table of objectives and outcomes - south grafton high...

ABORIGINAL STUDIES

Table of Objectives and Outcomes Objectives A student develops knowledge and understanding about:

Preliminary Course Outcomes A student:

HSC Course Outcomes A student:

1. social justice and

human rights issues and how they impact on Aboriginal peoples

P1.1 identifies different viewpoints

about invasion and colonisation including the concept of shared histories between Aboriginal and non-Aboriginal peoples

P1.2 explains the concepts of social justice and human rights in terms of the consequences of invasion and colonisation for Aboriginal peoples

P1.3 explains a variety of responses to

social justice and human rights issues including bias and stereotyping of Aboriginal peoples and cultures

H1.1 explains different viewpoints

of invasion and colonisation and evaluates the impact of these viewpoints on Aboriginal peoples

H1.2 analyses and discusses the

social justice and human rights issues that are contemporary consequences of the colonisation of Aboriginal and other Indigenous peoples

H1.3 assesses the representation

of Aboriginal peoples and cultures for bias and stereotyping

2. the diversity of

contemporary Aboriginal cultural, political, social and economic life

P2.1 demonstrates an understanding of

what the Dreaming means to Aboriginal peoples

P2.2 explains the importance of land and

the interrelationship between land and culture for Aboriginal peoples

P2.3 describes Aboriginal social systems and explains the impact of invasion and colonisation on Aboriginal cultural, social and economic life

H2.1 analyses the importance of

land as an aspect of contemporary issues impacting on Aboriginal peoples

H2.2 examines contemporary

expressions of Aboriginal culture, heritage and identity

H2.3 discusses and analyses consequences of colonisation on contemporary Aboriginal cultural, political, social and economic life

Objectives

A student develops knowledge and understanding about:

Preliminary Course Outcomes

A student:

HSC Course Outcomes

A student:

3. government

policies, legislation and judicial processes and their impact on Aboriginal peoples

P3.1 describes government policies,

legislation and judicial processes in relation to racism and discrimination

P3.2 explains the impact of key government policies, legislation and judicial processes in relation to land and water rights

P3.3 explains the impact of key

government policies, legislation and judicial processes in relation to heritage and identity

H3.1 assesses the effectiveness of

government policies, legislation and judicial processes in addressing racism and discrimination

H3.2 evaluates the impact of key

government policies, legislation and judicial processes on the socioeconomic status of Aboriginal peoples and communities

H3.3 compares and evaluates

current initiatives that reassert the social, economic and political independence of Aboriginal and/or Indigenous peoples

A student develops skills to:

A student:

A student:

4. investigate issues

and communicate information from a variety of perspectives

P4.1 investigates and organises relevant

information from a variety of sources including the use of information technologies

P4.2 undertakes community consultation

and fieldwork P4.3 presents information clearly from

Aboriginal perspectives using a variety of media

P4.4 demonstrates an understanding of

ethical research practices P4.5 compares the histories and cultures

of Indigenous Australian peoples

H4.1 investigates, analyses and

synthesises information from Aboriginal and other perspectives

H4.2 undertakes community

consultation and fieldwork H4.3 communicates information

effectively from Aboriginal perspectives, using a variety of media

H4.4 applies ethical research

practices H4.5 compares and evaluates the

histories and cultures of Indigenous Australian peoples with international Indigenous peoples

AGRICULTURE

Table of Objectives and Outcomes

Objectives Preliminary Course Outcomes HSC Course Outcomes

Students will develop: 1. knowledge and

understanding of the physical, chemical, biological, social, historical and economic factors that interact in agricultural production systems

P1.1

A student: Describes the complex, dynamic and interactive nature of agricultural production systems

Describes the factors that influence agricultural systems

H1.1

A student: ains the influence of physical, biological, social, historical and economic factors on sustainable agricultural production

2. knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner

P2.1 Describes the biological and physical resources and applies the processes that cause changes in plant production systems

Describes the biological and physical resources and applies the processes that cause changes in animal production systems

Describes the farm as a basic unit of production

H2.1 H2.1

describes the inputs, processes and interactions of plant production systems describes the inputs, processes and interactions of animal production systems

3. knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing

P3.1 Describes the role of decision-making in the management and marketing of agricultural products in response to consumer and market requirements

H3.1 assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products

critically assesses the marketing of a plant OR animal product

critically examines the technologies and technological innovations employed in the production and marketing of agricultural products

evaluates the management of the processes in agricultural systems

4. skills in effective

research, experimentation and communication

P4.1

Applies the principles and procedures of experimental design and agricultural research

H4.1

applies appropriate experimental techniques, technologies, research methods and data presentation and analysis in relation to agricultural problems and situations

5. knowledge and

understanding of the impact of innovation, ethics and current issues on Australian agricultural systems

P5.1

Identifies the role of associated technologies and technological innovation in producing and marketing agricultural products

H5.1

evaluates the impact of innovation, ethics and current issues on Australian agricultural systems

ANCIENT HISTORY


Objectives


Preliminary Outcomes

A student:

HSC Outcomes

A student

1. people and events in the context of their time

P1.1 identifies and analyses the contributions of key people, groups, events, institutions, societies and historical sites

A student:

H1.1 describes and asses the significance of key people, events, institutions and forces

H2.1 describes and analyses political, military, religious, social, cultural and economic features of ancient socities

2. change and continuity over time

P2.1 identifies factors that contribute to change and continuity in the ancient world

P2.2 describes the significance of factors affecting change and continuity

H2.1 identifies factors that contribute to change and continuity in the ancient world

H2.2 evaluates the relative significance of factors affecting change and continuity

3. key historical terms, themes and concepts

P3.1 uses key historical terms and concepts appropriately to answer historical questions

H3.1 uses historical terms and concepts appropriately to answer historical questions

4. significant historiographical issues

P4.1 identifies different types of evidence of the ancient past and explains the implications of the problems of evidence for reconstructing the past

P4.2 identifies different interpretations Of the past P4.3 makes deductions from a variety of sources and assesses their usefulness P4.4 discusses different perspectives on ownership and custodianship of the past

H4.1 identifies different perspectives about individuals, groups, events and issues

H4.2 evaluates different ancient and modern sources, what they reveal about significant historical issues and how they contribute to our understanding of the past

5 undertake historical enquiries

P5.1 selects and organizes relevant historical and archaeological information from a variety of sources for their usefulness, validity and bias P5.2 plans a historical investigations, analyses and synthesizes historical and archaeological information from a variety of perspectives and sources and presents the findings of the investigation

H5.1 selects and organizes relevant historical and archaeological information from a variety of sources and evaluates the information and sources for their usefulness, validity and bias

H5.2 plans a historical investigation, analyses and syntheses historical and archaeological information from a variety of perspectives and sources and presents the findings of the investigation

Objectives



A student:

HSC Outcomes

A student

6. communicate using appropriate historical text types

P6.1 communicates through well-structured texts to explain, argue, discuss, analyse and evaluate historical information, ideas and issues using appropriate written, oral and graphic forms

P6.2 negotiates in groups top allocate tasks, establish roles, procedures and evaluation strategies to achieve appropriate goals in set deadlines in order to develop and complete historical investigations

H6.1 communicates through well structured texts to explain, argue, discuss, analyse and evaluate historical information, ideas and issues using appropriate written, oral and graphic forms

H6.2 uses planning and review strategies to effectively manage the competing demands of complex tasks, making effective use of time and resources

Values and Attitudes Values and attitudes are inherent in the subject matter of Ancient History and the skills that are developed. They result from learning experiences and reflection. Students need to develop values and attitudes that promote a democratic and just society.

