Learning

Careers

Careers Corner Newsletter - September 2025

Careers Information

• supporting students in their successful transition from school to work
• developing students’ capacity to identify skills and capabilities which relate to future goals and options
• students gaining the skills and confidence to be independent, self – aware, resourceful and alert to the choices and opportunities available in their lives
• building student resilience, confidence and career competence
• working with parents and carers, peers, professionals, employers and the community
• fostering the development of career skills through the school curriculum
• creating improved links to further education, training and employment

For every student, school is the training ground and platform for their future endeavors…the career journey starts here!

We all want a life that is personally rewarding and productive, where our needs of work and life balance and personal fulfilment are met.

To ensure each student has the opportunity to learn, mature and reach their potential we have:

• Timetabled Year 10 Careers classes
• Work Experience Program Years 9 – 12
• Year 10 Mock Interviews
• Year 12 Interviews
• Guest Speakers
• TAFE courses include, Stage 5 and Stage 6 TVET, Get into Vet.
• School Based Apprentices and Trainees
• Opportunities to attend excursions to explore future career options
• Organised WHS courses
• The wealth of incoming career Information dispersed via email

To support students in learning how to manage their ‘career journey’ by knowing how to access and use relevant career information independently, and how to access services we provide:

• www.jobjump.com.au  Cronulla HS password is…crab…(lower case)

Job Jump offers a weekly careers news bulletin, emails to students on any of their chosen careers for which they have registered, a full directory of the top 140 career sites, a comprehensive digital ATAR and university course sorter that works hand in hand with the UAC handbook and so much more

• www.mycareermatch.com.au  Cronulla HS code is CRN:187 (upper case)

Mycareermatch is a career personality questionnaire. When completed, you receive your personal profile report…all very interesting! The website offers other career information as well.

Computing Studies

Computing Studies Faculty

Specialist computing teachers will be teaching you at Cronulla High School. The Computing Studies Faculty is located on the first floor of the library. They are also responsible for the schools Network and are available to help students with technology problems.  Our Technical Support Officer (TSO) Mr Kingsley is located in A Block and provides students and teachers with expert support for DER Laptops and also Bring Your Own Device.

Subjects Offered

Year 11 and 12 Industrial Technology Multimedia

Industrial Technology – Multimedia is running currently in both year groups. Students are able to pursue their own area of interest in creating a Major Project as part of their HSC. This is marked externally and contributes 60% to their HSC. Students have the opportunity to develop their skills during Year 11 where they complete a minor project. Students are given the opportunity to use many school resources including Canon and Go Pro cameras, green screens, 3D printers, and different types of unique applications to cater for each students interests.

Year 9 and 10 Industrial Technology Multimedia

The Multimedia focus area provides opportunities for students to develop knowledge, understanding and skills in relation to multimedia, photographic and associated industries. The Multimedia 1 core module includes common content and topic content that develops knowledge and skills in the use of tools, materials and techniques related to Web Design and Video Production. These are enhanced and further developed through the study of the Multimedia 2 specialist module in Apps and Interactivity, and Games and Simulations. Practical projects should reflect the nature of the Multimedia focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to multimedia technologies.

These may include: 2D and 3D animations, augmented reality (AR) or virtual reality (VR) products, computer games, ePublications, individual photographic images and graphics (for print and/or digital display), videos, websites and apps.

Year 7 & 8 Computing Studies
Computing Studies is a mandatory component for Stage 4 students. They learn a broad range of software Microsoft Office, Adobe Creative Suite and other specialist software. The students learn to design and problem solve while being creative. Students really enjoy the opportunity to learn programs such as Photoshop, Animate, Character Animator, Google Sketchup and InDesign and can take these skills into the assessments they submit for other subjects.

Creative and Performing Arts play a key role in the life of Cronulla High School, both within and beyond the classroom. Students participating in our programs are offered a range of disciplines including Dance, Drama, Music, Visual Arts, Photography, Ceramics, Entertainment Industry and Musical Theatre. In each arts area, students gain practical experience in a supportive, non-judgemental environment that emphasises performance and critical thinking skills, as well as leadership and team building. By participating in one of our co-curricular ensembles, students are given the opportunity to participate in representative organisations such as The Arts Unit ensembles and State Music, Dance and Drama.

The information on this page is specific to classroom learning across the Creative and Performing Arts faculty. For detailed information about each co-curricular ensemble, please refer to the Co-Curricular menu of the school’s website.

