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Welcome to one ninety _________________________________ 2014 Our teaching staff is inspired by the belief that our young men and women will leave us with a vision of an ever-expanding world, be sensitive to its problems and ever alert to its advances. We are confident that they will be able to use what they have learned with us, to be innovative and creative in their thinking, and caring in their dealings with others. Our fervent hope is that one day we shall see them become wise adaptors and initiators in their chosen fields.

In one ninety, we are proud to build on the excellent academic foundations and behavioural practices established in the first three phases of life at Pulteney – Kurrajong, Prep School and the Middle School. On entering one ninety, each student, with the help of parents and staff, including our Careers Counsellor, makes some very significant choices about future life directions. Some are very fortunate to know these directions clearly at Year 10, others may not know them even after they complete Year 12.

Whatever the aspirations of the students as they enter one ninety, critical, creative and ethical intelligences continue to play an important role in the learning and teaching of each individual subject. The increased variety of subject choice is balanced by the SACE pattern for Years 11 (Stage 1) and 12 (Stage 2) established by SACE Board of South Australia to ensure that each student selects an educationally sound programme.

Staff members in one ninety are enthusiastic and committed to providing quality education, striving for academic excellence. It is the expectation that each student will achieve his or her individual best, not only academically but also in the wide variety of extra-curricular activities available, thus gaining valuable leadership experience and learning the benefits of a balanced lifestyle.

Leadership experience is also fostered in Tutor groups. Each student belongs to one of the four houses: Bleby-Howard, Cawthorne-Nicholls, Kennion-Miller and Moore-Sunter. Each house is divided into tutor groups according to year level. Parents are encouraged to contact Heads of House, Tutors and Subject Teachers if they are concerned about any aspect of their child’s life at school.

We welcome you to our very focused community in one ninety and assure you that, at all times, the very best interests of each individual student are of the greatest importance to us. We commend this subject information booklet to both parents and students as a valuable resource, as together you make the subject choices to ensure a suitable preparation for the future.

Michael HolmesHead of one ninety

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The SACE Board of South Australia

DisclaimerThe following information concerns subject choices and further tertiary studies. Every effort has been made to obtain up-to-date and correct information. However, details for courses, at Pulteney, at tertiary institutions and offered through the SACE Board of South Australia are subject to change. Students are advised to contact the relevant institution to verify any information contained in this booklet.

What is the SACE Board of South Australia?The SACE Board is an independent body formed by the State Government and it is responsible for the provision of curriculum statements and certification of all studies undertaken at Year 11 and Year 12 level by students in all South Australian Secondary Schools.

Its functions include: The development of curriculum statements for a wide range of subjects designed to

cater for a diversity of abilities and interests at Stage I and II (Years 11 and 12). The approval of school-based courses designed to meet the specific needs of the

school’s own students. The assessment of subjects for which it provides or approves curriculum statements. The issuing of the South Australian Certificate of Education (SACE) to all students in

South Australia who satisfactorily complete the requirements of the SACE.

What is the SACE?The SACE is the South Australian Certificate of Education awarded to students who successfully complete their secondary school education.

The SACE has been designed to enable students to: Develop the capabilities to live, learn, work and participate successfully in a changing world. Plan and engage in a range of challenging achievable, and manageable learning

experiences, taking into account their goals and abilities. Build their knowledge skills and understanding in a variety of contexts (e.g. schools,

workplaces, and training and community organisations). Gain credit for their learning achievements against performance standards.

Ideas underpinning the SACEThe SACE places central importance on the individual student and his or her learning pathways. With this in mind, the design of the SACE is underpinned by four ideas: The diversity of students – students differ in their experiences, aspirations and abilities. Different place of learning – learning occurs in a variety of places, including schools,

registered training organisations higher education institutions, workplaces and in the community.

Personalised learning pathways – students will pursue diverse pathways both within and beyond their schooling.

Consistent and transparent standards – assessment of student’s evidence of learning must occur through the consistent and transparent application of performance standards.

The certificate is based on two stages of achievement: Stage 1 (normally undertaken in Year 11) and Stage 2 (Year 12). Students will be able to study a wide range of subjects and courses as part of the SACE.

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Personal Learning Plan (PLP)The Personal Learning Plan is a key part of the SACE. It will help students map out their future and identify the goals they need to achieve as they progress towards work, training or higher education. As part of this subject, teachers will work with students to improve their literacy, numeracy and information and communications technology (ICT) skills. They will help students plan their SACE studies and investigate suitable career paths.

Research ProjectLike all students undertaking the SACE, must be completed of extended studies called the Research Project. This Stage 2 subject undertaken in Year 11 is an in-depth study of a topic that particularly interests you. It will give students the kinds of research and presentation skills needed in the workplace, in TAFE and at University.

Credit BankTo complete the SACE, students must achieve 200 credits. Students gain 10 credits for one semester or six months of study in a particular subject. A benefit of the SACE is that students can gain credits for learning both in and out of school, including vocational training, university studies, community service and some employment.

Achieving the SACETo gain the SACE, students complete two years of full-time study, which most students spread over three years. There are two stages: Stage 1, which most students study and complete in Year 11, apart from the Personal

Learning Plan, which most students complete in Year 10. Stage 2, which most students study and complete in Year 12.Each subject or course successfully completed earns ‘credits’ towards the SACE, with a minimum of 200 credits required for a student to gain the certificate. Students will receive a grade from A to E for each Stage 1 subject and A+ to E- at Stage 2. For compulsory subjects, a C grade or better must be achieved.The compulsory subjects are: Personal Learning Plan (10 credits at Stage 1). Literacy – at least 20 credits from a range of English subjects or courses (Stage 1). Numeracy – at least 10 credits from a range of Mathematics subjects or courses (Stage

1). Research Project – an in-depth major project (10 credits at State 2 level). Other Stage 2 subjects totaling at least 60 credits.

The remaining 90 credits can be gained through additional Stage 1 or Stage 2 subjects or SACE Board-recognised courses (such as VET or community learning) of a student’s choice.

Requirements CreditsYear 10 +++Personal Learning Plan 10Year 11 (Stage 1) +++Literacy (selected from a range of English subjects and courses)Numeracy (selected from a range of Mathematics subjects and courses)

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Year 11 or 12 (Stages 1 or 2) ++Other subjects and courses of the student’s choice Up to 90Year 12 (Stage 2) ++++Research Project (undertaken in Year 11) Other Stage 2 subjects and courses*

1060 or more

++ Other subjects and courses+++ Stage 1 compulsory subjects and courses++++ Stage 2 compulsory subjects and courses* Many students will complete subject or courses worth more than 70 credits at Stage 2.

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SACEThe SACE pattern for a Pulteney student would look like this:

Year Level

Subject Credits

10 Personal Learning Plan + 1011 English or Literacy for Work and Community Life 2011 Maths Applications/or Mathematical Studies 20*11 Legal Studies 1011 Physics 2011 Drama 1011 PE 1011 History 1011 Art 1011 Research Project + 10*Under the SACE model students are only required to undertake 10 credits of Mathematics at Stage 1. Pulteney Grammar encourages all student to undertake a full year of Mathematics in order to better develop their numeracy skills.12 Geography 2012 Biology 2012 English Studies 2012 PE 20+ Compulsory SACE subjects

Assessment and ModerationIn broad terms, the major difference is the use of performance standards. These standards – specifically outlined in each curriculum guide - describe in detail the level of achievement required to achieve each grade, from A to E. Teachers and assessors will use these standards to decide how well a student has demonstrated his or her learning.At Stage 1, Schools assess student performance. The SACE Board will approve learning and assessment plans for Stage 1 subjects. The SACE Board will moderate the Personal Learning Plan and the English and Mathematical subjects at the C/D borderline. At Stage 2 assessment will be 70 per cent school-based, with the remainder assessed externally. Central moderation will confirm that school-based assessment levels are consistent with each subject’s performance standards.

University Entry In brief students applying for University entry in 2014 and beyond must: Complete the SACE. Complete at least 80 credits of SACE Stage 2 subjects. At least 60 credits must be 20-

credit Tertiary Admissions Subjects (TAS). Complete any prerequisite subject requirement for their chosen University course. Obtain an ATAR – Australian Tertiary Admissions Rank.Current SACE subjects will always be able to count towards a student’s ATAR. However the ATAR will only be calculated using results from a student’s best four (4) subjects from Stage 2 SACE studies. Further information is available in the SATAC’s Tertiary Entrance Booklet.

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TAFE EntryCompletion of the SACE can meet the Minimum Entry Requirements for most TAFE SA’s courses. TAFE also considers a variety of other qualification in its entry and selection processes.

Minimum Entry Requirements differ according to the level of the TAFE course. For full details go to www.tafe.sa.eduau/selectionguide

VET in the SACEThe SACE Board has endorsed key directions for recognising Vocational Education and Training (VET) in the SACE.

Community LearningStudents are able to earn SACE credits for learning undertaken in the community. Information on community based courses an be found at www.saceboard.sa.edu.au (go to ‘subjects’ and follow the link from ‘Recognised learning’).

These details are updated as new course information becomes available.

VET courses deliver industry-endorsed units of competence from nationally accredited training packages, so students are able to receive dual accreditation – SACE credits and VET qualifications. VET courses provide students with the opportunity to: Personalise their learning pathways; Develop and practice business and industry specific skills, often including on the job

structured workplace learning; Achieve their SACE through diverse and rigorous learning experiences.

Who can study a VET program?At Pulteney, VET courses are available to one ninety students (from Semester 2, Year 10 onwards) and may be incorporated into their SACE study for a variety of reasons, including interest, skill development or career exploration. It is important that the process for selection is thoroughly considered and that all parties concerned are aware of the implications for gaining the SACE. Our experience is that successful participation in, and completion of, a VET course is more likely if: Students have an interest in the particular career/industry area they are studying. Students have a level of maturity and independence that would accommodate a more

adult style of learning and training. Evidence of part time work or other related responsibilities would be relevant.

Basic literacy and numeracy are essential components of the work environment and students will need to be able to demonstrate an appropriate skill level in both.

The VET program operates with a lower level of direct supervision of students and therefore relies on students to be able to manage their time well and be responsible and reliable, with particular focus on:o Relating to adults - given that much of the training is done by Registered

Training Authorities who work in the adult training environment, eg TAFEo Independent learning – students will receive their training once a week and it is

therefore necessary that they are able to continue with set work independently in the interim period.

o Responsibility of time management – given that training will be done in large ‘chunks’, students need to attend all sessions and catch up on any missed school work.

o Self direction – students should be able to independently follow directions and demonstrate an ability to problem solve or seek help when unsure.

o Ability to meet deadlines – this relates to administrative paperwork, VET assignments and school-related work.

o Flexibility - ability to cope with a variety of supervisors and work place situations.

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http://www.saceboard.sa.edu.au/

http://www.tafe.sa.eduau/selectionguide

Involvement in a VET course in Semester 2, Year 10 or in Year 11 will not affect university selection, as VET studies are counted within the “other” subjects in those years and will form part of the SACE that is separate from the compulsory study units. If students choose to continue a VET pathway into Year 12 this may affect university entry directly from Year 12. If students want their VET subject to contribute towards their ATAR, they MUST SATISFACTORiLY COMPLETE a CERTIFICATE III or higher qualification. If students are committed to pursuing a vocational career, that does not involve university, (for example a trade or an area in hospitality, business or health to name a few), they may be eligible for the Government ‘Skills for All’ training guarantee program. Please speak with the Careers Coordinator if you are interested to find out more.

What courses are available?There are a myriad of courses available for students to study, including but not limited to, advertising, automotive, business, construction, electronics, fashion design, fitness, media, nursing, pharmacy, plumbing, beauty therapy, architectural drafting, child studies and massage. Some course information is available at www.inap.org.au.

When and where will the training occur? VET training can occur during school hours and after school hours, depending on the

course and the provider. VET courses are held across a range of settings from schools, purpose built skills

centres, TAFE sites, on the job or a combination

For further information, contact the Careers Coordinator or visit the SACE board website www.sace.sa.edu.au.

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http://www.inap.org.au/

Curriculum Offerings –Year 10At Year 10 in 2014 all students will study; English Personal Learning Plan (PLP) Mathematics, General Mathematics, Year 10 & 10a Mathematics Science Physical Education and Health Geography / History

In addition, each student chooses the equivalent of 2 full year subjects from the following: Art 2 Dimensional / Art 3 Dimensional Business Studies Critical Film Studies Design Drama Extension Science German Information Technology Japanese Literacy and Extended Learning (by invitation) Music Photography and Multimedia Outdoor Education Studies of Society

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Curriculum Offerings – Year 11Students entering Year 11 SACE Stage 1 will be asked to choose subjects total 110 credits.

SACE – Stage 1 subjects that may be offered at Pulteney Grammar School. Art 10 or 20 credits Accounting 10 or 20 credits Biology 10 or 20 credits Chemistry 20 credits Design 10 credits Drama 10 or 20 credits Economics 10 or 20 credits Electro -Technology 10 English Pathways 20 credits English 20 credits English as a Second Language 20 credits Geography 10 or 20 credits German 20 credits History 10 or 20 credits Information Technology 10 or 20 credits Japanese 20 credits Legal Studies 10 or 20 credits Mathematical Applications 20 credits Mathematical Studies 20 credits Maths Extension 10 credits Media Studies 10 or 20 credits Music Advanced / Experience 10 or 20 credits Music Advanced 10 or 20 credits Outdoor Education 10 or 20 credits Photography and Multimedia 10 or 20 credits Physical Education 10 or 20 credits Physics 20 credits Psychology 10 or 20 credits Research Project 10 credits Specialist Mathematics 10 credits

(Subject offerings will be dependent on student numbers)

A number of VET (Vocational Education subjects) pathways are available. Please contact the Careers Counsellor for more information regarding courses.

Students at Pulteney will undertake the Research Project (10 credits) during the course of Year 11.

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Curriculum Offerings – Year 12Students in Year 12 SACE Stage 2 will choose the equivalent of four full-year subjects for study if they are intending to proceed to tertiary education.

SACE - Stage 2 subjects that may be offered at Pulteney Grammar School. Accounting Studies 20 Biology 20 Chemistry 20 Drama 20 Economics 20 English Communications 20 English Studies 20 English as a Second Language 20 Geography 20 German 20 Information Technology Studies 20 Japanese 20 Legal Studies 20 Mathematical Applications 20 Mathematical Methods 20 Mathematics Studies 20 Modern History 20 Music * 20 Music Individual Study** 10 Musicianship** 10 Music in Context** 10 Music in Technology** 10 Music Performance Special Study** 10 Music Solo Performance** 10 Music Composing and Arranging** 10 Music Ensemble Performance** 10 Nutrition 20 Outdoor Education 20 Physical Education 20 Physics 20 Psychology 20 Specialist Mathematics 20 Tourism 20 Visual Arts 20Note: (*Category depends on units chosen)

(** 2 Subjects must be completed for a full subject.(Subject offerings will be dependent on student numbers).

Parents and students should be aware of the procedures for entry to South Australia’s tertiary institutions before they make final decisions about subjects in Stage 2. Knowledge of entry requirements for courses and institutions is vital. As entry to the majority of faculties is very competitive, parents and students should undertake research into courses in which they may be interested. The Careers Counsellor can provide students with a great deal of the material they will need for this research.

The school will counsel each student several times between the initial decision regarding SACE entry and final tertiary selection. The final responsibility for subject selection rests with the student and their family. It is not Pulteney’s policy to exclude students from subjects they wish to study, but the school may, in some cases, strongly advise against certain selections.

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TAS – Tertiary Admissions Subjects for 2013 - An explanationTertiary Admissions subject (TAS) These are SACE Stage 2 subjects which have been approved by TAFE SA and the Universities as providing appropriate preparation for tertiary studies. Both TAFE SA and the Universities require students to study a minimum number of credits of TAS to be eligible to receive a selection score or rank.

The methods of assessment used by the School, and the standards accepted, are moderated by officials of the SACE Board of South Australia.

For further details regarding different assessment methods, please refer to the individual Faculty Information provided in this curriculum guide.

Year 12 in 2014How your University Aggregate is Calculated

60Three 20 credit scores

+ 20Flexible Final 20 credit score

Your scaled scored from three 20 credit Tertiary Admission Subject (TAS) are used.

Normally, 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same subject area, when studied in pairs, can substitute for a 20 credit subject. These are called Valid Pairs.

Your score for the final 20 credits of study can come from:either your score from: Another 20 credit TAS or a Recognised

Subject which is equivalent to 20 creditsor any two of the following: Half the score of a 20 credit TAS or a

Recognised Subject equivalent to 20 credits.

The score of a 10 credit TAS or a Recognised Subject which is equivalent to 10 credits.

The score of another 10 credit TAS or another Recognised Subject which is equivalent to 10 credits

The score of the Research Project which has a common written assessment (2RPB10).

Your university aggregate is the best possible score calculated using the options above, subject of course, to counting restrictions and precluded combinations.

General Advice to Students and Parents Regarding Choosing a Subject Parents and students would be wise to consider the following before making their choice of subjects in one ninety.

Balance, Ambition and RealismWhile it is important to be ambitious and opt for high goals, it is also important that students are realistic. In today’s competitive employment market it is essential that students are successful in the course of their choice. Lack of success can hinder a Student’s progress both at school and beyond. For these reasons, students ought to opt for courses and subjects which are within their reach. If, for example, a student has struggled with Science at Year 10, it is probably unwise to hope that they will improve to the point where they can be confident of a high mark in an academic Science subject in Year 12 and hence satisfy the prerequisites for tertiary study in that subject. A student must have a secure fundamental grasp of a subject at one level, before proceeding to the next. Remember it is extremely rare for a student to show remarkable improvement in a subject which has been problematic for some time.

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How to Decide on the Best Course for You1. Future Needs of Work/Study

Ensure that you include subjects which you know you need (eg pre-requisites), or are likely to need, in the future.

2. InterestsA good course should allow you to study some subjects for enjoyment as well as those which you need in order to gain entry to tertiary study. The courses offered should be flexible enough to allow you the opportunity to follow some interest areas and keep your options open for future subject choices.

3. SuitabilityEach student is different and has his/her individual strengths and weaknesses. The course you choose should be the one that best suits YOU. Remember: you and your best friend do not necessarily have the same needs. Choose what YOU need.

Preparing to Select Subjects at all Year LevelsA number of very important matters need to be considered before selection of subjects is made.

1. Research the requirements of your proposed future occupation or course of study.The following are possible sources of help:

SATAC guides – University and TAFE Tertiary Institution Handbooks TAFE Information Centre “Job Guide” www.jobguide.deewr.gov.au Career Information available through school Friends/Relatives/Employers who work in areas that interest you Career CounsellorNote: The most up to date information will be found on the Web. Pulteney’s intranet offers direct links to many relevant sites.

2. Read through this document thoroughly.Read each course offered for your level. Make sure that you get clarification about any aspect you don’t understand. Heads of Learning and Teaching are a wealth of information. You also could check the SACE Board of South Australia website www.sace.sa.edu.au.

Choosing SubjectsBe realistic about yourself.Consider the following: your ability to cope with the academic content of the subject you plan to choose your interest in the subject your proven performance in the past your level of commitment your needs what your reports have indicated in the past

Talk to others. Your teachers are in the best position to advise you about your capabilities. If you need further information about what a subject involves, talk to the teacher who

takes that subject. Talk to older/past students about their experiences. Discuss these matters with your parents.

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http://www.jobguide.deewr.gov.au/

Be informed.Subject choices may be difficult but must be based on as much information as possible.

In this Senior Curriculum Handbook you will find descriptions of all courses offered to Students in Years 10, 11 and 12.

Courses have been presented in Faculties (or Groups of Faculties) and a flow chart has been shown for each.

Each student should: Examine each flow chart to see where subjects lead and what prerequisites apply at

each level. Read all courses appropriate to his/her level. Carefully note the prerequisite and/or recommendations contained within each course

description.

Helpful ResourcesThe resources of the Careers Office may help students and their parents.

Prerequisites for courses and information about courses at Universities (SA and interstate) and TAFE institutes are available for perusal or copying.

Information concerning the following is available: Adelaide University Flinders University University of South Australia’s six (6) campuses. Other Australian Universities TAFE SA Tertiary Admission Handbooks for all States Some overseas Universities and Colleges Tertiary scholarships SATAC guides for SA and NT Universities and TAFE Campuses. Private providers of post-school training courses. Australian Defence Force entry information. Job Guide outlining jobs and tertiary courses, the requirements and prospects available

in South Australia. Vocational Education and Training (VET) information. Facilities available for individual, confidential testing with respect to career interests and

aptitudes Students also have access to information about tertiary institutions and courses through

Pulteney’s intranet and Learning Platform

It is highly recommended that you contact the Careers Counsellor, Mrs Leeanne Johnston-Bryan, for further information.