Values and AttitudesObjectives A student develops values and attitudes about:

Outcomes A student:

7. the diversity and complexity of ancient societies

* values the complexity and variety of human experiences as reflected in the history of the ancient world * respects different viewpoints, ways of living, belief systems and languages

8. the influence of the ancient past on the present and the future

* appreciates the ways the past can inform the present and the future * appreciates the impact of the ancient world on current lifestyles, issues, beliefs and institutions * develops tolerant and informed attitudes about the contemporary world * is able to participate in society in an informed way as an individual or as a member of groups

9. the value of Ancient History for personal growth and lifelong learning

* develops an interest in history for lifelong learning

10. the conversation of the past

* develops a sense of responsibility to conserve the past

BIOLOGY Table of Objectives and Outcomes Objectives Preliminary Course Outcomes HSC Course Outcomes

Students will develop knowledge and understanding of:

A student: A student:

Prescribed Focus Area

1 the history of biology P1 outlines the historical development of major biological principles, concepts and ideas

H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2 the nature and practice of biology

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in biology

H2 analyses the ways in which models, theories and laws in biology have been tested and validated

3 applications and uses of biology

P3 assesses the impact of particular technological advances on understanding in biology

H3 assesses the impact of particular advances in biology on the development of technologies

4 implications of biology for society and the environment

P4 describes applications of biology which affect society or the environment

H4 assesses the impacts of applications of biology on society and the environment

5 current issues, research and developments in biology

P5 describes the scientific principles employed in particular areas of biological research

H5 identifies possible future directions of biological research

Domain: Knowledge and Understanding

6 cell ultrastructure and processes

P6 explains how cell ultrastructure and the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms

H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

7 biological diversity P7 describes the range of organisms in terms of specialisation for a habitat

H7 analyses the impact of natural and human processes on biodiversity

8 environmental interactions

P8 analyses the interrelationships of organisms within the ecosystem

H8 evaluates the impact of human activity on the interactions of organisms and their environment

9 mechanisms of inheritance

P9 explains how processes of reproduction ensure continuity of species

H9 describes the mechanisms of inheritance in molecular terms

10 biological evolution P10 identifies and describes the evidence for evolution

H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution


Students will develop further skills in:


Domain: Skills

11 planning investigations P11 identifies and implements improvements to investigation plans

H11 justifies the appropriateness of a particular investigation plan

12 conducting investigations P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

H12 evaluates ways in which accuracy and reliability could be improved in investigations

13 communicating information and understanding

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14 developing scientific thinking and problem-solving techniques

P14 draws valid conclusions from gathered data and information

H14 assesses the validity of conclusions from gathered data and information

15 working individually and in teams

P15 implements strategies to work effectively as an individual or as a team member

H15 explains why an investigation is best undertaken individually or by a team

Students will develop positive values about and attitudes towards:


Domain: Values and Attitudes

16 themselves, others, learning as a lifelong process, biology and the environment

P16 demonstrates positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

CHEMISTRY Table of Objectives and Outcomes


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Students develop knowledge and understanding of:

A student:

A student:

1. the history of Chemistry

P1. Outlines the historical development of major principles, concepts and ideas in chemistry

H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2. the nature and practice of Chemistry

P2. Applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry

H2. analyses the ways in which models, theories and laws in chemistry have been tested and validated

3. applications and uses of Chemistry

P3. Assesses the impact of particular technological advances on understanding in chemistry

H3. assesses the impact of particular advances in chemistry on the development of technologies

4. implications for society and the environment

P4. Describes applications of chemistry which affect society or the environment

H4. assesses the impacts of applications of chemistry on society and the environment

5. current issues, research and developments

P5. Describes the scientific principles employed in particular areas of research in chemistry

H5. identifies possible future directions of chemical research

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6. atomic structure and periodic table

P6 explains trends and relationships between elements in terms of atomic structure and bonding

H6. explains reactions between elements and compounds in terms of atomic structures and periodicity

7. energy P7. Describes chemical changes in terms of energy inputs and outputs

H7. describes the chemical basis of energy transformations in chemical reactions

8. chemical reactions

P8. Describes factors that influence the type and rate of chemical reactions

H8. assesses the range of factors which influence the type and rate of chemical reactions

9. carbon chemistry P9. Relates the uses of carbon to the unique nature of carbon chemistry

H9. describes and predicts reactions involving carbon compounds

10. stoichiometry P10. Applies simple stoichiometric relationships

H10. analyses stoichiometric relationships


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a 11. planning

investigations P11. Identifies improvements to

investigation plans H11. justifies the appropriateness of a

particular investigation plan

12. conducting investigations

P12. Discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

H12. evaluates ways in which accuracy and reliability could be improved in investigations

13. communicating information and understanding

P13. Identifies appropriate terminology and reporting styles to communicate information and understanding

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14. developing scientific thinking and problem-solving

P14. Draws valid conclusions from gathered data and information

H14. assesses the validity of conclusions from gathered data and information

15. working individually and in teams

P15. Implements strategies to work effectively as an individual or as a member of a team

H15. explains why an investigation is best undertaken individually or by a team

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positive values about and attitudes towards:

A student:

A student:

16. themselves, others, learning as a lifelong process, chemistry and the environment

P16. Demonstrates positive values about, and attitude towards, both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

COMMUNITY AND FAMILY STUDIES


Objectives Preliminary Outcomes HSC Outcomes

Students will develop:

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

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

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

A student:

P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the development of goals

P1.2 proposes effective solutions to resource problems

P2.1 accounts for the roles and relationships that individuals adopt within groups

P2.2 describes the role of the family and other groups in the socialisation of individuals

P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal relationships and achievement

P2.4 analyses the inter-relationships between internal and external factors and their impact on family functioning

P3.1 explains the changing nature of families and communities in contemporary society

P3.2 analyses the significance of gender in defining roles and relationships

A student:

H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

H2.1 analyses different approaches to parenting and caring relationships

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups

H3.2 evaluates networks available to individuals, groups and families within communities

H3.3 critically analyses the role of policy and community structures in supporting diversity

H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

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

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

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

7. an appreciation of the diversity

and interdependence of individuals, families, groups and communities

P4.1 utilises research methodology appropriate to the study of social issues

P4.2 presents information in written, oral and graphic form

P5.1 applies management processes to maximise the efficient use of resources

P6.1 distinguishes those actions that enhance wellbeing

P6.2 uses critical thinking skills to enhance decision-making

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 develops strategies for managing multiple roles and demands of family, work and other environments

H6.1 analyses how the empowerment of women and men influences the way they function within society

H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

7.1 appreciates differences among individuals, groups and families within communities and values their contributions to society

7.2 develops a sense of responsibility for the wellbeing of themselves and others

7.3 appreciates the value of resource management in response to change

7.4 values the place of management in coping with a variety of role expectations

1.1 CONSTRUCTION - VET Units of competency Details about individual units of competency in the 240-hour course in the Construction Curriculum Framework for the Higher School Certificate are contained in Part B of this syllabus. Part B details unit of competency content and HSC requirements and advice. The text for each unit of competency in the Construction Curriculum Framework is reproduced directly from the General Construction Training Package (BCG03). Units of competency consist of: elements of competency performance criteria range statement evidence guide, including:

– specific knowledge required to achieve the performance criteria – relationship to other units – specific resource requirements for this unit – context of assessment – critical aspects of evidence required to demonstrate competency in this unit – methods of assessment – specific key competencies, underpinning and employability skills required to achieve the

performance criteria. In addition, there is a column headed HSC Requirements and Advice which prescribes the scope of learning and the minimum learning experiences expected for each unit of competency. These must be addressed by all students studying Construction courses. The units of competency to be delivered and assessed are determined by the scope of the registration of each RTO and the qualifications of the teacher/trainer/assessor. Teachers and trainers should check their RTO’s scope of registration before determining which units of competency are to be included in their teaching and assessment programs. School principals should seek documentary evidence of the scope of any external RTO delivering the HSC course. Scope of registration can be checked on the National Training Information Services (NTIS) website (www.ntis.gov.au). Information about the delivery of VET courses for the Higher School Certificate by RTOs other than schools or TAFE NSW colleges are contained in the Board of Studies Assessment, Certification and Examination (ACE) Manual and relevant Board of Studies Official Notices. Course delivery RTOs offering training programs which deliver HSC Construction courses must consult Part B of this syllabus and take into consideration the details provided in the HSC Requirements and Advice column (including key terms and concepts) as well as the following requirements for each unit of competency: the elements of competency the performance criteria the range statement all aspects of the evidence guide.

Within the evidence guide, particular attention should be given to the information under Relationship to other units (to ensure that any prerequisite and/or corequisite requirements have been met), and the Specific knowledge required to achieve the performance criteria. The HSC Requirements and Advice column prescribes what learning experiences must be included for the HSC. Where the range statement uses the words ‘are to include’, ‘is to include’, ‘is to be’, ‘are to be’, ‘include’ or ‘requires’, the relevant matter has not been repeated in the HSC column because what is compulsory learning for the Training Package is compulsory learning for the HSC. It is the responsibility of the RTO to determine both the resources required for course delivery, and the qualifications required by teachers and trainers delivering courses within the Construction Curriculum Framework on behalf of the RTO. Separate advice on learning materials, resource requirements and teacher qualifications is available from school system authorities. Further advice on curriculum materials that may be used to support the delivery of courses within the Construction Curriculum Framework is contained in the Construction Support Document and Resource List (www.boardofstudies.nsw.edu.au). This information is provided as a guide to RTOs delivering HSC courses within the curriculum framework. The use of the listed resources is not mandatory.

