11–12Earth and Environmental Science 11–12 Syllabus (2025)
The new Earth and Environmental Science 11–12 Syllabus (2025) is to be implemented from 2028 and will replace the Earth and Environmental Science 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 Earth and Environmental Science 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
Year 11
- EES-11-02
explains the formation, location, extraction, use and consumption of Australia’s geological and energy resources
Relevant Working scientifically outcomes and content must be integrated with each focus area. All the Working scientifically outcomes and content must be addressed by the end of Year 12.
Distinguish between rocks, minerals and ores
Relate plate boundary types to the occurrence of mafic and felsic magma types
Compare the chemical composition of mafic and felsic minerals
Conduct a practical investigation to identify mafic and felsic minerals by observing their physical properties using a dichotomous key
Explain the roles of pressure, heat, weathering, erosion, deposition, compaction, cementation, melting and solidification in the formation of regional and contact metamorphic rocks, clastic and non-clastic sedimentary rocks, and intrusive and extrusive igneous rocks in the rock cycle
Conduct a practical investigation using keys to identify clastic and non-clastic sedimentary rocks, intrusive and extrusive igneous rocks, and regional and contact metamorphic rocks according to their physical properties
Outline the tectonic processes and environmental conditions which resulted in the formation of Australian ore deposits
Explain the role of Aboriginal and Torres Strait Islander Traditional Custodians in mining processes
Use data to analyse the current and predicted economic impact of coal, oil, natural gas, copper, iron ore and aluminium on Australia
Conduct a secondary-source investigation to assess Australia’s critical minerals, their deposit location(s), reserves available and uses in a renewable energy economy
Explain how geological maps, remote sensing and direct sampling are used to explore for geological resources
Conduct a laboratory experiment to model a geomagnetic survey to locate a magnetic ore under the Earth’s surface
Evaluate the use of open pit mining, underground mining, and offshore and onshore drilling extraction techniques at a variety of locations
Assess practices used by mining companies to minimise environmental impact
Assess the impact of mining on Aboriginal Cultural sites and Country in the Pilbara and one NSW location
Compare the energy transformations involved in the generation of electric currents from turbines powered by coal, natural gas, wind and water
Conduct a practical investigation to generate an electric current using a turbine
Conduct a practical investigation to gather quantitative data on a factor affecting the power output of a photovoltaic cell
Relate the locations of existing Australian power generation from coal, natural gas, wind farm, solar farm and hydro-electric to environmental, topographic and population data
Conduct a secondary-source investigation to evaluate the capacity of potential future renewable power generation sites using sunlight, wind, rainfall, topographic and population data
Explain the role of consultation with Aboriginal and Torres Strait Islander Peoples when considering potential power generation sites
Assess the need for energy storage associated with solar and wind power generation
Conduct a secondary-source investigation to compare the main uses of energy in Australian society
Justify the use of renewable and non-renewable sources to generate electricity
Relate supply and demand to the need for a mix of sources to supply energy