2012 - uhs.sa.edu.au · 20 credits from a range of english or english as a second language courses...

Cover Art by Daniel Lyos, Year 9

School InformationFurther information is available from:

PrinciPal Ms Susan Cameron

DePuty PrinciPal Mr Graeme Webster

assistant PrinciPals Ms Joanne Costa, Ms Kathy Ellis, Ms. C. Pickering.

aDDress Unley High School Kitchener Street NETHERBY SA 5062 Phone: 8272 1455 Fax: 8373 3031 E-mail: [email protected]

international stuDentsFor more comprehensive information on enrolment, please refer to the South Australian Government School International Student Program brochure or visit the website: www.internationalstudents.sa.edu.au

Or direct your enquiries to:

International Education Services Department of Education & Children’s Services GPO Box 1152 Adelaide SA, 5001 Australia

Phone: +61 8 8226 3402 Fax: +61 8 8226 2391 E-mail: [email protected]

South Australian Department of Education and Children’s Services

T/A South Australian Government Schools CRICOS Provider No. 00018A.

Unley High School Curriculum Handbook 2012

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ContentsSchool Information 1

International Students 1

Course Outlines Years 8-12 3

Course Outline Year 8 3Course Outline Year 9 4Course Outline Year 10 5Course Outline Year 11 6Course Outline Year 12 and 13 7

General Information 9

Personal Learning Plan 13SACE Research Project 13

Curriculum Information 16

Arts 16English, Languages other than English (LOTE) and English as a Second Language (ESL) 33Health, Physical Education& Personal Development 44Mathematics 54Science 59Humanities and Social Science (incorporating Business Education) 66Technology 73

Subject Selection Calendar 87

Years 8-11 Subject Choice Forms

Year 8 into 9 Subject Choice 2012 88Year 9 into 10 Subject Choice 2012 89Year 10 into 11 SACE Stage 1 Subject Choice 2012 90Year 11 into 12 SACE Stage 2 Subject Choice 2012 91

Index: Subjects Years 8-12 85

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course outline year 8Unley High School has a policy that all Year 8 students experience a wide range of subjects from each of the curriculum areas in order that, in later years, they make choices based upon experience. Some subjects are full-year subjects whilst others are semester (half-year) subjects. The school runs 30 lessons per week. Lessons are of 50 - 55 minutes duration.

Technology Access ProgrAmThe Technology Access Program ensures that students in Years 8/9 have the essential skills in communication and information technology required for them to participate successfully in the whole curriculum.

◆ Visual and Performing Arts – use of computer application packages – graphical presentation ◆ English/ESL - word processing & publishing, e-mail – writing skills ◆ Maths - geometrical investigations, spreadsheets – data manipulation and analysis ◆ Humanities and Social Sciences – web page design – web publications ◆ LOTE/ESL – internet research skills – communication and research.

All of these curriculum areas support students to manage their files on the network.

comPulsory subjecTs for yeAr 8subject length lessonsEnglish or English as a Second Language Full Year 4Mathematics Full Year 4Science Full Year 4Humanities and Social Sciences Full Year 4Home Economics Term 4Physical Education & Health Semester 4Design & Technology Studies Term 4

choice subjecTslanguages – stuDents choose one of the following for a full yearAll Year 8 students will study a language for a full year. Students will be required to continue with their chosen language in Year 9 for the full year. The choice of language at Year 8 should be made with this in mind.Chinese Full Year 4French Full Year 4Greek Full Year 4Italian Full Year 4arts – stuDents choose two of the following for a semester eachArt Semester 4Drama Semester 4Music Semester 4

clAss grouPingsThe school operates a Gifted and Talented class in Years 8, 9 and 10. All other Year 8 & 9 classes are grouped in mixed abilities.

school focusAs well as promoting academic excellence, Unley High School has the following features:

◆ operates a Technology across the Curriculum focus for students in all year levels ◆ emphasizes the operation of a success-oriented environment ◆ fosters caring and positive relationships between students and teachers ◆ provides a pastoral care structure in which one of their Year 8 home group teachers also teaches the student in a subject class

◆ utilises a strong Student Behaviour Management Policy and procedures that challenge students to take responsibility for their own learning.

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course outline year 9comPulsory subjecTs for yeAr 9

Subject Length Lessons

English or ESL Full Year 4

Mathematics Full Year 4

Science Full Year 4

Humanities and Social Sciences Semester 4

Physical Education and Health Semester 4

Languages Other Than English (LOTE):

Students must take the same language as in Year 8 (Chinese, French, German, Greek or Italian)

Full Year 4

choice subjecTsStudents must choose the equivalent of four semesters from the Choice Subjects.

arts: stuDents must choose at least one semester

Art Semester 4

Art/Design Semester 4

Drama Semester 4

Music Full year 4

Design & technology: stuDents must choose at least one but no more than two semesters

Art Metalwork 1 Semester 4

Home Economics A, B & C Semester 4

Woodwork 1 Semester 4

Metalwork 1 Semester 4

Materials Technology 1 Semester 4

extensions: stuDents may choose at least one semester

Spending & Saving Semester 4

www.geography Semester 4

Knights in Shining Armour Semester 4

Physical Education Extension Semester 4

Studies of Asia Semester 4

Workshop space in Woodwork and Metalwork is limited and not all wishes in these areas can be granted. In the event of too many applicants, positions are determined by ballot.

