

What students learn 

The Work Studies CEC syllabus is available for study as a 1-unit 60-hour course; a 1-unit 120-hour course; a 2-unit 120-hour course; or a 2-unit 240-hour course. 

• Core: My Working Life 

• Modules: There are 11 elective modules which explore issues about work and work-related skills. Modules are studied for 15 to 30 hours. 

Course requirements 

Nil. 

MUSIC 1 

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CODE ****

ATAR 

Board Developed Course  

• 11280 Music 1 (2 units – Preliminary) 

• 15290 Music 1 (2 units – HSC) 

Course description 

While the course builds on the Stages 4 and 5 Music course, Music 1 provides an alternative course of study to Music 2. The curriculum structure is adaptable enough to meet the needs and interests of students with varying degrees of prior formal and informal learning in music and caters for students with less experience in Music. 

What students learn 

Preliminary course 

In the Preliminary course, students study the concepts of music through the learning experiences of performance, composition, musicology and aural within the context of a range of styles, periods and genres. 

Students study three topics in the Preliminary course. Topics are chosen from a list of 21 topics which covers a broad range of styles, periods and genres. 

VISUAL ARTS 

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CODE ****

ATAR 

Board Developed Course  

• 11380 Visual Arts (2 units – Preliminary) 

• 15400 Visual Arts (2 units – HSC) 

Course description 

Visual Arts involves students in artmaking, art criticism and art history. Students critically and historically investigate artworks, critics, historians and artists from Australia as well as those from other cultures, traditions and times. Students develop their own artworks, culminating in a 'body of work' in the HSC course. 

What students learn 

Preliminary course 

The Preliminary course is broadly focused, while the HSC course provides for deeper and more complex investigations. 

Preliminary course learning opportunities focus on: 

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

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

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

• how students may develop meaning and focus and interest in their work 

• building understandings over time through various investigations and working in different forms. 

While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with less experience in Visual Arts. 

DRAMA 

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CODE ****

ATAR 

Board Developed Course  

• 11090 Drama (2 units – Preliminary) 

• 15090 Drama (2 units – HSC) 

Course description 

Students in Drama study the practices of Making, Performing and Critically Studying. While the course builds on the Stages 4 and 5 Drama course, it also caters for students with less experience in Drama. 

What students learn 

Preliminary course 

Students engage with these components through collaborative and individual experiences. Preliminary course content comprises an interaction between the components of Improvisation, Playbuilding and Acting, Elements of Production in Performance, and Theatrical Traditions and Performance Styles. Learning comes from practical experiences in each of these areas. 

HSC course 

Australian Drama and Theatre, and Studies in Drama and Theatre involve the theoretical study through practical exploration of themes, issues, styles and movements of traditions of theatre, exploring relevant acting techniques, performance styles and spaces. Learning comes from practical experiences in each of these areas. 

Group Performance
Three to six students create a piece of original theatre (8–12 minutes duration). It provides opportunity for each student to demonstrate his or her performance skills. 

Individual Project
Students demonstrate their expertise in a particular area. They choose one project from: 

• Critical Analysis 

• Design 

• Performance 

• Script-writing 

• Video Drama. 

Topics 

• Australian Drama and Theatre (Core) 

• Studies in Drama and Theatre 

• Group Performance (Core content) 

• Individual Project 

Course requirements 

The Preliminary course informs learning in the HSC course. In the study of theoretical components, students engage in practical workshop activities and performances to assist their understanding, analysis and synthesis of material covered in areas of study. In preparing for the group performance, the published Course Prescriptions include a topic list which is used as a starting point. The Individual Project is negotiated between the student and the teacher at the beginning of the HSC course. Students choosing Individual Project Design or Critical Analysis must base their work on one of the texts listed in the published text list. This list changes every three years. Students must ensure that they do not choose a text or topic they are studying in Drama in the written component or in any other HSC course when choosing Individual Projects. Students selecting Drama are required to keep a logbook of the development of each of the components Group Performance and Individual Project. 

DANCE 

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CODE **

ATAR 

Board Developed Course  

• 11070 Dance (2 units – Preliminary) 

• 15070 Dance (2 units – HSC) 

Course description 

Students undertake a study of Dance as an artform. While the course builds on the Stages 4 and 5 Dance course, it also caters for students with less experience in Dance. 