Dance

Dance is offered as an elective course in Stage 5 (Years 9 & 10) and Stage 6 (Years 11 & 12), and is also included within Stage 4 PDHPE.

Dance involves the development of physical skill as well as aesthetic, artistic and cultural understanding. Cronulla High School provides students with the opportunity to think imaginatively and to share ideas, feelings, values and attitudes while physically and intellectually exploring the communication of ideas through movement.

Co-curricular offerings for Dance include:

• Elite Dance Company
• Training Dance Company
• Conditioning Dance Ensemble
• Junior Dance Ensemble
• Dance Show Group

Over the past several years, Dance at Cronulla High School has grown and flourished with the progress of these groups. Students now have access to invaluable experiences which contribute to their whole development.

Drama

Drama is offered as an elective course in Stage 5 (Years 9 & 10) and Stage 6 (Years 11 & 12), and is also included within Stage 4 English.

Drama is a popular subject taught at Cronulla High School. The collaborative nature of this artform engages students in the creative process of sharing, developing and expressing ideas and stories suitable for performance.

Theory within the Drama program represents an essential and robust element of the course. Stage 6 Drama students study three main disciplines within the curriculum: making, performing, and critically studying. Theatre excursions take place throughout the course to support and enhance coursework.

Co-curricular offerings for Drama include:

• Year 7 Show Group Drama Ensemble
• Year 7 Drama Skills Ensemble
• Year 8 Drama Ensemble
• Elective Drama Ensemble

Music

Music is a mandatory 100-hour course in Stage 4, completed across Year 7 and Year 8.

Music is offered as an elective course in Stage 5 (Years 9 & 10). In Stage 6, students can elect to study Music 1, Music 2, and/or HSC Music Extension.

Music allows for the expression of emotion and imagination, the intellect, and the exploration of values. The study of music also allows students to develop their capacity to manage their own learning, to engage in problem solving individually and collaboratively, and to develop a lifelong appreciation and enjoyment of music.

Students develop knowledge, understanding and skills in Music through performance, composition, improvisation, listening, and research activities. Learning experiences are carefully sequenced to provide a balance of these integrated activities. Students are also given the opportunity to engage with music technology throughout the courses.

Cronulla High School offers opportunities for all students to use our excellent facilities, which include practice rooms, as well as a purpose-built music space with a recording studio.

Co-curricular offerings for Music include:

• Concert Band
• Stage Band
• Vocal Ensemble
• Drumline
• Instrumental Ensembles

Visual Arts, Photographic and Digital Media, and Ceramics

Visual Arts is a mandatory 100-hour course in Stage 4, completed across Year 7 and Year 8.

Visual Arts is offered as an elective course in Stage 5 (Years 9 & 10) and Stage 6 (Year 11 & 12).

Photographic and Digital Media is offered as an elective course in Stage 5 (Years 9 & 10).

Ceramics is offered as an elective course in Stage 5 (Years 9 & 10).

Students in these courses are offered opportunities to explore a broad range of media and techniques in their artmaking, including drawing, painting, printmaking, ceramics, design, sculpture, digital media, and photography. Students are encouraged to be creative, experimental, and to work collaboratively. Students studying Visual Arts at a HSC level are required to work autonomously in the creation of a Body of Work, in any media or combination of, and of any subject matter.

Artists and artworks studied in the Critical and Historical components of the Visual Arts courses relate to the practical opportunities and are carefully selected to inspire our students. Students learn to analyse artworks, as well as to develop an understanding of art and its context across time and place.

Co-curricular offerings for Visual Arts include:

• Art Club
• Photography Club

Exhibition is an important aspect of Visual Arts, and therefore a major art exhibition is held annually in Term 3, with all elective students having at least one artwork on display. Cronulla High School students are regularly represented in ArtExpress and Art Rules exhibitions at Hazelhurst Gallery.

Students explore the critical and imaginative use of the English language in its various textual forms. These encompass spoken, written and visual texts through which meaning is shaped, conveyed, interpreted and reflected.

How do we teach English?

The aim of studying English is to enable students to use, understand, appreciate, reflect on and enjoy the English language in a variety of texts and to shape meaning in ways that are imaginative, interpretive, critical and powerful. This is achieved through our exciting and challenging programs and assessments that are wedded to The Australian Curriculum in NSW and The NSW Stage 6 English Syllabus.