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FACULTY: PERSONAL LEARNING PLAN

Subject Name: Personal Learning Plan

Level of Study: Year 10

Length of Course: Full Year (4 lessons per fortnight)

Prerequisite: Nil (Compulsory subject)

Course DescriptionThe Personal Learning Plan (PLP) is a subject designed to help students make informed decisions about their personal development, education and training. A programme of learning is a key component of the PLP and provides students time to work together with their teachers and other experts to develop knowledge and skills for planning their own SACE learning programme. The aim is for each student to achieve success in the SACE and to prepare for work, further study and community life. The PLP is designed to develop students' capabilities and to focus their learning goals. It is a programme that helps students make, review and adjust their personal plans and decisions about learning choices to prepare them for their education and future life and career pathways.

The PLP aims to involve students in a programme of learning so that they develop knowledge and skills that will enable them to: identify appropriate future options choose appropriate subjects and courses for their SACE review their strengths and areas for development identify goals and plans for improvement monitor their actions and review and adjust plans as needed to achieve their goals.

Learning requirementsIn their plans, students will demonstrate the following learning requirements: Identification of learning goals, needs and abilities Informed decision making about developing, using, reviewing and adjusting their plan Understanding and developing their capabilities.

AssessmentStudents are required to demonstrate their learning by providing evidence of their performance. Students will be required to undertake between 4-5 assessment tasks based on the learning requirements outlined above. Students must achieve a C grade or better to be successful in this subject and meet the requirements of the SACE.

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FACULTY: RESEARCH PROJECT

Subject Name: Research Project


Length of Course: Semester

Prerequisite: Nil (Compulsory Subject)

Course DescriptionStudents choose a research question that is based on an area of interest, and capabilities (literacy, numeracy, information and communication technology, critical and creative thinking, personal and social, ethical understanding, intercultural understanding) that is relevant to their research. They use the research framework (described below) as a guide to developing their research and their chosen capabilities, and to applying knowledge and skills specific to their research question.

The 4 parts of the research framework are: initiating, developing, and managing the research carrying out the research communicating the research outcome evaluating the research.

Students evaluate the research processes they use, through which they demonstrate their capability for learning. Students also demonstrate and evaluate their chosen capabilities.

Learning RequirementsStudents are expected to: work independently and with others to initiate an idea, and to plan and manage a

research project demonstrate the learning capability and other relevant capabilities analyse information and explore ideas to develop their research develop and apply specific knowledge and skills communicate and evaluate their research outcome evaluate the research processes used and their chosen capability.

AssessmentAll Stage 2 subjects have a school-based assessment component (70%) and an external assessment component (30%).

School-based assessment: Folio (preliminary ideas and research proposal, research development, and discussion:

30%) Research outcome (40%)

External assessment: Evaluation (including written summary: 30%)

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FACULTY: LEARNING SUPPORT CENTRE

Subject Name: Learning Support

Level of study: Year 10

Length of Course: Full Year (or Negotiated Semester)

Prerequisite: Students are recommended for this course by the Head of Learning Support in consultation with the Head of one ninety.

OverviewThe number of students is limited in order to increase the amount of individual attention that each student receives. Students are given curriculum support on an individual basis. Skills in essay writing, report writing, planning assignments, reading and note making are an integral part of the work covered. Oral presentations will be used to provide opportunities for the development of skills such as speech writing, stance, eye contact and pace of delivery. Each student will also be enrolled in SACE Stage 1 Cross Disciplinary Studies. This enables the student to gain 10 points towards their SACE certificate. The work covered involves skills listed in the Learning Requirements and is based on a major area of study that is developed by the student in consultation with the Learning Support Centre teachers.

Course DescriptionLearning Requirements: The strengthening of reading and comprehension skills. Increased accuracy in

identifying key words. Developing accuracy in note making skills. Increase awareness of essay writing skills including planning, structure and formalities

of written language. Develop greater efficiency and accuracy with written reports, narratives, recounts and

expositions. Strengthen confidence in producing and delivering oral presentations. Develop stronger study skills including organisation, revision techniques and test/

examination preparation. Support development of the PLP.

Content Summary:Units of work include: Critical reading Comprehension skills Writing skills- planning and drafting Study skills Research Skills

Assessment Procedures:Assessment will be based on oral and written presentations, as well as effort and application.

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ENGLISH

16English

Communications

Year 10English

(Compulsory)Full Year

Year 8 English


Year 9English


Stage 1 (Year 11)English Pathways

Full Year

Year 10Critical Film Studies

(Elective)One Semester or Full Year

Stage 1 (Year 11)EnglishFull Year

Stage 2 (Year 12)English Studies

Full Year

Stage 1 (Year 11)ESL

Full Year

Stage 2 (Year 12)English Communications

Full Year

Stage 1 (Year 11)Media Studies

One Semester or Full Year

Year 7 English


Stage 2 (Year 12)ESL

Full Year

FACULTY: ENGLISH

Subject Name: English


Length of Course: Full Year

Prerequisite: Satisfactory completion of Year 9 English

Course DescriptionLearning requirements:Through their study and use of texts and language, by the end of Year 10, Students should be able to: Demonstrate developing language skills through reading, viewing, writing, listening, and

speaking; Interpret, analyse, evaluate and demonstrate a detailed knowledge of a range of written,

visual, oral, electronic, and multimedia texts across a range of text types and contexts; Communicate their values, beliefs, concerns, and points of view, and critically evaluate

how these are shaped; Compose texts, in a range of modes and forms, that are relevant to their context and

audience, and demonstrate accurate use of language and appropriateness of register; Explore and recognise the complexities of a contemporary media issue using a range of

language skills in a range of modes.

Content Summary: The close study of three written texts. The close study of one film. Students will have an English course book designed to meet the requirements of

contemporary students of English. Students, in conjunction with this text book, will attempt exercises in speaking and listening, reading and viewing, and writing. Independent

Reading, Information and Communications Technology Skills will also be refined. Skills in desktop publishing, data bases and the Internet will be developed and employed where appropriate.

Assessment Procedures:Assessment Component 1: Coursework 90%.Coursework will include written and oral work, tests, essays, presentations, homework exercises and assignments.Assessment Component 2: Examination 10% Examination will include literary essay and comprehension.

There will be examinations at the end of Semester 1 and Semester 2.

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FACULTY: ENGLISH

Subject Name: Critical Film Studies


Length of Course: Semester or Full Year

Prerequisite: Students choosing this subject must also complete a full year of English at Year 10

Course DescriptionLearning Requirements:Through their study of film students should be able to: Develop proficiency in thinking, writing and speaking about film. Consider critically a range of film texts across a range of contexts and genres. Demonstrate an understanding of the variety of ways film creates meaning. Demonstrate an ability to use knowledge, skills, research and experience and apply

them analytically to evaluate film texts. Demonstrate a critical understanding of the historical, socio-cultural contexts of film. Develop and apply an understanding of film language and style. Produce a short narrative film demonstrating their knowledge and understanding of the

art of film- making.

Content Summary:Students will critically study at least three film texts each semester to enhance their appreciation of film. They will explore the historical and socio-cultural contexts of film, as well as the narrative and stylistic features of different genres.

Assessment Component: Coursework: This will include essays, tests, discussion papers, oral presentations, film-

making and an independent study. End of semester examination.

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FACULTY: ENGLISH

Subject Name: English

Level of Study: Stage 1


Prerequisite: Satisfactory completion of Year 10 English.

The study of English provides students with a focus for informed and effective participation in education, training, the workplace and their personal environment. In Stage 1 English, students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes.Stage 1 English caters for students with a range of learning styles and articulates with the Stage 2 English subjects. Stage 1 English allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet this literacy requirement. The focus capabilities for this subject are communication, citizenship, personal development, work, and learning.

Content: Students are required to read and respond to texts as well as produce texts.

Reading and responding to textsStudents explore a range of texts composed for different purposes and in a range of forms. They develop an understanding of how authors communicate and use examples of these texts to compose their own texts.

Producing textsStudents provide evidence of the extent and quality of their learning in producing texts in written, oral or multimodal form.

Extended StudyEach semester students complete one of the extended study options: Option 1: Language Study Option 2: Connected Texts Study Option 3: Student-negotiated Study

Option 1: Language StudyStudents focus on an aspect of language in a context beyond the classroom. Students could, for example, reflect on how specialised vocabulary is used in texts, the effect of context on appropriate language choice, the role of language in establishing individual or group identity, or how language choice is determined by the expectations of the audience.Option 2: Connected Texts StudyStudents consider texts in relation to each other, to the context in which they are produced, and to the context in which they are read or viewed. Students choose a minimum of two texts that are connected by similarity or difference.Option 3: Student-negotiated StudyStudents negotiate a focus that enables them to develop an understanding of the place of language and texts in social and cultural contexts. The extended study can be written, oral, or multimodal, or a combination of these modes.

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning in Stage 1 English through the following assessment types:Text AnalysisText ProductionExtended Study (students select two of three options to complete throughout the year)

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FACULTY: ENGLISH

Subject Name: English Pathways



Prerequisite: Satisfactory completion of Year 10 English.

The study of English Pathways provides students with a focus for developing their personal and social identity through reading and composing texts. In Stage 1 English Pathways, students are involved in exploring, responding to, and composing texts in, and for a range of, personal, social, cultural, and / or vocational contexts. The term ‘text’, in this context, encompasses any form of communication, whether written, visual, oral, or multi-modal, literary or non-literary. Stage 1 English Pathways caters for students with a range of learning styles and articulates with the Stage 2 English Communications subject. Stage 1 English Pathways allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet the literacy requirement. The focus capabilities for this subject are communication, citizenship, personal development, work, and learning.

ContentStudents are required to read and respond to texts as well as produce texts.

Reading and responding to textsStudents explore a range of texts composed for different purposes and in a range of forms to develop and refine their ability to reflect on different perspectives on complex, and at times contentious, issues and ideas. They develop an understanding of how authors communicate and use examples of these texts to compose their own texts.

Producing textsStudents provide evidence of the extent and quality of their learning in producing texts in written, oral or multi-modal form.

Assessment Assessment of performance in Stage 1 English Pathways is school based. Students demonstrate evidence of their learning in Stage 1 English Pathways through the following assessment types:Text AnalysisText Production

For a ten credit subject, four or five assessment tasks will be set, including at least one from each assessment type. At least one assessment will be delivered as an oral, or multi-modal, presentation.

For a twenty credit subject, eight to ten assessment tasks will be set, including at least two from each assessment type. At least two assessments will be delivered as an oral, or multi-modal, presentation.

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FACULTY: ENGLISH

Subject Name: English Studies



Prerequisite: Satisfactory completion of Stage 1 English (a B grade or better is desirable)

Course DescriptionLearning Requirements:At the end of the programme in English Studies, students should be able to: analyse texts, demonstrating depth of understanding and engagement. identify the structural, conventional, and linguistic features used by authors in

constructing texts. understand that the interpretation of texts is influenced by the interplay between what

the author presents in the text, the context in which the text was generated, and what the reader, viewer, or listener brings to the text.

compare and contrast texts to evaluate the role of sociocultural and situational contexts. use evidence to develop and support critical reasoning in the form of sustained

argument. compose texts that engage the interest of the reader, viewer, or listener. show critical understanding of how their own texts may be interpreted. express ideas clearly and accurately in a range of appropriate forms and registers.

Content Summary:Text StudyThe text study comprises four shared studies and an individual study.

Shared Studies: one film text. at least one extended prose text. at least one written drama text. at least 1000 lines of poetry. a range of short texts.

Individual Study:The individual study: consists of a two thousand word critical essay based on individually selected texts.

Text Production StudyStudents will be given the opportunity to develop and demonstrate creativity and to use language for a range of purposes. The text production study will include written text production and oral text production.

Assessment Procedures:School Based Assessment:Shared Studies 30%Individual Study 20%Text Production 20%

External Assessment:Examination 30%

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FACULTY: ENGLISH

Subject Name: English Communications



Prerequisite: Satisfactory completion of Stage 1 English or English Communications.

Course DescriptionLearning Requirements:At the end of the programme in English Communications students should be able to: Show an understanding of the relationship between audience, purpose, and form in a

range of communication modes in a number of contexts. Identify the language structures and conventions of texts, and the way the language in

texts represents ideas, power relationships, values, and interests. Clarify and articulate their own ideas and values through critical engagement with texts

and language. Demonstrate their understanding of the conventions of a variety of textual forms and the

purposes to which texts may be put by composing their own texts in a range of forms and modes.

Compose texts that are relevant to the context and achieve their purpose. Show critical awareness of how their own texts may be interpreted or used.

Content Summary:This 2-unit subject consists of: A communication study, for which students undertake two tasks based on five

categories of communication; (one task is a comparative piece, one task is a practical application).

A text analysis , for which students undertake three tasks; (two written and one oral). A text production study, for which students undertake three tasks, one supervised; A folio, applications, of which students undertake two tasks consisting of one response

to an example of communication, and one text production with written statement (externally assessed).

Assessment Procedures:Assessment Component 1: Communication (two tasks) 30%Assessment Component 2: Text Analysis (three tasks) 20%Assessment Component 3: Text Production (three tasks, one supervised) 20%Assessment Component 4: Folio (external assessment) 30%

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FACULTY: ENGLISH

Subject Name: Media Studies


Length of Course: Full Year, but maybe taken for one Semester

Prerequisite: Satisfactory completion of Year 10 English and preferably at least one semester of Year 10 Critical Film Studies

Media Studies provides students with the opportunity to explore the dynamic role of media in Australian and global contexts. Students develop an understanding of the ways in which media provide views of world events, interpretations of the world, and entertainment. Students consider how media can exert a significant influence on the ways in which people receive and interpret information about the world, explore their own culture and that of others, construct their identity, make economic choices, develop political ideas, and spend their leisure time, Media contribute to the formation of cultural identity because they are central to everyday life.Students develop media literacy and production skills by critically observing media practice, critically analyzing media texts, and creating media products. By developing sensitivity to trends in media content, students learn about their own culture and that of others, and the effect of media on individual and group identity.Students are involved in discussing and analyzing media issues, interacting with media, and creating media products. Students actively engage and interact with media, while learning to make informed choices. The analytical elements of Media Studies support students to develop critical research and analysis skills that may lead to future study or employment pathways.Stage 1 Media Studies may be taken as a 10-credit subject or a 20-credit subject.Stage 1 Media Studies course caters for students with a range of learning styles. The focus capabilities for this subject are communication, citizenship, personal development, work and learning.

ContentStage 1 Media Studies involves reading, viewing, writing, listening, discussing, debating and interacting. It also involves creating media products and analyzing media. Students create and examine a range of media texts, thus developing their skills and knowledge, and their understanding of media as symbolic systems.Students will be given opportunities to undertake research, debate issues, produce a range of texts, and present their views in a variety of ways. Students will reflect on their own experiences of media when studying their chosen topics.Learning in Media Studies is achieved through a close study of topics selected from the following list taken from the SACE Stage 1 and 2 courses: Images of Youth In The Media Making the News Advertising Careers In Media Creating Multimedia Texts Representations in Media Media Audiences Media and Leisure Media and The Global Community Photojournalism

Documentaries Cult Television / Film Music and Media The Internet Television Genres Community Media Youth and Media Children and Media Media Ethics and Regulation Cultural Diversity in Media

AssessmentThe following assessment types enable students to demonstrate their learning in Stage 1 Media Studies:Assessment Type 1: FolioAssessment Type 2: Interaction StudyAssessment Type 3: Product

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Information Technology

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Middle School

IT

Year 10

Stage 1(Year 11)

Stage 2(Year 12)

Notes:* Year 10 students can participate in practical electronics as an option of the Science curriculum.* Year 10 students can choose IT as an elective for either one or both semesters* Year 11 IT can be chosen by students who have successfully completed Year 10 Electronics, but it is highly recommended that they also complete one or two semesters of Year 10 IT.* Year 11 IT is a highly recommended for Year 12 IT.

Year 9 IT Elective

Multimedia & Application Tools Program Development

IT Elective B (sem2)* Game Design and Development* Multimedia Programming* Algorithms with Raspberry Pi

IT Elective A (sem1)* Business Applications* iPhone App Development* Web 2.0 innovations

Information Technology B* Multimedia Gaming* Web 2.0 Development (Website

Programming)

Information Technology A* Networks and Security (Computer Systems)* Application Development and Programming

Principles (Application Programming)

Information Technology* Computer Systems* Information Systems* Application Programming* Multimedia Programming

Year 7 & 8IT

(Cross Curriculum Integration)

FACULTY: INFORMATION TECHNOLOGY Subject Name: Information Technology



Prerequisite: None

Course DescriptionSemester 1The course is structured to engage students in aspects of computing that would be beneficial for future education and career pathways. This course covers three sections: Business Applications: Computer Systems and Spreadsheeting iPhone App Development: Students will be studying xcode to build their own app Web 2.0 innovations: students select from a range of choices to complete their own

project in either picture, sound video or 3D modelling based around the design cycle.The course is structured to engage students in software development tools to produce prototypes for various business scenarios incorporating multimedia elements. The course will also introduce students to interactive programming and application design using various languages with career and certification pathways. Students will be able to select from various units within the Application, Development and Knowledge strands.Semester 2The course is structured to engage students in aspects of computing that would be beneficial for future education and career pathways. This course covers three sections: Game design and development Multimedia programming Algorithms with Raspberry PiThe course is structured to engage students in software development tools to produce prototypes . The course will also introduce students to interactive programming and application design using various languages with career and certification pathways. Students will be able to select from various units within the Application, Development and Knowledge strands.

Assessment Procedures:The following assessment enable students to demonstrate their learning: Assessment Type 1 Folio consisting of course work and extended responses. Assessment Type 2: Skills Tasks. Assessment Type 3 Projects. Assessment Type 4 Semester Exam

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FACULTY: INFORMATION TECHNOLOGY Subject Name: Information Technology


Length of Course: One Semester (or combined for full year)

Prerequisite: None

Course DescriptionStudents investigate computer networks and social issues surrounding security and privacy. The architecture of the computer is exposed with the study of global protocols for communication and collaboration in digital environments. Students will develop a range of information technology skills and techniques while creating their own systems that can be tested and evaluated. They develop and apply specialised skills and techniques in the use of software in a number of information technology areas.

Content Summary:Semester OneThis is a one-unit course consisting of two modules; Computer Networks and Security (Computer systems), as well as Application Development and Programming Principles. Whilst these are separate modules they are taught concurrently.Networks and Security (Computer systems)The study of computer networks and systems is central to the understanding of information technology in today’s world. The interaction of hardware, software and communication technologies are investigated against the complex social issues of data security and protection. Students develop an understanding of computing concepts and accurate terminology that help in the development of an information technology system and the communication network.Application Development and Programming Principles (Application Programming)Students investigate various program application focused around programming principles structure and efficiency of code. The use of computer software can be designed for current devices such as smart phones, desktop computers or mini-computers or the Raspberry Pie. Students develop an understanding of programming by constructing an application program that accepts input from, and interacts with, the user to produce outcomes. Students use the problem-solving approach of the systems development life cycle to build an application program.

Semester TwoThis is a one-unit course that can be combined with the earlier course to form a full year of study. The second course offers two modules, Multimedia Gaming and Web 2.0 Development.Multimedia Gaming (Multimedia Programming)Students investigate the multimillion dollar business of interactive gaming and the social impact on businesses, communities and individuals. Research is conducted on the software, hardware and collaborative environments that underpin the industry. Students develop application around the movement of objects for animation, the manipulation of audio files and the developer principles for construction. Web 2.0 Development (Website Programming)Students look at the evolution and future direction of web 2.0 tools from Facebook to Google. Time is spent on the social and collaborative tools developed through code. Algorithms form a fundamental structure to the course to resolve real world and hypothetical situations. Students design and create interactive applications through website programming.

School Assessment Items:Assessment includes theory (podcasts, vidcasts, presentations and tangible items), skills application assessments (Designing, Validating, Evaluating and Developing), project and end of semester knowledge and understanding review.

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FACULTY: INFORMATION TECHNOLOGY

Subject Name: Electrotechnology


Length of Course: One Semester

Prerequisite: None

Course OverviewElectrotechnology involves the use of devices such as electrical, electronic, mechanical, and interface components, including programmable control devices, to design and make systems and control products. Students will design and create products or systems that meet a design brief, and develop the knowledge and skills associated with using different processes and production techniques.Students combine their designing and creating skills with knowledge and understanding of materials, information, and equipment to make systems for intended purposes. Students will analyse the impact of technological practices, products, or systems on individuals, society, and/or the environment now, and develop insights into the uses of technology in future contexts.Students are expected to develop and demonstrate through their learning the knowledge, skills, and understanding of systems and control products.

Advice to Students:It will be an advantage to have completed Year 10 Electronics giving a high C grade or better, as the skills and content of this course will assume knowledge and understanding.

