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Mathematics Extension 1
The course includes the whole of the Mathematics Advanced course, it is intended for students who have demonstrated a mastery of the skills included in the Pathway 5.3 junior course and who are interested in the study of further skills and ideas in mathematics. The course enables students to develop thorough knowledge, understanding and skills in working mathematically and provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical models extensively. This course is a recommended minimum basis for further studies in mathematics or related disciplines in which mathematics has a vital role at a tertiary level and for students whose future pathways may involve mathematics and its applications in such areas as science, engineering (STEM), finance and economics.
Mathematics Extension 2
The study of Mathematics Extension 2 provides opportunities to develop strong mathematical manipulative skills and a deep understanding of the fundamental ideas of algebra and calculus, as well as an awareness of mathematics as an activity with its own intrinsic value, involving invention, intuition and exploration. This course enables students to acquire progressively higher levels of knowledge, understanding and skills in relation to concepts within areas of mathematics that have applications in an increasing number of contexts. The Mathematics Extension 2 course is academically rigorous demanding diligent application, skills and creativity.
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Aboriginal Studies is open to Aboriginal students and non-Aboriginal students. This course will affirm identity for Aboriginal students and provide positive reconciliation experiences. All students will ‘learn together’ in consultation with Aboriginal people and communities. Aboriginal Studies enables students to develop informed attitudes towards Aboriginal and Indigenous peoples at local, national and global levels. You will learn about social justice and the effect of laws and policy on Aboriginal people and Aboriginal cultural, political, social and economic life today. In addition, students will develop research, methodology and consultation skills in this course.
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All students should have the opportunity to develop their musical abilities and potential. Music plays important roles in the social, cultural, aesthetic and spiritual lives of people. At an individual level, music is a medium of personal expression. It enables the sharing of ideas, feelings and experiences. The nature of musical study also allows students to develop their capacity to manage their own learning, engage in problem solving, work collaboratively and engage in activities that reflects the real world practice of performers, composers and audiences.
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All students studying the Mathematics Standard 2 course will sit for the HSC examination. Students completing this course qualify for an ATAR. Students will have the opportunity to enhance their numeracy skills and capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework. The course focus enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely and precisely, it provides opportunities for students to consider various applications of mathematics in a broad range of contemporary contexts through the use of mathematical modelling and use these models to solve problems related to their present and future needs. It is ideal for students entering the workforce or undertaking further tertiary training.
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An ever expanding library collection which includes Aboriginal and Torres Strait Islander, Pacific Islander, Multicultural and Diverse texts means there is always something new, interesting and relevant to read. Students can also engage with different formats and texts types with the latest middle years and young adult fiction, comics, graphic novels, manga and audio books which provide engaging and accessible material for different reading levels and interests.
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At Chifley College Bidwill we aim to challenge and guide, to inspire and support, to focus on the positive and acknowledge growth. We are here to provide personally meaningful and engaging learning opportunities for everyone, to develop a culture of high expectations, innovation and a love of learning so each person can contribute as valued members of our community.
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Bidwill High school was initially opened in 1977 but was located in demountable buildings located off Carlisle Avenue, where a Church stands today. Once built, the school moved to its current location in 1979 on a site that contains both the primary and high schools. At the turn of a new century the government decided to merge a number of schools into Chifley College, but community support allowed the newly named Chifley College Bidwill to remain the only campus of the College offering a comprehensive 7-12 education. Since the year 2000 Chifley College Bidwill has proudly offered a diverse and dynamic selection of programs designed to empower student success in a range of fields.
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Both Preliminary and HSC courses offer students’ knowledge, understanding and skills in aspects of engineering that include communication, engineering mechanics/hydraulics, engineering materials, historical/societal influences, engineering electricity/electronics, and the scope of the profession. Students study engineering by investigating a range of applications and fields of engineering.
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Business services is a broad sector covering workers in Australia who provide professional assistance to other businesses. The course is designed to allow students to learn a collection of skills for various job roles in this industry. Skill sectors include business operations and management, compliance and risk management, human resources, information management, leadership and management, legal services, marketing, project management, work health and safety.