DRAMA


The Preliminary course outcomes are progressive and are subsumed in the HSC course outcomes. Making

Objectives Preliminary Course Outcomes HSC Course OutcomesThrough Drama, students will develop knowledge and understanding about and skills in:

Using drama, through

participation in a variety of dramatic and theatrical forms

Making drama and theatre, using a variety of dramatic and theatrical techniques and conventions

The student:

P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles

P1.2 explores ideas and situations, expressing them imaginatively in dramatic form

P1.3 demonstrates performance skills appropriate to a variety of styles and media

P1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creatively

P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through to performance

P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action

The student:

H1.1 uses acting skills to adopt and sustain a variety of characters and roles

H1.2 uses performance skills to interpret and perform scripted and other material

H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised works

H1.4 collaborates effectively to produce a group-devised performance

H1.5 demonstrates directorial skills

H1.6 records refined group performance work in appropriate form

H1.7 demonstrates skills in using the elements of production

and values and attitudes* about: the collaborative nature of

drama and theatre

P1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the process of collaboration

P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole

H1.8 recognises the value of the contribution of each individual to the artistic effectiveness of productions

H1.9 values innovation and originality in

group and individual work

Performing


using the elements of drama and theatre in performance

The student:

P2.1 understands the dynamics of actor-audience relationship

P2.2 understands the contributions to a production of the playwright, director, dramaturge, designers, front-of-house staff, technical staff and producers

P2.3 demonstrates directorial and acting

The student:

H2.1 demonstrates effective performance skills

H2.2 uses dramatic and theatrical elements effectively to engage an audience

H2.3 demonstrates directorial skills for

performing in improvised and playbuilt theatre and scripted drama

skills to communicate meaning through dramatic action

P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and design elements and performance spaces

theatre and other media

and values and attitudes* about:

the diversity of the art of dramatic and theatrical performance

P2.5 understands and demonstrates the commitment, collaboration and energy required for a production

P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance

H2.4 appreciates the dynamics of drama as a performing art

H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance

Critically Studying


recognising the place and

function of drama and theatre in communities and societies, past and present

critically studying a variety of forms and styles used in drama and theatre

The student:

P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the performances of others

P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques

P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movements

The student:

H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements

H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses

H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements

and values and attitudes* about: drama and theatre as a

community activity, a profession and an industry

P3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest

H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies

H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements

* Note: While values and attitudes outcomes are included in this syllabus, they are not to be assessed in the HSC assessment program.

EARTH AND ENVIRONMENTAL SCIENCE Table of Objectives and Outcomes




1 the history of Earth and Environmental Science

P1 outlines the historical development of major Earth and Environmental Science principles, concepts and ide

H1 evaluates how major advances in scientific understanding or technology have changed the direction or nature of scientific thinking

2 the nature and practice of Earth and Environmental Science

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in Earth and Environmental Science

H2 analyses the ways in which models, theories and laws in Earth and Environmental Science have been tested and validated

3 applications and uses of Earth and Environmental Science

P3 assesses the impact of particular technological advances on understanding in Earth and Environmental Science

H3 assesses the impact of particular advances in Earth and Environmental Science on the development of technologies

4 implications for society and the environment

P4 describes applications of Earth and Environmental Science which affect society or the environment

H4 assesses the impact of applications of Earth and Environmental Science on society and the environment

5 current issues, research and developments

P5 describes the scientific principles employed in particular areas of Earth and Environmental Science research

H5 identifies possible future directions of Earth and Environmental Science research

6 the resources of Earth

P6 identifies the origins of Earth’s resources

H6 evaluates the use of the Earth’s resources

7 the abiotic features of the environment

P7 identifies and describes the physical and chemical features of the environment

H7 discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments

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A student:

8 models to explain structures and processes of change

P8 discusses the interplay between the internal and external forces which constantly reshape the Earth’s surface

H8 describes models which can be used to explain changing environmental conditions during the evolution of Australia and other continents

9 Australian resources

P9 describes and locates available resources in Australian environments

H9 evaluates the impact of resources utilisation on the Australian environment

10 biotic impacts on the environment

P10 describes human impact on the local environment

H10 assesses the effects of current pressures on the Australian environment

11 planning investigations

P11 identifies and implements improvements to investigation plans


12. conducting investigations

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources



P13 identifies appropriate terminology and reporting styles to communicate information and understanding in Earth and Environmental Science

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14 developing scientific thinking and problem-solving skills


H14 assess the validity of conclusions drawn from gathered data and information


P15 implements strategies to work effectively as an individual or as a member of a team


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Students will develop positive attitudes towards, and values about

A student:

A student:

16. themselves, others, learning as a lifelong process, Earth and Environmental Science and the environment

P16. demonstrates positive values about, and attitudes towards, both the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the applications of science

H16 justifies positive values about and attitudes towards the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the applications of science

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ENGLISH (ADVANCED

Preliminary HSC 1. A student describes and explains the

relationships between composer, responder, text and context in particular texts.

1. A student explains and evaluates the effects of different contexts of responders and composers on texts.

2. A student describes and explains relationships among texts.

2. A student explains relationships among texts.

2A. Advanced only A student recognises different ways in which

particular texts are valued. 3. A student develops language relevant to the

study of English. 3. A student develops language relevant to the study of

English. 4. A student describes and explains the ways in

which language forms and features, and structures of particular texts shape meaning and influence responses.

4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

5. A student demonstrates an understanding of the ways various textual forms, technologies and their media of production affect meaning.

5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

6. A student engages with a wide range of texts to develop a considered and informed personal response.

6. A student engages with the details of text in order to respond critically and personally.

7. A student selects appropriate language forms and features, and structures to explore and express ideas and values.

7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

11. A student draws upon the imagination to transform experience into text.

11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.

12. A student reflects on own processes of responding and composing.


12A. Advanced only A student demonstrates a capacity to

understand and use different ways of responding to and composing particular texts.

12A. Advanced only A student explains and evaluates different ways of

responding to and composing text.

13. A student reflects on own processes of learning.


ENGLISH (STANDARD)

Preliminary HSC

1. A student demonstrates understanding of the relationships between composer, responder, text and context.

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2. A student identifies and describes relationships among texts.

2. A student demonstrates understanding of the relationships among texts.

3. A student develops language relevant to the study of English.

3. A student develops language relevant to the study of English.

4. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.

4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

5. A student describes the ways different technologies and media of production affect the language and structure of particular texts.

5. A student analyses the effect of technology and medium on meaning.

6. A student engages with a wide range of texts to develop a considered and informed personal response.

6. A student engages with the details of text in order to respond critically and personally.

7. A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.



10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

11. A student draws upon the imagination to transform experience into text.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.





ENGLISH (EXTENSION)


A student understands how and why texts are valued in and appropriated into a range of contexts.

A student develops skills in independent investigation, involving particular texts and their manifestations in various forms, and within particular cultural contexts.

A student develops skills in extended composition in a range of modes and media for different audiences and purposes.

HSC Extension 1 Outcomes

A student distinguishes and evaluates the values expressed through texts.

A student explains different ways of valuing texts.

A student composes extended texts.

A student develops and delivers sophisticated presentations.

HSC Extension 2 Outcomes

A student develops and presents an extended composition, which demonstrates depth, insight, originality and skills in independent investigation.

A student reflects on and documents own process of composition.