Content Knowledge and function electronic components The design and manufacture of circuit boards Basic use of a Cathode Ray Oscilloscope and other diagnostic equipment Transformers Radio and amplifier circuits Digital electronics – AND,NAND, OR NOR and NOT gates

Pathways VET/TAFE Electronics Electronics Industry traineeships and apprenticeships Stage 1 Information Technology

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FACULTY: INFORMATION TECHNOLOGY

Subject Name: Information Technology Studies



Prerequisite: The study of Stage 1 Information Technology is desirable but not essential.

Course DescriptionStudents will develop an understanding of computer-based systems and the role they play in supporting efficient and effective use of technology. They will learn about how computers work, how people use computers to communicate, and how to develop software solutions that meet the needs of individuals, organisations, and communities.

Learning Outcomes:At the end of the programme in Stage 2 Information Technology Studies students should be able to: apply and use information technology concepts with appropriate terminology; explain how data is represented and transferred in computer-based systems; apply skills and concepts to manipulate and process data to produce components

involving complex processes; apply information technology knowledge, skills and problem solving techniques, to

create and document user-friendly, reliable, and accurate systems; critically analyse the responsibilities of the developer of systems; critically analyse and discuss ethical use, and social impact on individuals and society,

of current and potential computer-based systems/technologies.

Content Summary:Stage 2 Information Technology Studies is organised into the two compulsory core topics: Information Systems Computer and Communication Systemsand two option topics: Application Programming Multimedia ProgrammingAssessment Procedures:

School-based Assessment (70%) Assessment Type 1: Folio (20%) Assessment Type 2: Three Skills and Applications Tasks (30%) Assessment Type 3: Single Project (20%) Assessment Type 4: Examination (30%).

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LANGUAGES

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Year 10Continued subject

(Elective)- Full Year

Year 8Japanese or German

(Compulsory)- Full Year

Year 9Cont. Year 8 subject

(Compulsory)- Full Year

SACE Stage 1(Year 11)

German or Japanese- Full Year

Year 7Japanese or German

Introductory(Compulsory)

- Full Year

SACE Stage 2(Year 12)

German or Japanese- Full Year

FACULTY: LANGUAGES

Subject Name: German



Prerequisite: Year 9 German

Course DescriptionIn Year 10, students will:

acquire a deeper understanding of how laguage works, in the key areas of listening, speaking, reading and writing

develop the ability to communicate with more complex German language constructs continue their comparative language studies of English and German further their understanding of the differences and similarities between German and

Australian culture gain a clear understanding of what is expected of them in SACE German

Learning Requirements:At the end of the German Year 10 program, students should be able to: identify key items of information structure ideas to form a cohesive text and demonstrate a logical sequence compare information from a variety of sources to make decisions for the present or

future use imaginative or expressive language to inform others.

Content Summary:The course uses Katzensprung 3 as its primary text and is supported by a variety of additional sources and ICT tools to focus on the following language and cultural concepts: Past and future tenses, reflexive and separable verbs, making comparisons, adjective

and case endings, and two-way prepositions Berlin and other German-speaking nations Heimat (homeland) Coming of Age – rights and responsibilities Personal description – relationships and feelings Youth issues The environment and the outdoors Cold War history.

In addition to these topics, students will develop their research and analysis skills, using the internet and multimedia to reflect upon the differences and similarities of German and Australian language and culture.

Assessment Procedures:Assessments include a variety of written, listening and oral tasks, grammar and vocabulary tests, as well as cultural activities relevant to the topics studied. A 90 minute examination is held at the end of each semester.

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FACULTY: LANGUAGES




Prerequisite: This course is intended for students who have successfully studied German for a minimum of 3 years.

Course DescriptionThis course aims to prepare students thoroughly for the requirements of the Stage 2 Continuers German course.

Students will develop their skills to communicate meaningfully and effectively in German and develop knowledge, awareness and understanding of the German language and culture in relation to their own.

Learning Requirements interacting with others to exchange information, ideas, opinions, and experiences in

German creating texts in German for specific audiences, purposes, and contexts to express

information, feelings, ideas, and opinions analyzing a range of texts in German to interpret meaning examining relationships between language, culture, and identity, and reflecting on the

ways in which culture influences communication.

Content Summary:There are 3 prescribed themes of study: The Individual The German speaking Communities The Changing World

Topics covered will vary from year to year. Topics to be covered across Stage 1 and 2 include: Personal Identity School and Aspirations Leisure and Lifestyles People and Places Past and Present Arts and Entertainment The world of work Youth Issues Tourism and Hospitality

Assessment Procedures:Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:InteractionText ProductionText AnalysisInvestigation

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FACULTY: LANGUAGES




Prerequisite: Stage 1 German with a satisfactory level of achievement.

Course DescriptionThis SACE Stage 2 German continuers programme aims to equip the students with skills to meet the externally and internally assessed requirements of the course. It reinforces skills learned in earlier years and seeks to extend the students’ ability to communicate effectively in the German language, to impart a greater understanding of the German culture and to enhance their understanding of the relationship between language, culture and identity.

Learning RequirementsIn this subject, students are expected to develop and apply linguistic and intercultural knowledge, understanding, and skill to: interact with others to exchange information, ideas, opinions and experiences in

German create texts in German to express information, feelings, ideas, and opinions analyse texts that are in German to interpret meaning examine relationships between language, culture, and identity, and reflect on the ways

in which culture influences communication

Content SummaryStage 2 German is organised round the below listed prescribed topics. The topics will be covered across Stage 1 and Stage 2 and will extend students ability to communicate meaningfully in German.

Topics covered will vary from year to year but are to be chosen from the following: Personal Identity School and Aspirations Leisure and Lifestyles People and Places Past and Present Arts and Entertainment The World of Work Youth Issues Tourism and Hospitality

Assessment Scope and Requirements:School Based Assessment 70% Assessment Type 1 50% (Folio) Assessment Type 2 20% (In depth study)

External Assessment 30% Examination

o Oral o Written

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FACULTY: LANGUAGES

Subject Name: Japanese



Prerequisite: It is assumed students have successfully completed Year 9 Japanese.

Course RequirementsThe Year 10 students will use the Text Book iiTomo and explore the linguistic and cultural components that surround learning Japanese at this level. They will be encouraged to reflect on their language learning and explore connections between their own culture and Japanese culture. They will develop the ability to communicate in Japanese using more complex structures and grammar references. Skills will be enhanced across speaking, listening, reading and writing and they will be prepared for the Stage 1 SACE Course.

Learning Requirements:At the end of the programme in Japanese at Year 10 level, students should be able to: listen and respond to texts and interpret meaning develop thinking skills and make connections between a range of texts identify and analyse patterns and systems of language in Japanese engage in conversations to exchange information.

Content Summary:Course content is organised in a manner that demonstrates a range of grammatical tasks, cultural assignments and speaking activities. Five themes of work are studied covering many topics and sub-themes. Growing up in Japan and Australia – Past Tenses School and Study – Negative Form of Adjectives Popular Foods in Japan – Te Form Free Time – Plain Form Excursions and Outings – Location Words, giving directions

Regular cultural topics are incorporated into each theme of study. Students undertake a variety of speaking tasks on school, sports, family, daily routine, and likes and dislikes.

Assessment Procedures:Assessment includes reading and listening comprehensions, grammar and vocabulary tests, and end of unit revision tests. Research assignments in English on cultural topics will also be assessed. Students will also undertake oral reporting and creative writing essays.

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FACULTY: LANGUAGES




Prerequisite: Successful completion of Year 10 Japanese.

Course DescriptionThere are three prescribed themes of study: The Individual The Japanese-speaking Communities The Changing World

Each of these themes cover a broad range of topics that aim at developing skills in listening, speaking, reading and writing and that lead to Stage 2 Japanese.

Learning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to develop and apply linguistic and intercultural knowledge, understanding and skills to: Interact with other to exchange information, ideas, opinions, and experiences in

Japanese Create texts in Japanese to express information, feelings, ideas, and opinions Analyse texts that are in Japanese to interpret meaning Examine relationships between language, culture, and identity, and reflect on the ways

in which culture influences communication.

Content Summary:Using the prescribed themes, four specific topics will be undertaken each semester. Semester One covers home, family, festivals and food. Processing information, oral and written tasks will be undertaken as well as an Investigative Task. Students complete a research assignment on Festivals in Japan, in English and also a report in Japanese.

Semester Two topics are travelling to Japan, current issues, education and working life/future. The Investigative Task is an In Depth Study of the life of Japanese teenagers – their school life, leisure and sports. A research assignment in English and a report in Japanese completes this task.

Specific grammar and characters are studied within each topic. All themes and topics covered lead to Stage 2 Japanese.

Assessment Procedures:Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:Interaction Text Production Text Analysis Investigation Interaction

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FACULTY: LANGUAGES




Prerequisite: Successful completion of Stage 1 Japanese.

Course DescriptionThis Stage 2 course is selected to ensure the students experience the language in varied forms and meet each of the learning outcomes successfully. The three prescribed themes of Stage 1 Japanese are as in Stage 2. The Individual The Japanese Speaking Communities The Changing World

The topics covered are extended and also include an In-Depth Study on a cultural aspect in both Japanese and English. A Stage 2 Japanese student enhances their communication skills, broadens their employment prospects and thinks positively about other cultures in a more intellectual and stimulating manner.

Learning Requirements:At the end of the programme in Japanese at continuers level, students should be able to: exchange information, opinions, and experiences in Japanese express ideas through the production of original texts in Japanese analyse, process, and respond to texts that are in Japanese understand aspects of the language and culture of Japanese-speaking communities

Content Summary:Under the three prescribed themes the following topics and sub-topics will be covered. Living in Japan – weather, leisure, hobbies, Visiting Japan – home-stay experience, travelling, tourist and cultural attractions and Establishing Relationships – meeting people and gift giving.

Each of these topics and sub-topics will be supported by a series of texts covering vocabulary, characters and grammatical exercises. An In-Depth Study on a topic of student choice will be undertaken and will include an oral presentation and a written response in both English and Japanese.

The oral component of the course covers the topic of the student’s personal world e.g. life, family, friends, interests and aspirations. Listening, reading and writing tasks complete the course work.

Assessment Scope and Requirements:School Based Assessment 70% Assessment Type 1 50% (Folio) Assessment Type 2 20% (In depth study)

External Assessment 30% Examination

o Oral o Written

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MATHEMATICS

Note: Stage 1 Units A are studied in the first semester. Stage 1 Units B are studied in the second semester. At Stage 1, students may change from Mathematical Studies to Mathematical Applications at the end of the first semester. At Stage 1, a 1 Unit extension may be studied as an option in the second semester and is recommended for any student wishing to

study Mathematical Studies at Stage 2. Students should read the career paths listed at the bottom of each page for the relevant Stage 2 subjects as well as doing extra research for

career interests. 10A is a new subject for the Australian Curriculum. It leads to Specialist Mathematics in Stages 1 and 2.The Curriculum for Senior Years (Stages1 and 2) is still in draft form and plans for implementation are not yet finalised. Some changes may

be made to the published courses to allow for the introduction of the Australian Curriculum

Year 10General Mathematics

Year 10 and 10AMathematics

Year 10Mathematics

Stage 1 Mathematical Applications

A & B

Stage 1 Specialist Mathematics A

and Mathematical Studies A & B

Stage 1 Mathematical Studies

A & B

Stage 2Mathematical Methods

Stage 2Specialist Mathematics

andMathematical Studies

Stage 2Mathematical Applications

Stage 2Mathematical Studies

Years 7, 8 & 9Mathematics

FACULTY: MATHEMATICS

Subject name: Mathematics


Length of course: Full year

Prerequisite: Successful completion of Year 9 Mathematics to a minimum C standard or better

Course DescriptionLearning Requirements: At the end of the Year 10 Mathematics programme confidence in their ability to do

Mathematics. Developed skills in computation and problem solving. Developed the ability to apply Mathematical ideas, rules and procedures to particular

situations and problems. Developed an appreciation of mathematics as a relevant and useful activity. Acquired a background of mathematical knowledge, concepts, symbolic representation and

terminology appropriate to their stage of mathematical development. Developed positive attitudes towards Mathematics.

Content Summary: (more detail is available on the Australian Curriculum website) www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level=10Number and Algebra Money and Financial Mathematics – compound and simple interest Patterns and Algebra – common factors, algebraic products and quotients, algebraic

fractions, binomial products and factorization, substitution Linear and Non-Linear relationships – solving linear equations and inequalities,

simultaneous equations, parallel and perpendicular lines, relationships between algebraic expressions and graphs, equations with algebraic fractions, quadratic equations

Measurement and Geometry Units of Measurement – problems involving surface area and volume Geometric Reasoning – proofs involving congruent triangles and similarity, and angle

properties Pythagoras’ and Trigonometry – solve problems involving right angled trianglesStatistics and Probability Change – two and three step chance experiments, with and without replacement,

independence, ‘language’ of chance and conditional statements Data Representation and Interpretation – quartiles and interquartile range, box plots,

histograms, dot plots, scatter plots, relationship between two variables, evaluate statistical reports

Assessment Procedures: Tests at the conclusion of each chapter (approximately every three weeks) Investigations and assignments Mid-year examination Final examination

Graphic Calculators are a compulsory item. Their use is introduced in a number of contexts during the year.

http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level=10


Subject name: Mathematics

Level of Study: Year 10A

Length of course: Full year

Prerequisite: Successful completion of Year 9 Mathematics to a minimum C standard or better

Course DescriptionLearning Requirements: At the end of the Year 10 Mathematics programme confidence in their ability to do




Content Summary: (more detail is available on the Australian Curriculum website)Number and Algebra Real Numbers – rational and irrational numbers, logarithms Patterns and Algebra – polynomials, factor and remainder theorems Linear and Non-Linear Relationships – simple exponential equations, parabolas,

hyperbolas, circles, exponential functions, graphs of polynomials, factorizationMeasurement and Geometry Using Units of Measurement – surface area and volume of right pyramids, cones and

spheres Geometric Reasoning – properties of chords of circles Pythagoras’ and Trigonometry – sine and cosine rules, area of triangle, unit circle,

trigonometric graphs and equations, solving problems in 3-D using Pythagoras’ and trigonometry

Statistics and Probability Chance – investigate reports Data Representation and Interpretation – mean, standard deviation, use technology to

investigate data

Assessment Procedures: Tests at the conclusion of each chapter (approximately every three weeks) Investigations and assignments Examination



Subject Name: General Mathematics


Length of Course: Full year

Prerequisite: Successful completion of Year 9 Mathematics

Course Description:This course is developed to cater for students who require additional support in Mathematics. They cover the same topics and content as the Year 10 Australian Curriculum but with a practical interpretation to help students meet the minimum requirements of the achievement standards. It focuses on consolidating core mathematical concepts and developing vital literacy and numeracy skills.

Learning Requirements: At the end of the Year 10 Mathematics programme confidence in their ability to do




Content Summary: (more detail is available on the Australian Curriculum website) Number and Algebra Money and Financial Mathematics – compound and simple interest Patterns and Algebra – common factors, algebraic products and quotients, algebraic

fractions, binomial products and factorization, substitution Linear and Non-Linear relationships – solving linear equations and inequalities,

simultaneous equations, parallel and perpendicular lines, relationships between algebraic expressions and graphs, equations with algebraic fractions, quadratic equations

Measurement and Geometry Units of Measurement – problems involving surface area and volume Geometric Reasoning – proofs involving congruent triangles and similarity, and angle

properties Pythagoras’ and Trigonometry – solve problems involving right angled trianglesStatistics and Probability Change – two and three step chance experiments, with and without replacement,

independence, ‘language’ of chance and conditional statements Data Representation and Interpretation – quartiles and interquartile range, box plots,

histograms, dot plots, scatter plots, relationship between two variables, evaluate statistical reports

Assessment Procedures: Tests at the conclusion of each chapter (approximately every three weeks). Investigations and assignments. Mid-year examination. Final examination.



Subject Name: Mathematical Studies A and B

Level of Study: Stage 1 (20 credits)

Length of Course: Semester 1 and 2

Prerequisite: Successful completion of Year 10 Mathematics

Subject SummaryIn the study of Mathematics students participate in a wide variety of problem-solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved. Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement. The focus capabilities for this subject are communication, citizenship, personal development, work, and learning.Course DescriptionLearning Requirements:The learning requirements summarise the knowledge, skills and understanding that students are expected to develop and demonstrate through their learning.In this subject students are expected to: understand mathematical concepts and relationships, making use of electronic technology

where appropriate to aid and enhance understanding identify, collect, and organise mathematical information relevant to investigating and solving

problems recognize and apply the mathematical techniques needed when analysing and solving a

problem in context interpret results, draw conclusions, and reflect on the reasonableness of these in the

context of a problem communicate mathematical reasoning and ideas to a variety of audiences by using

appropriate language and representations work both independently and cooperatively in planning, organising, and carrying out

mathematical activities.These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.

Content Summary : Statistics Geometry and mensuration Quadratics and other polynomials Models of growth Coordinate geometry Functions and graphs

Assessment Procedures:Skills and application tasks (tests etc.) 80%Investigation/project 20%End of semester examination Reported separately

*For those studying Stage 1 in 2015 and beyond, the new Australian Curriculum for Senior Years has not yet been finalised.


Subject Name: Mathematics Extension (Optional)

Level of Study: Stage 1 (10 Credits)

Length of Course: Semester 2

Prerequisite: Successful completion of Year 10 and Mathematical Studies A

Subject SummaryIn the study of Mathematics students participate in a wide variety of problem-solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved. Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement. The focus capabilities for this subject are communication, citizenship, personal development, work, and learning.

Course DescriptionLearning Requirements:The learning requirements summarise the knowledge, skills and understanding that students are expected to develop and demonstrate through their learning.In this subject students are expected to: understand mathematical concepts and relationships, making use of electronic technology


problems recognise and apply the mathematical techniques needed when analysing and solving a





Content Summary: Networks and matrices Statistics Geometry and mensuration Functions and graphs Introductory calculus

Assessment Procedures :Skills and application tasks (eg tests) 80%Investigations/project 20%End of semester examination Reported separately



Subject Name: Mathematical Applications A and B


Length of Course: Semester 1 and 2

Prerequisite: Completion of Year 10

Subject SummaryIn the study of Mathematics students participate in a wide variety of problem-solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved. Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement. The focus capabilities for this subject are communication, citizenship, personal development, work, and learning.Course DescriptionLearning Requirements:The learning requirements summarise the knowledge, skills and understanding that students are expected to develop and demonstrate through their learning.In this subject students are expected to: understand mathematical concepts and relationships, making use of electronic technology






mathematical activities.These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteriaContent Summary: Earning and spending Measurement Data in context Networks and matrices Saving and borrowing Simulating random processes Statistics Geometry and mensurationAssessment Procedures:Skills and application tasks (eg tests) 70%Investigations/project 30%End of semester examination Reported separately*For those studying Stage 1 in 2015 and beyond, the new Australian Curriculum for Senior Years has not yet been finalised.


Subject Name: Specialist Mathematics



Prerequisite: Successful completion of Year 10

Subject SummaryIn the study of Mathematics students participate in a wide variety of problem-solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved.Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement.The focus capabilities for this subject are communication, citizenship, personal development, work, and learning.

Course DescriptionLearning Requirements:The learning requirements summarise the knowledge, skills and understanding that students are expected to develop and demonstrate through their learning.In this subject students are expected to: understand mathematical concepts and relationships, making use of electronic technology







Content Summary: Planar geometry Periodic phenomena

Assessment Procedures:Skills and application tasks (eg tests.) 80%Investigations/project 20%End of semester examination Reported separately



Subject Name: Mathematical Studies



Prerequisite: Successful completion of Stage 1 Mathematical Studies A and B

Course DescriptionLearning Requirements:At the end of the programme in Mathematical Studies, students should be able to: use mathematics as a tool to analyse data and other information elicited from the study of

situations taken from social, scientific, economic, or historical contexts. understand fundamental concepts, demonstrate mathematical skills, and apply routine

mathematical procedures. think mathematically by posing questions, making and testing conjectures, and looking for

reasons that explain the results of the mathematics. make informed and critical use of electronic technology to provide numerical results and

graphical representations, and to refine and extend mathematical knowledge. communicate mathematically, and present mathematical information in a variety of ways. work both individually and co-operatively in planning, organising, and carrying out

mathematical activities.

Content Summary: Working with statistics (using observation and deciding from data) Working with functions and graphs using calculus (using functions for describing change) Working with linear equations and matrices (using linearity and matrices to solve

problems).

Assessment Procedures:Skills and application tasks (tests etc) 45%Portfolio (of investigations) 25%Final examination 30%

Career PathStudents who want to enter areas such as architecture, economics, and biological, environmental, geological, and agricultural sciences should study this subject. If studied in conjunction with Specialist Mathematics it will provide students with pathways into courses such as mathematical sciences, engineering, computer science, physical sciences and surveying.

*For those studying Stage 2 in 2016 and beyond the new Australian Curriculum for Senior Years has not yet been finalised.