What students learn 

Preliminary course 

There is an equal emphasis on the components of Performance, Composition and Appreciation in the study of Dance. Students studying Dance 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. 

HSC course

Students continue common study in the three course components of Performance, Composition and Appreciation and also undertake an in-depth study of dance in one of the Major Study components – Performance, Composition, Appreciation or Dance and Technology.

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING 

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CODE ** 

Non-ATAR 

Content Endorsed Course  

• 35226 Photography, Video and Digital Imaging (2 units – Preliminary) 

• 35228 Photography, Video and Digital Imaging (2 units – HSC) 

Course description 

Photography, Video and Digital Imaging offers students the opportunity to explore contemporary artistic practices that make use of photography, video and digital imaging. These fields of artistic practice resonate within students' experience and understanding of the world and are highly relevant to contemporary ways of interpreting the world. The course offers opportunities for investigation of one or more of these fields and develops students' understanding and skills, which contribute to an informed critical practice.  

The course is designed to enable students to gain an increasing accomplishment and independence in their representation of ideas in the fields of photography and/or video and/or digital imaging and understand and value how these fields of practice invite different interpretations and explanations.  

Students develop knowledge, understanding and skills through the making of photographs, and/or videos and/or digital images that lead to and demonstrate conceptual and technical accomplishment. They also develop knowledge, understanding and skills that lead to increasingly accomplished critical and historical investigations of photography and/or video and/or digital imaging. 

What students learn 

Modules may be selected in any of the three broad fields of: 

• Wet Photography 

• Video 

• Digital Imaging. 

Modules include: 

• Introduction to the Field 

• Developing a Point of View 

• Traditions, Conventions, Styles and Genres 

• Manipulated Forms 

• The Arranged Image 

• Temporal Accounts. 

An Occupational Health and Safety Module is mandatory. The additional module, Individual/Collaborative Project, extends students' learning experiences and may reflect students' increasing interests and desire to specialise in one or more of these fields or explore the connections further between the fields. 

Course requirements 

Students are required to keep a diary throughout the course. 

HEALTH AND MOVEMENT SCIENCE  

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CODE **** 

ATAR 

Board Developed Course  

• 11390: Health and Movement Science (2 units – Preliminary)  

• 15410 Health and Movement Science (2 Units – HSC) 

Course description 

The Preliminary course explores the meanings of health from different perspectives. Students investigate the interplay of the determinants influencing health and the indicators used to measure and evaluate health status. Students having the opportunity to research a selected health issue of interest, analyse the skills needed to protect and enhance the health and wellbeing of themselves and others. 

Students also investigate how body systems influence and respond to movement and understand the interrelationships between these systems for efficient movement. Students develop an understanding of the role energy systems and types of training and training methods play and how the body physiologically adapts to training. 

In the HSC course, students explore how healthy Australians are by comparing the health status of Australians within and across population groups. Students examine major chronic conditions, diseases and injury, and the impact these conditions can have on the healthcare system. They explore the impact of a growing and ageing population. Students evaluate the healthcare system in Australia and explore the roles government and non-government organisations play in improving health. Students investigate changes and challenges to the health system, including the impact of emerging technologies and treatments, digital health and big data. Students investigate the significance of Training for Improved Performance. This includes recognising the importance of personalised exercise assessment and prescription, and exploring how various training types and methods can be used to positively affect physiological adaptations. 

Students compare training plans and programs for recreational or elite individuals and groups, applying their understanding of biomechanics, injury prevention, training methods and technology to analyse how athletes can train for sustained movement and performance. Students explore the importance of nutrition, and how nutrition and supplementation affect an individual’s performance. They compare the dietary requirements of athletes from different sports. 

What students learn 

Through the study of the PDHPE course, students learn to develop: 

• values and attitudes that promote healthy and active lifestyles and communities 

• knowledge and understanding of the factors that affect health 

• capacity to exercise influence over personal and community health outcomes 

• knowledge and understanding about the way the body moves 

• an ability to take action to improve participation and performance in physical activity 

• an ability to apply the skills of critical thinking, research and analysis. 

Preliminary course 

The Year 11 course comprises 4 components. Students are required to study all 4 components of the course.  