EXPLORING EARLY CHILDHOOD

7 Objectives and Outcomes

7.1 Table of Objectives and Outcomes

11.5

Outcomes

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

1.1 analyses prenatal issues that have an impact on development

1.2 examines major physical, social-emotional, behavioural, cognitive and language development of young children

1.3 examines the nature of different periods in childhood — infant, toddler, preschool and the early school years

1.4 analyses the ways in which family, community and culture influence the growth and development of young children

1.5 examines the implications for growth and development when a child has special needs

2. knowledge and understanding about the environmental factors that have an impact upon young children's growth and development

2.1 analyses issues relating to the appropriateness of a range of services for different families

2.2 critically examines factors that influence the social world of young children

2.3 explains the importance of diversity as a positive issue for children and their families

2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children

2.5 examines strategies that promote safe environments

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

3.1 evaluates strategies that encourage positive behaviour in young children

4. skills in communication and interaction

4.1 demonstrates appropriate communication skills with children and/or adults

4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds

4.3 demonstrates appropriate strategies to resolve group conflict

5. skills in research and analysis

5.1 analyses and compares information from a variety of sources to develop an understanding of child growth and development

6. skills in decision making, evaluation and reflective thinking

6.1 demonstrates an understanding of decision making processes

6.2 critically examines all issues including beliefs and values that may influence interactions with others

Values and Attitudes

Objectives Outcomes

Students will develop

V1 a respect for the individuality and uniqueness of young children and their families

A student

V1.1 displays a willingness to respond to the individual needs of young children and families

V1.2 interacts with children and adults in a positive non-judgemental and accepting manner

V2 an appreciation of the value and importance of supportive and responsible relationships with young children

V2.1 appreciates the importance of facilitating responsible and supportive interactions with young children

Outcomes Related Modules

Core 1 2 3 4 5 6 7 8 9 10 11 12 13 14

1.1 analyses prenatal issues that have an impact on development

1.2 examines major physical, social-emotional, behavioural, cognitive and language development of young children

1.3 examines the nature of different periods in childhood — infant, toddler, preschool and the early school years

1.4 analyses the ways in which family, community and culture influence growth and development of young children

1.5 examines the implications for growth and development when a child has special needs

2.1 analyses issues relating to the appropriateness of a range of services for different families

2.2 critically examines factors that influence the social world of young children

2.3 explains the importance of diversity as a positive issue for children and their families

2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children

2.5 examines strategies that promote safe environments

3.1 evaluates strategies that encourage positive behaviour in young children

4.1 demonstrates appropriate communication skills with children and/or adults

4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds

4.3 demonstrates appropriate strategies to resolve group conflict

5.1 analyses and compares information from a variety of sources to develop an understanding of child growth and development

6.1 demonstrates an understanding of decision making processes

6.2 critically examines all issues including beliefs and values that may influence interactions with others

FOOD TECHNOLOGY Table of Objectives and Outcomes

Objectives Preliminary Outcomes HSC Outcomes Students will develop: 1. knowledge and

understanding about food systems in the production, processing and consumption of food and an appreciation of their impact on society

A student: P 1.1 identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods P 1.2 accounts for individual and group food selection patterns in terms of physiological, social and economic factors

A student: H1.1 explains manufacturing processes

and technologies used in the production of food products

H1.2 examines the nature and extent of the Australian food industry

H1.3 justifies processes of food product development and manufacture in terms of market, technological and environmental considerations

H1.4 evaluates the impact of food manufacture on the individual, society and environment

2. knowledge and

understanding about the nature of food, human nutrition and an appreciation of the importance of food to health

P 2.1 explains the role of food nutrients in human nutrition P 2.2 identifies and explains the sensory characteristics and

H2.1 evaluates the relationship between food, its production, consumption, promotion and health

3. skills in researching, analysing and communicating food issues

P 3.1 assesses the nutrient value of meals/diets for particular individuals and groups P 3.2 presents ideas in written, graphic and oral form using computer software where appropriate

H3.1 investigates operations of one organisation within the Australian food industry

H3.2 independently investigates contemporary food issues

4. skills in experimenting with

and preparing food by applying theoretical concepts

P4.1 selects appropriate equipment, applies suitable

P4.2 plans, prepares and presents foods which reflect a range of the influences on food selection

P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups

4.4 applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products

H4.1 develops, prepares and presents food using product development processes

H4.2 applies principles of food preservation to extend the life of food and maintain safety

5. skills in designing implementing and evaluating solutions to food situations

P 5.1 generates ideas and develops solutions to a range of food situations

H5.1 develops, realises and evaluates solutions to a range of food situations

HOSPITALITY ASSESSMENT POLICY Students who study Hospitality gain credit towards the NSW HSC and credit towards national vocational qualifications under the Australian Qualifications Framework. All students who study Hospitality will be studying the Hospitality Operations (240 indicative hours) Course. If students are competent in all units of work and complete the 70 hours of work placements they will qualify for Certificate ll in Hospitality (operations). The competencies will be recorded in a Student Log. Definition of Competency-Based Assessment Competency based assessment is largely activity based and practical. It is the process of collecting evidence and making judgements on student progress towards satisfying the performance criteria set out in a standard, or learning outcome. Competence implies than an individual displays an understanding of the knowledge that underpins the practical performance of the task. At an appropriate point a judgement is made as to whether competency has been achieved. Satisfactory Completion of Competencies Students are assessed according to whether or not they have achieved the learning outcomes specified in the modules they have undertaken. This form of assessment judges performance against a prescribed standard, not against other students. Students are assessed as having achieved or not yet having achieved a particular competence. It is up to the teacher’s professional judgement to make certain that all aspects of the assessment process are valid, reliable, fair and flexible. The teacher will do this by: Gathering evident about a student’s performance. This is ideally completed by direct observation in the workplace or by simulation of the workplace. Evidence is also gathered by traditional assessment tools such as written tests and assignments. Identifying performance criteria that can be used to judge whether a student is performing to the required standard. Measuring that evidence against the performance criteria. Students will be assessed by – a. Practical situations b. Practical exams c. Written work d. On the job training e. Assignments f. Verbal/discussion g. Case studies h. Role play i. Short answers j. Examinations k. Portfolio l. Work journal m Catering Students can nominate to undertake the optional exam unit during the HSC year. The exam is independent of the competency board assessment has no effect on student eligibility for AQF qualifications.

PRELIMINARY & HSC WITH CREDIT Reporting student progress The individual student log book is the main tool used to record and report student progress. As students will have a copy at all times parents may access this at will. The school recognises its responsibility to communicate with parents their student’s progress. The school will: Provide opportunity for parents to access teachers at whole school information sessions in Terms 1 and 3. Provide a progress report at end of Term 1. Provide a progress report on the student’s progress in their workplacement. Provide a report on the student’s achievements at the end of the Preliminary Course. HSC Record of Achievement Courses with Tourism and Hospitality will be based on the HSC, Record of Achievement, together with the unit value of the course. No mark will be listed for the achievement of competency but the Record of Achievement with reference to the Australian Qualifications Framework qualification, which will be issued separately. For students who have undertaken the HSC examination a scaled examination mark out of 100 will be recorded on the HSC Record of Achievement. No school based assessment mark will be recorded. All students will sit for a theory Preliminary exam and a practical exam. Also, the half yearly exam and trial HSC. This will enable students who may have missed gaining previous competencies the opportunity to do so and give exam practice for HSC examination students.

INDUSTRIAL TECHNOLOGY – MULTI MEDIA Table of Objectives and Outcomes Preliminary Outcomes P1.1 describes the organization and management of an individual business within the focus area Industry P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and developing technologies P2.1 describes and uses safe working practices and correct workshop equipment maintenance Techniques P2.2 works effectively in team situations P3.1 sketches, produces and interprets drawings in the production of projects P3.2 applies research and problem-solving skills P3.3 demonstrates appropriate design principles in the production of projects P4.1 demonstrates a range of practical skills in the production of projects P4.2 demonstrates competency in using relevant equipment, machinery and processes P4.3 identifies and explains the properties and characteristics of materials/components through the Production of projects P5.1 uses communication and information processing skills P5.2 uses appropriate documentation techniques related to the management of projects P6.1 identifies the characteristics of quality manufactured products P6.2 identifies and explains the principles of quality and quality control P7.1 explains the impact of one related industry on the social and physical environment

Students studying Industrial Technology for each of the focus areas will undertake work in four sections: A. Industry study B. Design and management C. Workplace communication D. Industry-specific content and production. The course outcomes together with the first three sections above (A, B and C) are common to each industry focus area. The Industry-specific content and production (section D) is listed separately for each industry focus area. It is essential that the content and the focus area outcomes be considered collectively when programming for the course in order to ascertain the depth and breadth of treatment of each topic. The content in the Preliminary course and the HSC course within each focus area is to be differentiated in terms of depth of study and its application to the individual student projects. In the Preliminary study, the content is introductory and is related to a number of Preliminary projects and the study of an individual business in the focus area. The HSC content is a more detailed study, which is relevant to the student’s major project and their study of the overall industry in the focus area. Students in the HSC course are expected to select and apply a more in-depth understanding of the topics.