Subject Name: Mathematical Methods



Prerequisite: Successful completion of Stage 1 Mathematical Studies A and B

Course DescriptionLearning Requirements:At the end of the programme in Mathematical Methods students should be able to: plan courses of action after using mathematics to analyse data and other information

elicited from the study of situations taken from social, scientific, economic, or historical contexts understand fundamental concepts, demonstrate mathematical skills, and apply routine

mathematical procedures think mathematically by posing questions, making and testing conjectures, and looking for

reasons that explain the results of the mathematics make informed and critical use of electronic technology to provide numerical results and

graphical representations, and to refine and extend mathematical knowledge communicate mathematically, and present mathematical information in a variety of ways work both individually and cooperatively in planning, organising, and carrying out

mathematical activities

Content Summary: (similar to Mathematical Studies) Working with statistics Algebraic Models from Data – Working with Observations Calculus - Describing Change Linear Models - Managing Resources


Career PathThe successful study of Mathematical Methods can provide pathways into university courses in accounting, management, computer studies, health sciences, business, commerce and psychology.

* For those studying Stage 2 in 2016 and beyond the new Australian Curriculum for Senior Years has not yet been finalised.


Subject Name: Mathematical Applications


Length of Course: 10 Credits (Half Year) 20 Credits (Full Year)

Prerequisite: Successful completion of Stage 1 Mathematical Applications or Mathematical Studies

Course DescriptionLearning Requirements:At the end of the programme in Mathematical Applications, students should be able to: demonstrate an understanding of mathematical concepts, relationships, terminology, and

language. identify, collect, and organise mathematical information relevant to investigating and solving

problems. recognise and apply appropriate mathematical strategies, techniques, and algorithms. interpret results, draw conclusions, and reflect on the reasonableness of these in the

context of a problem. communicate mathematical reasoning and ideas to a variety of audiences by using

appropriate representations. appreciate the relevance of Mathematics in a personal, community, global, or historical

context. make informed and effective use of electronic technology and information technology to aid

and enhance the investigation of mathematical ideas and the solution of mathematical problems.

work both individually and cooperatively in planning, organising, and carrying out mathematical activities.

Content Summary:4 topics will be studied from the following list: (2 per Semester) Applied Geometry Investment and Loans Mathematics and Small Business Matrices Optimisation Statistics and Working with Data Share Investments

Assessment Procedures:Each semester will be assessed separately with two topics studied per semester. Assessment will be based on skills and application tasks (total 30%), a portfolio of investigations (40%) and an external examination worth 30%.

Career PathStudents who want to learn Mathematics with an emphasis on practical applications should study this subject. Programmes in this subject lead to courses in, for example, building and construction, aquaculture, agriculture, retail, office management, visual arts, engineering trades, small business, tourism and hospitality, and nursing and paramedical areas.



Subject Name: Specialist Mathematics



Prerequisite: Successful completion of Stage 1 Mathematical Studies A and B and Specialist Mathematics A

Course DescriptionLearning Requirements:At the end of the programme in Specialist Mathematics, students should be able to: practise mathematics by analysing data and any other relevant information elicited from the

study of situations taken from social, scientific, economic, or historical contexts understand fundamental concepts, demonstrate mathematical skills, and apply

mathematical procedures in routine and non-routine contexts think mathematically through inquiry, evaluation, and proof make informed and critical use of electronic technology to provide numerical results and

graphical representations, and to refine and extend mathematical knowledge; communicate mathematically, and present mathematical information in a variety of ways work both individually and cooperatively in planning, organising, and carrying out

mathematical activities

Content Summary: Trigonometric preliminaries Polynomials and complex numbers Vectors and geometry Calculus Differential equations


Career PathStudents can gain from Specialist Mathematics the insight, understanding, knowledge and skills to follow pathways that will lead them to become designers and makers of technology. The subject must be studied in conjunction with Mathematical Studies and provides pathways into university courses in mathematical sciences, engineering, computer science, physical sciences and surveying. Students envisaging careers in other related fields, including economics and commerce, may also benefit from studying this subject.



New structure for Stage 1 and Stage 2 Mathematics for the Australian Curriculum.

Subjects are listed in order of decreasing difficulty.

Current Subjects New SubjectsSpecialist MathematicsMathematical StudiesMathematical MethodsMathematical ApplicationsMathematical Pathways *Numeracy

Specialist MathematicsMathematical MethodsGeneral MathematicsEssential Mathematics

*Not offered at Pulteney

Under the new structure, each subject is a 4 unit subject, one unit per semester at each of Stage 1 and Stage 2.

Subjects are structured such that students can opt out, or move to an easier option, at the end of each semester.

Essential Mathematics focuses on using mathematics to make sense of the world. General Mathematics is designed for students who wish to undertake further studies where mathematics knowledge facilitates problem solving and decision making. Mathematics Methods is designed for students with an interest in mathematics and whose future paths may involve mathematical studies at university. Specialist Mathematics is to be taken in conjunction with Mathematical Methods and is designed for students with a strong interest in mathematics.

PERFORMING ARTS

DRAMA

Please note that at this stage there is no pre-requisite for Year 11 or 12 Drama, but studying Senior Drama prior to Year 12 provides a strong advantage and is highly

recommended.

Rationale of Drama At PulteneyDrama is not simply for those who wish to pursue a career in theatre, media or film industries.The life skills we aim to explore in Drama at Pulteney include communication, collaboration, event management, creativity and independence. Students with an English focus will find Drama complements the English curriculum, reinforcing a range of literacies through enjoyable performance experiences and practical activities.

Stage 1 DramaSemester 1

Year 10 DramaSemester 2

Year 10 DramaFull Year

Stage 2Drama

Semester 1

Stage 1 DramaSemester 2

Stage 1 DramaFull Year

Stage 2Drama

Semester 2

Stage 2Drama

Full Year

Year 10 DramaSemester 1

OR OR

OR OR

OR OR

FACULTY: PERFORMING ARTS

Subject Name: Drama


Length of Course: One Semester or Full Year

Prerequisite: None

Course DescriptionLearning Outcomes: Demonstrate, skills and imagination in physical and vocal expression Demonstrated understanding of dramatisation techniques and strategies Demonstrated understanding of the ‘page to stage’ process Understanding of Drama in an historical context Demonstrated understanding of the importance of theatre in the community Collaboration and co-operation skills

Content Summary: Group performance of a devised work. Dramatising of text through research, rehearsals and performance. Theatre in context History of Drama (20th Century) and style. Tutorials. Excursions to live theatre events.

Assessment Components: Weighting may vary slightly according to specific course requirements, and the student cohort. Major Performance 30% Written Assignments (Including theatre review) 40% Practical tasks and workshops 30%

Total 100%


Subject Name: Drama


Length of Course: One Unit/Semester (ie 10 Credits) or Two Units /Two Semesters (ie 20

credits)

Prerequisite: None

Students acquire the skills and understanding to generate creative and imaginative solutions to the challenge of staging dramatic works.

The focus capabilities for this subject are communication, citizenship, personal development and learning.

ContentStage 1 Drama consists of the following three areas of study. Presentation of Dramatic Works Dramatic Theory and Practice Individual Investigation and Presentation.

AssessmentAssessment at Stage 1 is school based. Students demonstrate evidence of their skills through the following assessments: Performance Folio Investigation and Presentation

Weightings between the three study areas are flexible and determined by the nature of the student group ie to optimise their chances of success.

In the performance each student must have at least 10 minutes stage time; or if an off-stage role such as Stage Manager or Designer is chosen, the student must have a 10 minute presentation of their learning.

For Dramatic Theory and Practice the student will complete a Folio of two - three different assessment tasks.

The Individual Study requires a presentation of 6 - 10 minutes demonstrating research, synthesis, and dramatic skills.

Assessment Weighting: Performance 40%Folio 30%Investigation and presentation 30%


Subject Name: Drama


Length of Course: 1 Semester (10 credits) or 2 Semesters (20 Credits)

Prerequisite: None (Stage 1 Drama and/or Stage 1 English is recommended)

In Stage 2 Drama students acquire the skills and understanding to generate creative and imaginative solutions to the challenge of staging theatrical works. They explore all forms of learning integrating the creative physical and intellectual, and analyse texts, performances, and their own learning.

Course DescriptionLearning Requirements:In this subject, students are expected to: Develop, communicate, and apply knowledge and skills in conceiving, developing, creating,

interpreting, evaluating, and presenting dramatic works Demonstrate and communicate knowledge and understanding of the theories, concepts,

skills, techniques, and technologies of drama Respond to performed drama and dramatic texts in an analytical and reflective manner,

using arts-specific terminology Work both independently and collaboratively to achieve dramatic outcomes Apply knowledge, understanding, and analysis of the interdependent nature of drama and

dramatic elements Investigate, integrate, analyse, and evaluate information, concepts, and ideas to

communicate for dramatic purposes Communicate and articulate ideas to an audience, through a variety of forms and methods.ContentThe learning areas include: Presentation of dramatic works

o students take part in a play, as a performer, a designer, a stage manager etc.OR students carry out an individual performance or presentation. Review and reflection – a folio that includes:a report of the student’s involvement in the play or individual projectAND reviews of live or recorded performances attended. Interpretative studyan INDIVIDUAL in-depth study of a play, in which the student looks at a specific play-script and plans how they would design, direct or act in it.OR a study of a dramatic innovator – a writer, director, designer, performer etc. Group analysis and creative interpretationA GROUP study of a play or a dramatic innovator, culminating in a practical presentation.AssessmentFor a 10-credit subject, students take part in: Review and Reflection Interpretative Study Presentation of Dramatic WorksFor a 20-credit subject, the students take part in: Group Analysis and Creative Interpretation Review and Reflection Interpretative Study Presentation of Dramatic works.All assessments are moderated internally with the exception of the Group Performance, which is externally moderated by the SACE Board of South Australia.

MUSIC

Year 8(One Semester only)

Option to also do Music Extension (Semester 2)

Year 9 One Semester

orFull Year

Year 10One Semester

orFull Year

Stage 1 (Year 11) Music Advanced -

Semester 1or

Music Experience -Semester 2

Stage 2 (Year 12) - Full YearMusic at Stage 2 level has 8 elective units (10 credits per unit). Discussion and consultation with the music staff is essential when choosing units. Not all units may be offered in any given year and this is dependent on student interest and staff expertise.Units include:- Musicianship- Music in Context- Music Technology- Individual Study- Ensemble Performance- Solo Performance- Performance Special Study- Composing and Arranging

Stage 1 (Year 11)Music Advanced –

Full Year


Subject Name Music


Length of Course Semester One or Full Year

Prerequisite: Some music background in theory is required (Grade 2 AMEB minimum) and students must be having instrumental/vocal lessons.

Course DescriptionLearning Outcomes:Students will: increase their confidence in solo and ensemble performance. learn and refine their skills in either class-based or school-based ensembles. will increase their understanding of the role of music in society. will extend their listening, theoretical and creative skills. will be exposed to music industry skills.

Content Summary:Musicianship - This covers both written and aural theoretical concepts in Music.

Performance - This is a combination of solo and ensemble performance.

Music in Society - This area involves studying the role of music in society and looks at the history of Western music over the past 1,000 years.

Music Craft - This is the creative side of music and involves a combination of writing original compositions and arranging existing ones. This unit is assisted by the use of the computer programme Sibelius.

Assessment Procedures: Written and aural tests. (Written essays) Presentations on historical topics. Oral presentations. Public solo performances. Compositional and arranging assignments. Participation in class ensembles. Examination.


Subject Name: Music Advanced


Length of Course: One semester (10 credits) or Two semesters (20 credits)

Course ContentThrough the study of Music students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying musical technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills and their capacity to make informed interpretative and aesthetic judgments. Study and participation in music draws together students’ cognitive, affective and psychomotor skills, strengthening their ability to manage work and learning, and to communicate effectively and sensitively.

The Stage 1 – Music advanced course assumes substantial background in music and provides pathways to all of the current Stage 2 units. The focus capabilities for this subject are Personal development, Citizenship, Communication and learning.

Students must be learning an instrument or voice and students will engage in the following activities: Composing, arranging, transcribing, improvising . Performing. Music technology. Music in Context. Developing Aural and Written musicianship skills.

AssessmentAssessment at Stage 1 is school based.

Students demonstrate learning through the following assessment types.

Skills presentation – includes practical performances and oral presentations for music in context.Skills Development – includes oral and written musicianship and music technology skills.Folio – includes research work, composing and arranging.


Subject Name: Music


Length of Course: One semester (10 credits) or Two semesters (20 credits)

Course ContentThrough the study of Music students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying musical technologies. Students benefit from the opportunity to develop their practical and creative potential, their capacity to make informed interpretative and aesthetic judgments. Study and participation in music draws together students’ cognitive, affective and psychomotor skills, strengthening their ability to manage work and learning, and to communicate effectively and sensitively.

The Stage 1 – Music course assumes a background in music and provides pathways to a limited number of the current Stage 2 units. The focus capabilities for this subject are Personal development, Citizenship, Communication and learning.

Students must be learning an instrument or voice and students will engage in the following activities: Composing, arranging, transcribing, improvising . Performing. Music technology.

AssessmentAssessment at Stage 1 is school based.

Students demonstrate learning through the following assessment types.

Skills presentation – includes practical performances.Skills Development – music technology skills.Folio – includes research work, composing and arranging.


Subject Name: Musicianship



Prerequisite: Successful Completion of Stage 1 Music Advanced

Course DescriptionLearning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.

In this subject, students are expected to: understand and use musical notation and terminology. demonstrate an understanding of the relationship between theoretical notation and sound. recognise and identify rhythm, pitch, tonality and harmony. harmonise short melodies appropriate to the style. create and develop an arrangement writing appropriately for instruments and/or voices. present a score and a recording of an arrangement.

These learning requirements form the basis of the: Learning scope. Evidence of learning that students provide. Assessment design criteria. Levels of achievement describe in the performance standards.

Content Summary:Theory, Aural recognition and Musical techniques Study of chords, scales, intervals, chord progressions, melodic and rhythmic patterns,

theoretical and aural aspectsHarmony To harmonise a given melody in 4 part vocal styleArranging To arrange a melody for a small ensemble. Use of effective writing for instruments and

accurate musical terminology

School based Assessment (70%): Assessment Type 1: Skills Development (30%) Assessment Type 2: Arrangement (40%)

External Assessment (30%) Assessment Type 3: Examination (30%)Students should provide evidence of their learning through five assessments, including the external assessment component. Students undertake: two skills development assessments one arrangement and a statement one examination.During the course of study students will complete tests designed to assess their skill development in theory, aural, musical techniques and harmony. The teacher will nominate two of these tests, the marks of which will be submitted for moderation. Each test will be weighted at 15%.


Subject Name: Music in Context



Prerequisite: Successful Completion of Stage 1 Music Advanced. This is a 10 credit subject.


In this subject, students are expected to: place examples of music in their historical and cultural context recognize stylistic feature of the music investigate musical works and use analytical skills to communicate findings read, understand and write about musical elements of a score, transcription, chart, or

recording of a musical work explore and discuss aspects of music, including style, era, composer, genre, cultural

function, and performance practice

These learning requirements from the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.

Content Summary: To study three musical set topics. Two of these are from the core topic list and one is a

school developed topic. Individual Research Project of 1500 words.

School based Assessment (70%): Assessment Type 1: Skills Development (30%) Assessment Type 2: Investigation (40%)

External Assessment (30%) Assessment Type 3: Examination (30%)

Students should provide evidence of their learning through three assessments, including the external assessment component.


Subject Name: Music Technology


Length of Course: Full Year 10 Credit Unit

Pre requisite: Successful completion of Stage 1 Music

Course DescriptionLearning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: demonstrate an understanding of basic acoustics, recording equipment, digital and/or

analogue signals, and signal processing demonstrate knowledge of recording or sequencing demonstrate skills when applying music technology communicate the processes used in recording and/or sequencing develop skills of aural analysis demonstrate creativity in the use of music technology.

These learning requirements from the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.

Contact Summary: Students will study a selection of the following topics including one of the option topics:Suggested Core Topics Acoustics The Mixing Console Microphones Digital Audio Basics Signal Processing Aural Analysis

Suggested Option Topics: MIDI The Recording Process Loops and Waves

Evidence of Learning:The following assessment types enable students to demonstrate their learning in Stage 2 Music Technology:School Based Assessment (70%) Assessment Type 1: Folio of Minor ProjectsExternal Assessment (30%) Assessment Type 2: Major Project.Students should provide evidence of their learning through six assessments, including : Five minor projects with commentary for the folio One major project with commentary.


Subject Name: Performance Special Study



Prerequisite: Successful Completion of Stage 1 Music

Course DescriptionThis unit is for advanced performers. Students need to be having individual weekly instrumental/vocal lessons and need to allocate approximately 45 minutes every day for practising.

Learning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.

In this subject, students are expected to: Present a performance of approved work(s) (i.e. an extended work, selected movements

from an extended work, or a folio of related works or syntactically linked works) Demonstrate accuracy, musical skills, and technique as a performer Demonstrate musicianship in interpretation by presenting a musically sensitive

performance of approved work(s) Engage a public audience Use analytical skills to determine and describe the structure of the approved work(s).

These learning requirements from the basis of the: Learning scope Evidence of learning that students provide Assessment design criteria Levels of achievement described in the performance standards.

Content Summary: Performance of an approved work – students must prepare an approved work, ie an

extended work, or a folio of related works of at least 12-15 minutes duration. Commentary

Evidence of Learning:The following assessment types enable students to demonstrate their learning in Stage 2 Performance Special Study:

School Based Assessment (70%) Assessment Type 1: First Performance (20%) Assessment Type 2: Second Performance (30%) Assessment Type 3: Commentary (20%)

External Assessment (30%) Assessment Types 4: Final Performance (30%)

Students should provide evidence of their learning through four assessments, including the external assessment component.


Subject Name: Solo Performance



Prerequisite: Successful Completion of Stage 1 Music.

Course DescriptionThis unit is suited to competent practical musicians. Students need to be having individual weekly lessons in their instrument or voice and need to allocate approximately 45 minutes every day for practising.

Learning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.

In this subject, students are expected to: Demonstrate accuracy, musical skills, and technique as a solo performer Present repertoire of contrasting works for instrument or voice Demonstrate musicianship in interpretation by presenting musically sensitive performances Engage a public audience

These learning requirements form the basis of the: Learning scope Evidence of learning that students provide Assessment design criteria Levels of achievement described in the performance standards

Content Summary: Performance - students must prepare a programme of contrasting works lasting a minimum

of 18 minutes for public performance throughout the year

Students must pay attention to: aspects of interpretation (dynamics, tempo, fluency, rhythm, intonation) aspects of technique (tone, breath control, bowing, accuracy of pitch and rhythm, etc).

Evidence of Learning:The following assessment types enable students to demonstrate their learning in Stage 2 Solo Performance:

School Based Assessment (70%) Assessment Type 1: Final Performance (30%) (7 – 9 minutes) Assessment Type 2: Second Performance (40%) (8-11 minutes)

External Assessment (30%) Assessment Type 3: Final Performance (30%) (10-12 minutes)



Subject Name: Composing and Arranging





In this subject, students are expected to: Compose and/or arrange music in a variety of styles. Complete and record a range of compositions and/or arrangements. Demonstrate effective, imaginative, and creative use of composing and/or arranging

techniques. Present scores using traditional, non-traditional, or contemporary notation as appropriate. Analyse the use of composing and/or arranging techniques in their work. Communicate ideas about music.

These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.

Content Summary:FolioStudents need to prepare a folio of a minimum of 3 works which may be any combination of original compositions and arrangements. The major work must be for a minimum of three instruments and must be between 3 -5 minutes.Students must show a grasp of arranging techniques and show an understanding of form, structure and style.

Commentary:Presentation of an oral or written commentary on all their completed works. Oral commentary may be up to 5 minutes and written commentary up to 750 words.

School based Assessment (70%): Assessment Type 1: Folio of Minor Works + commentary

External Assessment (30%) Assessment Type 2: Major Work + commentary

Students should provide evidence of their learning through three, four, or five assessments: two, three, or four minor works with commentary for the folio one major work with analysis.


Subject Name: Ensemble Performance




Course DescriptionThis course suits students who may have good practical skills but are not necessarily strong in theory.Learning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Demonstrate confidence as an ensemble performer. Present a repertoire of contrasting works or an extended work with a number of contrasting

sections for instrument or voice. Demonstrate accuracy, musical skills and technique as an ensemble performer. Demonstrate musicianship in interpretation by performing musically a range of works to a

public audience. Contribute to the cohesiveness of and demonstrate musical rapport within the ensemble to

engage the audience.

These learning requirements form the he basis of the: Learning scope. Evidence of learning that students provide. Assessment design criteria. Levels of achievement described in the performance standards.

Content Summary:Performance:Students are to work within an ensemble (preferably school based) and must prepare for public performance, a programme of 20 minutes. The programme must contain works of contrasting character and students must give attention to: Aspects of interpretation. Aspects of technique. Ensemble techniques (intonation, balance). Structure of the work and its historical and social background.