Other opportunities exist to demonstrate language skills?

• Debating
• Public Speaking
• Competitions

Year 7

• The Art of Writing
• Characters in Texts Novel Study
• Introduction to Poetry
• Film and Genre

Year 8

• Through My Window Novel Study
• Introduction to Shakespeare
• Myths, Legends and Fairy tales from Around the World
• Representations of Gender in Texts

Year 9

• Theme Novel study
• Representations of Indigenous Culture in Texts
• Persuasion and Perspective in the Media
• William Shakespeare's Romeo and Juliet

Year 10

• Novel Study: Conflict
• Rights and Responsibilities Film Study
• Close Study of Poetry
• Close study of Shakespearean Play

Homework Centre

The Homework Centre will run every Wednesday, before and after school. Two teachers will be in the library from 8 am to 8:40 am and 3:10 pm to 4 pm, to help students with their studies, whether it be homework, assessment tasks, or just providing a space for students with computer and printer facilities. The Homework Centre is a valuable tool for students to maximise their study time.

The Homework Centre will be supervised every session by English teachers. The teachers are there to help out with homework and assessment tasks and provide you with one-on-one support.

The Homework Centre is beneficial for all students as it provides an opportunity for you to complete homework and assignments in a quiet and supportive environment in which you will have access to the internet, computers, printers and books.

Home Study Toolkit

Human society and its environment

HSIE 'Human Society in It's Environment'

Students are challenged to develop values of social justice, empathy and informed citizenship. The Faculty offers the following subjects in Stage 6 Business Studies, Economics, Geography, History (Ancient, Modern and Extension), Legal Studies, and Society and Culture. History and Geography is mandatory in Stage 4 and 5 and Commerce is an elective in Stage 5.

Stage 4 - Year 7 and 8 - History content includes

Study of the Ancient World with Depth Studies

• Investigating the Ancient Past
• The Mediterranean World
• The Asian World

Study of the Ancient to Modern World

• The Western and Islamic World
• The Asia-Pacific World
• Expanding Contacts

Stage 5 - Year 9 and 10 - History content includes

The Making of the Modern World

• Making a Better World
• Australia and Asian
• Australians at War

Stage 4 - Year 7 and 8 - Geography content includes

• Landscapes and Landforms
• Place and Liveability
• Water in the World
• Interconnections

Stage 5 - Year 9 and 10 - Geography content Includes

• Sustainable Biomes
• Changing Places
• Environmental Change and Management
• Human Wellbeing

Stage 6 subjects offered

Business Studies

Business activity is a feature of everyone’s life. Throughout the world people engage in a web of business activities to design, produce, market, deliver and support a range of goods and services. In addition, investors, consumers and employees depend on the business sector for much of their quality of life.

As a course, Business Studies is distinctive in that it encompasses the theoretical and practical aspects of business in contexts which students will encounter throughout their lives. Conceptually, it offers learning from the planning of a small business to the management of operations, marketing, finance and human resources in large businesses. Through the analysis of contemporary business strategies the course also provides rigour and depth and lays an excellent foundation for students either in tertiary study or in future employment.

Economics

Economic decisions have a crucial influence on the quality of life experienced by people throughout the world. The study of economics can help individuals, groups and societies make choices that assist them to improve their quality of life.

As a subject, Economics Stage 6 is distinctive because of the range of problems and issues that it investigates and the skills that it develops.

Geography

Geography is an investigation of the world which provides an accurate description and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the interactions which take place in our world.

Ancient History

The study of history is an inquiry into past experience that helps make the present more intelligible. A study of the past is invaluable, for to be unaware of history is to be ignorant of those forces that have shaped our social and physical worlds. Through the study of ancient history, students learn both about the interaction of societies and the impact of individuals and groups on ancient events and ways of life. The study of ancient history gives students an understanding of the possibilities and limitations of comparing past to present and present to past by exposing them to a variety of perspectives on key events and issues. It also gives them opportunities to develop their own perspectives on the origins and influence of ideas, values and behaviours that are still relevant in the modern world.

Modern History

The study of Modern History Stage 6 has a distinctive role in the school curriculum as it challenges students to consider the great social, technological, economic, political and moral transformations from the late eighteenth century to the present. It requires students to analyse the causes, progress and effects of these transformations and, finally, to make judgements about them. Modern History Stage 6 is especially relevant to the lives of students, as the events and issues that form its content are, in many cases, still current.