INDUSTRIAL TECHNOLOGY - TIMBER Table of Objectives and Outcomes Objectives Preliminary Outcomes HSC Outcomes

Students will develop 1. knowledge and

understanding of the focus area industry and of manufacturing processes and techniques used by industry

A Student: P1.1 describes the organisation

and management of an individual business within the focus area industry

P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and developing technologies

A Student: H1.1 investigates industry through

the study of businesses in one focus area

H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry

2. knowledge and understanding of safe and cooperative work practices and of the need for a safe and cooperative work environment

P2.1 describes and uses safe working practices and correct workshop equipment maintenance techniques

P2.2 works effectively in team situations

H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques

3. competence in designing, managing and communicating within a relevant industry context

P3.1 sketches, produces and interprets drawings in the production of projects

P3.2 applies research and problem-solving skills

P3.3 demonstrates appropriate design principles in the production of projects

H3.1 is skilled in sketching, producing and interpreting drawings

H3.2 selects and applies appropriate research and problem-solving skills

H3.3 applies design principles effectively through the production of projects

4. knowledge and skills in producing quality products

P4.1 demonstrates a range of practical skills in the production of projects

P4.2 demonstrates competency in using relevant equipment, machinery and processes

P4.3 identifies and explains the properties and characteristics of materials/components through the production of projects

H4.1 demonstrates competency in practical skills appropriate to the major project

H4.2 explores the need to outsource appropriate expertise where necessary to complement personal practical skills

H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components


Students will develop: A Student: A Student:

5. knowledge and skills in communication and information processing related to the industry focus area

P5.1 uses communication and information processing skills

P5.2 uses appropriate documentation techniques related to the management of projects

H5.1 selects and uses communication and information processing skills

H5.2 selects and applies appropriate documentation techniques to project management

6. an appreciation of quality products and the principles of quality control

P6.1 identifies the characteristics of quality manufactured products

P6.2 identifies and explains the principles of quality and quality control

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

7. an appreciation of the relationships between technology, the individual, society and the environment

P7.1 explains the impact of one related industry on the social and physical environment

H7.1 evaluates the impact of the focus area industry on the social and physical environment

Students studying Industrial Technology for each of the focus areas will undertake work in four sections: E. Industry study F. Design and management G. Workplace communication H. Industry-specific content and production. The course outcomes together with the first three sections above (A, B and C) are common to each industry focus area. The Industry-specific content and production (section D) is listed separately for each industry focus area. It is essential that the content and the focus area outcomes be considered collectively when programming for the course in order to ascertain the depth and breadth of treatment of each topic. The content in the Preliminary course and the HSC course within each focus area is to be differentiated in terms of depth of study and its application to the individual student projects. In the Preliminary study, the content is introductory and is related to a number of Preliminary projects and the study of an individual business in the focus area. The HSC content is a more detailed study, which is relevant to the student’s major project and their study of the overall industry in the focus area. Students in the HSC course are expected to select and apply a more in-depth understanding of the topics.

INFORMATION TECHNOLOGY – VET Units of Competency Details of individual units of competency included in the Information Technology Curriculum Framework for the Higher School Certificate are contained in Part B of this syllabus. The units determine both the outcomes of learning and its content for courses within the framework. The text for each unit included is identical to that in the National Information Technology Training Package. For each unit of competency, the: • elements of competency • performance criteria • range of variables and • evidence guide including:

– critical aspects of evidence – underpinning knowledge and skills – relationship to key competencies – context and method of assessment – resource implications

are transcribed directly from the training package. Accompanying each unit of competency in Part B is an additional section entitled ‘HSC Requirements’. This section prescribes the scope of learning expected of Stage 6 students. It also describes a range of resources that teachers might use in developing and delivering teaching and learning programs containing the unit, possible teaching and assessment strategies and the relationships between the unit and learning outcomes in other HSC courses. The units of competency that can be delivered and assessed are determined by the scope of registration of the RTO. Teachers and trainers should check the scope of registration before determining which units of competency will be included in their teaching and assessment programs. Every RTO must be able to provide documentary evidence defining their scope of registration and this should be sought wherever a school student is accessing learning and assessment through an external provider other than a TAFE college. For guidelines as to the delivery of training programs by RTOs other than schools or TAFE colleges, teachers and principals should consult the Board of Studies Assessment, Certification and Examination (ACE) Manual or relevant Board of Studies’ Official Notices.

Course Delivery — Training Programs, Learning Materials, Resources and Teacher Qualifications

It is the responsibility of the RTO to determine the learning materials that will be used to deliver courses within the Information Technology Curriculum Framework. In many cases, it is expected that RTOs will choose to use the non-endorsed materials from the Information Technology Training Package. This curriculum has been developed in parallel with the endorsed components of the Information Technology Training Package and corresponds to units of competency on a one to one basis. Alternatively, RTOs may develop their own training materials or use a combination of in-house and commercially produced curriculum resources. Further advice on curriculum materials that may be used to support the delivery of courses within the Information Technology Curriculum Framework is listed with each unit of competency in Part B of this syllabus and in the Information Technology support document. This information is provided as a guide to RTOs and teachers delivering HSC courses within the curriculum framework. The use of the listed modules and other training materials is not mandatory. It is also the responsibility of the RTO to determine the resources required for course delivery and the qualifications required by teachers and trainers delivering courses on behalf of the RTO. Separate advice on: • learning materials • resource requirements • teacher qualifications is provided by school system authorities.

INFORMATION PROCESSES AND TECHNOLOGY Table of Objectives and Outcomes

Objectives Students will develop:

Preliminary Outcomes A student:

HSC Outcomes A student:

1. knowledge and understanding of

the nature and function of information systems

P1.1 describes the nature of information processes and information technology

P1.2 classifies the functions and

operations of information processes and information technology

H1.1 applies an understanding of the nature and function of information technologies to a specific practical situation

H1.2 explains and justifies the

way in which information systems relate to information processes in a specific context

2. knowledge and understanding of interrelationships among information processes

P2.1 identifies the information processes within an information system

P2.2 recognises the

interdependence between each of the information processes

H2.1 analyses and describes a system in terms of the information processes involved

H2.2 develops solutions for an

identified need which address all of the information processes

3. an understanding and

appreciation of social and ethical issues pertaining to information systems, technologies and processes

P3.1 identifies social and ethical issues

H3.1 evaluates the effect of information systems on the individual, society and the environment

H3.2 demonstrates ethical

practice in the use of information systems, technologies and processes

4. an understanding and appreciation of the emerging nature of information systems, technologies and processes within a historical context

P4.1 describes the historical development of information systems and relates these to current and emerging technologies

H4.1 proposes ways in which information systems will meet emerging needs

5. skills in the discriminatory selection and ethical use of appropriate resources and tools to support information systems

P5.1 selects and ethically uses computer based and non-computer based resources and tools to process information

H5.1 justifies the selection and use of appropriate resources and tools to effectively develop and manage projects

H5.2 assesses the ethical

implications of selecting and using specific resources and tools

6. skills and techniques to creatively and methodically plan, design and implement information systems to address needs

P6.1 analyses and describes an identified need

P6.2 generates ideas, considers

alternatives and develops solutions for a defined need

H6.1 analyses situations, identifies a need and develops solutions

H6.2 selects and applies a

methodical approach to planning, designing or implementing a solution

7. skills in management, communication and teamwork in relation to individual and group activities

P7.1 recognises and applies management and communication techniques to project work

P7.2 uses technology to support

group work

H7.1 implements effective management techniques

H7.2 uses methods to thoroughly

document the development of individual and/or group projects

LEGAL STUDIES

Table of Objectives and Outcomes Outcomes should inform teaching, learning and assessment processes.