Evidence of Learning:The following assessment types enable students to demonstrate their learning in Stage 2 Ensemble Performance:

School Based Assessment (70%) Assessment Type 1: First Performance (30%) Assessment Type 2: Second Performance (40%)External Assessment (30%) Assessment Type 3: Final Performance (30%)



Subject Name: Music Individual Study


Length of Course: Full Year – 10 Credit Unit


Course DescriptionThis unit has been designed for the student who has a great deal of personal motivation and initiative. Students should enroll in this unit only if they have a particular project or skill that they wish to pursue.

Learning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: Demonstrate skills to plan, negotiate, and implement an individual study. Demonstrate and/or apply musical skills and/or understanding. Demonstrate effective use of resources, initiative, and critical analysis and thinking. Demonstrate regular review of the process, implement changes as required, and flexibly

adapt goals. Demonstrate evaluation skills.

These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.

Content Summary:This unit consists of an individual project (70%) which may take a variety of formats e.g. lecture, video, performance.Topics that may be studied include: Conducting Cross age Tutoring Musical Instrument construction Music of other Cultures Vocational Directions in Music

This is a School Based Assessment Folio 30% Product 40%. Accompanying this must be a report (30%) which documents the process. The written entries can be accompanied by other documentation methods such as: Audio/Video tape Film Still Photos Models Maps/DrawingsThe report should consist of two parts: Documentation of Skills and Evaluation.


Evidence of Learning:The following assessment types enable student to demonstrate their learning in Stage 2 Music Individual Study:

School Bases Assessment (70%) Assessment Type 1: Folio (30%) Assessment Type 2: Product (40%)External Assessment (30%) Assessment Type 3: Report (30%)


HEALTH and PHYSICAL EDUCATION

Year 8 Physical Education

Full Year

Year 9Physical Education

Full Year

Year 10Physical Education

Full Year(Compulsory)

Year 10Outdoor Education

One Semester(Elective)

Stage 1 (Year 11)Outdoor Education

Full Year or 1 Semester (Elective)

Stage 2 (Year 12)Outdoor Education

Full Year(Elective)

Stage 1 (Year 11)Physical Education

Full Year or 1 Semester(Elective)

Stage 2 (Year 12)Physical Education

Full Year(Elective)

FACULTY: HEALTH and PHYSICAL EDUCATION

Subject Name: Physical Education


Length of Course: Compulsory Full Year

Prerequisite: Nil. Work Book required

Course DescriptionLearning Requirements:At the end of the programme students should be able to: Demonstrate practical skills and techniques specific to a variety of human physical

activities. Interpret and apply (independently, with groups and in teams), effective skills specific

concepts and ideas, strategies, techniques, rules and guidelines. Demonstrate knowledge and understanding of the nature of physical activity. Analyse and reflect on the implications of physical activity for personal and community

health and well-being. Interact collaboratively, and demonstrate initiative and leadership.

Content Summary:Each unit is divided into 4 to 5 week blocks of practical units in a variety of sports or activities.Activities that may be offered include: Baseball/Softball Volleyball Basketball Tennis Badminton Hockey Netball Fitness Athletics Touch Football

Likely theory topics covered include: Drug education Fitness Health promotion Body Systems 1st Aid Nutrition

Assessment Procedures:Practical units are assessed via an observational checklist and assignments related to fitness, rules and tactics of the game (70%).

Health units are assessed through student participation, group work, assignments, tests, oral or role-play situations, class activities and computer research assignments (30%).


Subject Name: Outdoor Education

Level of Study: Year 10 (optional)


Prerequisite: A good level of physical fitness is required. All components of the course are compulsory. Text Book supplied by the school.

Course Description Physical Education is a core subject within the curriculum and as a student progresses through their secondary years more choices and specialisation should be provided. The Year 10 Outdoor Education course aims to provide students with the opportunity to begin study within a field that has many varied options. These options include study of outdoor recreation as part of leisure activities or the study of Wilderness areas and sustainability, or the study of biodiversity and the water cycle. This course will also provide students with the opportunity to experience a variety of practical options that would not normally be offered to, a main-stream Physical Education course. An example of this could be completing a boat handling course as part of an aquatics unit.

Learning Outcomes:At the end of the programme students should be able to: Demonstrate the application of skills for participating in human-powered outdoor journeys

or journeys that use natural forces. Evaluate and communicate information about the natural environment and outdoor

journeys Demonstrate responsibility for themselves and for other members of the group in

conducting safe and effective outdoor journeys. Identify and apply the appropriate risk management practices of the outdoor industry. Identify and apply the appropriate skills to minimise the impact of human-powered journeys

on natural environments Identify issues that concern the sustainable use of natural environments, including, for

example, indigenous perspectives Reflect on the personal, group, social, and environmental outcomes of participating in an

outdoor journey.

Content Summary (example program):Practical Units (60%)Major – (15 to 18 hours)Outdoor Journey: Bushwalk or Kayak trip (3 days) Minor (8-10 hours) Orienteering Rock Climbing Outdoor Journey preparation Kayak basic skills(Practical units may vary according to the numbers within the class)Environmental Units (40%) A range of activities could include: Biodiversity Water Cycle (Catchment areas) Sustainability Risk Management National Parks Wilderness Minimal impact Outdoor recreation

Outdoor Journal or Report (compulsory)


Subject Name: Outdoor Education



Prerequisite: (Camp components are compulsory) A good level of physical fitness is required. All components of the course are compulsory

Course DescriptionStage 1 Outdoor Education can be studied as a 10-credit subject or a 20-credit subject. In Outdoor Education students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students reflect on environmental practices and are introduced to employment options in outdoor and environmental fields. The focus capabilities for this subject are communication, citizenship, and personal development.

Content Summary:Both the 10-credit subject and the 20-credit subject consist of the following four topics: Environment and Conservation Planning and Management Outdoor Activities Outdoor Journey (Compulsory element of the course).

Assessment Types:Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: Assignments, Tests, Exam Risk Management, Weather, Environmental Education Camp write-up

Assessment Procedures:Stage 1 Outdoor and Environmental Education consists of the following components, weighted as shown: Assessment Component 1: Outdoor Activities and Journey (50%) Assessment Component 2: Course Work (40%) Assessment Component 3: Expedition Journal (10%).Examinations will be held at the end of Semester 1 and Semester 2.

Practical Units (60%)Major Journey Outdoor Recreation (15 to 18 hours)eg Light-weight Bush walking, Kayaking expeditionMinors (8-10 hours)eg Surf Life SavingTheory Units (40%)Risk Management (complete a RAMS proforma). Environmental education (eg Water cycle, biodiversity, sustainability). Please note: Activities offered vary according to class size and class interest or strengths.

Practical units are assessed using an observation checklist based on a set criteria based on the amount of content covered within structured lessons. This form of assessment is ongoing, based on the performance of students throughout the unit and not on one performance, this allows for injury and illness. Students will, however, be advised when they will be assessed on certain basic skills (eg. Kayaking – the capsize routine). A written assignment will be included to assess the students’ knowledge of the rules/tactics involved in the sport, the history of the sport/activity, and the fitness requirements of the sport/activity.


Theory Units Written assignments that require students to explore aspects of the topics that will extend

their knowledge. Written tests based on the information discussed within lessons. Laboratories that extend the students’ thinking about the topics presented and challenge

fundamental theories. Written examination based on both the theory and practical units presented.




Length of Course: Semester (10 Credits) or Full Year (20 Credits)

Prerequisite: A good level of physical fitness. At least a B level from Year 10 PE course, with a strong willingness and dedication towards the theory content

Course DescriptionIn Physical Education students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity. Students explore their own physical capacities and analyse performance, health, and lifestyle issues. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations. The focus capabilities for this subject are communication, learning, and personal development.

Content Description:Stage 1 Physical Education consists of the following two areas: Practical Skills and Application Principles and Issues

Practical Skills and Applications For a semester course, three practicals are completed.Principles and Issues (consists of the following two areas of study) The Nature of Physical Activity Issues AnalysisA course may look like this:

Semester 1Practical Skills and ApplicationsAquatics (Surfing) – Golf/Touch/Volley Ball

Principles and Issues Exercise Physiology and Human Movement, Sports Injuries and Medicine and Issues analysis

Semester 2Practical Skills and ApplicationsBadminton/Touch Football/Lawn Bowls

Principles and Issues Sports Injuries, First Aid, Skill Learning and Coaching, Biomechanics

Please note: Activities offered will vary according to class size, class interest, strengths and resource availability.


Content Summary:1. Practical Skills and Applications.Students complete three practical modules. The practical modules offered will be varied across a range of individual, fitness, team, group, adventure, racquet, aquatic, outdoor and recreational activities.Activities may include Golf, Touch Football, Badminton, Volleyball, Indoor Soccer, Netball, Surfing, Windsurfing and/or Sailing.

2. The Nature of Physical ActivityThis area of study requires an experimental, analytical approach to physical activity and well-being. Topics include: body systems fitness human physical performance participation in physical activity sports injuries training principles and methods

3. Issues AnalysisStudents will be required to critically analyse issues that are relevant to their local, regional, national or global communities.Topics focus on physical activity and could include: alcohol, tobacco and other drugs children corruption cultural diversity fitness disability equal opportunity gender health risk factors play education professionalism in sport safety, risk management sport in society sports injuries

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:Topics need to have a focus on Physical Activity, and could include drugs, professionalism, health risk factors, sport in society, safety, risk management disability, equal opportunities, children, sports injuries, play education, gender, declining fitness levels, local, national and global.

Assessment Component 1: Practical Skills and Applications 60% Practical units completed and assessed via assignments and observation checklists

matched to the assessment design criteriaAssessment Component 2: FOLIO 40% Tests Assignments Issues Study Exam ( 2 hours)





Prerequisite: NIL (Completion of Stage 1 preferred). A good level of physical fitness is an advantage.

Course DescriptionIn Physical Education, students study human physical activity and its place in the lives of individuals and groups of people. Students examine the practical application of human physical skills and analyse the personal, community, and global issues that surround the role of human physical activity in society.

Capabilities The five capabilities that have been identified are: communication citizenship personal development work learning.

In Physical Education, the emphasis is on the capabilities of personal development, communication, and learning; these capabilities are the focus of the learning requirements and the performance standards, in both Stage 1 and Stage 2 Physical Education. These capabilities are further developed through the application of knowledge and skills in the ‘Content’ sections.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: achieve a level of proficiency in performance of physical activities with reference to specific

skill criteria. critically analyse, and evaluate the personal, community, and/or global implications of

physical activity. demonstrate knowledge and understanding of exercise physiology and the biomechanics of

movement and skills acquisition. demonstrate knowledge and understanding of physical education concepts relevant to

physical activities. apply and reflect on principles and issues related to physical performance and activity and

skills acquisition. demonstrate initiative, self-reliance, collaborative skills, leadership, and effective

interpersonal skills.These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.

ContentThe subject consists of two key areas of study and related key concepts, the details of which are listed below:


Practical Skills and Applications Centrally developed practical 1 Centrally developed practical 2 Centrally developed practical 3

Principles and Issues Exercise Physiology and Physical Activity The Acquisition of Skills and the Biomechanics of Movement Issues Analysis.

Practical Skills and ApplicationsCentrally Developed PracticalsStudents are required to complete at least two centrally developed practicals. Schools may, however, offer three centrally developed practicals. The register of centrally developed practicals is available on the SACE Board website (www.saceboard.sa.edu.au).The practicals offered are to be balanced across a range of individual, fitness, team, racket, aquatic, and outdoor activities and should cater for the different skills, interests, and needs of the students.

Individual Negotiated PracticalsIt may be appropriate in certain circumstances to develop negotiated practicals for individual students. Individual practicals may be considered for students who: are involved in a state or national squad, or a state or national development squad

Processes for approval of student participation in individual negotiated practicals are determined by the SACE Board. Schools submit full details of content, assessments, and assessment design criteria before the particular activity is due to begin. The three practicals undertaken by a student are to be balanced across a range of individual, fitness, team, racket, aquatic, and outdoor activities.It is the teacher’s responsibility to provide the appropriate documentation for each proposed practical and to complete the approval form.

Principles and IssuesThe material used for the key concepts in this area of study should reflect the variety of experiences and backgrounds that students bring to their studies, and accommodate school and community resources.

Exercise Physiology and Physical Activity

Key Concept 1: The Sources of Energy Affecting Physical Performance Sources of nutrients: fats, carbohydrates, protein Chemical breakdown of nutrients: glucose, glycogen, free fatty acids Aerobic and anaerobic energy: ATP–CP system, lactic acid system, oxygen system Contribution of energy systems in specific activities Acute response to exercise: responses in the circulatory, respiratory, and muscular

systems to provide energy


Key Concept 2: The Effects of Training and Evaluation on Physical Performance Chronic responses to aerobic and anaerobic trainingo circulatory, respiratory, and muscular systems at resto submaximal and maximal exercise

Analysis of energy demands of sport and training prescriptions Measurement and monitoring of fitness relevant to performance Training principles and methods specific to fitness factors and to physical activities

Key Concept 3: The Specific Physiological Factors Affecting Performance Body stature and composition Environmental considerations and performance Nutrition and physical performance: pre-event, during the event, post-event, and hydration Fatigue and physical performance

Acquisition of Skills and the Biomechanics of Movement

Key Concept 1: Skills Acquisition The definition and descriptions of learning styles The classification of skills The characteristics of a skilled performer The learning process in acquiring physical skills The stages of learning

Key Concept 2: Specific Factors Affecting Learning The nature of the task Practice and feedback Environmental factors Characteristics of the learner Retention of learning Timing and anticipation

Key Concept 3: The Effects of Psychology of Learning on the Performance of Physical Skills Goal-setting Feedback, communication, and performance Anxiety Visualisation Self-esteem Arousal and performance Models of coaching

Key Concept 4: The Ways in which Biomechanics Improve Skilled Performance Motion: projectile, linear, rotational, and combination Speed Summation of force, direction, and impact Leverage Equilibrium (static and dynamic) Centre of mass; balance and stability Improved technology and performance

FACULTY: HEALTH and PHYSICAL EDUCATION Issues Analysis The issues analysis enables students to investigate a chosen issue that is related to physical activity and relevant to local, regional, national, or global communities. Students are expected to analyse critically and interpret their findings and experiences. Discussion with students should emphasise the most appropriate methods of seeking and gathering information and the most effective way of presenting it.Issues could be related to topics such as: sport in the Australian context declining involvement in physical activity maintaining of activity levels equity corruption the Paralympics professionalism culture/race relations historical and Indigenous factors gender the community and recreation children patterns of physical activity the science of drugs technology commercialism media.

ASSESSMENT SCOPE AND REQUIREMENTSEvidence of LearningThe following assessment types enable students to demonstrate evidence of learning in Stage 2 Physical Education:

School-based Assessment (70%) Assessment Type 1: Practical (50%) Assessment Type 2: Folio (20%)

External Assessment (30%) Assessment Type 3: Examination (30%).Students should provide evidence of learning through seven to ten assessments, including the external assessment component.

Assessment Design Criteria For this subject the assessment design criteria are: knowledge and understanding practical skills application critical analysis and evaluation initiative and collaboration.The specific features of these criteria are listed below.

Knowledge and UnderstandingThe specific features are: knowledge and understanding of physical education concepts relevant to specific physical

activities knowledge and understanding of exercise physiology, biomechanics of human movement,

and skills acquisition.


Practical Skills Application The specific features are: proficiency in performance of physical activities with reference to specific skill criteria interpretation and application of skills, specific concepts, ideas, strategies, and techniques,

in a practical context application of concepts of exercise physiology, biomechanics of human movement, and

skills acquisition, in a practical context.

Initiative and CollaborationThe specific features are: initiative, self-reliance, and leadership in practical activities interpersonal and collaborative skills in team situations.

Critical Analysis and EvaluationThe specific features are: critical analysis of practical techniques and performance principles and concepts to a given situation critical analysis of an issue related to physical activity and relevant to local, regional,

national, or global communities.

School-based Assessment Assessment Type 1: Practical (50%)Students complete three practicals of equal importance. At least two practicals must be from the list of centrally developed practicals registered with the SACE Board, and all three may be from this registered list. Schools may choose to develop one negotiated class practical.

Assessment Type 2: Folio (20%)Students complete three to five assessments for the folio. At least two assessments should be integrated tasks, and one assessment should be an issues analysis.

Integrated TasksIn the integrated tasks, students bring knowledge of terms and concepts from the key areas of study under ‘Principles and Issues’ together with the knowledge and skills developed in the practicals. Students complete at least two integrated tasks for the folio.

Issues AnalysisStudents explore an issue or issues that focus on physical activity. Examples of such issues may be violence in sport, performance-enhancing drugs, racism in sport, or the effects of a sedentary lifestyle.

The issues analysis may be presented in written, oral, or multimodal form. A written issues analysis should be a maximum of 1000 words, or 6 minutes if oral or multimodal.

Students may use a variety of ways to demonstrate their learning in the integrated task(s).

For this type of assessment, teachers design assessments to enable students to demonstrate evidence of their learning in the following assessment design criteria: knowledge and understanding practical skills application critical analysis and evaluation.


External AssessmentAssessment Type 3: Examination (30%)Students undertake a 2-hour external examination, divided into two parts: Part 1: Multiple-choice Questions (15%) Part 2: Short-answer and Extended-response Questions (85%).

The examination covers the content of ‘Exercise Physiology and Physical Activity’ and ‘The Acquisition of Skills and the Biomechanics of Movement’.

Performance StandardsThe performance standards describe five levels of achievement that are reported with the grades A to E at the student’s completion of study of a subject.Each level of achievement describes the knowledge, skills, and understanding that teachers and external assessors refer to in deciding how well a student has demonstrated his or her evidence of learning.During the teaching and learning program, the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards.Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement.At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student's learning, demonstrated through the set of school-based assessments, by: referring to the levels of achievement described in the performance standards assigning a grade based on the level that gives the best overall description of the student’s

evidence of learning in the school-based assessment component.

In the external assessment, external assessors use the performance standards to make a decision about the quality of students’ learning, based on the evidence provided.

The student’s school-based assessment component and external assessment component are combined for a final result.


Subject Name: Outdoor and Environmental Education


Length of Course: FULL YEAR

Prerequisite: NIL Year 10 or 11 Outdoor Education preferred

LEARNING SCOPE AND REQUIREMENTSLearning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.

In this subject, students are expected to: demonstrate skills in planning and implementing human-powered outdoor journeys, or

journeys that use natural forces. demonstrate knowledge and skills in evaluating and communicating information about the

natural environment and outdoor journeys in a variety of ways and contexts. demonstrate independence, self-reliance, leadership, and a sense of responsibility towards

other people in a natural environment. evaluate, choose, and apply personal and group risk management practices. identify and apply the appropriate skills to minimise the impact of human-powered journeys,

or journeys that use natural forces, on fragile natural environments. investigate, critically analyse, and reflect on the activities and strategies needed to achieve

the sustainable use of natural environments.

These learning requirements form the basis of the: learning scope. evidence of learning that students provide. assessment design criteria. levels of achievement described in the performance standards.

ContentStage 2 Outdoor Education subject consists of the following six topics: environmental studies planning and management practices outdoor journeys sustainable environmental practices leadership and planning self-reliant expedition.

All Stage 2 subjects have a school-based assessment component and an external assessment component. Teachers design a set of school-based assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the subject. These assessments provide students’ evidence of learning in the school-based assessment component.


ASSESSMENT SCOPE AND REQUIREMENTSEvidence of LearningThe following assessment types enable students to demonstrate evidence of learning in Stage 2 Outdoor Education: School-based Assessment (70%) Assessment Type 1: Folio (20%) Assessment Type 2: Group Practical (30%) Assessment Type 3: Individual Practical (20%).

External Assessment (30%) Assessment Type 4: Investigation (30%). Externally assessed.Students should provide evidence of learning through seven to ten assessments, including the external assessment component.

Assessment Design Criteria The assessment design criteria consist of specific features that: students should demonstrate in their evidence of learning teachers and external assessors look for as evidence that students have met the learning

requirements. For this subject the assessment design criteria are: application of knowledge and practical skills investigation and critical analysis reflection and evaluation communication.The specific features of these criteria are listed below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Assessment Design Criteria For this subject the assessment design criteria are: Application of knowledge and practical skills investigation and critical analysis reflection and evaluation Communication

School-based AssessmentAssessment Type 1: Folio (20%)For the folio, students collect evidence of their learning through undertaking at least two outdoor studies for a 10-credit subject and at least four outdoor studies for a 20-credit subject. Teachers design assessments that are appropriate to the topics being studied and that relate to the learning requirements.Assessments may include: oral presentation reports practical tests observation checklists reflective and evaluative journals a minor investigation project simulations a photographic essay or collage assignments a video or other media presentation.


For this assessment type, students demonstrate evidence of learning in relation to the following assessment design criteria: application of knowledge and practical skills investigation and critical analysis communication.