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By completing this course students will develop general and specific skills, including research, analysis, problem solving, decision-making, critical thinking and communication. These skills enhance their confidence and ability to participate effectively, not only as members of the business world, but also as citizens dealing with issues emanating from business activity.
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By completing this course students will develop the linguistic and intercultural knowledge and understanding, and the speaking, listening, reading and writing skills to communicate in Spanish. Topics studied through two interdependent perspectives, the Personal World and the Spanish-Speaking Communities, provide contexts in which students develop their communication skills in Spanish and their knowledge and understanding of language and culture. Students’ skills in, and knowledge of Spanish will be developed through tasks associated with a range of texts and text types, which reflect the topics. Students will also gain an insight into the culture and language of Spanish-Speaking communities through the study of a range of texts.
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Caseload management enables LAN to adopt a holistic approach to support which is strategic and targeted. LAN staff are specialist teachers who provide expertise on disability adjustments, Aboriginal Education, Literacy and Numeracy programs, English as an Additional Language or Dialect (EALD) strategies and behaviour management approaches.
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Chifley College Bidwill Campus is proud to serve the local community of Bidwill and to also be part of Chifley College. Bidwill is a 7 to 12 school and also shares its site with Bidwill Public School giving it a uniquely family oriented, community atmosphere and culture. Around 12% of the students identify as having an Aboriginal background and
around 30% of students come from Pacific Island families.
The school builds its identity and sense of community on its core values of Responsibility, Learning and Respect. Teaching and learning programs and wellbeing initiatives, are designed to reinforce these values and support students in their social, personal and academic growth.
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Chifley College Bidwill considers the wellbeing of our students as being integral to their success. Healthy students are successful learners, positively develop social skills, and are confident members of the community. The NSW Wellbeing Framework document supports the implementation of quality student and staff wellbeing policy and practices within the school. Our programs and actions ensure that all students have access to effective services to support teaching and learning, providing a safe and caring environment with a strong emphasis on community participation.
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Community and Family Studies Stage 6 aims to develop in each student an ability to manage resources and take action to support the needs of individuals, groups, families and communities in Australian society.
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Drama enables young people to develop knowledge, understanding and skills individually and collaboratively to make, perform and appreciate dramatic and theatrical works. Students take on roles as a means of exploring both familiar and unfamiliar aspects of their world while exploring the ways people react and respond to different situations, issues and ideas.
Students in Drama study the practices of Making, Performing and Critically Studying. Students engage with these components through collaborative and individual experiences.
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English Studies is designed to prepare students for further education, TAFE and/or a trade occupation. In Years 11 and 12 English Studies students are required to: be involved in planning, research and presentation activities as part of one individual and/or collaborative project; develop a portfolio of texts they have planned, drafted, edited and presented in written, graphic and/or electronic forms across all the modules undertaken during the year. They are also required to engage with the community through avenues for example: visits, surveys, interviews, work experience, and listening to guest speakers and/or excursions.
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Exploring Early Childhood Stage 6 aims to develop understanding, skills and strategies to enable students to support and foster positive growth and development in the young children with whom they interact through the provision of safe, nurturing and challenging environments.
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Food Technology Stage 6 aims to develop an understanding about food systems and skills that enable students to make informed decisions and carry out responsible actions. Students will also develop an appreciation of the importance of food to the wellbeing of the individual and to the social and economic future of Australia.
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For Mathematics classes in the Support Unit we focus on providing opportunities for students to develop their numeracy skills through the use of a variety of strategies such as the use of concrete materials, real life examples and problem solving. While a big focus is on developing our skills in Number, students are also provided with the opportunity to learn about Measurement, Geometry, Patterns and Algebra, Statistics and Probability. Having fun while learning is important!