In choice subjects, entry is dependent upon the student fulfilling the requirements of the current Promotion Policy of the school.


course outline year 10comPulsory subjecTs for yeAr 10

Subject Length Lessons

English or English as a Second Language Full Year 4Mathematics Full Year 4Science Full Year 4Humanities and Social Sciences Semester 4Personal Learning Plan (SACE, Stage 1 Subject) Semester 4Health and Physical Education Students choose one of the four semester topics that are offered

Semester 4

choice subjecTsarts: stuDents must choose at least one semester

Art 1 or 2 Semesters 4Craft Semesters 4Design Semester 4Drama 1 or 2 Semesters 4Music Full year 4languages: stuDents may stuDy one language

Chinese Full year 4French Full year 4German Full year 4Greek Full year 4Italian Full year 4Design & technology: stuDents must choose at least one semester

Art Metalwork 2 Semester 4Child Studies Semester 4Clothing and Textiles Semester 4Food Preparation and Nutrition Semester 4Information Processing Semester 4Computer Essentials Semester 4Media Production Semester 4Metalwork 2 Semester 4Materials Technology 2 Semester 4CAD Graphics Semester 4Woodwork Semester 4extensions: stuDents may choose uP to three semesters

History Semester 4Geography Semester 4Media Production Semester 4Physical Education Extension Students may choose one of the four semester topics other than the one chosen in the compulsory section.

Semester 4

Notes: Students must choose the equivalent of five semesters from the Choice Subjects. In the event of too many students choosing Woodwork, positions will be decided by ballot. Students who were balloted out of Woodwork 1 in Year 9 will be given preference if they select Woodwork 2 in Year 10.Students in the Gifted and Talented class and other students who have shown outstanding performance in Year 9 studies may, at the discretion of the relevant Subject Coordinator, be given the opportunity to study selected Stage 1 subjects, other than those listed above, during Year 10.

In addition, all Year 10 students undertake Work Experience as part of the Personal Learning Plan.

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course outline year 11Students choose a total of 110 credits. Full year subjects count as 20 credits and semester subjects count as 10 credits.

For the SACE ( South Australian Certificate of Education) purposes students must choose:

◆ 20 credits from a range of English or English as a Second Language courses ◆ 10 credits from a range of Mathematics courses ◆ 10 credits – Stage 2 Research Project

and achieve a minimum of C or better in each of these compulsory subjects.

Students must choose 70 credits from any of the courses listed below.

Even though subjects are offered, they will proceed only if a sufficient number of students choose them and the resources are available.

sTAge 1AC4H Accounting (10 credit points)AS4H Ancient Studies (10 credit points)BL4A Biology A (10 credit points)BL4B Biology B (10 credit points)BS4H Business and Enterprise (10 credit points)CH4A Chemistry A (10 credit points)CH4B Chemistry B (10 credit points)CI4A / CI4B Chinese (background speakers) (20 credit points)CI4A / CI4B Chinese (continuers) (20 credit points)AT4C Creative Arts - Craft (10 credit points)DC4A Dance A (10 credit points)DC4B Dance B (10 credit points) TG4A Design and Technology - Communication Products CAD A (10 credit points) TG4B Design and Technology - Communication Products CAD B (10 credit points)FA4H Design and Technology - Material Products (Textiles and Design) (10 credit points)FC4A Design and Technology - Material Products (Furniture Construction A) (10 credit points)FC4B Design and Technology - Material Products (Furniture Construction B) (10 credit points)MW4H Design and Technology - Material Products (Metalwork) (10 credit points)DA4A Drama (10 credit points)DA4B Drama (10 credit points)EG4A / EG4B English Communications (20 credit points)EE4A English Advanced A Studies (10 credit points)EE4B English Advanced B Studies (10 credit points)EP4A / EP4B English Pathways (20 credit points)EF4A / EF4B English as a Second Language (20 credit points)ES4H Environmental Studies (at Urrbrae) (10 credit points)HE4B Food and Hospitality -- Food and Culture (10 credit points)HE4A Food and Hospitality - Creative Food (10 credit points)FR4A / FR4B French (continuers) (20 credit points)GG4A Geography (10 credit points)HL4A Health A (Peer Leaders) (10 credit points)HL4B Health B (Contemporary Health Issues) (10 credit points)MH4H History (10 credit points)IP4H Information Processing and Publishing (10 credit points)CP4A Information Technology A (10 credit points)CP4B Information Technology B (10 credit points)IT4A / IT4B Italian (continuers) (20 credit points)LS4H Legal Studies (10 credit points)


course outline year 12 anD 13Students will choose a total of 80 credits.

Students wishing to complete SACE and go on to university will choose 80 credits, equivalent to four full year subjects from the list below, achieving a grade of C- or better in 60 credits at Yr 12. This cannot include Community Studies.

Students wishing to complete SACE only must choose 60 credits from the list below and can include Community Studies. An additional 20 credits can come from:

◆ Another Year 12 subject ◆ A Year 11 subject ◆ VET Course

Year 13 StudentsStudents returning as Year 13 students will work towards completing their SACE Certificate or improving their ATAR. Year 13 students must do a minimum of three full-year subjects to continue attending Unley High School.

General InformationThis handbook describes the curriculum for Years 8 to 12 at Unley High School.

The book is set out in groups of subjects associated with the eight major Learning Areas.

Associated with the subject descriptions is a flow chart in each of the major Learning Areas showing the pathways that can be undertaken as a student progresses through the school.

Additional information about SACE and subject selection will be given to current Year 9 and 10 students during Term 3.