Assessment Type 2: Group Practical (30%)Students undertake at least two different outdoor journeys for the group practical.Students undertake the following journeys: one journey of a minimum of 3 days one lightweight, supervised journey of a minimum of 3 days.

Each of the 3-day outdoor journeys must include one of the two or more chosen outdoor activities; the selected outdoor activity must differ between the two outdoor journeys.The teacher can negotiate alternative arrangements with a student who is unable to undertake one or both of the 3-day journeys so that the student can complete the equivalent of the 3-day journey(s) in another appropriate way. The 3 days that this subject outline specifies for each journey should allow students to demonstrate their learning achievements against the performance standards.

The weighting of each journey will depend on the focus of the selected outdoor activities.For this assessment type, students demonstrate evidence of learning in relation to the following assessment design criteria: application of knowledge and practical skills investigation and critical analysis evaluation and reflection.

Assessment Type 3: Individual Practical (20%)Students must undertake at least one self-reliant expedition as their individual practical. The self-reliant expedition must be a minimum of 3 days and involve lightweight travelling under indirect supervision. As far as possible, it should be planned, organised, and conducted by students themselves. The role of the teacher is to ensure safety, to observe, and to assess.There are two parts to the self-reliant expedition: planning conducting the expedition itself.

External AssessmentAssessment Type 4: Investigation (30%)Students undertake an investigation based on their study of a particular environmental issue or experience that is related to the individual practical or group practical, or to their own experiences of outdoor activities, and present an investigative report. The emphasis of the investigative report should be on presenting information in a piece of extended writing that incorporates maps, tables, and other visual materials. For a 10-credit subject, the investigative report should be a maximum of 1000 words. For a 20-credit subject, students complete either one investigative report to a maximum of 2000 words, or two investigative reports, each to a maximum of 1000 words. If students complete two 1000-word investigative reports, each must be on a different environmental issue or experience, or on a different aspect of the same environmental issue or experience.The following structure is recommended for the investigative report: an introductory statement outlining the chosen environmental issue a summary of the investigative process undertaken discussion, including the critical analysis and evaluation of primary and secondary sources

of information conclusions and recommendations based on findings.


Students are required to correctly use referencing and bibliographic conventions.

For this assessment type, students demonstrate evidence of learning in relation to the following assessment design criteria: investigation and critical analysis reflection and evaluation communication.

The investigation is assessed by teachers and external assessors.

Performance StandardsThe performance standards describe five levels of achievement that are reported with the grades A to E at the student’s completion of study of a subject.

Each level of achievement describes the knowledge, skills, and understanding that teachers and external assessors refer to in deciding how well a student has demonstrated his or her evidence of learning.

During the teaching and learning program the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards.Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement.

At the student’s completion of study of a subject, the teacher makes a decision about the quality of the student's learning, demonstrated through the set of school-based assessments, by: referring to the levels of achievement described in the performance standards assigning a grade based on the level that gives the best overall description of the student's

evidence of learning in the school-based assessment component.In the external assessment, teachers and external assessors use the performance standards to make a decision about the quality of students’ learning, based on the evidence provided.

The student’s school-based assessment component and external assessment component are combined for a final result.

SCIENCE

Year 10

Stage 1(Year 11)

Stage 2(Year 12)

Notes- Year 10 Extension Science is an additional science subject for students who

are invited to join. Selection is based on aptitude and results in Year 9 Science- Stage 1 students may change subjects after 1 semester but in Physics and

Chemistry a satisfactory pass of Semester 1 in the subject is a pre-requisite for Semester 2 in that subject

- Stage 1 Chemistry is a pre-requisite for Stage 2 (Year 12) Chemistry- Stage 1 Physics is a pre-requisite for Stage 2 (Year 12) Physics- Any Stage 1 science subject can be a pre-requisite for Biology, Nutrition and

Psychology

Middle School Science

Stage 2 (Year 12)Chemistry(Elective)Full Year

Stage 2 (Year 12)Biology

(Elective)Full Year

Stage 2 (Year 12)Psychology(Elective)Full Year

Stage 2 (Year 12)Physics

(Elective)Full Year

Stage 2 (Year 12)Nutrition(Elective)Full Year

Year 10Science (Compulsory)

Full YearBiology, Chemistry, Electronics, Physics and

Psychology

Year 10Extension Science


Stage 1 (Year 11)Chemistry(Elective)

Semester 1 or Full Year

Stage 1 (Year 11)Biology


Stage 1 (Year 11)Psychology(Elective)


Stage 1 (Year 11)Physics

(Elective)Semester 1 or Full Year

Year 7Science


Year 7Science


Year 7Science


FACULTY: SCIENCE

Subject Name: Science



Prerequisite: None - BUT it is assumed that students have successfully completed the prescribed Year 9 Science units.

Course DescriptionLearning Requirements:Students will be encouraged to: Develop a range of concepts, processes and skills such as designing investigations. Obtain information from a variety of sources and critically analyse and evaluate information.

Apply knowledge to solve a variety of problems. Develop an understanding of the diverse applications of science in the modern world. Develop informed decisions on socially relevant issues related to science. Each section

takes one term and is taken by a specialist teacher.

Content Summary:The course includes a core of knowledge which consists of the following 3 sections and topics.Biology Genetics and Evolution

Chemistry Periodic Table Carbon Chemistry

Physics Gravity and Forces Motion

Students also select one of the following options:Electronics Circuit board soldering and construction Occupational Health and Safety procedures Electronic circuits

Psychology Scientific approach to investigating and explaining human behaviour Memory

Assessment Procedures:In each topic there will be a major practical, assignment, and test as well as minor assessments. At the end of each semester there will be an exam, which is counted as a test.The marks will be apportioned as follows:Tests 50%Assignments 25%Practicals 25%

FACULTY: SCIENCE

Subject Name: Extension Science



Prerequisite: NA

Course DescriptionLearning Requirements:Students will be encouraged to: Develop observational and research skills. Improve their use of scientific language in verbal and written communication. Increase their understanding of Occupational Health and Safety Issues. Develop and improve lateral thinking and problem solving skills. Develop their understanding of the interrelationships within the sciences. Develop an understanding of the interrelationships between Science and Technology.

Content Summary:The course includes a core of knowledge but has a strong emphasis on scientific discovery, interpretation and application to a wide range of problems.

Semester 1 (Potential topics) Practical Science Forensic Science Qualitative Analysis

The content will be an adjunct to the normal Year 10 Science Course.

Assessment Procedures:Assessment will include written and oral reports, essays, class presentations and tutorials, homework and research assignments, and semester exams.The marks will be apportioned as follows:Exam 10%Assignments 45%Practicals 45%

FACULTY: SCIENCE

Subject Name: Biology



Prerequisite: None - BUT it is assumed that students have successfully completed Year 10 Science.

Course DescriptionIn Biology students learn about the cellular and overall structures and functions of a range of organisms. They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society, and on the environment.

Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biology-related issues, students recognize that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies.

Content SummaryThe course includes a core knowledge with some scientific investigations and practical work.

Semester 1The course will cover 2 topics: Aquatic Ecosystems Reproduction

Semester 2 Food and Diet Microbes and Biotechnology

Assessment Procedures:For each topic there will be assignments, topic tests, a research assignment and practical work. There will be an examination at the end of the semester with questions on the topics covered.

Investigation Tasks 50%Practical InvestigationsIssues Investigations

Skills and Application Tasks 50%Skills AssessmentsWritten Tests

FACULTY: SCIENCE

Subject Name: Chemistry



Prerequisite: Semester 1:

Students must have successfully completed Year 10 Science to an A/B grade level. Students with a C grade level may find the course difficult and will need to discuss their subject choice with the Head of Science.Semester 2Students MUST have satisfactorily completed the semester 1 course.

Course DescriptionThe study of Chemistry includes an overview of the matter that makes up materials, and the properties, uses, means of production, and reactions of these materials. It also includes a critical study of the social and environmental impact of materials and chemical processes.

Learning Requirements:At the end of the programme in Stage 1 Chemistry, students should be able to: Manipulate apparatus and record observations in chemical experiments. Design investigations to test chemical hypotheses. Obtain information about chemistry from a variety of sources. Demonstrate knowledge and understanding of chemical concepts. Analyse and draw conclusions from chemical data. Develop solutions to chemical problems. Use knowledge of chemistry to make informed personal, social, and environmental

decisions. Communicate ideas and reasoning, using chemical terms and conventions.

Content Summary:The course includes a core of knowledge with some scientific investigations and practical work. The course will cover:Semester 1 Practical Techniques Bonding Acids and Bases Quantitative AnalysisSemester 2 Qualitative Analysis Redox Chemistry Organic Chemistry

Assessment Procedures:For each topic there will be assignments, topic tests, a research assignment and practical work. There will be an examination at the end of the semester with questions on the two topics.

Investigations Tasks 50%Practical InvestigationsIssues Investigations

Skills & Applications Tasks 50%Skills AssessmentsWritten Tests

FACULTY: SCIENCE

Subject Name: Physics



Prerequisite: Semester 1:

Students must have successfully completed Year 10 Science to an A/B grade level. A student with a C grade level may find the course difficult and will need to discuss their subject choice with the Head of Science.

Semester 2:Students MUST have satisfactorily completed the Semester 1 course.

Course DescriptionThe study of Physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of motion in two dimensions, electricity and magnetism, light and matter, and atoms and nuclei. As well as applying knowledge to solve problems, students develop experimental, investigation design, information, and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations.

Content Summary:Semester 1 Forces Waves Energy Momentum RadioactivitySemester 2 Gravitation Motion Electricity Magnetism Vectors

Assessment Procedures:Assessment will include carrying out practicals, reporting practicals, issues investigations, and assignments using alternative expression techniques, section tests and two end of Semester examinations.

Investigations Tasks 50%Practical InvestigationsIssues Investigation

Skills & Applications Tasks 50%Skills AssessmentsWritten TestsPractical Tests

FACULTY: SCIENCE

Subject Name: Psychology

Level of Study Stage 1

Length of course: Semester or Full Year

Pre-requisite: It is assumed that students have successfully completed Year 10 Science

Course DescriptionPsychology aims to describe and explain both the universality of human experience and individual and cultural diversity. It does this through the systematic study of behaviour, the processes that underlie it, and the factors that influence it. Through such study, students come to better understand themselves and their social worlds.The distinctive benefits of studying Psychology derive from its subject matter. In general, the skills learnt through Psychology are parallel to those learnt in other science subjects: how to be a critical consumer of information; how to identify psychological processes at work in everyday experiences; how to apply knowledge to real-world situations; how to investigate psychological issues; and how to be an effective communicator.

Semester 1 Topics include the following:An Introduction to Psychology: Students learn about the different ways in which

psychologists obtain data about human behaviour via investigations.Social Interaction considers how the behaviour of individuals and groups influences, and is influenced by, others. This topic focuses on conformity and obedience, aggression and altruism.Intelligence explores why we appear to differ from each other in the way we perceive and deal with information, and what shapes and maintains these differences.

Semester 2 Topics include the following:Brain and Behaviour examines the structure and function of the brain, brain imaging techniques, gender differences in brain structure and function and the ethical considerations involved in research.Emotion looks at the different ways in which people react to similar situations. The biological, personal and social-cultural dimensions of emotions are investigated.Human Development looks at psychological development during childhood and adolescence.

Assessment Procedures:Formative assessment includes development of skills through comprehension exercises, written questions, computer investigations and oral discussions.

Summative assessment includes two assessment components:

The Investigations Folio (40%) contains 2 investigation tasksThe Skills and Application Tasks component (60%) contains 3 assessment items, including an examination.

FACULTY: SCIENCE

Subject Name: Biology



Prerequisite: It is expected that students will have satisfactorily studied at least one Science subject at Stage 1 level.

Course DescriptionThe basic philosophy is that Biology is not simply a body of established knowledge concerned with living organisms, but that it is part of an overall scientific process of inquiry into the living world. It should provide students with factual information, to help them develop informed opinions on socially relevant issues related to biology and biotechnology.

Learning Requirements:In this subject, students are expected to: Identify and formulate question, hypotheses, concepts, and purposes that guide biological

investigations Design and conduct individual and collaborative biological investigations Manipulate apparatus and use technological tools and numeracy skills to obtain,

represent, analyse, interpret, and evaluate data and observations from biological investigations

Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and environmental issues.

Communicate their knowledge and understanding of biological concepts using appropriate biological terms and conventions.

Demonstrate and apply biological knowledge and understanding of concepts and interrelationships to a range of contexts and problems, including by present alternative explanations.

Content Summary:The course includes a core of knowledge which consists of four themes macromolecules (DNA, Protein Synthesis and Enzymes, Genetic Engineering) cells (Structure, Energy, Cell Division, Cloning) organism (Organs, Co-ordination, Exchange Surface, Cell Division, Energy and Life Style) ecosystems (Populations, Energy, Natural selection, Effects of humans)

Assessment Procedures:The final SACE Board of South Australia score in Biology is determined as follows:

Investigations Folio (School based) 40%Practical workIssue Investigation

Skills & Applications Tasks (School based) 30%Written Tests

Examination (Externally assessed in November) 30%

FACULTY: SCIENCE

Subject Name: Chemistry



Prerequisite: Successful completion of Stage 1 Chemistry (B level or higher desirable).

Course DescriptionLearning Requirements:In this subject, students are expected to: Demonstrate and apply knowledge and understanding of chemical concepts and

interrelationships. Formulate questions, manipulate apparatus, record observations in practical chemical

activities, and design and undertake chemistry investigations. Demonstrate an understanding of how knowledge of chemistry can be used to make

informed conclusions or decisions, taking into account social and environmental contexts. Critically analyse and evaluate chemical information and procedures from different

sources. Communicate in a variety of forms using appropriate chemical terms and conventions Develop possible solutions to a variety of problems in chemistry in new or familiar

contexts.

Course Summary:This subject consists of the following six compulsory topics: Topic 1: Elemental and Environmental Chemistry Topic 2: Analytical Techniques Topic 3: Using and controlling Reactions Topic 4: Organic and Biological Chemistry Topic 5: Materials

Assessment Procedures:The final SACE Board of South Australia score in Chemistry is determined as follows:


Skills & Applications Tasks (School based) 30%Written TestsWritten AssignmentsPractical Tests


FACULTY: SCIENCE

Subject Name: Physics



Prerequisite: Successful completion of Stage 1 Physics (B level or higher desirable)

Course DescriptionLearning Requirements:In this subject students are expected to: Identify and formulate questions, hypotheses concepts, and purposes that guide

investigations in physics Design and conduct collaborative and individual investigations in Physics using

appropriate apparatus and safe working practices and by observing, recording and interpreting the phenomena of physics

Represent, analyse, interpret and evaluate investigations in physics through the use of technology and numeracy skills

Select, analyse, and critically evaluate the evidence of physics from different sources, and present informed conclusions or decisions on contemporary physics applications

Communicate knowledge and understanding of the concepts and information of physics using appropriate physics terms and conventions.

Demonstrate and apply knowledge and understanding of Physics to a range of applications and problems

Content Summary:Motion in Two Dimensions Light and MatterProjectile Motion Electromagnetic WavesCircular Motion Interference of lightGravitation and Satellites PhotonsMomentum Light and Matter

Electricity and Magnetism Atoms and NucleiElectric Fields The AtomCharged Particles in Electric Fields The NucleusMagnetic Fields RadioactivityCharges Particles in Magnetic Fields Fission and Fusion

Each section is divided into four topics. Each topic has its own specific practical application.

Assessment Procedures:The final SACE Board of South Australia score in Physics is determined as follows:


Skills & Applications Tasks (School based) 30%Written TestsWritten AssignmentsPractical Tests


FACULTY: SCIENCE

Subject Name: Psychology


Length of course: Full Year

Pre-requisite: It is assumed that students have successfully completed at least oneScience subject at Stage 1 level.

Course DescriptionLearning Requirements:In this subject, students are required to: Explain the factors that cause psychological differences and similarities between people

and give examples of how these factors affect the behaviour of themselves, others, and groups of people.

Analyse the behaviour of themselves, others, and groups of people in different contexts in a way that recognises the values of independence and interdependence.

Demonstrate an understanding of ethical research by undertaking and evaluating guided investigations.

Make informed decisions about issues, events, and situations in society by applying relevant psychological principles and ethics and by presenting particular points of view, giving examples of the thinking and reasoning behind them.

Demonstrate organisation and critical reflection in the application of psychological principles, taking into account ethical considerations.

Search for, evaluate, and organise psychological information and use appropriate terms effectively to communicate key ideas, understanding, processes, and values in a range of contexts.

Undertake a variety of roles while working as a member of a team to achieve individual and shared goals.

Content Summary:In An Introduction to Psychology, students learn about the different ways in which psychologists obtain data about human behaviour via investigations. They study how information is interpreted in Social Interaction and look at similarities in and differences between people in the Personality topic. Students learn about classical and operant conditioning and observational learning in the Learning topic, and then consider the biological basis of sleep, meditation, arousal and stress in the Awareness topic. The Healthy Minds topic examines the characteristics that help people to achieve high levels of emotional and social well-being.

Assessment Procedures:The final SACE Board of South Australia score in Psychology will be determined as follows:

Investigations Folio (school based) 30%Collaborative InvestigationIndividual Investigation

Skills and Application Tasks (school based) 40%Tests (5)Mid-year examinationIssues investigation

Examination (externally assessed in November) 30%

FACULTY: SCIENCE

Subject Name: Nutrition



Prerequisite: None - BUT it is desirable that students have successfully completed a minimum of a semester of any of the Year 11 Science units.

Course DescriptionGood nutrition is integral to a healthy and active life and it is important that accurate information on nutrition is made available to individuals and communities. Students of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as on social and environmental issues related to nutrition.

Learning Requirements:In this subject, students are expected to: identify and formulate questions, hypotheses and purposes that guide nutrition

investigations and their design design, safely conduct and evaluate investigations and apply knowledge and problem-

solving skills to individual and collaborative practical tasks select and use evidence to analyse, compare and evaluate strategies for the prevention

and management of disorders related to diet and lifestyle and to make recommendations for promoting good health

communicate knowledge and understanding of nutrition, using the terms and conventions of the language of nutrition to suit particular purposes and contexts

critically evaluate and apply knowledge and understanding of nutrition to identify and explain decisions based on ethical, personal, social, environmental and/or economic factors that influence the diet and lifestyle choices of individuals and communities

demonstrate knowledge and understanding of, and respect for, varying cultural influences on diet and lifestyle decisions.

Content summary:The subject consists of three core topics: Core Topic 1: The Fundamentals of Human Nutrition Core Topic 2: Diet, Lifestyle and Health Core Topic 3: Food Selection and Dietary Evaluation Core Topic 4: Food, Nutrition and the ConsumerAnd the option topic: Option Topic 2: Global Hunger

Assessment Procedures:The final SACE Board of South Australia score in Nutrition is determined as follows:Investigations Folio (School based) – (40%)

Practical WorkIssue Investigation

Skills and Applications Task (School based) – (30%)Written Tests

Examination (Externally assessed in November) – (30%)

HISTORY AND GEOGRAPHYYear 7

History and Geography(Compulsory)

Full Year

Year 8History and Geography





(Compulsory)One Semester of each

Year 10Studies of Societies


Year 10Business Studies


Stage 1 (Year 11)Legal Studies


Stage 1 (Year 11)Economics(Elective)


Stage 1 (Year 11)History


Stage 1 (Year 11)Geography(Elective)


Stage 2 (Year 12)Legal Studies

(Elective)Full Year

Stage 2 (Year 12)Economics(Elective)Full Year

Stage 2 (Year 12)History

(Elective)Full Year

Stage 2 (Year 12)Geography(Elective)Full Year

Stage 1 (Year 11)Accounting(Elective)


Stage 2 (Year 12)Accounting(Elective)Full Year

Stage 2 (Year 12)Tourism

(Elective)Full Year

FACULTY : HISTORY AND GEOGRAPHY Subject Name: Business

Level of Course: Year 10

Course Length: Semester or full year

Pre-requisites: Nil Course DescriptionYear 10 Business is an introduction to Australia’s economic, legal and financial world. Students receive an introduction to how the economy operates, as well the role of the government in dealing with issues. Key concepts of the Legal System will be studied with reference to past and contemporary events. Students will become aware of the democratic system in which they will soon have a direct influence over through casting their vote. Students will learn the importance of money in an economy, personal finance and how credit and debt impact young people. They will gain a foundation in dealing with financial information. Course ContentThere are seven topics included in the course. Each topic has a booklet from which the students will work. The topics chosen will be at the discretion of the teacher taking the course. It is expected that at least five of the seven topics will be covered.FINANCIAL LITERACY. CREDITBy the end of this topic you should be able to answer the following questions: What is difference between cash and credit? What is ‘Plastic Money’? Who borrows money? What is the cost of money? What are the advantages and disadvantages of credit? How do I get a credit card? What are the characteristics & functions of money?FINANCIAL LITERACY. MONEYBy the end of this topic you should be able to answer the following questions: What is barter? How is Australian money securely made? What is money? What are the characteristics & functions of money?ECONOMICS. PIVOTAL MOMENTS IN ECONOMICSBy the end of this topic you should be able to answer the following questions: What are the major economic objectives? How are they measured? What occurred during the Great Depression? What occurred during the Global Financial Crisis? How do these pivotal moments in economics compare?ECONOMICS. PRODUCTIONBy the end of this topic you should be able to answer the following questions: What is the economic problem? What is a resource? What are the three categories of resources? How do economies decide what to produce? How (and why) has this decision changed over time? How do economies decide which combination of resources they will use in production? BUSINESS. MARKETINGBy the end of this topic you should be able to answer the following questions: What is marketing? What is a target market? What is the difference between mass and niche marketing? What are the four P’s of marketing? What is the difference between niche and mass marketing? Why is customer service important?