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In English we cover four main areas. Reading and responding; viewing and responding; spelling/vocabulary; and grammar. In reading and responding, students study a fiction or non-fiction text. Recently classes have focussed on the author Roald Dahl. Response activities include comprehension questions, describing illustrations and true or false. Responses to viewing include character profiles and film reviews. Spelling involves learning a list of words and using them in context. Grammar and usage may focus on part of speech or selecting the best word in a sentence.
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In Food technology classes we focus on providing opportunities for students to participate in cooking processes. Students engage in positive sensory experiences with a variety of food, identify personal food preferences and practice food preparation skills. Students engage in practical food preparation and cooking skills in the kitchen. In the classroom they are provided the opportunity to learn about food nutritional properties, hygiene and safe working practices in food handling and while working in the kitchen.
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In HSIE the students were learning about the features of the medieval world and how it is the same or different to today. We focussed on Egypt culture, celebrations, traditions, religion, customs and the practices that occurred during that time. Students developed their knowledge on legacies of Ancient Egypt society and its civilisation. Students developed their understanding about the beliefs and values of the Egyptian’s society. This topic was integrated with ART unit for all the Life Ed classes where they were performing hands on activities like mummification of chicken, making pharaoh’s hats, headbands, pyramids, cooking Egyptian’s food, making posters on EGYPT for the classroom.
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In Life Ed art our students work on a variety of projects throughout the year. We encourage students to work with a range of materials and techniques to develop their work. Our projects showcase student skills, capabilities, creativity and individuality. Our projects link with learning themes from other subject areas and extend student learning in a creative and artistic way.
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In Science classes in the support unit we provide opportunities for students to participate in lab activities and engage in the skills and processes of Working Scientifically in order to develop their scientific understanding about the importance of the environment for the survival and reproduction of all living things. The main learning focus is that students gain an appreciation, that we all have a responsibility to care for and protect the environment to ensure that our environment continues to provide for the needs of living things, including humans.
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In the English Advanced course, students continue to explore opportunities that are offered by challenging texts to investigate complex and evocative ideas, to evaluate, emulate and employ powerful, creative and sophisticated ways to use language to make meaning, and to find enjoyment in literature. They refine their understanding of the dynamic relationship between language, texts and meaning. They do this through critical study and through the skilful and creative use of language forms and features, and of structures of texts composed for different purposes in a range of contexts. They extend their experiences in researching, accessing, evaluating and synthesising information and perspectives from a range of sources to fulfil a variety of purposes. Such skills form the basis of sound practices of investigation and analysis required for adult life, including the world of work as well as post-school training and education.
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In the Technology Mandatory area, the Support Unit have been working with mixed materials to create board games and box keepsakes. The skills they are learning has allowed them to gain real-life experiences that can be adapted to their everyday life. When working in the kitchens, students work with standard WHS practices to develop, create and consume meaningful meals that can be replicated in their own homes for family and friends to enjoy. Technology at its finest with games and activities to suit everyone.
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Industrial Technology Multimedia enables students to become confident, competent, discriminating and ethical users of information software and systems. This course allows students to develop the skills to use a number of different software platforms and produce meaningful pieces of work using their ICT skills.
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Industrial Technology Timber will develop a student's knowledge and understanding of the Timber and Furniture industry and its related technologies highlighting the importance of design, management and production through practical experiences.
Industrial Technology Timber consists of project work and an industry study that will develop a broad range of skills and knowledge related to the Timber and Furniture industry in Australia.
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Information Processes and Technology Stage 6 is designed to enable students to become confident, competent, discriminating and ethical users of information technologies, to possess an understanding of information processes and to appreciate the effect of information systems on society.
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LAN is a specialised resource that functions in collaboration with Senior Executive and staff to provide assistance to students with learning and support needs. A coordinated approach to intervention and remediation supports students identified via data and Learning Support Team (LST) referral. Disability support is a major focus and encompasses, National Consistent Collection of Data (NCCD), Risk Management and Crisis Management processes. Teaching and Learning programs focus predominantly on Literacy and Numeracy skills as well as on resilience, behaviour regulation and mental health strategies.