There will also be an Information Evening for families new to SACE, to provide detailed information about SACE courses and Tertiary entrance requirements.

MB4H Mathematical Applications A (10 credit points)MB4B Mathematical Applications B (10 credit points)MA4A Mathematics Studies A (10 credit points)MA4B Mathematics Studies B (10 credit points)MC4H Specialist Mathematics (10 credit points)GK4A / GK4B Modern Greek (continuers) (20 credit points)MU4A Music - Advanced A (10 credit points)MU4B Music -Advanced B (10 credit points)MS4A Numeracy for Work and Community Life - Essential Maths (must be recommended) (10 credit points)OE4A Outdoor Education (10 credit points)PL3H Personal Learning Plan (10 credit points)PE4A Physical Education A (10 credit points)PE4B Physical Education B (10 credit points)PC4A Physics A (10 credit points)PC4B Physics B (10 credit points)PS4A Psychology (10 credit points)SS4H Society and Culture (10 credit points)TO4H Tourism (10 credit points)AT4A Visual Arts - Art A (10 credit points)AT4B Visual Arts - Art B (10 credit points)DS4A Visual Arts - Design A (10 credit points)DS4B Visual Arts - Design B (Architectural Studies) (10 credit points)AT4M Visual Arts - Multimedia A (10 credit points)VT4H Plumbing Certificate (15 or 20 credit points)

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sTAge 2BL5P Biology (20 credit points)BS5N Business and Enterprise (20 credit points)CH5P Chemistry (20 credit points)HC5N Child Studies (20 credit points)CI5P Chinese (background speakers) (20 credit points)CI5P Chinese (continuers) (20 credit points)CS5P Classical Studies (20 credit points)CS5S Community Studies (20 credit points)DC5N Dance (at Mitcham Girls High School) (20 credit points)TG5S Design and Technology - Communication Products (Tec Graphics) (20 credit points)FA5N Design and Technology - Material Products (Textiles and Design) (20 credit points)FC5N Design and Technology - Material Products (Furniture Construction) (20 credit points)DA5N Drama (20 credit points)EG5N English Communications A and B (20 credit points)EG5P English Studies (20 credit points)EF5S English as a Second Language (20 credit points)EF5P English as a Second Language Studies (20 credit points)HE5N Food and Hospitality (20 credit points)FR5P French (continuers) (20 credit points)GG5P Geography (20 credit points)HL5S Health (20 credit points)UT5P Information Technology (20 credit points)IT5P Italian (continuers) (20 credit points)LS5P Legal Studies (20 credit points)MB5S Mathematical Applications (20 credit points)MM5P Mathematical Methods (20 credit points)M15P Mathematical Studies (20 credit points)GK5P Modern Greek (continuers) (20 credit points)ME5P Modern History (20 credit points)MU5N Music - combined electives (20 credit points)NU5P Nutrition (20 credit points)OE5S Outdoor Education (20 credit points)PE5N Physical Education (20 credit points)PC5P Physics (20 credit points)PS5P Psychology (20 credit points)RE5N Research Project (if not completed in 2011) (10 credit points)SS5N Society and Culture (20 credit points)M25P Specialist Mathematics (20 credit points)SF5N Sustainable Futures (at Urrbrae) (20 credit points)TO5N Tourism (20 credit points)AT5P Visual Arts - Art (20 credit points) DS5S Visual Arts - Design (20 credit points)


Subject SelectionIn selecting their courses for next year, students should ask themselves the following questions:

◆ In which subjects am I experiencing success? ◆ Which subjects give me the most personal satisfaction and enjoyment?

◆ What are my plans for future employment or tertiary study? Which subjects are necessary for me to achieve my goals?

◆ Am I keeping my options open so that I can change my mind about what I want to do in the future?

◆ Which subjects will help me to develop skills in areas that interest me and to use my leisure time in a more productive way?

◆ Which subjects will help me understand the society I live in, and my rights and responsibilities as a member of my community?

◆ Students considering attending interstate universities should consider English as a Stage 2 subject for entrance requirements.

Subject SelectionA member of the subject selection team will support and provide information on subject choice to Years 10 and 11 students, ideally with a parent/caregiver in attendance. The options available should be discussed with parents. If they are unable to attend, parents/caregivers will be required to sign the Subject Selection Sheet.

Other staff who can provide more detailed information include:

◆ Subject teachers ◆ Student Counsellors (Ms Dodgson, Mr Hendry)

◆ Year Level Managers (Mr Ellis, Mr John McKenzie and Toby Watts)

◆ Faculty Leaders or Coordinators.Students in Year 10 this year are reminded that the choices they make for Stage 1 2012 will largely determine the options available to them in Stage 2 2013.

Courses will be approved provisionally by Week 10 of Term 3, and will be confirmed in November, once final assessment grades are known. Where changes need to be made students will be given additional counselling.

The courses chosen by students and parents in Term 3 will only be changed if there is a valid reason to do so. Students should give very careful consideration to their subject choices and seek advice as widely as possible before making final decisions.

Year Level Managers and the Assistant Principal in charge of Middle School, Ms Joanne Costa, manage course counselling for current Year 8 and 9 students.

Course counselling for Years 10, 11 and 12 students is carried out by a team including the counsellors under the direction of the Deputy Principal, Mr Graeme Webster.

Role of the Student CounsellorsThe Counselling Centre has been established at Unley High to centralise the services of the two Student Counsellors, the VET coordinator and the Christian pastoral care workers. All these services are available for students, parents and staff.