Extension History

The purpose of HSC History Extension is to enable students to build on the outcomes of the Stage 6 Ancient History and Modern History courses in relation to historiography and historical enquiry and communication. The course further develops students’ understanding of how historians work. The focus of the course is not on content alone, although an understanding of content is important. Rather than simply extending students’ knowledge of a particular period or event in history, the course is aimed at using specific historical investigations to reflect on the nature of history and how and why approaches and interpretations change over time.

Legal Studies

The syllabus focuses on the way in which law is generated, how it is structured and how it operates in Australian and international contexts. 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.

Society and Culture

The central goal of Society and Culture Stage 6 is the development of social and cultural literacy and a clear understanding of the interaction of persons, societies, cultures, environments and time. The influence of other aspects of societies and cultures – including power, authority, identity, gender, technologies and globalisation – is also central to the course.

Society and Culture draws on cross-disciplinary concepts and social research methods from anthropology; communication; cultural and media studies; philosophy; social psychology; and sociology.

Japanese

There are three different Japanese courses running at Cronulla High School. In Year 8 every student studies Japanese for 100 hours (6 periods a cycle). They then have the opportunity to select Japanese as one of their two electives in Years 9 and 10. If students successfully complete their 200 hours study in years 9 and 10 they can elect to study the Japanese Continuers course in Years 11 and 12 for their HSC.

All courses provide students with the opportunity to gain effective skills in communicating in Japanese, to explore the relationship between Japanese and English, and to develop an understanding of the Japanese culture.

What will students learn to do in the study of Japanese?

Students will develop the skills to communicate in Japanese. They will listen and respond to spoken Japanese. They will learn to read and respond to written texts in Japanese. Students will establish and maintain communication in familiar situations using Japanese.

Students will explore the diverse ways in which meaning is conveyed by comparing and contrasting features of the Japanese language.

They develop a capacity to interact with Japanese people, their culture and their language.

How will students learn in the Japanese classroom?

Effective language learning encompasses all four skills areas: reading, writing, listening and speaking. Interactive classroom activities, group work and games are essential in order to improve all skills.

Cultural knowledge and understanding comes from film studies, craft activities, excursions to restaurants and a cultural centre.

Cronulla High School has had an ongoing sister-school relationship with Nirasaki High School in Yamanashi, Japan since 2003. We are looking forward to hosting Nirasaki students as part of our exchange program, which runs every second year. The visiting students will undertake an 8-day cultural exchange and CHS students will have the opportunity to host a Japanese student in their home. Those students studying Japanese as an elective in years 9, 10 or 11 will have an opportunity to two spend two weeks in Japan attending our sister school and travelling to some famous Japanese cities.

Learning support

The Learning and Support Team (LST) is a dynamic, experienced team consisting of the Head Teacher Wellbeing; Learning and Support Teachers (LaSTs); and the School Learning Support Officers (SLSOs). The primary role of the LST is to support students with diverse learning needs through the coordination, development, implementation, monitoring and evaluation of adjustments and supports that work to enable a student with disability to access learning and show their achievement.

With an emphasis on the needs of individual students, school priorities, and evidence-based programs, the LST is responsible for facilitating collaborative planning between teachers, support staff, parents and students. In partnership with individual students and their parents or caregivers, members of the LST develop an Individual Education Plan (IEP) with personalised adjustments and strategies to provide authentic, relevant and meaningful learning opportunities for students.

Our LaSTs and SLSOs support students across all grades and subjects through: collaboration with external service providers, in-class support for students and teachers within an inclusive setting, differentiated learning programs, disability provisions to support students to access assessments and examinations, transition support, small group and individual withdrawal, organisation and social skills development and team teaching.

Library

Cronulla High School Library serves a variety of purposes for the larger school community. Consisting of four levels, five classrooms, two staffrooms and an Open High room, it is a flexible and busy place where students and teachers connect, collaborate and share resources and ideas that promote lifelong learning, friendships and skills. Many programs and initiatives are promoted through the library.

Our library holds an enviable collection that ranges from the most recent fiction novels, both classic and modern, to a comprehensive variety of graphic novels to an informative, and sometimes quirky, non-fiction section. Our texts also cater for advanced readers all the way through to those who need a bit more guidance. Along with our physical space, our virtual library is also versatile and flexible – always with up-to-date resources and subscriptions to assist in student learning.