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Learning about our legal system will allow students to investigate the way our society operates and the influences that shape it. Students will develop an understanding of the implications that legal decisions can have for Australian society and the ways in which the legal system can affect the lives of Australian citizens. A critical understanding of the processes of reform and change will help students to contribute to making our society more equitable for all.
The Legal Studies Stage 6 course offers excellent preparation for life through a study of the legal system, its principles, structures, institutions and processes. The course fosters respect for cultural diversity. It allows students to question and evaluate legal institutional structures in the domestic and international environments and to undertake a comparative analysis of other political and institutional structures.
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Marine Studies is a Content Endorsed Course structure which enables the selection of modules that recognise and build upon students’ knowledge, understandings and skills through further and more in-depth study of this area. Marine Studies will support students in developing a commitment to and capacity for lifelong learning in this area. This may lead to further post-school study at University or TAFE or vocational training in the context of the workplace. Learning may also continue through ongoing life experiences as an area of personal interest.
Marine Studies is comprised of a 30-hour Core, 23 optional modules (of which students will complete ones negotiated with the teacher) and an optional personal interest project.
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Mathematics Standard 1 course students may elect to undertake an optional HSC examination. The content of the course aligns with Level 3 of the Australian Core Skills Framework. The course focus enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely and precisely, it has direct application to everyday life and practical mathematics for the home and workplace. It is ideal for students entering the trades or traineeships. To be eligible for an ATAR, students studying the Mathematics Standard 1 course must undertake a pattern of study to satisfy the ATAR requirements and complete the optional HSC examination. For the purposes of calculating the ATAR, no more than 2 units from Category B courses can be included.
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Media Mania is a stage 4 PBL elective which examines how information can be communicated through a variety of media platforms, including how it is produced to cater for different purposes. Students will also study the role of media and how it has influenced society across the globe. Students will develop an understanding of the power of media and learn to produce their own mediums for a targeted audience. Students will also develop skills in understanding effective visual techniques and the composition of different texts. This elective is a group project orientated course and students will produce a major work for their final assessment.
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Other programs and processes managed by LAN include: LST (Learning and Support Team), Years 6 into 7 Transition, NAPLAN testing, Best Start (Year 7) testing, Check-in Assessment (Year 9), National Minimum Standard testing, New Enrolment assessments, Project Based Learning support, Small group Individualised learning, Reading groups, Team teaching, Senior student support, and Partial Attendance Programs.
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PDHPE at Stage 6 aims to develop in each student a capacity to think critically about key issues related to health and physical activity in order to make informed decisions that support and contribute to healthy, active lifestyles and communities. This is an academic course which builds knowledge of human anatomy, an understanding of health policy and concerns, and an evaluation of how environment and lifestyle choices impact health.
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Photographic and Digital Media provides opportunities for students to enjoy making and studying a range of photographic and digital media works. It enables students to represent their ideas and interests about the world, to engage in contemporary forms of communication and understand and write about their contemporary world. Photographic and Digital Media enables students to investigate new technologies, cultural identity and the evolution of photography and digital media into the 21st Century.
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Sport Coaching is a VET course designed to develop the skills and knowledge to undertake a role as a coach or fitness professional. Skills include observing the performance of sports participants to determine the required level of instruction, planning and evaluating individualised and team based training programs, and conducting drills and training sessions.
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Stage 4 mathematics allows students to undertake investigations, selecting appropriate technological applications and problem-solving strategies to demonstrate fluency in mathematical techniques. Students select and apply appropriate mental, written or calculator strategies for the four operations. They locate an ordered pair in any one of the four quadrants on the Cartesian plane. By the end of stage 4 students are able to use mathematical terminology, algebraic notation, diagrams, text and tables to communicate mathematical ideas, and link concepts and processes within and between mathematical contexts. They apply their mathematical knowledge, skills and understanding in analysing real-life situations and in systematically exploring and solving problems using technology where appropriate.