The process of subject selection begins with the home group teacher as part of their pastoral care role. However students are encouraged to approach the School Counsellors directly should they wish.

They have access to many resources and services and are able to refer to agencies outside the school if appropriate. Interviews can be easily arranged and are encouraged.

When considering career planning, subject choice is very important. Students and parents together need to give careful thought in the choices they make.

Additional support through VET Pathways is available to students who are at risk of leaving school early. This programme is accessed though the councellors.

The English as a Second Language (ESL) staff and Learning Assistance Program staff offer further services to support students with learning difficulties, providing individual or small group assistance for students in need.

Career And Tertiary EducationDetailed information about future employment and higher education entrance requirements is available from the Student Counsellors and other staff members. For additional information regarding requirements for particular courses, students and parents may also contact the relevant University, TAFE or SATAC directly, or the Centrelink Career Information Centre, 55 Currie Street, Adelaide.

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Work ExperienceAll Year 10 students attend Work Experience for one week. It is an integral part of the subject, Personal Learning Plan. Year 11 students may undertake Structured Work Placements during the year or negotiate traditional work experience if they choose to. The program provides an opportunity for students to gain experience in employment situations and to possibly gain nationally recognised qualifications in the process. Additional information can be obtained from the Work Experience Booklet or from Mr Whaites, the Futures Connect Coordinator.

Vocational Education And TrainingVET courses are industry-based courses that are accredited as part of a certificate in Further Education.

At Unley High School we provide a general secondary education integrated with entry-level VET programs to assist senior students along broad Industrial Pathways.

regionAl PArT Time VeT coursesA number of courses may be undertaken for a semester. They are in interest groups, eg Automobile Repair, Creative Photography, Commercial Cookery, and Backhoe Operation.

These courses are designed to give students a “taste” of industry standard courses. They run for a semester and application can be made during 2011.

These courses are ‘fee for service’.

Students must first choose a full Year 11 course before applying for a VET course.

Structured Work PlacementStructured Work placements can be sought for students in a number of areas. Students on Structured Work Placements complete training logs and usually undertake this as part of the VET course they are completing.

School Based TraineeshipsUnder the New Apprenticeship Scheme, students may undertake an apprenticeship traineeship which combines work, school and a TAFE course.

Further information about all VET options is available from Mr Richard Whaites.

PlumbingStudents may undertake a Certificate I in Construction, offered at Unley High School, in conjunction with the Plumbing Industries Association of S.A.

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University Admission Requirements for 2013Each University course in South Australia has prescribed Tertiary Admission Subjects (TAS). For 2013 University entrance students in year 12 in 2012 will complete four full year subjects at Unley High (not five as in previous years) for 80 credits.

A Summary of the course entry requirements for the Universities is detailed in the “South Australian Tertiary Institutions Tertiary Entrance 2012-2014 Booklet” for students in Years 10, 11 and 12. All Year 10, 11 and 12 students are issued with a copy of this booklet for reference. Students and parents are strongly advised to refer to this booklet and familiarise themselves with the relevant University requirements.

These booklets are also available from each of the Universities, SATAC, TAFE Information Centre, SSABSA and Centrelink Career Information Centre.

PrerequisiTes And Assumed KnowledgeEach university may have some subjects listed as “prerequisites” and others as “assumed knowledge”:

◆ Prerequisites are those subjects which students must take in order to be eligible for a particular course. You must get a Subject Achievement score of a C or better.

◆ Assumed knowledge refers to subjects in which the university assumes students will have some prior knowledge, although it is not a requirement for entry to the course. If students wish to study in a course for which there is assumed knowledge of certain subjects, they will be greatly advantaged in their university studies if they take those subjects at Stage 2.

how is The ATAr cAlculATed?The University Aggregate is calculated by using the scaled points from four subjects out of 20.

This aggregate total will be converted to Australian Tertiary Admissions Rank (ATAR) reported on a scale range from 0 -100.

enTry To insTiTuTes of TAfeApplications are made online, similar to University entrance. The deadline for most applications will be the end of October 2012.

Entries to courses offered by TAFE have different entry requirements and a selection criterion varies from program to program. Some Degree and Diploma courses require completion of SACE Stage 2 and some Certificate courses require Stage 1. Details should be obtained from Student Counsellors or TAFE Information Centre or SATAC and the colleges you wish to attend.

glossAry of TermsATAR Australian Tertiary Admissions RankCredit A term to describe achievement. .SACE South Australian Certificate of

EducationSACE Board of SA Performance Standards

All students will be assessed against subject specific performance standards, to determine a grade A to E

TAFE Technical and Further EducationTAS Tertiary Admission SubjectsVET Vocational Education and Training

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SACE: whAT is The sAce?The South Australian Certificate of Education (SACE) is a qualification awarded to students who successfully complete their senior secondary education (Years 11 and 12).

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.

when will it start?The SACE begins with the introduction of a compulsory subject called the Personal Learning Plan, undertaken in Year 10. The SACE continues through Year 11 and Year 12.

what are some of the features of the sace?As part of the SACE students will:

◆ Receive credits for many different forms of education and training (such as academic subjects, learning a trade, TAFE, vocational training and community service) provided they are recognised by the SACE Board

◆ Be able to return to their studies at any time in the future to complete the SACE without losing credit for work already undertaken

◆ Receive A-E grades in every Stage 1 and Stage 2 SACE subject

◆ Be expected to gain and demonstrate essential skills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning

◆ Have 30 per cent of their work in every Stage 2 subject externally assessed. This will be done in various ways, including exams, practical performances and presentations

◆ Have outside moderators check the school-assessed parts of Stage 2 subjects to ensure consistent grading across the State.

the requirements to achieve the saceTo gain the certificate students must earn 200 credits. Ten credits are equivalent to one semester in a particular subject or course.

