11–12Chemistry 11–12 Syllabus (2025)
The new Chemistry 11–12 Syllabus (2025) is to be implemented from 2028 and will replace the Chemistry Stage 6 Syllabus (2017).
2026 and 2027
- Plan and prepare to teach the new syllabus
2028, Term 1
- Start teaching the new syllabus for Year 11
- Start implementing new Year 11 school-based assessment requirements
- Continue to teach the Chemistry Stage 6 Syllabus (2017) for Year 12
2028, Term 4
- Start teaching the new syllabus for Year 12
- Start implementing new Year 12 school-based assessment requirements
2029
- First HSC examination for new syllabus
Content
Life Skills
- CW-LS-03
measures chemical quantities in everyday living
- CW-LS-04
identifies concentrations of familiar solutions
- CW-LS-05
changes the concentrations of solutions
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
Teachers select relevant Working scientifically outcomes and content to integrate with this focus area based on the strengths and needs of individual students.
LoadingObserve and recognise features of packaging and information labels on familiar household products
Identify ingredients in familiar household products
Recognise units of measurement and their abbreviations listed on familiar household products
Identify the capacities of familiar pieces of measuring equipment
Arrange measuring equipment in order from smallest to largest capacity
Select and use measuring equipment according to its capacity
Follow a procedure to measure the required amounts of each substance for a mixture
Record measurement data using appropriate units and abbreviations
Explore Aboriginal and Torres Strait Islander Peoples’ Practices to measure amounts of substances for a mixture
Compare amounts of substances used and left over when forming mixtures
Identify familiar solutions in everyday living
Recognise that a solution can be made by dissolving a soluble substance in a liquid
Identify components of familiar solutions in everyday living
Recognise and use the terms ‘solute’, ‘solvent’ and ‘solution’ to refer to components of solutions
Follow a procedure to measure the required amounts of each substance for a solution
Sequence solutions from most diluted to most concentrated
Compare properties of diluted and concentrated solutions
Demonstrate ways to change the concentration of a solution
Compare the amount of solute in diluted and concentrated solutions using models
Participate in a practical investigation to change the concentration of a solution