FACULTY : HISTORY AND GEOGRAPHY

THE LEGAL SYSTEM. CORPORATE CROOKSBy the end of this topic you should be able to answer the following questions: What is law? What is the ‘invisible web of the law’ and how does it affect my daily life? Why do we have laws and what factors influence these laws? What is the source of criminal law in Australia? What are the elements of a criminal offence and what are the different categories of

offences? What is a court hierarchy and what does it look like in South Australia? How did the Law apply to the World of Business in the cases of Rene Rivkin and Alan

Bond?THE LEGAL SYSTEM. SCAMS & SCAMSTERSBy the end of this topic you should be able to answer the following questions: What is a scam? How can consumers protect themselves against scams? What rights do consumers have? Where do consumers go if their rights are infringed?Outcomes Students will develop an understanding of the economy and the interconnected roles and

responsibilities of government, business and individuals. They appreciate that the government acts to keep the economy stable. They realise that the Australian economy is affected by events and changes in the world economy and can give examples of this.

Students will be aware of the Australian Legal System and the fact that the law has a broad and all encompassing effect on society - the invisible web of the law. They will gain a sound grounding in the legal system, its processes, and its relationship to the business world. Students will be able to participate much more meaningfully in terms of their democratic responsibilities.

Students will be more aware of how to be responsible in their financial affairs. They will have an insight into the processes that take place to maintain sound financial management.

Five topics to be covered and each topic is worth 20%.Scams and ScamstersConsumer Law and Scams Essay Boooklet mark

20

Corporate Crooks Designated task Booklet mark

20

Pivotal Moments in EconomicsDesignated task Booklet mark

20

Economics. ProductionDesignated task Booklet mark

20

Business. MarketingDesignated task Booklet mark

20

Financial Literacy. CreditDesignated task Booklet mark

20

Financial Literacy. MoneyDesignated task Booklet mark

20


Subject Name: History


Length of Course: One semester

Prerequisite: Nil

The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources.

Year 10 Content DescriptionsOverview (10%) of Course.Overview content for the Modern World and Australia includes the following: The inter-war years between World War I and World War II, including the Treaty of

Versailles, the Roaring Twenties and the Great Depression. Continuing efforts post-World War II to achieve lasting peace and security in the world,

including Australia’s involvement in UN peacekeeping. The major movements for rights and freedom in the world and the achievement of

independence by former colonies. The nature of the Cold War and Australia’s involvement in Cold War and post-Cold War

conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War.

Developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment and sustainability.

Depth studies (90% of Course)There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective will be studied in detail. 1 World War IIStudents investigate wartime experiences through a study of World War II in depth. This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history, and the nature of Australia’s involvement.2 Rights and freedomsStudents investigate struggles for human rights in depth. This will include how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context.3 The globalising worldStudents investigate one major global influence that has shaped Australian society in depth, including the development of the global influence during the twentieth century. Students study ONE of these electives: Popular culture or The environment movement or Migration experiences.

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Year 10 Achievement StandardBy the end of Year 10 students place some of the main events, people and societies they have studied within a chronological framework, with specific reference to dates and terms for describing the past, the duration of particular historical changes, and the locations affected. When researching, students develop and enhance inquiry questions and plan an

inquiry. They identify and locate a range of primary and secondary sources using information technologies and other methods.

Students process and synthesise information from these sources and use it as evidence to answer inquiry questions.

Students analyse and draw conclusions about the usefulness of primary and secondary sources, taking into account their origin, purpose, context, and reliability.

Students suggest reasons for the different points of view, values, attitudes and perspectives that they identify in sources. They explain change and continuity over time with reference to the actions, motives, values of individuals and groups.

Students make reasoned judgments about the significance of individuals, groups and events. They explain the multiple causes and effects of events.

Students compose historical texts, particularly explanations and discussions (incorporating historical argument) and use evidence from primary and secondary sources to support their conclusions. They use appropriate historical terms, concepts and appropriate acknowledgement or referencing of source material in their historical texts. They present their findings in a range of forms, in particular written and visual texts, including digital technologies.

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Subject Name: Geography

Level of course: Year 10

Length of course : One semester

Pre-requisites: nil

Course Description There are two units of study in the Year 10 curriculum for Geography: Environmental change and management and Geographies of human wellbeing. Environmental change and management focuses on investigating environmental geography through an in-depth study of a specific environment. The unit includes an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental worldviews that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. Geographies of human wellbeing focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries.

Key inquiry questions:The key inquiry questions for Year 10 are: How can the spatial variation between places and changes in environments be

explained? What management options exist for sustaining human and natural systems into the

future? How do worldviews influence decisions on how to manage environmental and social

change?

Content Descriptions:Unit 1: Environmental Change and Management human-induced environmental changes that challenge sustainability environmental worldviews of people and their implications for management Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility

and environmental management Case Study : The Endangered Coastline application of human-environment systems thinking to understanding the causes and

consequences of the environmental change being investigated The application of geographical concepts and methods to the management of the

environmental change being investigated The application of environmental economic and social criteria in evaluating

management responses to the changeUnit 2: Geographies of Human Well Being different ways of measuring and mapping human wellbeing reasons for spatial variations between countries issues affecting the development of places in Africa reasons for and consequences of spatial variations in human wellbeing on a regional

scale within India or another country of the Asia region reasons for and consequences of spatial variations in human wellbeing in Australia at

the local scale role of international and national government and non-government organisations’

initiatives in improving human wellbeing

Assessment:

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Assessments will include written and oral reports, essays, class presentation, homework exercises, research assignments, topic tests, folder work and a 1.5 hour examination


Year 10 Achievement Standard:By the end of Year 10, students are expected to be able to : explain how the interaction between geographical processes at different scales change

the characteristics of places. predict changes in the characteristics of places and environments over time, across

space and at different scales and explain the predicted consequences of change. identify , analyse and explain significant interconnections between people, places and

environments and explain changes that result from these interconnections and their consequences.

propose explanations for distributions, patterns and spatial variations over time, across space and at different scales, and identify and describe significant associations between distribution patterns.

evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, social and economic criteria and propose and justify a response.

develop and modify geographically significant questions to frame an inquiry. collect and critically evaluate a range of primary and secondary sources to answer

inquiry questions. collect, represent, evaluate, synthesize data present findings, arguments and explanations using relevant geographical terminology

and graphic representations in a range of appropriate communication forms. explain the predicted outcomes and consequences of their proposal.

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FACULTY : H ISTORY AND GEOGRAPHY

Subject name: Studies of Societies

Level of Course: Year 10

Length of Course: Semester or full year

Pre-requisites: Satisfactory achievement is desirable.

Through Studies of Societies, students can become more informed about the social, political, economic, and cultural factors that affect, or have affected, different societies both past and present. Students develop skills to investigate, research, and analyse aspects of different societies. Students will gain an understanding of the diversity of societies, their cultures, literary traditions, value and belief systems, and political and social structures. They will develop an understanding of individual societies and the interdependence of societies, and the skills to reflect on the differences and similarities of different societies to the Australian context.

Studies of Societies also offers students an opportunity to reflect critically upon the significance of factors such as class, ethnicity, power and gender and other factors that affect the individuals and groups within a range of societies.

This subject will develop students’ communication skills, in particular, their abilities to read critically, write in clear prose, make relevant and informed contributions to class discussions, and present ideas in a variety of ways.

Intended Learning requirements Demonstrate a broad understanding of a range of social issues that affect societies,

both past and present. Understand that social change occurs in response to competing demands. Communicate, in a variety of forms, ideas about social issues and societies. Develop analytical skills in investigating a range of social issues. Use hypotheses and focusing questions to guide investigations of an aspect of society

or social issue.

Course DescriptionThis subject offers students the opportunity to study a range of societies and aspects defining those societies, both in the past and in the present. This may include: History. Culture and cultural diversity. Social, economic and political structures. Issues affecting those societies. Future implications for these societies. The impact of these societies on the environment.

Assessment Assessment Component 1 - Coursework including essays, presentations, paragraph

and short answer tests, short reports, homework exercises Assessment Component 2 - Individual Investigation Assessment Component 3 – End of semester examination


Subject Name: Accounting


Length of Course: Semester (10 credits) or Full Year (20 credits)

Prerequisite: None – A good pass in Year 10 Maths is an advantage.

The study of Accounting gives students opportunities to learn the practical skills needed to manage their own financial affairs and to develop an understanding of the ethical considerations that affect financial decision-making. Students develop an understanding of the successful management of financial affairs in business, and gain knowledge and skills related to accounting processes for organisational and business applications.Accounting enables students to participate effectively and responsibly in a changing social, legal, and economic environment. Students develop skills in critical thinking, problem-solving, and the use of information and communication technologies. These skills enable them to apply accounting information in financial decision-making. An understanding of accounting concepts in financial management and decision-making helps students to develop skills in, and an appreciation of, active and responsible citizenship.Students acquire knowledge and skills related to the accounting process for organisation and business applications. They understand the processes involved in generating, recording, classifying, analysing, interpreting, and reporting accounting information as a basis for planning, control, and effective decision-making. They learn how to interpret the financial information of an accounting entity and how to convey this information to interested users.

Stage 1 AccountingLearning RequirementsThe learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.In this subject, students are expected to: Understand the role of accounting in society Record and report financial information using manual methods as well as information and communication technologies Apply the principles and practices of recording and reporting financial information Recognise and understand financial information for decision-making Analyse, interpret, and communicate financial information using accounting terminology Apply effective decision-making skills using financial and non-financial information Recognise social, legal, regulatory, and/or ethical influences on financial recording and decision-making.

ContentStage 1 Accounting may be undertaken as a 10-credit subject or a 20-credit subject.A 10-credit subject consists of: The Environment of Accounting. At least two option topics.

A 20-credit subject consists of: The Environment of Accounting. At least four option topics.

The option topics include: Personal Financial Management. Business Documents. Keeping Cash Records.


Double-entry Recording. Financial Reports. Analysis and Interpretation of Financial Reports. Teacher-developed Topic(s).

Evidence Of Learning (Assessment)The following assessment types enable students to demonstrate their learning in Stage 1 Accounting: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Investigation.For a 10-credit subject, students should provide evidence of their learning through four or five assessments.

Each assessment type should have a weighting of at least 20%.Students undertake: At least two skills and applications tasks. At least one investigation.For a 20-credit subject, students should provide evidence of their learning through eightto ten assessments. Each assessment type should have a weighting of at least 20%.

Students undertake: At least four skills and applications tasks. At least two investigations.

FACULTY : HISTORY AND GEOGRAPHY Subject name: Economics



Prerequisite: NoneStudying Economics enables students to understand how an economy operates, the structure of economic systems, and the way in which they function. Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants.Students research, analyse, evaluate, and apply economic models that are expressed in graphical and/or diagrammatic form. They evaluate issues for individuals and groups in local, national, and global settings. They learn how some of these issues affect their lives and how they can use the knowledge and skills of economics to inform their participation in society.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.In this subject, students are expected to: Know and understand, apply, and communicate economic concepts, principles, models,

and skills using economic terminology. Understand the effects of economic interdependence on individuals, communities, Business, and governments locally, nationally, and globally Understand that economic decisions involve costs and benefits Analyse and evaluate economic issues and events (local, national, or global) using Economic models and the skills of economic inquiry.

ContentStage 1 Economics may be undertaken as a 10-credit subject or a 20-credit subject. Thecontent may be derived from, but is not limited to, the topics described below.For a 10-credit subject, students should undertake a minimum of three topics.For a 20-credit subject, students should undertake a minimum of six topics.

Topics The Economic Problem Economic Systems The Market Economy Government Involvement in the Market Economy The Circular Flow of Income Trade in a Global Economy Price Stability Economic Development Poverty and Inequality Employment and Unemployment Teacher-developed topicEvidence Of Learning (Assessment)The following assessment types enable students to demonstrate their learning in Stage 1 Economics: Assessment Type 1: Folio Assessment Type 2: Skills and Applications Tasks Assessment Type 3: Issues Study.For a 10-credit subject, students should provide evidence of their learning through four orfive assessments, with at least one assessment from each assessment type. Eachassessment type should have a weighting of at least 20%.For a 20-credit subject, students should provide evidence of their learning through eightto ten assessments, with at least one assessment from each assessment type. Eachassessment type should have a weighting of at least 20%.





Prerequisite: It is assumed that students have successfully completed a semester of Year 10

The discipline of Geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism economic development, agriculture, and urban planning. Through the study of Geography, students develop an understanding of the spatial interrelationships of people, places, and environments. They develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities, challenges, and constraints of different locations.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.In this subject, students are expected to: Demonstrate knowledge and understanding of geographical concepts Demonstrate knowledge and understanding of the economic, social, natural, and built Characteristics of the place(s) in which they live and other places with which they are linked Apply a range of geographical and inquiry skills, including the use of spatial Technologies to identify and examine geographical features and issues Investigate spatial patterns and processes that operate in physical and human environments. Analyse the interactions and interdependence of people and environments at local,

national, and global levels. Analyse information to determine a range of outcomes and make justifiable. Recommendations for improvements to human and physical environments. Reflect on social justice, sustainability, and economic perspectives of geographical

issues. Communicate geographical information appropriately.

ContentStage 1 Geography may be undertaken as a 10-credit subject or a 20-credit subject.For both a 10-credit subject and a 20-credit subject, teachers design a program of topicsthat: Engage students and builds on their knowledge, cultural backgrounds, and educational experiences and interests. Reflect the selection and application of geographical skills (as identified below) Takes into account the availability of primary and secondary sources of information and a range of technologies Explore geographical concepts and contemporary geographical issues

The study of Geography includes the following four key themes:1. Location and distribution2. Natural environments at risk3. People, resources, and development4. Issues for geographers.


Evidence Of LearningThe following assessment types enable students to demonstrate their learning in Stage 1 Geography: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Inquiry Assessment Type 3: Fieldwork Assessment Type 4: Investigation.

For a 10-credit subject, students should provide evidence of their learning through four or five assessments, with at least one assessment from each assessment type. Eachassessment type should have a weighting of at least 20%.

For a 20-credit subject, students should provide evidence of their learning through eight to ten assessments, with at least two assessments from each assessment type. Each assessment type should have a weighting of at least 20%.





Prerequisite: It is assumed that students have successfully completed a semester of Year 10 History

The study of History gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions, and phenomena students gain an insight into human nature and the ways in which individuals and societies function. Students research and review sources within a framework of inquiry and critical analysis.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.In this subject, students are expected to: Explain how particular societies in selected periods and places since 500 AD have Been shaped by both internal and external forces. Identify and explain historical concepts. Apply hypotheses and/or focusing questions to guide historical inquiry. Analyse and evaluate sources. Understand and appreciate the role of particular individuals and groups in history. Communicate informed and relevant arguments using subject-specific language and conventions.

ContentStage 1 History may be undertaken as a 10-credit subject or a 20-credit subject.A 10-credit subject consists of: Sills of historical inquiry. A minimum of two historical studies.A 20-credit subject consists of: Skills of historical inquiry. A minimum of four historical studies.

Semester OneTopics are chosen from: China – Qing to Mao Japan – Isolation to Hiroshima Individual Investigation Teacher directed topicSemester TwoTopics are chosen from:War in Europe World War 1 World War 2 Individual Investigation Teacher directed topic

AssessmentAssessment of Stage 1 is school based Students demonstrate evidence of their learning through the following assessment types: Folio Sources Analysis Investigation


Subject Name: Legal Studies

Level of Study: Stage 1 (10 credits)

Length of Course: Semester or Full Year (20 credits)

Prerequisite: None – A good pass in Year 10 English is an advantage.

Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition. The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.In this subject, students are expected to: Display knowledge and understanding of the legal rights and responsibilities of

individuals and groups in Australian society. Know and understand the values inherent in the Australian legal system. Display knowledge and understanding of different sources of law in the Australian Legal

system. Recognise how the Australian legal system responds to cultural diversity. Evaluate the nature and operation of aspects of the Australian legal system. Develop inquiry skills through accessing and using information on aspects of the legal

system. Communicate informed observations and opinions on contemporary legal issues and

debates, using legal terminology and appropriate acknowledgment of sources.

ContentStage 1 Legal Studies may be undertaken as a 10-credit subject or a 20-credit subject. Itconsists of the following topics: Topic 1: Law and Society Topic 2: People, Structures, and Processes Topic 3: Law-making Topic 4: Justice and Society Topic 5: Young People and the Law Topic 6: Victims and the Law Topic 7: Motorists and the Law Topic 8: Young Workers and the Law Topic 9: Relationships and the Law.


Evidence of LearningThe following assessment types enable students to demonstrate their learning in Stage 1 Legal Studies: Assessment Type 1: Folio Assessment Type 2: Issues Study Assessment Type 3: Presentation.

For a 10-credit subject, students should provide evidence of their learning through four orfive assessments. Each assessment type should have a weighting of at least 20%.Students undertake: At least two assessments for the folio At least one issues study At least one presentation.For a 20-credit subject, students should provide evidence of their learning through eightto ten assessments. Each assessment type should have a weighting of at least 20%.Students undertake: At least two assessments for the folio At least one issues study At least one presentation.


Subject Name: Accounting Studies



Prerequisite: Stage 1 Accounting is desirable

Course DescriptionThe study of Accounting gives students opportunities to learn the practical skills needed to manage their own financial affairs and to develop an understanding of the ethical considerations that affect financial decision-making. Students develop an understanding of the successful management of financial affairs in business, and gain knowledge and skills related to accounting processes for organisational and business applications.Accounting enables students to participate effectively and responsibly in a changing social, legal, and economic environment. Students develop skills in critical thinking, problem-solving, and the use of information and communication technologies. These skills enable them to apply accounting information in financial decision-making. An understanding of accounting concepts in financial management and decision-making helps students to develop skills in, and an appreciation of, active and responsible citizenship.Students acquire knowledge and skills related to the accounting process for organisation and business applications. They understand the processes involved in generating, recording, classifying, analysing, interpreting, and reporting accounting information as a basis for planning, control, and effective decision-making. They learn how to interpret the financial information of an accounting entity and how to convey this information to interested users.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Identify various accounting entities and the main users of financial information. Recognise, understand, record, report, and communicate financial information in a

manner appropriate to the identified needs of the user. Understand and apply the process required to maintain financial information in order to

report the results of business activity. Recognise that accounting concepts and standards determine the responsibilities and

obligations of accounting entities to report financial information. Apply identified accounting concepts and standards to generate financial reports. Analyse and critically interpret financial and non-financial information for decision

making and problem-solving. Recognise that social, legal, and ethical issues both influence and are influenced by

business and accounting decisions.

ContentStage 2 Accounting is a 20-credit subject. Students are required to study the followingthree sections: Section 1: The Environment of Accounting Section 2: Financial Accounting Section 3: Management Accounting.


Evidence Of Learning (Assessment)The following assessment types enable students to demonstrate their learning in Stage 2 Accounting:

School-based Assessment (70%) Assessment Type 1: Skills and Applications Tasks (50%). Assessment Type 2: Report (20%).

External Assessment (30%). Assessment Type 3: Examination (30%).

Students should provide evidence of their learning through seven to ten assessments,including the external assessment component. Students undertake: five to eight skills and applications tasks. one report. one examination.

FACULTY : HISTORY AND GEOGRAPHY Subject Name: Economics



Prerequisite: None, but it is an advantage to have successfully completed Year 11 Economics.

Studying Economics enables students to understand how an economy operates, the structure of economic systems, and the way in which they function. Students develop an understanding of different Economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants.Students research, analyse, evaluate, and apply economic models that are expressed in graphical and/or diagrammatic form. They evaluate issues for individuals and groups in local, national, and global settings. They learn how some of these issues affect their lives and how they can use the knowledge and skills of economics to inform their participation in society.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Know, understand, communicate, and apply economic concepts, principles, models,

and skills Explain the role of economic systems in dealing with the economic problem of scarcity Evaluate the effects of interdependence on individuals, business, and governments

locally, nationally, and globally Evaluate and explain the way in which economic decisions involve costs and benefits Critically analyse and evaluate economic issues and events (past and current) using Economic models and the skills of economic inquiry Critically analyse and evaluate the impact of economic change locally, nationally, and

globally.