Some elements of the SACE are compulsory. These are:

◆ A Personal Learning Plan at Stage 1 (undertaken in Year 10), worth 10 credits (see next page for details)

◆ At least 20 credits towards literacy from a range of English/English as a Second Language studies at Stage 1

◆ At least 10 credits towards numeracy from a range of mathematics studies at Stage 1

◆ Research Project at Stage 2, worth 10 credits ◆ Completion of at least 60 additional credits in Stage 2 subjects and courses.

The importance of the compulsory elements is reflected in the requirement that students must achieve either an A, B, C or equivalent in these subjects to complete the SACE successfully.

In addition to the compulsory elements, students will choose from a wide range of subjects and courses to earn the remaining 90 credits to gain the SACE. These include subjects and courses from either Stage 1 or Stage 2.

For further information please visit the

SACE website at www.sace.sa.edu.au.


Personal learning Plan Successful completion of this subject gains students 10 points towards their SACE.

The course will focus on transition from school to future study and work.

The course will be defined by three learning areas.

inTroducTion To worK ◆ Students will prepare for Work Experience by developing application writing, resume preparation and interview skills.

◆ Students will investigate work and the various roles and legal implications of participating in the workforce.

◆ Students will investigate the skills, attitudes and competencies required for successful participation in the workforce.

undersTAnding my leArning ◆ Students will develop an individual Learning Plan that will be used to develop goals and plot a pathway to a successful future

◆ Students will identify their learning styles and positive learning attributes and work towards a better understanding of their capabilities.

PAThwAys To The fuTure ◆ Students will investigate future career and study pathways including traineeships, apprenticeships and tertiary study.

◆ Develop investigation, team work and communication skills.

◆ Access online career investigation tools (My Future, Career Works, Job Guide).

◆ Develop Portfolios and Resumes.

stage 2 research Project 10 creDit Points

All year 11 students

The Research Project gives students the opportunity to study an area of interest in depth.

The project may consist of an artefact, performance, exhibition, product, document, etc. Group projects are allowed. Research must be safe, and ethical. The research may not repeat or duplicate any stud-ies in an existing SACE subject or course. The term “research” is used broadly, and may include practical or technical investigations, formal research, or ex-

ploratory enquiries. All students must develop and apply the Learning capability, and one other chosen capability.

Two types of project are available. Students who enrol in Project Type A do not gain credit toward an ATAR, while students who enrol in Project Type B do gain credit toward an ATAR.

Further information is available at: http://www.sace.sa.edu.au/researchproject

School-based assessmentBoth project types have 70% school-based assess-ment of the form:

40 % folio with three elements ◆ Preliminary ideas, and research proposal: (max 500 words, or 5 minutes oral (recorded or live), or multimodal

◆ Research development ◆ One or two formal discussions with teacher. Discussions must be (digitally) recorded or noted.

30 % ProDuce a research outcome Eg. Written clts?, product, display, with a substantiate? of findings.

30% External Assessment30 % External Assessment Project a (non-atar) (not for tertiary entrance score)1 150 – 200 word written summary of research project, processes used, and outcomes.2 additional 1500 words (max) or 10 minutes oral or multimodal evaluation

Project b (for atar) (coulD be useD for tertiary entrance score)150 – 200 word written summary of research project, processes used, and outcomes.Additional 1500 word (max) written evaluation (pic-tures etc allowed) Common Written Assessment

rePorteD outcomeSchool-based assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E-.

Students must complete the 10 credit point Research Project at Stage 2 of the SACE, with a C Grade or better.

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Music in Context/Performance Special Study

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Ensemble Performance/Performance Special Study

Ensemble Performance/Solo Performance

Music Individual Study/Composing and Arranging

Music Individual Study/Performance Special Study

Music Individual Study/Solo Performance

All three universities

MUSIC - Stage 2

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arts

Year 8 Arts

ArTYear 8 Art emphasizes drawing as a fundamental means of expression and a tool for visual problem solving. Students study the theory of colour and examine the artwork of various cultures to develop ideas for making art. A range of technical skills and techniques is developed which includes computer graphics. Students may visit an exhibition as part of their observation and analysis of art works. The focus in Year 8 is the foundation for all future visual art experiences; individual expression is valued and celebrated. Experimentation; creativity; sensitivity and self-confidence are the focus for the semester. Constructive self-criticism and self-evaluation are an important component of the course.

drAmAThis course provides an introduction to Theatre Arts and the development of group work and social skills. Students are introduced to basic performance skills, improvisation, vocal expression, mime, movement, script interpretation and audience skills. They also participate in theatre games and confidence building activities. The course includes a study of ancient Greek theatre. Students undertake reflective writing on class work.

musicThis course provides for students with little or no previous experience, as well as for those who are already accomplished. It establishes and further develops students’ understanding and enjoyment of Music.

All students are expected to maintain tuition on an instrument of their choice and they are required to continue this throughout the entire year (this is especially pertinent to the Year 8 students who only study the school’s Music course for one semester). To assist in this, DECS Instrumental Music Service tuition is available and private teachers also conduct lessons at the school on selected instruments. Information about this is available from the Performing Arts Coordinator or the Music teachers at the school.