Objectives Preliminary Course

Outcomes HSC Course

Outcomes

A student develops knowledge and understanding about: 1. the general nature, functions,

systems, processes and institutions of domestic and international law

A student: P1.1 identifies legal concepts and

terminology and applies them to appropriate legal contexts

P1.2 describes how the legal system operates in Australia

P1.3 describes the major international legal processes and institutions

A student: H1.1 applies domestic and international

legal vocabulary in appropriate contexts

H1.2 assesses the role of Australian and major international legal institutions

2. the operation and dimensions of the Australian and international legal systems and the importance of the rule of law

P2.1 states the origins and sources

of Australian and international law

P2.2 describes the key features of customary law, statutory law, common law and international law

P2.3 explains the effectiveness of

the legal system in addressing issues

H2.1 explains the origins and sources of

Australian and international law H2.2 compares similarities and contrasts

differences in relation to customary law, statutory law, common law and international law

H2.3 evaluates the effectiveness of domestic law in responding to global challenges

3. how changes in societies influence change and reform in the law

P3.1 describes the interrelationship

between law, justice and society and the changing nature of law

P3.2 explains the extent to which law reflects the cultures and values of different groups within society

P3.3 explains the impact of continuity and change in the legal system

P3.4 uses legislation, cases, media

reports and opinions to review arguments for change and reform in the law

H3.1 analyses the interrelationship

between law, justice and society and the changing nature of law

H3.2 assesses how cultures and values of different groups within society impact on the legal system

H3.3 evaluates the effectiveness of the

processes and mechanisms of change in the legal system

H3.4 analyses legislation, cases, media reports and opinions to review arguments for change and reform in the law

4. access to and participation in the legal system and methods of dispute resolution

P4.1 discusses the specific

problems encountered in gaining access to the legal system

P4.2 investigates and assesses the formal and informal means of resolving conflict

P4.3 describes the role of legal rights and responsibilities in resolving conflict and encouraging cooperation

H4.1 analyses specific problems

encountered in gaining access to the legal system

H4.2 assesses the effectiveness of

dispute resolution mechanisms H4.3 explains rights and responsibilities

and evaluates the provisions of domestic and international legal systems in addressing these issues

A student develops skills in: 5. investigating, analysing,

synthesising and communicating legal information and issues.

A student: P5.1 selects and organises relevant

legal information from a variety of sources and evaluates information and sources for usefulness, validity and bias

P5.2 investigates, analyses and synthesises legal information from a variety of perspectives and presents the findings of investigations to a particular audience

P5.3 communicates law-related issues coherently and responsively to different audiences using appropriate written and oral forms characterised by complexity of purpose, procedure and subject matter

P5.4 creates well-structured texts to describe, explain, argue, discuss, analyse, evaluate and apply legal information, ideas and issues

P5.5 negotiates individually or in groups to allocate tasks, establish roles, procedures and evaluation strategies to achieve appropriate goals in set timelines.

A student: H5.1 selects and organises relevant legal

information from a variety of sources and evaluates information and sources for usefulness, validity and bias

H5.2 investigates, analyses and synthesises legal information from a variety of perspectives and presents the findings of investigations

H5. 3 communicates through well-

structured texts to describe, explain, argue, discuss, analyse, evaluate and apply legal information, ideas and issues using appropriate written and oral forms

H5.4 uses planning and review strategies

to manage effectively the competing demands of complex tasks and makes effective use of time and resources.

MARINE STUDIES Table of Objectives and Outcomes

Objectives Outcomes

Students will develop: 1. knowledge, understanding and

appreciation that promote sound environmental practices in the marine environment

A student: 1.1 relates with a respectful and caring attitude to the

ocean and its life forms 1.2 identifies the roles of individuals or groups involved

in maritime activities 1.3 recalls aspects of the maritime environment using

relevant conventions, terminology and symbols learned throughout the course

1.4 recognises Aboriginal and Torres Strait Islander values and attitudes towards the sea

1.5 demonstrates an awareness of the value of the ocean as a source of historical information

2. the ability to manage activities

cooperatively and communicate in a marine context

2.1 appreciates the importance of effective management practice

2.2 works effectively within a group 2.3 communicates information by writing reports, giving

short talks and contributing to discussions

3. an ability to apply the skills of

critical thinking, research and analysis

3.1 evaluates information, situations, equipment manuals and written or manual procedures

3.2 collects and organises data by accurately reading instruments, signals and charts; by systematic recording, summarising, tabulating and graphing

3.3 generates information from data by calculating, inferring, interpreting and generalising

3.4 carries out planned research activities using appropriate measurements, observations, classification and recording skills

4. knowledge and understanding of

marine industries and their interaction with society and with leisure pursuits

4.1 identifies marine vocations and a range of leisure pursuits

4.2 appreciates marine environments as sources of employment and leisure

5. knowledge, understanding and skills

of safe practice in the marine context

5.1 values the rules and operating principles of marine equipment and applies them

5.2 applies information including weather, regulations, procedures and skills to ensure safe use of the marine environment

5.3 interprets and follows instructions, with accuracy 5.4 selects, organises, assembles, dismantles, cleans, and returns equipment

MATHEMATICS – GENERAL



Students will develop: A student: A student:

appreciation of the relevance of mathematics

P1 develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation

H1 appreciates the importance of mathematics in her/his own life and its usefulness in contributing to society

the ability to apply mathematical skills and techniques to interpret practical situations

P2 applies mathematical knowledge and skills to solving problems within familiar contexts

H2 integrates mathematical knowledge and skills from different content areas in exploring new situations

P3 develops rules to represent patterns arising from numerical and other sources

H3 develops and tests a general mathematical relationship from observed patterns

skills, knowledge and understanding in algebraic modeling

P4 represents information in symbolic, graphical and tabular forms

H4 analyses representations of data in order to make inferences, predictions and conclusions

P5 represents the relationships between changing quantities in algebraic and graphical form

H5 makes predictions about the behaviour of situations based on simple models

skills, knowledge and understanding in measurement

P6 performs calculations in relation to two-dimensional and three-dimensional figures

H6 analyses two-dimensional and three-dimensional models to solve practical and mathematical problems

P7 determines the degree of accuracy of measurements and calculations

H7 interprets the results of measurements and calculations and makes judgments about reasonableness


Students will develop: A student: A student:

skills, knowledge and understanding in financial mathematics

P8 models financial situations using appropriate tools

H8 makes informed decisions about financial situations

skills, knowledge and understanding in data analysis

P9 determines an appropriate form of organisation and representation of collected data

H9 develops and carries out statistical processes to answer questions which she/he and others have posed

skills, knowledge and understanding in probability

P10 performs simple calculations in relation to the likelihood of familiar events

H10 solves problems involving uncertainty using basic principles of probability

the ability to communicate mathematics in written and/or verbal form

P11 justifies his/her response to a given problem using appropriate mathematical terminology

H11 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others

Mathematics, Mathematics Extension 1 Outcomes

Mathematics Mathematics Extension 1 Mathematics

Extension 2

Objectives Preliminary Outcomes

HSC Outcomes Preliminary Outcomes

HSC Outcomes HSC Outcomes

Students will develop: A student: A student: A student: A student: A student:

appreciation of the

scope, usefulness, beauty and elegance of mathematics

P1 demonstrates confidence

in using mathematics to obtain realistic solutions to problems

H1 seeks to apply

mathematical techniques to problems in a wide range of practical contexts

PE1 appreciates the role

of mathematics in the solution of practical problems

HE1 appreciates

interrelationships between ideas drawn from different areas of mathematics

E1 appreciates the

creativity, power and usefulness of mathematics to solve a broad range of problems

the ability to reason in a

broad range of mathematical contexts

P2 provides reasoning to

support conclusions which are appropriate to the context

H2 constructs arguments

to prove and justify results

PE2 uses multi-step

deductive reasoning in a variety of contexts

HE2 uses inductive

reasoning in the construction of proofs

E2 chooses appropriate

strategies to constructarguments and proofsin both concrete andabstract settings





skills in applying

mathematical techniques to the solution of practical problems

P3 performs routine

arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities

P4 chooses and applies

appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

H3 manipulates

algebraic expressions involving logarithmic and exponential functions

H4 expresses practical

problems in mathematical terms based on simple given models

H5 applies appropriate

techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems

PE3 solves problems

involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

HE3 uses a variety of

strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay

E3 uses the

relationship between algebraic and geometric representations of complex numbers and of conic sections

E4 uses efficient

techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials

E5 uses ideas and

techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion

Objectives Preliminary HSC Outcomes Preliminary HSC Outcomes HSC Outcomes

Outcomes Outcomes Students will develop: A student: A student: A student: A student: A student: understanding of the key

concepts of calculus and the ability to differentiate and integrate a range of functions