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Stage 5 Mathematics caters for the full range of learners, three specific endpoints and pathways (5.1, 5.2 and 5.3) have been identified for Stage 5 Mathematics. Stage 5.3 includes the knowledge and skills from Stage 5.2, and Stage 5.2 includes the knowledge and skills from Stage 5.1.
The Stage 5.1 pathway includes topics such as earning and spending money, simple probability, right-angled trigonometry and basic algebraic index laws.
The Stage 5.2 pathway includes all the topics from the Stage 5.1 pathway plus topics such as compound interest and depreciation, right-angled trigonometry involving bearings, algebraic fractions, and surface area and volume of pyramids, cones and spheres.
The Stage 5.3 pathway includes all the topics from the Stage 5.2 and Stage 5.1 pathways plus topics such as surd and indices, multi-stage probability, non-right angled trigonometry, quadratic equations and Logarithms.
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Students explore and analyse the interactions of people, societies, cultures and environments. They learn how social, political, historical, environmental, economic and cultural factors affect different societies; and how people function and communicate in and across cultural groups.
Through their study of Society and Culture, students develop the ability to influence their own futures, by developing skills, values and understandings that enable effective participation in contemporary society.
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Students in Visual Art study the practices of art making, art criticism and art history. Visual Arts provides opportunities for students to enjoy the making and studying of art. It builds an understanding of the role of art in all forms of media, both in the contemporary and historical world, and enables students to represent their ideas and interests in artworks. Visual Arts enables students to become informed about, understand and write about their contemporary world.
Visual Arts at Stage 6 is designed to enable students to:
* Gain increasing intellectual autonomy in their abilities to aesthetically and persuasively represent ideas in the visual arts.
* Understand and value how the field of the visual arts is subject to different interpretations.
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Students will learn about the importance of a healthy and active lifestyle and recognise the need to be responsible and informed decision-makers. This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential.
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The Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world. It uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment.
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The Clontarf program helps support young Aboriginal men to attend school, finish Year 12 and enter employment. Using supportive relationships, a welcoming environment and a diverse range of activities, the young Aboriginal and Torres Strait Islander men in our programme develop improved self-esteem and confidence which assists them to participate in education, employment and society in a positive way. The academy has been open for years and has already had huge success improving attendance, engaging students, and encouraging hundreds of young men to embrace a more disciplined, purposeful and healthy lifestyle.
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The Construction Curriculum Framework is designed to enable students to acquire a range of technical, practical, personal and organisational skills valued in and beyond the workplace. They will also acquire underpinning knowledge and skills related to work, employment and further training in the construction industry. A diverse range of occupations exists across the construction industry, such as carpenters, joiners, roof tilers, plasterers, bricklayers, painters and decorators, floor finishers and plumbers. Through the study of this subject, students will gain experiences that can be applied in a range of contexts, including work, study and leisure and that will assist them to make informed career choices.
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The English Extension course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through engaging with increasingly complex concepts through a broad range of literature, they refine their understanding and appreciation of the cultural roles and the significance of texts. Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of responding to and composing texts.
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The English Standard course is designed for students to increase their expertise in English to enhance their personal, educational, social and vocational lives. The English Standard course provides students with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident and effective communicators. English Standard offers a rich language experience that is reflected through the integrated modes of reading, writing, speaking, listening, viewing and representing.
Students engage with texts from the past, as well as contemporary texts from Australia and other cultures. They explore language forms, features and structures of texts in a range of academic, personal, social, historical, cultural and workplace contexts. Students study, analyse, respond to and compose texts to extend experience, access information and assess its reliability.
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The Library has a variety of information sources, both digital and print including online encyclopaedias and video. Here students practice their research skills and engage with critical and creative thinking and ethics as they define, locate, select and organise information.
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The Mathematics Advanced course is intended for students who have completed Pathway 5.2 and most 5.3 outcomes, demonstrating excellent competence in all the skills included in 5.2 and general competences in 5.3. The course is a calculus-based course focused on developing student awareness of mathematics as a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality. This course is a sufficient basis for students whose future pathways may involve mathematics and its applications in a range of disciplines at the tertiary level. It provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have an important role.