Note: Year 8 students are encouraged to join a school performance ensemble as soon as they are capable, to further enhance their performance experience. Information is available from the Music staff.

Year 9 Arts

ArT (semesTer)In Year 9 Art, the units related to drawing and painting explore various technical skills so that different effects can be achieved: Ceramics or printmaking will be studied depending on studio availability. Computer graphics skills will be further developed.

Theoretical studies are related to the practical work. Art appreciation is introduced to expose students to a range of different media, approaches and techniques.

Activities are organised so that all students can experience success as well as enabling the more gifted student to be extended. We believe that these factors are extremely valuable in developing a student’s positive self-esteem.

Students will:

• Learn to structure art works by organising elements of the visual arts and applying appropriate skills, techniques and processes

• Research into different cultures, both Western and Asian, as a source of inspiration for expressing ideas and feelings

• Use appropriate language to describe and analyse art works.

• Constructively criticize and self-evaluate their own progress.

ArT/design (semesTer)This course further develops Art skills introduced at Year 8 Level. Drawing and painting techniques are emphasized and, where possible, printmaking will be included. Theoretical studies are related to the practical work and include a study of Western and Asian art.

The second half of the course introduces students to the design process as a means of developing ideas to solve practical problems. Where possible a computer graphic component will be included.

drAmA (semesTer)In addition to building upon performance skills of improvisation, vocal expression, mime and movement, there is further development of group skills and stagecraft. Students’ skills are extended in the areas of characterisation, through a study of script interpretation, and the presentation of a monologue. The study of Melodrama includes reading, viewing, devising and performing improvised and scripted pieces.

There is an introduction to structured reflective writing and recording of the group process through a progress report. Students’ audience skills are further developed with written responses to performances and/or film.


It is an expectation that students will be exposed to live performances and that they perform to audiences outside their drama class.

music (full yeAr)Assumed knowledge: A student wishing to undertake Music at Year 9 should, in general, have studied Music for a semester at Year 8. (There is provision for a student who studies Music out of school to take up Music for the first time at Year 9).

Performance is both solo and ensemble work. Students perform in concerts, both in school and out.

History of 20th Century popular music is studied.

Students study theory, which is consolidated through aural and composition work and the use of music software programs.

Year 10 Arts

ArT (full yeAr)Assumed knowledge: Year 9 Art or Art/Design

This course consists of one term of visual studies followed by term length studies in drawing, painting, printmaking, ceramics and computer graphics. All areas will contain exercises of a preparatory nature.

The areas offered will be dependent upon the availability of rooms and staff.

Theoretical studies will represent 30% of the total assessment. The art of the Heidelberg school, Surrealism, Pop Art and Impressionism will be studied. A gallery visit may be included.

ArT (semesTer)Assumed knowledge: Year 9 Art or Art/Design

This course consists of a visual studies component that explores colour, texture, line, shape, space and tone. Students will work with either a natural or mechanical object as the basis for observational drawings. A component of computer graphics is included.

Theoretical studies may include a gallery visit and research assignments related to Heidelberg school, Pop Art, Surrealism and Impressionism. This section is worth 30% of the total assessment.

Students intending to progress to Stage 1 Art or Design are advised to study Art or a combination of Art and Design for two semesters in Year 10.

design (semesTer)Assumed knowledge: Year 9 Art or Art/Design

This course will build on the introductory skills developed at Year 9 level and enable students to work through the design process in an in-depth way. Students will work with Photoshop, Illustrator and possibly Lightwave to solve a variety of design problems. The Internet will be used to help with students’ research. Over the semester they will gain experience in two of the major types of design:

• Environmental Design• Communication DesignTheoretical studies will include some design related tasks such as research and analysis related to historical or contemporary Design.

Students intending to progress to Stage 1 Art or Design are advised to also study Art for a semester at Year 10.

crAfT (full yeAr or semesTer)Craft Practical will be offered at Unley High School in 2010 only if there are sufficient numbers to warrant its inclusion. Maximum number of students is 18.

Proposal: Ceramics/Pottery; Printmaking

Ceramics/Pottery:Conceiving, developing and creating craft works: Students plan from a variety of resource bases then sketch and refine ideas.

Practical: Slab, Coil and Mould built ceramics/pottery, eg Functional/aesthetic – foods, figurines, bowls, clocks, plaques. Pots and cultural designs from the Pueblo Indians of south-west USA.

Totem Poles. Based on traditional imagery from carved cedar poles, incorporating human and animal elements.

Craft Appreciation component:

• The environmental and social influences on crafts in the broader south-west regions of America, eg Pueblo and Navajo Indians.

• The environmental and social influences on crafts in the north-west Haida and Coast Salish Indians of Canada.

Printmaking:Conceiving, developing and creating craft works:

Students plan from a variety of resource bases then sketch and refine ideas.

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Eg: Lino Printing: thematic. Margaret Preston influence. Hand coloured.

Silk Screen: various topics printed on paper and fabric. Mono Prints: semi-abstract/abstract approaches. Colligraphs: printed assemblages.

Craft Appreciation component: Printmaker styles and themes from Europe 1960 onward, especially related to poster making.

drAmA (semesTer)Students may choose to take one or two semesters of Drama. Students may choose from three courses, each complementary but complete in itself.