Oliver School Catalogue

Cronulla High School is an Oliver school, an interactive catalogue searching tool. This is available through the DET student portal. Oliver also retains an account for each student detailing current loans, reservations and overdue notices so parents and students are able to see at a glance what resources are on loan or overdue.

Cronulla High School Library subscribes to databases that are available through Library Moodle. These databases require a username and password and are available for use by Cronulla High School students only.

Library Moodle

The Library has its own Moodle page that assists with connecting students to their research needs. As well as Library lesson plans, Moodle also has links to student support services, our subscription research databases, guides to referencing and citation and our catalogue and much more.

Sutherland Shire Libraries

Cronulla High School Library is proud to be a member of a strong community network that connects all school and community libraries. With the central library at Sutherland, the Shire community libraries offer invaluable support to children of all ages. From free school holiday programs and workshops with a clear curriculum focus to seminars and lectures for specific HSC subject/exam success, Sutherland Shire libraries also makes available comprehensive access to a range of credible research databases such as Britannica Online.

Referencing and Citations

Cronulla High School takes plagiarism very seriously. It is important for students to be able to convey learned knowledge in their own words and also attribute theories and concepts to appropriate scholarly sources. A basic guide to our referencing and citation standards is available on Moodle. Cite this from me is also our preferred bibliography builder. Cronulla High School uses APA referencing format.

Mathematics

What is Mathematics about?

In the junior years the essential content for Mathematics is structured using one process strand

• Working Mathematically

This is embedded in the outcomes, content and examples of the syllabus which is organised in:

• Number and algebra
• Measurement and space
• Statistics and probability

The aim is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning.

How will I be taught Mathematics?

Students learn Mathematics through a combination of discovery, practice, and use of technology.

Teachers use innovative methods to engage students, including collaborative problem solving and real-world applications. Classwork is tailored to ensuring every student is appropriately challenged, while supportive teachers inspire curiosity and resilience. This approach fosters mathematical proficiency and confidence, whilst also preparing students to excel academically and tackle real-world challenges effectively.

Subjects

Stage 4 (Yrs 7/8): - Mathematics

Stage 5 (Yr 9): Courses Core, Intermediate, Advanced

Stage 5 (Yr 10): Courses 5.1, 5.2 and 5.3

Stage 6 (Year 11): Courses Mathematics Standard, Mathematics Advanced, Mathematics Ext 1.

Stage 6 (Year 12): Courses Mathematics Standard 2, Advanced Mathematics, Mathematics Ext 1, Mathematics Ext 2.

Personal development, health and physical education

The PDHPE staff at Cronulla High School are an experienced and enthusiastic team of dedicated teachers, who work tirelessly to help students achieve their potential within this important Key Learning Area. We hope to ignite a passion in our students for lifelong learning and to develop their skills and knowledge to lead positive, active and healthy lives.

All subjects taught in the Key Learning Area of PDHPE incorporate teaching activities, which include literacy strategies, extension tasks and utilise current technology in both theory and practical lessons.

Satisfactory completion of the mandatory PDHPE course will be recorded with a grade on the student’s Record of School Achievement.

Stage 4 and 5 Mandatory Subject Years 7 – 10 Personal Development, Health and Physical Education

Personal Development, Health and Physical Education (PDHPE) contributes significantly to the cognitive, social, emotional, physical and spiritual development of students. It provides opportunities for students to learn about, and practise ways of, adopting and maintaining a healthy, productive and active life. It also involves students learning through movement experiences that are both challenging and enjoyable, and improving their capacity to move with skill and confidence in a variety of contexts. It promotes the value of physical activity in their lives.

Stage 5 Elective Subjects Years 9 – 10 Physical Activity and Sports Studies

Physical Activity and Sports Studies incorporates a wide range of lifelong physical activities, including recreational, leisure and adventure pursuits, competitive and non-competitive games, individual and group physical fitness activities, and the use of physical activity for therapy and remediation.

Child Studies

Child Studies explores the broad range of social, environmental, genetic and cultural factors that influence pre-natal development and a child’s sense of wellbeing and belonging between 0 and 8 years of age.