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The Metal and Engineering Curriculum Framework is designed to enable students to acquire a range of technical, practical, personal and organisational skills valued both within and beyond the workplace. They will also acquire underpinning knowledge and skills related to work, employment and further training within the manufacturing, engineering and related services industries. Through the study of this subject, students will gain experiences that can be applied to a range of contexts, including work, study and leisure and that will assist them to make informed career choices. The manufacturing and engineering industry are the second largest employer in Australia and there are a wide range of sectors and jobs within this industry.
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The Numeracy Stage 6 Content Endorsed Course is a new course focused on the development and consolidation of core numeracy skills. These skills will be developed through a range of authentic, relevant, real-life learning scenarios and activities requiring numeracy, such as budgeting, shopping, record and account keeping. The course is aligned to the Australian Core Skills Framework (ACSF) Level 3, a nationally agreed level of functional numeracy. This course is appropriate for students who need further opportunities to develop essential numeracy skills required for everyday life, including work, learning, community engagement and personal contexts. This may include students who are yet to demonstrate achievement of the HSC minimum standard in numeracy. The Numeracy course supports students to develop the core numeracy skills required to become active and successful participants in society.
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The Wellbeing Team is led by the Head Teacher Wellbeing and includes the twelve Student Advisers & assistants. This team is supported by the Chifley Centre and the Planning Room where students can seek extra support when required. The team meets regularly to discuss potential individuals requiring assistance, to manage student progress, and to consider any emerging issues that affect the whole school. Our priority is to be committed educators that have a vision of student wellbeing that engages and supports students, teachers and the wider community to ensure high quality educational outcomes for all students.
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The Wellbeing Team manages specific programs which are incorporated to support and address social and emotional developmental issues our students might face. These programs are developed with input from across our school community and use the expertise of local youth service providers. They are available for students to access in order to create a safe environment for learning, an inclusive atmosphere of awareness, tolerance and acceptance of others, and address self -worth and self- esteem issues.
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The Year 11 course develops student’s knowledge, understanding and skills relevant to the study of motion, how we describe it and what causes it. The course also examines energy in its different forms and how we describe and measure electricity and magnetism and their interrelated effects.
The Year 12 course provides avenues for students to apply the concepts they were introduced to in Year 11 to motion in two dimensions, electromagnetism, theories of light, the atom and the Universe.
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The Year 11 course develops the knowledge, understanding and skills in relation to the properties and structures of matter, the types and drivers of chemical reactions and how we measure the quantities involved in these processes.
The Year 12 course builds on the concepts introduced in Year 11 by examining particular classes of chemicals, processes and a variety of chemical reactions which incorporate organic compounds and acid/base equilibrium reactions. The course challenges students to apply this knowledge to the investigation of a range of methods used in identifying and measuring quantities of chemicals which leads to an understanding of the structure, properties and trends of and between classes of chemicals.
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The Year 11 course focuses on the centrality of observation in initiating the scientific process and examines the human tendency to draw inferences and make generalisations from these observations. Students learn about the development and use of scientific models and the similarities and differences between scientific theories and laws.
The Year 12 course builds on the skills and concepts learnt in Year 11 with students conducting their own scientific investigations and communicating their findings in scientific reports. Students are provided with the opportunity to examine the interdependent relationship between science and technology and apply their knowledge, understanding and skills to scientifically examine a claim. The course concludes with students exploring the ethical, social, economic and political influences on science and scientific research in the modern world.
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The Year 11 course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issues of sustainability of the farming system. This is an ‘on-farm’, environment-orientated course.
The Year 12 course builds upon the Preliminary course. It examines the complexity and scientific principles of the components of agricultural production and places a greater emphasis on farm management to maximise productivity and environmental sustainability.
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The Year 11 course investigates compositional layers of the Earth, the origins of minerals, tectonic movements and energy transformations that occur and includes the study of human impact on the Earth’s resources and its surface.
