Overview
Syllabus overview
The Chemistry 11–12 Syllabus aligns with the Chemical World Science Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.
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.
Organisation of Chemistry 11–12
The organisation of the syllabus illustrates the important role of Working scientifically across all areas of Chemistry 11–12 and its connection to scientific knowledge and concepts. Depth studies provide students with opportunities to apply their knowledge through scientific investigations.
Figure 1 shows the organisation of Chemistry 11–12.
Image long description: The focus areas are listed in 2 columns under the headings Year 11 and Year 12. The 3 focus areas for Year 11 are Properties and structure of matter, Quantitative chemistry, and Chemical reactions. The 4 focus areas for Year 12 are Equilibrium, Acid–base reactions, Organic chemistry, and Applying chemical ideas. Extending across the bottom of both columns is a rectangular box labelled ‘Depth studies’. A line labelled ‘Working scientifically’ encircles all elements listed.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.