The group nature of Drama demands regular and committed attendance.

It is an expectation that students attend excursions and rehearsals during out of school hours and that they perform to audiences outside their drama classes.

Semester A: ShakespeareThe major topic covered will be Shakespeare.

This will involve the study of Shakespeare’s plays in performance and in their historical and social context. Performance may include presentations of a variety of scenes from his plays and/or a full class production of one play. The course will also revise and expand on skills learnt in Years 8 and 9. These include improvisation, vocal expression and interpretation, movement, mime, characterisation and ensemble work. Stanislavsky’s techniques are used as tools to analyse and develop characters, as used by contemporary film and stage performers. Written work will include review writing, reflective reports of productions and analytical essays.

Semester B: DramaThe major topics studied will be selected from: Children’s Theatre, Commedia Dell’Arte, Physical Theatre, Puppetry, Youth Theatre and Street Theatre.

The course will also revise and expand on skills learnt in years 8 and 9. These include improvisation, vocal expression and interpretation, movement, mime, characterisation and ensemble work. Stanislavsky’s techniques are used as tools to analyse and develop characters, as used by contemporary film and stage performers. Written work will include review writing, reflective reports of productions and analytical essays.

Semester C: StagecraftThis course is a stagecraft course designed to introduce students to the range of crafts that exist to support the work of actors and directors in mounting a production.

Students will learn an overview of the historical development of staging in theatre and the role of the production team, and how a performance comes together. They will have an opportunity to explore and gain practical experience of the roles of different theatre including:

• Lighting and sound production• Costume and make-up design• Set design and Stage management.Students will do training tasks and tests, keep a work book/journal, and complete practical assignments and oral presentations. Students may provide technical support as a production team for the performance work of another class.

music (full yeAr)Assumed knowledge: Year 9 Music

This course will further develop solo and ensemble performance skills.

Theory, arranging, composition and aural work are undertaken using music technology. Music history from Baroque to Rock is studied.


Stage 1 Arts

VisuAl ArTs – ArT sTAge 1 AT4A semesTer A – culTurAl/sociAl connecTions 10 crediT PoinTsStudents can enrol in Visual Arts – Art and/or Visual Arts – Design

Course Content:Students have the opportunity to explore both traditional and contemporary cultural connections. These will link to all aspects of the course. A broad range of concepts, materials and techniques should be used.In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts.

The course includes the development of ideas, research, analysis and experimentation with media and techniques, resolution and production

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)

Assessment Type 1 - Folio 30% • The folio focuses on research, developmental work

and recording learning and visual thinking. Students show sources of inspiration and influences, as well exploring a variety of ideas and concepts through a thematic approach, ‘Cultural Connections’. A range of methods and materials are explored through a series of thumbnail sketches, notations, drawings and ideation. The folio should be a total of 20 A3 pages or equivalent.

Assessment Type 2 - Practical 40%• The final practical can be presented as a series of

drawings, paintings, sculpture/ mixed media or 1 larger resolved work. Technical skill and application of thinking and problem solving need to be evident as well as resolving personal ideas and finished visual artwork. A practitioner statement for the practical should be a maximum of 250 words.

Assessment Type 3 - Visual Study 30%• The Visual Study involves research, exploring ideas,

media, style and technique based on other artists and practitioners. A visual diary, folio Website or display of 8 -12 A3 pages is required. Supporting material should be 750 words or equivalent.

subjecT: VisuAl ArTs – ArT sTAge 1 AT4b semesTer b - ThemATic APProAches

• Environment • Social Commentary • Political • Technology or negotiable topic

Stage 1 Visual Arts is a 10-credit subject .Students can enroll in Visual Arts – Art and/or Visual Arts – Design

Course Content:Students have the opportunity to explore themes often related to Visual Art; Environment, Social commentary, Political, Technology or negotiable topic. These themes will link to all aspects of the course. A broad range of concepts, materials and techniques should be used.

In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts.

The course includes the development of ideas, research, analysis and experimentation with media and techniques, resolution and production.

Assessment Types and Weighting of Tasks:

(All SACE courses are assessed against Performance Standards)

Assessment Type 1 - Folio 30%• The folio focuses on research, developmental work

and recording learning and visual thinking. Students show sources of inspiration and influences, as well exploring a variety of ideas and concepts through a thematic approach,’ Environment, Social Commentary, Political, Technology or negotiable topic’. range of methods and materials are explored through a series of thumbnail sketches, notations, drawings and ideation. The folio should be a total of 20 A3 pages or equivalent.

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drawings, paintings, sculpture/ mixed media or 1 larger resolved work. Technical skill and application of thinking and problem solving need to be evident as well as resolving personal ideas and finished visual artwork. A practitioner statement for the practical should be a maximum of 250 words.

Assessment Type 3 - Visual Study 30%• The Visual Study involves research, exploring ideas,

media, style and technique based on other artists and practitioners. A visual diary, folio Website or display of 8 -12 A3 pages is required. Supporting material should be 750 words or equivalent.

VisuAl ArTs – design sTAge 1 ArchiTecTurAl sTudies ds4b 10 crediT PoinTs Students can enrol in Visual Arts – Art and/or Visual Arts – Design

Course Content:In Design students express ideas through practical work using drawings, sketches, diagrams, models, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual design works in their cultural and historical contexts. The course includes the development of ideas, research, analysis and experimentation with media and techniques, resolution and production


Assessment Type 1 - Folio 40%• An A3 Visual Folder of support material demonstrating

understanding of the design process for ONE practical assignment. This includes a Designer’s Statement to demonstrate understanding of aesthetic qualities in architectural design. Ideation (development of several concepts in 2D and/or 3D form) to illustrate a clear understanding of the set brief. These concepts can be created using manual application and or computer software.