The Year 12 course investigates how the processes of plate tectonics, the formation of water and the introduction of life interact with the atmosphere, hydrosphere, lithosphere and climate. Investigation of hazards, the mitigation of their effects and resource management are also considered which leads to an understanding of the need to centralise the theme of sustainability for the long-term welfare of our planet and all forms of life dependent upon it.
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The hospitality industry is one of the largest in Australia providing a range of accommodation, food and beverage services. Occupations within the hospitality industry are diverse and include barista, chef, cook, front office clerk, housekeeping attendant, kitchen hand, manager, marketing and promotion officer and waiter. The inter-related nature of hospitality means that many businesses operate across sectors within the industry and across complementary industries such as tourism, travel and events.
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The information and communications technology (ICT) industry is a complex and comprehensive industry. It is an important contributor to business activities in all industries. The ICT industry incorporates a range of different businesses and industry sectors including ICT service providers, purchasers and users of ICT goods and services, technical support providers, multimedia and web development specialists, desktop publishers, graphic designers, programmers and help desk operators.
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The school library and teacher librarian work with different subjects to provide learning and enrichment opportunities which support subject knowledge and skills while developing information and digital literacy.
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The school library and teacher librarian work with different subjects to provide learning and enrichment opportunities which support subject knowledge and skills while developing information and digital literacy.
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The students who study Mathematics in Trades Pathway (MITP) will benefit when preparing for an apprenticeship entry assessment. By the end of the course students will gain confidence and ability to be successful in apprenticeship with proficient and practical numeracy skills. This program aims to ensure students can achieve workplace numeracy levels as required in the Australian Core Skills Framework, including all Year 11 foundational outcomes of Mathematics Standard course and all outcomes of the Year 12 Mathematics Standard 1 course.
This course is highly recommended to students who are thinking of doing any VET course (such as Construction and Metals & Engineering) as it will assist them in achieving full qualifications in these courses.
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The study of Ancient History engages students in an investigation of life in early societies based on the analysis and interpretation of physical and written remains. It offers students the opportunity to investigate the possible motivations and actions of individuals and groups, and how they shaped the political, social, economic and cultural landscapes of the ancient world. Ancient History stimulates students’ curiosity and imagination and enriches their appreciation of humanity by introducing them to a range of cultures and beliefs as well as to the origins and influences of ideas, values and behaviours that are still relevant in the modern world. The investigation of the ancient past develops students’ appreciation of the diversity of ancient societies and the longevity of Australia's Aboriginal and Torres Strait Islander Peoples.
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The study of Ancient History engages students in an investigation of life in early societies based on the analysis and interpretation of physical and written remains. It offers students the opportunity to investigate the possible motivations and actions of individuals and groups, and how they shaped the political, social, economic and cultural landscapes of the ancient world. Ancient History stimulates students’ curiosity and imagination and enriches their appreciation of humanity by introducing them to a range of cultures and beliefs as well as to the origins and influences of ideas, values and behaviours that are still relevant in the modern world. The investigation of the ancient past develops students’ appreciation of the diversity of ancient societies and the longevity of Australia's Aboriginal and Torres Strait Islander Peoples.
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The study of Dance builds on the knowledge, skills, and understanding, values and attitudes offered in the art form of dance in the creative arts Syllabus.
The conceptual study of dance as an art form centres on the three practices of:
Performance- developing dance technique and performance quality to communicate ideas
Composition- creating and
structuring movement to express and communicate ideas
Dance Appreciation- means of describing and analysing dance as an expression of ideas within a social, cultural or historical context.
Equal emphasis is placed on the processes of experience and end product.
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The study of Modern History offers students the opportunity to investigate the possible motivations and actions of individuals and groups, and how they have shaped the world politically, culturally, economically and socially. Modern History stimulates students’ curiosity and imagination and enriches their appreciation of humanity by introducing them to a range of historical developments and experiences that have defined the modern world.
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