• Health and Movement Science 

• Health for individuals and communities 

• The body and mind in motion 

• Collaborative Investigation 

• Depth studies (a minimum of 2) 

Depth Studies 

The requirements for the Depth Studies include: 

• a total of 20 hours of in-class time allocated in Health for Individuals and Communities and/or The Body and Mind in Motion 

• a minimum of 2 Depth Studies 

• knowledge and understanding, and skill outcomes, to be addressed in each depth study. 

SPORT, LIFESTYLE AND RECREATION 

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CODE **

Non-ATAR 

Content Endorsed Course  

• 35015 Sport, Lifestyle and Recreation Studies (2 units – Preliminary) 

• 35017 Sport, Lifestyle and Recreation Studies (2 units – HSC) 

Exclusions: Students studying Board Developed HMS must not study CEC modules which duplicate HMS modules. 

Course description 

Students learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers. This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential. 

What students learn 

Through the study of Sport, Lifestyle and Recreations course, students learn to develop: 

• knowledge and understanding of the factors that influence health and participation in physical activity 

• knowledge and understanding of the principles that affect quality of performance 

• an ability to analyse and implement strategies to promote health, physical activity and enhanced performance 

• a capacity to influence the participation and performance of self and others 

• a lifelong commitment to an active, healthy lifestyle and the achievement of movement potential. 

The course provides the opportunity to specialise in areas of expertise or interest through optional modules (ranging from 20–40 hours in duration) such as: 

• Aquatics 

• Athletics 

• Dance 

• First Aid and Sports Injuries 

• Fitness 

• Games and Sports Applications 

• Gymnastics 

• Healthy Lifestyle 

• Individual Games and Sports Applications 

• Outdoor Recreation 

• Resistance Training 

• Social Perspectives of Games and Sport 

• Sports Administration 

• Sports Coaching and Training 

Course requirements 

The Sport, Lifestyle and Recreation Studies course comprises 15 optional modules. There is no prescribed core component. The time allocated to each optional module is flexible within the range of 20–40 hours depending on the number of units for the course and the way in which the course is delivered. 

Students of Stage 6 Personal Development Health and Physical Education may also study Sport, Lifestyle and Recreation. Teachers should ensure, however, that the modules selected do not duplicate PDHPE modules. 

COMMUNITY AND FAMILY STUDIES 

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CODE **** 

ATAR 

Board Developed Course  

• 11060 Community and Family Studies (2 units – Preliminary) 

• 15060 Community and Family Studies (2 units – HSC) 

Course description 

Community and Family Studies Stage 6 syllabus is designed to develop in each student an understanding of the diverse nature and interdependence of families and communities within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities. 

What students learn 

Through the study of the Community and Family Studies course, students learn to develop: 

• knowledge and understanding about resource management and its role in ensuring individual, group, family and community wellbeing 

• knowledge and understanding about the contribution positive relationships make to individual, group, family and community wellbeing 

• knowledge and understanding about the influence of a range of societal factors on individuals and the nature of groups, families and communities 

• knowledge and understanding about research methodology and skills in researching, analysing and communicating 

• skills in the application of management processes to meet the needs of individuals, groups, families and communities 

• skills in critical thinking and the ability to take responsible action to promote wellbeing 

• an appreciation of the diversity and interdependence of individuals, groups, families and communities. 

Preliminary course 

• Resource Management (20%): Basic concepts of the resource-management process 

• Individuals and Groups (40%): The individual's roles, relationships and tasks within and between groups 

• Families and Communities (40%): Family structures and functions, and the interaction between family and community 

EXPLORING EARLY CHILDHOOD 

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CODE ** 

Non-ATAR 

Content Endorsed Course  

• 31010 Exploring Early Childhood (2 units – Preliminary) 

• 31012 Exploring Early Childhood (2 units – HSC) 

Course description 

Our society is increasingly recognising that children's experiences in the early childhood years form 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. 

What students learn 

Through the study of Exploring Early Childhood, students learn to develop: 

• knowledge and understanding about the physical, social-emotional, behavioural, cognitive and language development of young children 

• knowledge and understanding about the environmental factors that have an impact on young children’s growth and development 

• knowledge and understanding about the development and maintenance of positive behaviours and relationships with young children 

• skills in communication and interaction, research and analysis and decision-making and evaluation 

• respect for the individuality and uniqueness of young children and their families 

• an appreciation of the value and importance of supportive and responsible relationships with young children. 

Course requirements 

The course comprises a compulsory common core and optional modules. The core comprises 45 indicative hours of study. Fourteen optional modules are included in this course. 