P5 understands the

concept of a function and the relationship between a function and its graph

P6 relates the

derivative of a function to the slope of its graph

P7 determines the

derivative of a function through routine application of the rules of differentiation

H6 uses the derivative to

determine the features of the graph of a function

H7 uses the features

of a graph to deduce information about the derivative

H8 uses techniques

of integration to calculate areas and volumes

PE4

uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE5 determines

derivatives which require the application of more than one rule of differentiation

HE4 uses the

relationship between functions, inverse functions and their derivatives

HE5 applies the chain

rule to problems including those involving velocity and acceleration as functions of displacement

HE6 determines

integrals by reduction to a standard form through a given substitution

E6 combines the

ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions

E7 uses the

techniques of slicing and cylindrical shells to determine volumes

E8 applies further

techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems





the ability to

interpret and communicate mathematics in a variety of forms

P8 understands and uses

the language and notation of calculus

H9 communicates using

mathematical language, notation, diagrams and graphs

PE6 makes

comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

HE7 evaluates

mathematical solutions to problems and communicates them in an appropriate form

E9

communicates abstract ideas and relationships using appropriate notation and logical argument

MODERN HISTORY Objectives and Outcomes

Objectives A student develops knowledge and understanding about:

Preliminary Course Outcomes A student develops the skills to:

HSC Course Outcomes A student develops the skills to:

1 key features, issues, individuals and events from the eighteenth century to the present

P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present

P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present

H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies

2 change and continuity over time

P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present

H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century

3 the process of historical inquiry

P3.1 ask relevant historical questions P3.2 locate, select and organise

relevant information from different types of sources

P3.3 comprehend and analyse sources for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

H3.1 ask relevant historical questions H3.2 locate, select and organise

relevant information from different types of sources

H3.3 analyse and evaluate sources for their usefulness and reliability

H3.4 explain and evaluate differing perspectives and interpretations of the past

H3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

4 communicating an understanding of history

P4.1 use historical terms and concepts appropriately

P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

H4.1 use historical terms and concepts appropriately

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms


Values and attitudes are inherent in the subject matter of Modern History Stage 6 and the skills that are developed in it. They result from learning experiences and reflection.

Students need to develop values and attitudes that promote a democratic and just society.

Objectives A student develops values and attitudes about:

A student:

5 informed and active citizenship

demonstrates an appreciation of the nature of various democratic institutions

demonstrates an appreciation of the individual rights, freedoms and responsibilities of citizenship and democracy

demonstrates respect for different viewpoints, ways of living, belief systems and languages in the modern world

6 a just society articulates concern for the welfare, rights and dignity of all people displays a readiness to counter disadvantage and change racist,

sexist and other discriminatory practices demonstrates respect for human life

7 the influence of the past on the present and the future

demonstrates an awareness of the ways the past can inform and influence the present and the future

recognises the impact of contemporary national and global developments on countries and regions, lifestyles, issues, beliefs and institutions

8 the contribution of historical studies to lifelong learning

demonstrates an awareness of the contributions of historical studies to lifelong learning

MUSIC

Table of Objectives and Outcomes Objective: to develop knowledge and skills about the concepts of music and of music as an art

form through performance, composition, musicology and aural activities in a variety of cultural and historical contexts.

Preliminary Outcomes (P) HSC Outcomes (H)

Through activities in performance, composition, musicology and aural, a student:


P1

performs music that is characteristic of the topics studied

H1

performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

P2

observes, reads, interprets and discusses simple musical scores characteristic of topics studied

H2

reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

P3

improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied

H3

improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

P4 recognises and identifies the concepts of music and discusses their use in a variety of musical styles

H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

Objective: to develop the skills to evaluate music critically.

Preliminary Outcomes (P) HSC Outcomes (H) Through activities in

performance, composition, musicology and aural, a student:


P5

comments on and constructively discusses performances and compositions

H5

critically evaluates and discusses performances and compositions

P6

observes and discusses concepts of music in works representative of the topics studied

H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

Objective: to develop an understanding of the impact of technology on music.

Preliminary Outcomes (P) HSC Outcomes (H) Through activities in performance,

composition, musicology and aural, a student:


P7

understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied

H7

understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

P8

identifies, recognises, experiments with and discusses the use of technology in music

H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music

Objective: to develop personal values about music.

Preliminary Outcomes (P) HSC Outcomes (H) Through activities in performance,

composition, musicology and aural, a student:


P9

performs as a means of self-expression and communication

H9

performs as a means of self-expression and communication

P10

demonstrates a willingness to participate in performance, composition, musicology and aural activities

H10

demonstrates a willingness to participate in performance, composition, musicology and aural activities

P11

demonstrates a willingness to accept and use constructive criticism

H11 demonstrates a willingness to accept and use constructive criticism

PERSONAL DEVELOPMENT HEALTH AND PHYSICAL EDUCATION Table of Objectives and Outcomes

Values and Attitudes Objective Values and Attitudes Outcomes for

Preliminary and HSC Courses A student develops:

A student:

• values and attitudes that promote healthy active lifestyles and communities

• demonstrates a commitment to social justice through valuing diversity, equity and supportive environments

• shows responsibility and a willingness to act for personal and community health shows a willingness to question issues that impact on health and performance

• values the technical and aesthetic qualities of and participation in physical activity

Objectives Preliminary Course Outcomes HSC Course Outcomes A student develops:

A student:

A student:

• knowledge and understanding of the factors that affect health

P1 identifies and examines why people give different meanings to health and to physical activity

H1 describes the nature, and justifies the choice, of Australia’s health priorities

P2 explains how nutrition, physical activity, drug use and relationships affect personal health

H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk

P3 recognises that health is determined by sociocultural, economic and environmental factors

H3 analyses the determinants of health and health inequities

• a capacity to exercise influence over personal and community health outcomes

P4 identifies aspects of health over which individuals can exert some control

H4 argues the case for the new public health approach to health promotion

P5 plans for and can implement actions that can support the health of others

H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

P6 proposes actions that can improve and maintain personal health

H6 demonstrates a range of personal health skills that enables them to promote and maintain health


• knowledge and understanding about the way the body moves

P7 explains how body structures influence the way the body moves

H7 explains the relationship between physiology and movement potential

P8 describes the components of physical fitness and explains how they are monitored

H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity

P9 describes biomechanical factors that influence the efficiency of the body in motion

H9 explains how movement skill is acquired and appraised

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

P10 plans for participation in physical activity to satisfy a range of individual needs

H10 designs and implements training plans to improve performance

P11 assesses and monitors physical fitness levels and physical activity patterns

H11 designs psychological strategies and nutritional plans in response to individual performance needs

P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings (Option 1)

H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)

P13 develops, refines and performs movement compositions in order to achieve a specific purpose (Option 2)

H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)

P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities (Option 4)


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

P15 forms opinions about health-promoting actions based on a critical examination of relevant information

H14 argues the benefits of health-promoting actions and choices that promote social justice

P16 utilises a range of sources to draw conclusions about health and physical activity concepts

H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all

P17 analyses factors influencing movement and patterns of participation

H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts

H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

PHYSICS Table of Objectives and Outcomes

Objectives Preliminary Course Outcomes

HSC Course Outcomes


A student:

A student:

1 the history of physics

P1 outlines the historical development of major principles, concepts and ideas in physics

H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2 the nature and practice of physics

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physics

H2 analyses the ways in which models, theories and laws in physics have been tested and validated

3 applications and uses of physics

P3 assesses the impact of particular technological advances on understanding in physics

H3 assesses the impact of particular advances in physics on the development of technologies

4 implications of physics for society and the environment

P4 describes applications of physics which affect society or the environment

H4 assesses the impact of applications of physics on society and the environment

5 current issues, research and developments in physics

P5 describes the scientific principles employed in particular areas of physics research

H5 identifies possible future directions of physics research


A student:

A student:

6 kinematics and dynamics P6 describes the forces acting on an object which cause changes in its motion

H6 explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

7 energy P7 describes the effects of energy transfers and energy

transformations

H7 explains the effect of energy transfers and transformation

8 waves P8 explains wave motions in terms of energy sources and the oscillations produced

H8 analyses wave interactions and explains the effects of those interactions

9 fields

P9 describes the relationship between force and potential energy in fields

H9 explains the effects of electric, magnetic and gravitational fields

10 matter P10describes theories and models in relation to the origins of matter and relates these to the forces involved