ContentStage 2 Economics is a 20-credit subject. It consists of skills in Economics developed throughthe following five key areas of study: Key Area 1: The Economic Problem Key Area 2: Microeconomics Key Area 3: Macroeconomics Key Area 4: Globalisation Key Area 5: Poverty and Inequality.

Evidence of Learning (Assessment)The following assessment types enable students to demonstrate their learning in Stage 2 Economics:

School-based Assessment (70%) Assessment Type 1: Folio (30%) Assessment Type 2: Skills and Applications Tasks (40%)External Assessment (30%) Assessment Type 3: Examination (30%).

Students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake: At least two directed assessments for the folio At least two skills and applications tasks One examination.





Prerequisite: Assumed that students have successfully completed a semester of stage 1 Geography

Course Description:The discipline of Geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism economic development, agriculture, and urban planning. Through the study of Geography, students develop an understanding of the spatial interrelationships of people, places, and environments. They develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities, challenges, and constraints of different locations.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Demonstrate geographical inquiry, knowledge, and understanding. Select, apply, and evaluate a range of geographical and fieldwork skills and

technologies in a range of contexts. Integrate, organise, and communicate geographical information using appropriate

technologies. Analyse patterns and processes related to geographical issues. Analyse the complex interactions between and interdependence of people and the

natural environment in local, national, and global contexts. Evaluate the environmental, social, political, and/or economic implications of responses

to geographical issues. Evaluate conflicting demands and diverse values, perceptions, and views related to Geographical issues, and justify conclusions Reflect on sustainability when examining geographical issues.

ContentGeography is a 20-credit subject that consists of: A compulsory core topic Two option topics from a choice of twelve (one of which gives teachers the opportunity

to develop a negotiated option topic).

Core Topic: Population, Resources, and DevelopmentThis topic introduces students to the processes involved in population change. Through it,students become aware of the impacts of population and consumption on the environment. Water is used as a case study.

Option TopicsStudents must study issues related to two of the following topics:1. Urbanisation 5. Coasts 9. Environmental Hazards2. Rural Places 6. Biodiversity 10. Globalisation3. Tourism 7. Climate Change 11. Drylands4. Sources and Use of Energy 8. Soils 12. Negotiated Topic.


Evidence Of LearningThe following assessment types enable students to demonstrate their learning in

School-based Assessment (70%) Assessment Type 1: Fieldwork (25%) Assessment Type 2: Inquiry (20%) Assessment Type 3: Folio (25%)External Assessment (30%) Assessment Type 4: Examination (30%).

Students should provide evidence of their learning through seven to nine assessments, including the external assessment component. Students undertake: One individual fieldwork report One inquiry Four to six group and individual assessments for the folio One examination.





Prerequisite: NA

Assumed that students have successfully completed a semester of stage 1 HistoryThe study of History gives student the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions, and phenomena students gain an insight into human nature and the ways in which individuals and societies function. Students research and review sources within a framework of inquiry and critical analysis.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Demonstrate knowledge and understanding of people, places, events, and ideas in the History of societies in selected periods and places since c. 1500 Formulate hypotheses and/or focusing questions and apply them to explain historical

concepts Apply the skills of historical inquiry, including critical analysis Construct reasoned historical arguments based on a critical understanding of evidence

from sources Reflect on the short-term and long-term impacts of individuals, events, and phenomena Evaluate why individuals and groups acted in certain ways at particular times Communicate informed and relevant arguments using subject-specific language and

conventions.

ContentStage 2 Modern History is a 20-credit subject that consists of: a thematic study a depth study an essay.

Students choose one topic from a choice of six for the thematic study, and one topic from a choice of five for the depth study. The topic for inquiry for the essay may be developed from any of the eleven topics available for study in the subject, or from any other area of interest relevant to modern history since c. 1500.

Thematic StudyThe thematic study requires students to undertake a critical analysis of a period,phenomenon, or event. The analysis may involve comparison of people, ideas, andevents within one or more case studies.


Students choose one of the following six topics for a thematic study: Topic 1: Pain and Gain: Modernisation and Society since c. 1700 Topic 2: Intruders and Resisters: Imperialism and Its Impact since c. 1500 Topic 3: Revolutions and Turmoil: Social and Political Upheavals since c. 1500 Topic 4: A Sense of Belonging: Groups and Nations since c. 1500 Topic 5: The Captives, the Unwanted, and the Seekers: Forced and Free Migration

since c. 1500 Topic 6: Slaves, Serfs, and Emancipation: Forced Labour since c. 1500.

Depth StudyThe depth study requires students to undertake an analysis that leads to an appreciable depth of involvement in the processes of historical inquiry; this is also known as depth-indiscipline analysis. Through this approach, students gain detailed knowledge of the topic under investigation.

Students choose one of the following five topics for a depth study: Topic 7: Public and Private Lives: A Social and Political History of Women since c.

1750. Topic 8: The War to End All Wars: The First World War and Its Consequences, c. 1870-

1929. Topic 9: An Age of Catastrophes: Depression, Dictators, and the Second World War,c.

1929–45. Topic 10: Postwar Rivalries and Mentalities: Superpowers and Social Change since c.

1945. Topic 11: Persecution and Hope: Power and Powerlessness in Society since c. 1500.

EVIDENCE OF LEARNINGThe following assessment types enable students to demonstrate their learning in Stage 2 Modern History:School-based Assessment (70%) Assessment Type 1: Folio (50%) Assessment Type 2: Essay (20%)External Assessment (30%) Assessment Type 3: Examination (30%).

In each subject, students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake: Six to eight assessments for the folio One essay One examination.


Subject Name: Legal Studies



Prerequisite: Stage 1 (one semester) is desirable but not essential

Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition.The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Display knowledge and understanding of the influences that have shaped the Australian

legal system. Know and understand legal principles, processes, and structures. Recognise how the Australian legal system responds to cultural diversity. Demonstrate civic literacy through active inquiry into the legal system. Evaluate how the changing global community influences the Australian legal system. Evaluate the ways in which legal issues shape and are shaped by society now, and how

they may do so in the future. Communicate informed observations and opinions on contemporary legal issues and

debates, using legal terminology and appropriate acknowledgment of sources.

ContentStage 2 Legal Studies is a 20-credit subject that consists of the following four topics: Topic 1: The Australian Legal System Topic 2: Constitutional Government Topic 3: Law-making Topic 4: Justice Systems.

Evidence of Learning (Assessment)The following assessment types enable students to demonstrate their learning in Stage 2 Legal Studies:

School-based Assessment (70%) Assessment Type 1: Folio (50%) Assessment Type 2: Inquiry (20%)External Assessment (30%) Assessment Type 3: Examination (30%).

Students should provide evidence of their learning through eight to ten assessments,including the external assessment component. Students undertake: six to eight assessments for the folio one inquiry one examination.

FACULTY : H ISTORY AND GEOGRAPHY

Subject Name: Tourism



Prerequisite: Nil

In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry. They investigate local, national, and global tourism; and explore tourism as a business. Students gain an understanding of the complex economic, social, cultural and environmental impacts of tourism. A student’s understanding of the sustainable management of tourism is central to the subject.

Learning RequirementsThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning.In this subject, students are expected to: Understand and explain tourism knowledge, including the diverse nature of tourists. Tourism, and the tourism industry. Understand and apply tourism concepts and models, including sustainable tourism and

cultural sustainability, and evaluate their application in different contexts — local, national, and global.

Investigate, analyse, and evaluate viewpoints and information about tourism trends, developments, and/or contemporary issues.

Apply practical tourism skills in different contexts. Interpret, critically analyse, and evaluate different perspectives and different sources of

information about tourism to develop informed opinions, conclusions, and recommendations.

Communicate information about tourism in different contexts for particular audiences and purposes, using appropriate terminology, forms, and acknowledgment of sources.

ContentStage 2 Tourism is a 20-credit subject.The content of the subject consists of the themes and topics (listed below) and practical tourism skills (as described in the sections on the capabilities, literacy, and numeracy).An in-depth understanding of the themes forms a core of knowledge and underpins the development of the topics. Teachers develop a teaching and learning program that bestsuits the needs of their students based on a combination of themes and topics, incorporating the development and demonstration of relevant practical tourism skills.Programs must cover each of the four themes and should include three topics.

Themes Operations and Structures of the Tourism Industry Travellers’ Perceptions, and the Interaction of Host Community and Visitor Planning for and Managing Sustainable Tourism Evaluating the Nature of Work in the Tourism Industry


Topics Applications of Technology in Tourism The Economics of Tourism Establishing a Tourism Venture Indigenous People and Tourism Management of Local Area Tourism The Impacts of Tourism Marketing Tourism Special Interest Tourism Responsible Travel The Role of Governments and Organisations in Tourism Tourism Industry Skills Negotiated Topic

Evidence of Learning (Assessment)The following assessment types enable students to demonstrate their learning in

Stage 2 Tourism:School-based Assessment (70%) Assessment Type 1: Folio (20%) Assessment Type 2: Practical Activity (25%) Assessment Type 3: Investigation (25%)External Assessment (30%) Assessment Type 4: Examination (30%).

Students should provide evidence of their learning through six to eight assessments,including the external assessment component. Students undertake: At least two assessments for the folio At least two practical activities One investigation One examination.

VISUAL ART

Year 8Art

One Semester

Year 9Design

One Semester

Stage 1 (Year 11)Art


Year 7Visual Art(Full Year)

Year 9Art 3D

One Semester

Year 9Art 2D

One Semester

Year 9Animation

One Semester

Year 9Digital

Photographic ArtsOne Semester

Year 8Art Extension

One Semester

Year 10Photography and

MultimediaOne Semester or Full Year

Year 10Design


Year 10Art 2D / 3D

One Semester of Full Year

Stage 1 (Year 11)Design

One Semester of Full Year

Stage 1 (Year 11)Photography and

MultimediaOne Semester or Full Year

Stage 2 (Year 12)Visual Art

Full Year

FACULTY: VISUAL ART

Subject Name: Art – 2 Dimensional and 3 Dimensional


Length of Course: Semester or whole Year

Prerequisite: None

Course DescriptionEmphasis is placed upon the development of creative ideas through a variety of 2 Dimensional and 3 Dimensional art mediums. A more advanced investigation of art elements, skills, techniques and processes is undertaken while sequential planning and experimentation is required. Students are expected to analyse and interpret visual art works and use appropriate language and terminology to express opinions while also gaining an appreciation of the role of art and craft in society.

Learning Outcomes:Students should be able to: conceive, develop and create art works; demonstrate individuality, creativity and presentation skills in their art works. show evidence of the development of ideas in a visual form. demonstrate knowledge of, and facility in, the skills, techniques and technologies

associated with making art works. demonstrate knowledge of artists and their works through investigation, writing,

discussion and visual representation. describe, analyse and respond to art works in their cultural context.

Content Summary: Major Practical Projects (40% of course assessment) - students are required to

complete two major projects emphasising skills in both two and three dimensions Materials and Methods (20% of course assessment) - students complete a folio of

experiments in a variety of media, reflecting skill development, and planning towards final projects.

Investigative Study (20% of course assessment) - a research assignment based upon a selected aspect of art

Art Analysis and Appreciation (20% of course requirements) - an appreciation of art within our society both past and present. May take the form of group/lecture discussion, written analysis or researching and exam.

Assessment Procedures:A variety of forms of assessment are: a materials and methods folio practical presentation Investigative study. research topics and essays examination (at the conclusion of semester)

FACULTY: VISUAL ART

Subject Name: Design


Length of Course: Semester

Prerequisite: None

Course DescriptionStudents gain an appreciation of the commercial and industrial aspects of the visual arts through the broad area of design. A more advanced investigation of the design process is undertaken and a problem solving approach is adopted to develop and communicate solutions visually. Emphasis is also placed upon the role of technology in the development of design concepts in addition to traditional drawing and model making techniques. Students are encouraged in their use of appropriate language and terminology, while also appreciating the role of design in society (past and present).

Learning Outcomes:Students should be able to: Conceive, develop and create design works. State and refine a design brief or process. Generate creative and diverse ideas, and evaluate these in relation to a design brief or

process. Present the design(s), using appropriate methods, media and skills. Demonstrate knowledge of designers and their works through investigation, writing,

discussion and Visual representation. Describe, analyse and respond to art works in their cultural context.

Content Summary: Major Practical Projects 40% of course assessment. Students are required to complete two

major projects in each of the areas of graphic/communication, product/fashion design in Semester 1 and environmental/architectural design in Semester 2

Skills Development in Construction Drawing and Computer Graphics (20% of course assessment) – Students are required to work through tutorial exercises in drawing, rendering and selected computer graphics progammes (ie Photoshop).

Investigative Study (20% of course assessment) – a research assignment based upon a selected aspect of design.

Design Analysis and Appreciation (20% of course requirements) – an appreciation of design within our society both past and present. May take the form of group/lecture discussion, written analysis or researching and an exam.

Assessment Procedures:A variety of forms of assessment are used at this level: portfolio presentation practical presentation computer technology presentation Investigative study research topics and essays examination (at the conclusion of semester)

FACULTY: VISUAL ART

Subject Name: Photography and Multimedia


Length of Course: Semester only

Prerequisite: None (Year 9 photography would be desirable)

Course DescriptionThis course builds on elements of photography but with greater emphasis upon camera skills and creative photographic techniques. In addition emphasis will be placed on the use of digital and computer technology and its creative application in the arts. Drawing, painting and construction techniques will be combined with photography to create innovative art forms. Students will be required to use written language and terminology, plan and document processes while also gaining an appreciation of the role photography plays in the Arts.

Learning Outcomes:At the end of the programme in Year 10 Art, students should be able to: Conceive, develop and create art works within a photographic medium. Demonstrate individuality, creativity and presentation skills in their photography. Show evidence of the development of ideas in a visual form; demonstrate knowledge of,

and facility in, the skills, techniques and technologies associated with creating photographic image.

Demonstrate knowledge of photographers, artists and their works through investigation, writing, discussion and visual representation.

Describe, analyse and respond to art works in their cultural context.

Content Summary: Major Practical Projects (40% of course assessment) - Students are required to complete

two major projects based upon a selected theme. Creative Computer and Digital Technology Skills (20% of course) combined with drawing

and painting applications, which form a folio of exercises and experiments Independent Study (20% of course assessment) - a research assignment based upon

selected compositional elements of art and photography Photography Appreciation (20% of course requirement) - an appreciation of photographic

arts within our society both past and present. This may take the form of group lecture, discussion, written analysis or researching and an exam.

Assessment Procedures:A variety of forms of assessment are used at this level: portfolio presentation. practical presentation. computer technology presentation. Investigative study. research topics and essays. examination (at the conclusion of semester)

FACULTY: VISUAL ART

Subject Name: Visual Art – Art, Photography and Multimedia or Design



Prerequisite: None

Course DescriptionPhotography and Multimedia can include elements of and references to historical and contemporary photographic techniques and practices [such as black/white photography, slide manipulation, digital manipulation]. Multimedia encompasses film-based practices [such as visual projections, film and sound manipulation] and is inspired by current trends in contemporary practice.

Learning Outcomes:In these subjects, students: Conceive, develop and make work(s) of art, photography and multimedia or design that

reflect the development of a personal visual aesthetic Demonstrate visual thinking through the development and evaluation of ideas and

explorations in technical skills with media, materials and technologies Apply technical skills in using media, materials and technologies to solve problems and

resolve work(s) of art, photography and multimedia or design Communicate knowledge and understanding of their own and other practitioners’ works of

art, photography and multimedia or design Analyse, interpret and respond to Visual Arts in cultural, social and/or historical contexts.

Areas of Study:Visual Thinking: Assessment Type 1: Folio For art, photography and multimedia and design, visual thinking is about developing the

skills to think visually and to record this thinking Visual thinking for artists usually involves applying a creative or problem-solving process in

a logical sequence Visual thinking for designers is usually based around the development and formulation of a

design brief that specifies parameters for the designer and working through the Design Cycle to produce a design outcome

The Folio should include visual, practical, written and/or oral forms of research. Written evidence may include, for example, notes, annotations, analysis of artists’ / designers’ works, and/or a structured essay

Practical Resolution: Assessment Type 2: Practical A work of art, photography and multimedia or design may be a single resolved practical or a

body of resolved work. Works can be resolved using the various practical genres of art, photography and

multimedia and design, which may include for example:o Art: video, installation, assemblage, digital imaging, painting, drawing, mixed

media, printmaking, photography, wood, plastic or metal fabrication, sculpture, ceramics and textiles

o Photography and multimedia: video, video installation, photography [film[, digital imaging/manipulation, sound, image/music synchronization, image projection

o Design:product design: e.g. toy, fashion, stage, furniture and engineering design environmental design: e.g. sustainable interior and exterior designgraphic and visual communication design: e.g. branding, illustration and advertising

FACULTY: VISUAL ART

Practitioner’s Statement [art, photography and multimedia or design]: students evaluate what they have achieved and provide insights into how processes have affected the outcome. Students learn how to produce a practitioner’s statement

Visual Arts in Context: Assessment Type 3: Visual Studies Students contextualise art, photography and multimedia or design; that is, they place works

of art or design culturally, socially and/or historically through guided research study practices

Students base their exploration and/or experimentation on analysis of the work of other practioners, individual research and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights.

Assessment Scope and Requirements One Folio - 35% One Practical Work [or body of works] including a practitioner’s statement - 35% One Visual Study - 30%

Assessment Design Criteria Practical application Knowledge and understanding Analysis and response

FACULTY: VISUAL ART

Subject name: Visual Art - Art or Design

Level of Study: Stage 2 SACE

Length of Course: One Semester (10 credits) or Two Semester (20 credits)

Prerequisite: None

Course DescriptionStudents develop the skills to summarise, analyse and reflect on their visual thinking. Emphasis is placed on visually recording, inspirations, influences, ideas, thoughts and media applications in art or design through use of technology, developing ideas and skills and working towards a resolution in works of art or design.

Learning Outcomes:Students should be able to: Conceive, develop and make work(s) of art or design that reflect individuality and the

development and communication of a personal visual aesthetic Demonstrate visual thinking through the development and evaluation of ideas and

explorations in technical skills with media, materials and technologies Apply technical skills in using media, materials, technologies and processes to solve

problems and resolve work(s) of art or design Communicate knowledge and understanding of their own works and the connections

between their own and other practitioners’ work s of art or design Analyse, interpret and respond to visual arts in cultural, social and/or historical contexts Develop inquiry skills to explore visual arts issues, ideas, concepts, processes, techniques

and questions

Areas of Study:Visual Thinking: Assessment Type 1: Folio For both Art and Design, visual thinking is about developing the skills to think visually and to

record this thinking. Visual thinking skills for artists and designers are integral to the creative or problem-solving process

At Stage 2, visual thinking extends to the clear communication of a personal visual aesthetic, which has been refined throughout the process of developing works of art or design for resolution

Visual thinking for artists usually involves applying a creative or problem-solbing process in a logical sequence

Visual thinking for designers is usually based around the development and formulation of a design brief that specifies parameters for the designer and working through the Design Cycle to produce a design outcome

The folio should include visual, practical, written and/or oral forms of research. Written evidence may include, for example, notes, annotations, analysis of artists’ / designers’ works and/or a structured essay to a maximum of 60 pages.

Practical Resolution: Assessment Type 2: Practical A work of art or design may be a single resolved practical or a body of resolved work Works can be resolved using the various practical genres of Art and Design, which may

include, for example:o Art: video, installation, assemblage, digital imaging, painting, drawing, mixed

media, printmaking, photography, wood, plastic or metal fabrication, sculpture, ceramics and textiles

o Design:product design: e.g. toy, fashion, stage, furniture and engineering designenvironmental design: e.g. sustainable interior and exterior designgraphic and visual communication design: e.g. branding, illustration and advertising.

Practitioner’s Statement [Art and Design]: students evaluate what they have achieved and provide insights into how processes have affected the outcome.

FACULTY: VISUAL ART

Visual Arts in Context: Assessment Type 3: Visual Studies Students contextualise art or design; that is, they place works of art or design culturally,

socially and/or historically through investigative research practices. Maximum 30 A3 pages + 2000 words of integrated text.

At Stage 2, the ability to compare and contrast works of art or design within a context or from different contexts is emphasised.

An understanding of the inquiry process through the location and acknowledgment of sources of information, analysing and interpreting the work of relevant practitioners and/or works of art or design in context and the exploration and experimentation of practical applications are integral to the research process for visual study.

Assessment Scope and RequirementsSchool assessment (70%) Assessment Type 1: Folio (40%) Assessment Type 2: Practical (30%)External assessment (30%) Assessment Type 3: Visual Study (30%)

Assessment Design Criteria: Practical application Knowledge and understanding Analysis and synthesis Inquiry and exploration