The time allocated to each optional module is flexible within the range of 15–30 hours depending on the number of units for the course and the way in which the course is delivered.

FOOD TECHNOLOGY 

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CODE **** 

ATAR 

Board Developed Course  

• 11180 Food Technology (2 units – Preliminary)

• 15180 Food Technology (2 units – HSC) 

Course description 

The Preliminary course will develop knowledge and understanding about food nutrients and diets for optimum nutrition, the functional properties of food, safe preparation, presentation and storage of food, sensory characteristics of food, the influences on food availability and factors affecting food selection. Practical skills in planning, preparing and presenting food are integrated throughout the content areas. 

The HSC course involves the study of sectors, aspects, policies and legislations of the Australian Food Industry; production, processing, preserving, packaging, storage and distribution of food; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course. 

What students learn 

Preliminary course 

• Food Availability and Selection (30%) 

• Food Quality (40%) 

• Nutrition (30%) 

INDUSTRIAL TECHNOLOGY MULTIMEDIA 

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CODE ****

ATAR 

Board Developed Course  

• 11200 Industrial Technology (2 units – Preliminary) 

• 15200 INdustrucal Technology (2 units – HSC) 

HSC focus area examination codes:

817 Multimedia Technologies 

Exclusions:

Students can only undertake study in 1 focus area. 

Course description 

Industrial Technology at Stage 6 will develop a student's knowledge and understanding of a selected industry and its related technologies, highlighting the importance of design, management and production through practical experiences. 

Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen for the course. 

Focus Area

Multimedia Technologies 

What students learn 

Preliminary course 

The following sections are taught on the relevant focus area: 

• Industry Study (15%) 

• Design (10%) 

• Management and Communication (20%) 

• Production (40%) 

• Industry Related Manufacturing Technology (15%) 

 TEXTILES AND DESIGN 

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CODE ****

ATAR 

Board Developed Course  

• 11370 Textiles and Design (2 units – Preliminary) 

• 15390 Textiles and Design (2 units – HSC) 

Course description 

The Preliminary course involves the study of design, communication techniques, manufacturing methods, fibres, yarns, fabrics and the Australian Textile, Clothing, Footwear and Allied Industries. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and include the completion of two preliminary textile projects. These projects develop each student's creative abilities and skills in designing, manipulating, experimenting and selecting appropriate fabrics for an end use. 

The HSC course builds upon the Preliminary course and involves the study of fabric colouration and decoration, historical design development, cultural factors that influence design and designers, contemporary designers, end-use applications of textiles, innovations and emerging textile technologies, appropriate textile technology and environmental sustainability, current issues and the marketplace. 

This course involves the development of a Major Textiles Project, worth 50% of the HSC mark. The project is selected from one of the five focus areas and enables students to explore an area of interest. The project has two components: the supporting documentation and textile item(s). 

What students learn

Preliminary course 

• Design (40%) 

• Properties and Performance of Textiles (50%) 

• The Australian Textile, Clothing, Footwear and Allied Industries (10%)

DESIGN AND TECHNOLOGY 

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CODE ****

ATAR 

Board Developed Course  

• 11080 Design and Technology (2 units – Preliminary) 

• 15080 Design and Technology (2 units – HSC) 

Course description 

The Preliminary course involves the study of both designing and producing. This is explored through areas such as design theory and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of materials, tools and techniques. The course involves hands-on practical activities which develop knowledge and skills in designing and producing. The Preliminary course includes the completion of at least two design projects. These projects involve the design, production and evaluation of a product, system or environment and includes evidence of the design process recorded in a design folio. The design folio can take a variety of different forms. 

The HSC course applies the knowledge and understanding of designing and producing from the Preliminary course. It involves the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60% of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact on Australian society. 

What students learn 

Preliminary course 

Involves both theory and practical work in designing and producing. This includes the study of design theory and practice, design processes, factors affecting design and producing, design and production processes, technologies in industrial and commercial settings, environmental and social issues, creativity, collaborative design, project analysis, marketing and research, management, using resources, communication, manufacturing and production, computer-based technologies, work health and safety, evaluation, and manipulation of materials, tools and techniques. 