H10describes the nature of electromagnetic radiation and matter in terms of the particles

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Objectives Preliminary Course Outcomes

HSC Course Outcomes

Students will develop skills in:


11 planning investigations

P11 identifies and implements improvements to investigation plans


12 conducting investigations

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources



P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics

H13 uses terminology and reporting styles appropri-ately and successfully to communicate information and understanding

14 developing scientific thinking and problem-solving techniques


H14 assesses the validity of conclusions drawn from gathered data and information


P15 implements strategies to work effectively as an individual or as a member of a team


Students will develop positive values about and attitudes towards:

A student:

A student:

16 themselves, others, learning as a lifelong process, physics and the environment

P16 demonstrates positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

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SOFTWARE, DESIGN AND DEVELOPMENT


Objectives Preliminary outcomes HSC outcomes

Students will develop:

1. knowledge and understanding abouthow software solutions utilise and interact with other elements of computer systems

A student:

P1.1 describes the functions of hardware and software

P1.2 describes and uses appropriate data types

P1.3 describes the interactions between the elements of a computer system

A student:

H1.1 explains the interrelationship between hardware and software

H1.2 differentiates between various methods used to construct software solutions

H1.3 describes how the major components of a computer system store and manipulate data

2. knowledge and understanding of thehistorical developments that have led to current practices in software design and development, and of emerging trends and technologies inthis field

P2.1 describes developments in the levels of programming languages

P2.2 explains the effects of historical developments on current practices

H2.1 describes the historical development of different language types

H2.2 explains the relationship between emerging technologies and software development

3. knowledge and understanding of legal, social and ethical issues and their effect on software design and development

P3.1 identifies the issues relating to the use of software solutions

H3.1 identifies and evaluates legal, social and ethical issues in a number of contexts

H3.2 constructs software solutions that address legal, social and ethical issues

4. skills in designing and developing software solutions

P4.1 analyses a given problem in order to generate a computer-based solution

P4.2 investigates a structured approach in the design and implementation of a software solution

P4.3 uses a variety of development approaches to generate software solutions and distinguishes between these approaches

H4.1 identifies needs to which software solutions are appropriate

H4.2 applies appropriate development methods to solve software problems

H4.3 applies a modular approach to implement well structured software solutions and evaluates their effectiveness

5. skills in management appropriate tothe design and development of software solutions

P5.1 uses and justifies the need for appropriate project management techniques

P5.2 uses and develops documentation to communicate software solutions to others

H5.1 applies project management techniques to maximise the productivity of the software development

H5.2 creates and justifies the need for the various types of documentation required for a software solution

H5.3 selects and applies appropriate software to facilitate the design and development of software solutions

6. skills in teamwork and communication associated with the design and development of softwaresolutions

P6.1 describes the role of personnel involved in software development

P6.2 communicates with appropriate personnel throughout the software development process

P6.3 designs and constructs software solutions with appropriate interfaces

H6.1 assesses the relationship between the roles of people involved in the software development cycle

H6.2 communicates the processes involved in a software solution to an inexperienced user

H6.3 uses a collaborative approach during the software development cycle

H6.4 develops effective user interfaces, in consultation with appropriate people

SPORT, LIFESTYLE & RECREATION Table of Objectives and Outcomes

Objectives Outcomes

Students will develop: A student:

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

applies the rules and conventions that relate to participation in a range of

physical activities explains the relationship between physical activity, fitness and healthy

lifestyle demonstrates ways to enhance safety in physical activity investigates and interprets the patterns of participation in sport and physical

activity in Australia critically analyses the factors affecting lifestyle balance and their impact on

health status describes administrative procedures that support successful performance

outcomes

2. knowledge and understanding of the principles and processes impacting on the realisation of movement potential

explains the principles of skill development and training analyses the fitness requirements of specific activities selects and participates in physical activities that meet individual needs,

interests and abilities describes how societal influences impact on the nature of sport in Australia describes the relationship between anatomy, physiology and performance

3. the ability to analyse and implement strategies that promote health, physical activity and enhanced performance

selects appropriate strategies and tactics for success in a range of

movement contexts designs programs that respond to performance needs measures and evaluates physical performance capacity composes, performs and appraises movement analyses personal health practices assesses and responds appropriately to emergency care situations

analyses the impact of professionalism in sport

4. a capacity to influence the participation and performance of self and others.

plans strategies to achieve performance goal demonstrates leadership skills and a capacity to work cooperatively in

movement context makes strategic plans to overcome the barriers to personal and community

health demonstrates competence and confidence in movement contexts

recognises the skills and abilities required to adopt roles that support health, safety and physical activity

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


accepts responsibility for personal and community health willingly participates in regular physical activity values the importance of an active lifestyle values the features of a quality performance

strives to achieve quality in personal performance

Outcomes Related Modules

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

applies the rules and conventions that relate to participation in a range of physical activities

explains the relationship between physical activity, fitness and healthy lifestyle

demonstrates ways to enhance safety in physical activity

investigates and interprets the patterns of participation in sport and physical activity in Australia

critically analyses the factors affecting lifestyle balance and their impact on health status

describes administrative procedures that support successful performance outcomes

explains the principles of skill development and training

analyses the fitness requirements of specific activities

selects and participates in physical activities that meet individual needs, interests and abilities

describes how societal influences impact on the nature of sport in Australia

describes the relationship between anatomy, physiology and performance

selects appropriate strategies and tactics for success in a range of movement contexts

designs programs that respond to performance needs

measures and evaluates physical performance capacity

composes, performs and appraises movement

analyses personal health practices

assesses and responds appropriately to emergency care situations

analyses the impact of professionalism in sport

plans strategies to achieve performance goal

demonstrates leadership skills and a capacity to work cooperatively in movement context

makes strategic plans to overcome the barriers to personal and community health

demonstrates competence and confidence in movement contexts

recognises the skills and abilities required to adopt roles that support health, safety and physical activity

VISUAL ARTS Table of Objectives and Outcomes

Artmaking Objective: Students will develop knowledge, skills and understanding of how they may represent their interpretations of the world in artmaking as an informed point of view. Artmaking Outcomes: Content Preliminary course HSC course

practice

A student:

P1: explores the conventions of practice in artmaking

A student:

H1: initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions

conceptual framework

P2: explores the roles and relationships between the concepts of artist, artwork, world and audience

H2: applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

frames P3: identifies the frames as the basis of understanding expressive representation through the making of art

H3: demonstrates an understanding of the frames when working independently in the making of art

representation

P4: investigates subject matter and forms as representations in artmaking

H4: selects and develops subject matter and forms in particular ways as representations in artmaking

conceptual strength and meaning

P5: investigates ways of developing coherence and layers of meaning in the making of art

H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

resolution P6: explores a range of material techniques in ways that support artistic intentions

H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

Art Criticism and Art History Objective:

Students will develop knowledge, skills and understanding of how they may represent an informed point of view about the visual arts in their critical and historical accounts. Art Criticism and Art History Outcomes: Content Preliminary course HSC course practice

A student: P7: explores the conventions of practice in art criticism and art history

A student: H7: applies their understanding of practice in art criticism and art history

conceptual framework

P8: explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigations of art

H8: applies their understanding of the relationships among the artist, artwork, world and audience

frames P9: identifies the frames as the basis of exploring different orientations to critical and historical investigations of art

H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

representation

P10: explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Values and Attitudes Outcomes*

Students should be encouraged to:

• appreciate the characteristics of practice in the visual arts in artmaking, art criticism, and art history

• appreciate the role and contribution of the artist in different societies and cultures

• appreciate the different meanings of artworks that are valued

• appreciate the material, physical, transient or virtual qualities of expressive forms of artworks • appreciate the different ways the world can be interpreted in the making of art and in the

critical and historical interpretation of art

• value the role of an audience as a body of critical consumers and appreciate opportunities to view artworks as audience members

• value how significant interpretations and meanings in the visual arts are sustained

• appreciate the significance of expressive representation in the visual arts • value how their intellectual autonomy is advanced through the making of art and in the critical

and historical investigation of art

• appreciate how the field of the visual arts offers insights about themselves, art and the world.

* While values and attitudes outcomes are included in this syllabus, they are not to be assessed in the HSC assessment program.

table of objectives and outcomes - south grafton high...

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