Stage 6 Elective Subjects Years 11 – 12

Health and Movement Science - HMS

Health and Movement Science draws on a multitude of fields and the application of scientific concepts to actively engage students in learning about the factors that influence health and movement. While there is tremendous opportunity for good health, there are numerous conflicting influences on lifestyle, which are impacting health outcomes. In this syllabus, students investigate the health status of Australians and the interrelated factors that affect the health of individuals and communities. Students explore the factors that influence movement and performance, and develop the skills to enhance movement for themselves and others throughout their lifetime.

Community and Family Studies - CAFS

CAFS is an interdisciplinary course drawing upon selected components of family studies, sociology, developmental psychology and students’ general life experiences. This course focuses on skills in resource management that enable people to function effectively in their everyday lives, in families and communities.

Sport, Lifestyle and Recreation - SLR

SLR enables Stage 6 students to build upon their learning in Years K–10 Personal Development, Health and Physical Education. Specifically, it focuses on those aspects of the learning area that relate most closely to participation in sport and physical activity.

The Sport, Lifestyle and Recreation Content Endorsed Course develops in each student the knowledge, understanding and skills needed to adopt active and health-promoting lifestyles.

Science

Years 7-10

Science provides an empirical way of answering interesting and important questions. The study of Science is a collaborative, creative endeavour and has led to a dynamic body of knowledge. It is how we explain what happens in our world.

By engaging in scientific inquiry, students develop a deeper appreciation of the unique nature and development of science. Through questioning and seeking solutions to problems, students develop an understanding of the importance of science in their own lives and society, locally and globally.

The study of Science enables students to develop a positive self-concept as learners and gain confidence in and enjoyment from their learning. Through active participation in challenging and engaging experiences they become self-motivated, independent learners. Their understanding of science and its social and cultural contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage in finding innovative solutions to science-related personal, social and global issues, including sustainable futures.

In senior years students can study

• Biology
• Chemistry
• Earth and Environmental Science
• Physics
• Investigating Science
• Science Extension

The study of senior courses involves students working individually and with others in practical, field and interactive activities that are related to investigative and problem-solving skills, effective communication and understanding the contribution Science makes to their understanding of the world.

Biology

The study of biology recognises that, while humans are part of nature, they continue to have a greater influence on the environment than any other species. Students study the concepts explaining the functioning, origins and evolution of living things.

Chemistry

Chemistry focuses on investigating the physical and chemical properties of substances, chemical reactions and processes, and the interaction of energy and matter.

Earth and environmental science

Earth and Environmental Science is the study of the Earth and its processes. Earth and Environmental Science is built on the premise that the natural environment is the host to all local environments and that, therefore, an understanding of the natural environment is fundamental to any analysis of more specific local environments.

Physics

Physics focuses on investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe. It uses an understanding of simple systems to make predictions about a range of objects from sub-atomic particles to the entire universe and aims to reveal the simplicity underlying complexity.

Investigating science

Investigating Science looks at 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. Students conduct their own scientific investigations and communicate 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.

Science extension Year 12

Science Extension is a new course with a focus on the authentic application of scientific research skills to produce a Scientific Research Report generally acceptable for publication. Students who have shown an achievement in, and/or aptitude for, any of the Stage 6 Science courses: Biology, Chemistry, Earth and Environmental Science, Investigating Science or Physics, in Year 11 may choose to study Science Extension in Year 12.

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

TAS - Home economics

Design and technology HSC

Design and Technology has a unique focus on creativity, innovation and the successful implementation of innovative ideas. Students will investigate the importance of evaluation, the role of computer-based technologies, management, communication and collaborative design, as well as exploring current and emerging technologies. Through the completion of quality design projects manufactured from any suitable material/s, students are provided with the opportunity to develop specific production and manufacturing skills.

Food technology

Opportunities exist for students to develop skills relating to food that are relevant and transferable to other settings. Such skills include the ability to research, analyse and communicate. Students also develop the capability and competence to experiment with and prepare food as well as design, implement and evaluate solutions to a range of food situations.

The syllabus is inclusive of the needs, interests and aspirations of both genders and provides opportunities and challenges for students of all abilities to deal with food products and systems. In order to be a relevant and meaningful learning experience, which fully extends students’ understanding and application of food technology, programs developed from this syllabus must take into consideration the life experiences, values, learning styles and characteristics of both male and female students. The knowledge, skills and attitudes gained during the course will have applications to, and provide benefits for, both vocational and general life experiences.