INDUSTRIAL TECHNOLOGY TIMBER 

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CODE ****

ATAR 

Board Developed Course  

• 11200 Industrial Technology (2 units – Preliminary) 

• 15200 Industrial Technology (2 units – HSC) 

HSC focus area examination codes:

819 Timber Products and Furniture Technologies 

Exclusions:

Students can only undertake study in 1 focus area. 

Course description 

Industrial Technology at Stage 6 will develop a student's knowledge and understanding of a selected industry and its related technologies, highlighting the importance of design, management and production through practical experiences. 

Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen for the course. 

Focus Area

Timber Products 

What students learn

Preliminary course 

The following sections are taught on the relevant focus area: 

• Industry Study (15%) 

• Design (10%) 

• Management and Communication (20%) 

• Production (40%) 

• Industry Related Manufacturing Technology (15%) 

COMPUTING APPLICATIONS

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CODE **

Non-ATAR 

Content Endorsed Course  

• 35021 Computing Applications (2 units – Preliminary) 

• 35023 Computing Applications (2 units – HSC) 

Exclusions:

• 65391 Applied Digital Technologies VET BEC 120 hours

• 65393 Applied Digital Technologies VET BEC 180 hours

Course description 

Computers and related information technology permeate all aspects of contemporary life. Computer technology has become an integral part of the workplace and it has also become an increasingly obvious part of our entertainment and recreation.

What students learn

Computing Applications is a 'hands-on' skills-based course aimed at developing the student's abilities to use hardware and software to complete a range of practical experiences in a broad range of topic areas. Students will develop their knowledge and understanding of the role of computing in completing tasks that enable them to be confident users of the technology. Students will also develop skills in evaluation and be able to discriminate in the use of this technology to accomplish a defined task.

It is expected that the target group for Computing Applications is those students who have had little practical experience in using computers. Schools may choose from a range of modules to develop a program of study that suits the needs of the group of students.

Program Philosophy 

• 100% personalised, interestdriven learning—no ATAR, no HSC exams. 

• Culminates in the International Big Picture Learning Credential (IBPLC), a robust, nonATAR university & employment pathway 

International Big Picture Learning Credential (IBPLC) 

     What it is 

A digital, competency based credential, developed with Melbourne Metrics at the University of Melbourne and hosted on UAC’s Credfolio platform. It acts as an “education passport,” showcasing student achievement beyond exams. 

 Assessment Framework 

Students are assessed across six learning goals: 

Knowing How to Learn, Empirical Reasoning (maths), Quantitative Reasoning (science/problem-solving), Social Reasoning, Communication and Personal Qualities.  

Progress is observed, moderated, and validated throughout Years 11 and 12 via classroom work, exhibitions and internships.  

  Evidence Portfolio 

Culminates in a digital portfolio featuring: Student artifacts and real-instance work, Reflective narratives, Internship/mentor and advisor assessments, personal video statement, A growth-level “flower” diagram and advisor commentary.  

No ranking, no scaling—students are measured against competency frames, not peers. 

University Partners 

• 17–18 Australian universities, including: 

Australian National University, University of Technology Sydney, Southern Cross University, University of Newcastle, University of New England, University of Tasmania 

Pathways  

SBAT – School Based Apprenticeship, TAFE – Certificate III, Part and Full Time Employment  

Want to know more?  

Visit the Big Picture Education Australia website - https://www.bigpicture.org.au/ 

Testimonials:  

‘I like Big Picture as it allows me to learn about my passions at my own speed’ – Current MHS Year 11 student  

‘My son has increased his confidence in all aspects. He is able to learn about things he loves’  

 - Current MHS parent  

2026 SIT20322 Certificate II in Hospitality

2026 CUA30420 Certificate III in Live Production and Technical Services

2026 SIS30321 Certificate III in Fitness

2026 Certificate I in Engineering & MEM20422 Certificate II in Engineering Pathways

2026 AHC20122 Certificate II in Agriculture

Click here to view TAFE delivered VET Courses 

Learning languages opens minds to difference where diversity is seen as a regular part of society. If you are interested in studying a language in Stage 6 you may have an option to enrol in a language course via Distance Education. Distance Education offers study in Year 11 and 12 Beginners and Continuers courses. 

Some languages that are offered in this model inlcude:

• French

• German

• Italian

• Japanese

• Spanish

If you are interested in enrolling in a Distance Education course, there will be an application process and course fees. If you would like some further information about studying language via distance education please contact us.

Click here to view the SBAT Slideshow