Textiles technology

Textiles Technology is a subject that relates to the clothes you wear, your home and other environments – a subject that is fun, interesting and ever changing! Among other things, you learning what a fibre is and what the elements of design are, and have fun comparing today’s fashions with those of the past. You’ll see how technology influences the textiles world, learn how to design, produce and evaluate textiles items and enjoy hand-on experience. You will carry out design projects that allow you to broaden your knowledge of textiles and put into practice the things you learn. Textiles are a necessary part of society and fascinating to study.

Technology - mandatory Years 7-8

Technology and an understanding of design processes enable people to manage, interpret, shape and alter their environment to improve their quality of life at home, school, in work places and in the broader community. The rapid rate of technological change in an increasingly knowledge-based society highlights the need for flexible technological capability, innovative thinking and effective communication skills.

Technology education integrates both procedural and conceptual knowledge based on a holistic view of design. Students identify needs that have personal relevance, apply design theory and use design processes that encourage flexibility, resourcefulness and imagination in the development, communication and production of quality solutions.

Students learn about technologies and use a range of materials, tools and techniques relevant to the personal, commercial and global areas of human activity. Technologies assume increased importance when they are applied to solve real problems and to create ideas and solutions in response to needs and opportunities for customers, clients or themselves. They can be used to add functional, aesthetic and environmental value to products.

At Cronulla High School we design and manufacture products from Textiles, Foods, Timbers, Metals, Plastics and Electronics to name a few.

TAS - Industrial arts

Engineering Studies HSC

In the 21st century, engineering will continue to be directed towards developing insight and understanding to the provision of infrastructure, goods and services needed for industry and the community.

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

Preliminary modules

• Engineering fundamentals
• Engineered products
• Braking systems
• Biomedical engineering

HSC modules

• Civil structures
• Personal and public transport
• Aeronautical engineering
• Telecommunications Engineering

Design and Technology HSC

Design and Technology has a unique focus on creativity, innovation and the successful implementation of innovative ideas. Students will investigate the importance of evaluation, the role of computer-based technologies, management, communication and collaborative design, as well as exploring current and emerging technologies. Through the completion of quality design projects manufactured from any suitable material/s, students are provided with the opportunity to develop specific production and manufacturing skills.

Industrial Technology Timber and Furniture HSC

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

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

Both the Preliminary and HSC courses are organised around four sections:

1. Industry Study
2. Design, Management and Communication
3. Production
4. Industry Related Manufacturing Technology

Assessment for the HSC involves production of a Major Project and associated Folio.

Industrial Technology Years 9-10

Timber or Metal

In year 9 students complete Core

Modules 1 and 2, an introduction to safety, tools, methods and skills used within the timber industry. In year 10 students complete Core Modules 3 and 4, Specialising in cabinet work, building on core module 1 and 2.

Students make a series of projects in which they are increasingly involved in the design and planning stages

A knowledge of wood technology through the use of timber as a construction material and practice the accurate preparation marking out construction and finishing of the project.

• A range of skills useful to them later in life whether or not they pursue a wood based vocation.
• Practice safe working practices.
• An appreciation of timber as a renewable resource and the responsible use of timber.

Graphics Technology

In year 9 students complete Core Modules 1 and 2, an introduction to methods and skills used within the many Graphics industries.

In year 10 students complete four option modules. We currently offer:

• Engineering,
• Drawing,
• Computer Aided Design (CAD),
• Architectural,
• Graphic Design.

Students complete a series of graphical presentations in which they are increasingly involved in the design and planning stages.

• Students use a wide range of visual media to communicate and promote ideas and information.
• Students develop a range of skills useful to them later in life whether or not they pursue a graphics based vocation.
• Students develop safe working practices.
• An appreciation of sustainable practices and an appreciation of the impact of technological activities.

Marine and Aquaculture Technology

In year 9 students complete Core

Module 1: Introduction to Marine and Aquaculture Technology + 4 Optional Modules.

These could include:

• Dangerous Marine Creatures
• Manufacturing Fishing Equipment
• Food From The Sea
• Water Craft Design and Construction

In year 10 students complete Core

Module 2: Skills Management and Employment + 4 Optional Modules

These could include:

• Basic Snorkeling
• Aquarium Design Construction
• Small Motorboats
• Sailing Theory and Practice

Technology - Mandatory Years 7-8

Technology and an understanding of design processes enable people to manage, interpret, shape and alter their environment to improve their quality of life at home, school, in work places and in the broader community. The rapid rate of technological change in an increasingly knowledge-based society highlights the need for flexible technological capability, innovative thinking and effective communication skills.

Technology education integrates both procedural and conceptual knowledge based on a holistic view of design. Students identify needs that have personal relevance, apply design theory and use design processes that encourage flexibility, resourcefulness and imagination in the development, communication and production of quality solutions.

Students learn about technologies and use a range of materials, tools and techniques relevant to the personal, commercial and global areas of human activity. Technologies assume increased importance when they are applied to solve real problems and to create ideas and solutions in response to needs and opportunities for customers, clients or themselves. They can be used to add functional, aesthetic and environmental value to products.

At Cronulla High School we design and manufacture products from Textiles, Foods, Timbers, Metals, Plastics and Electronics to name a few.

Vocational education and training

Construction

The construction industry is an important part of the Australian economy, contributing significantly to the gross domestic product (GDP).

The industry is adapting to new technology, building systems, products and practices.

This highlights the need to develop new skills sets. The industry is currently experiencing a range of skills shortages both in the trades and professional sectors.

With an employment base of more than 895,000 people, the construction industry is a significant employer of full-time (approximately 85%) and part-time (approximately 15%) employees.

Learning in each HSC course within the Construction Curriculum Framework provides opportunities for students to develop relevant technical, vocational and interpersonal competencies suitable for employment and further training in the construction industry. It also provides for the development of employability skills such as communication and teamwork which are transferable to other industry areas and are a key feature of each qualification available through the Framework.

Competencies assessed include:

• Work effectively and sustainably in the construction industry.
• Plan and organise work.
• Conduct workplace communication.
• Carry out measurements and calculations.
• Read and interpret plans and specifications.
• Use construction tools and equipment.
• Erect and dismantle formwork for footings and slabs on ground.
• Carry out concreting to simple forms.
• Use wall and floor tiling tools and equipment.

Entertainment Industry

Entertainment Industry is offered as an elective course in Stage 6 (Years 11 & 12).

A nationally-accredited Certificate III in Live Production and Services together with a HSC award in Entertainment Industry is offered at Cronulla High School. This subject also provides a 70-hour industry work placement component. In previous years, our students have achieved excellent results and twice received the state’s third highest result for Entertainment VET in the HSC. Many of our students have gone on to work professionally in the entertainment industry or have continued their studies at a tertiary level in specific areas of production such as Audio, Staging, Lighting and Vision.

Students are exposed to a range of related opportunities in event production and technical operations. Cronulla High School provides industry-standard audio, lighting, vision and staging equipment which promotes training of a superior and industry level standard. Our Entertainment Industry students form an integral part of school productions including the biennial musical, Music Night, Arts in the Dark, and formal assemblies.

Hospitality

A diverse range of occupations exists across the hospitality industry, such as customer service and sales, commercial cookery and catering, food and beverage service, accommodation service, product development and marketing and promotion.

The hospitality industry is an important part of the Australian economy, contributing significantly to the gross domestic product (GDP).

Identified as an industry area with significant skills shortages, the hospitality industry has an ongoing commitment to training in not only the technical areas but those also related to customer service and employ-ability (such as problem-solving, communication and teamwork). Employers value multi-skilled workers whose skills can be tailored to meet the needs of the individual business.

Learning in each HSC course within the Hospitality Curriculum Framework provides opportunities for students to develop relevant technical, vocational and interpersonal competencies suitable for employment and further training in the hospitality industry including employ-ability skills which are a key feature of each qualification available through the Framework. It also provides skills, knowledge and experiences – such as teamwork, communication and occupational health and safety – that are transferable to other industry areas.

Fitness

This course provides you with information about anatomy and physiology principles, planning, delivering and monitoring exercise programs and how to make healthy eating recommendations.

Fitness reflects the role of group and gym fitness instructors. These fitness instructors may plan and deliver group exercise sessions and develop gym-based programs for individuals where the level of personalised instruction and ongoing client monitoring is limited. When instructing groups or interacting with clients, they use discretion and judgment to solve routine issues within the parameters of clearly defined organisational policies and procedures.

The job roles that relate to this qualification may include:

Fitness instructor in settings such as fitness facilities, gyms, and leisure and community centres. This course can lead to further study, such as:

SIS40221 Certificate IV in Fitness

SIS50321 Diploma of Sport

SIS50122 Diploma of Sport, Aquatics and Recreation Management