Assessment Type 2 - Practical 30%• The final consists of two parts:• Part A – detailed floor plan and street elevation using

manual and or computer software. Students will need to submit this section of work using an appropriate scale for model making.

• Part B – A 3D model illustrating the final design. This model should reflect a diversity of material that is within the capabilities of the individual student. Photographs should be taken to record the construction stage of this model.

• Practitioner’s Statement of 250 words required with this assessment task at the end of the design process.

Assessment Type 3 - Visual Study 30%• A research based presentation of techniques,

processes, materials and analytical themes related to contemporary practice. (Glenn Murcutt)

sTAge 1 VisuAl ArTs – design semesTer b – grAPhic design ds4A 10 crediT PoinTsCourse Content:In Design students express ideas through practical work using drawings, sketches, diagrams, models, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual design works in their cultural and historical contexts.

The course includes the development of ideas, research, analysis and experimentation with media and techniques, resolution and production


Assessment Type 1 - Folio 40%• An A3 Visual folder of support material demonstrating

understanding of the design process for ONE practical assignment. This includes the brief, research (from a diverse range of resources), and ideation (development of several concepts). By restricting students to ONE major piece of their choice over a semester, provides an opportunity to develop appropriate skills in industry standard software. (Photoshop/Illustrator/Flash/digitizing tablets). Flexibility of the subject matter and the varied presentation of the A3 folder should maintain the interest of each individual student over the course of the semester.


Assessment Type 2 - Practical 30%• The Practical may be submitted in a variety of formats

depending on the student’s skill base and design brief. This could include a CD cover, an A4 comic/fashion book cover through to a large format poster. It is important to provide opportunities for students to develop their own skill base from a variety of sources. It should be noted that software not supplied by the school, (e.g. 3D Studio Max) is encouraged, provided the student can demonstrate through the folio that it is his/her work and that the data is embedded into the school’s software for final presentation. This approach usually encourages a student to be fully engaged due to his/her high skill level in that particular software.



processes, materials and analytical themes related to contemporary practice. (Mambo)

• Students are encouraged to obtain material for their study from a variety of sources, including videos of contemporary design practice; visits to exhibitions or designers’ studios; practical experimentation; and reading reviews, critiques, and reports. Students’ study should be enhanced by participation in debates, workshops, seminars, lectures, tutorials, and discussions. Students may present their work in an A4 folder using traditional methods of presentation, pen, ink, pencil, fine liner sketches or use computer software to create the design detailed concepts. The folio consists of two parts: Part A: Analysis of six Mambo Designers, and a 750 word essay. Part B: A practical application illustrating six detailed concepts related to Mambo design. This would take the form of 8-12 A3 pages in a traditional format.

sTAge 1 VisuAl ArTs – design sTAge 1 mulTimediA AT4m 10 crediT PoinTsStudents can enrol in Visual Arts – Art and/or Visual Arts – Design

Course Content:In Design students express ideas through practical work using drawings, sketches, diagrams, models, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual design works in their cultural and historical contexts.

The course includes the development of ideas,

research, analysis and experimentation with media and techniques, resolution and production


Assessment Type 1 - Folio 40%• An A3 Visual Folder of support material demonstrating

understanding of the design process for ONE practical assignment.

• Research should reflect a diverse range of resources related to the set brief including clear documentation of the chosen topic.

• Ideation (development of several concepts in 2D/3D to illustrate a clear understanding of the set brief. These concepts can be created using manual application and or computer software. Final design should be submitted in an appropriate format in relation to its intended audience. (video/ web site/animation). By restricting students to ONE major piece over a semester provides an opportunity to develop appropriate skills in industry standard software. (Photoshop/Illustrator/Flash/digitizing tablets). Flexibility in relation to the set topic and the various software options available to the student will provide an individual approach to the final solution.

Assessment Type 2 - Practical 30%• The Practical may be submitted in a variety of formats

depending on the student’s skill base and design brief. This could include a short animated commercial, a short musical video clip, or web site design. It is important to provide opportunities for students to develop their own skill base from a variety of sources. It should be noted that software not supplied by the school, (e.g. 3D Studio Max) is encouraged; provided the student can demonstrate through the folio that it is his/her work and that the data is embedded into the school’s software for final presentation. This approach usually encourages a student to be fully engaged due to his/her high skill level in that particular software.



processes, materials and analytical themes related to contemporary practice.

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• Students are encouraged to obtain material for their study from a variety of sources, including videos of contemporary design practice; visits to exhibitions or designers’ studios; practical experimentation; and reading reviews, critiques, and reports. Students’ study should be enhanced by participation in debates, workshops, seminars, lectures, tutorials, and discussions. Students may present their work in an A3 folder using traditional methods of presentation, pen, ink, pencil water colour sketches or use computer software to create the design detailed concepts. This approach should encourage all students to find their most appropriate method of presentation.

• Students are required to undertake a research assignment analyzing the various compositional structures and functions exhibited by international web artists/designers. Students will need to examine the theory elements of what constitutes “good” web design.

• * Please note: if a student selects a web design for the major practical assignment, they MUST undertake their Visual Study outside of this area. Students may apply the same criteria to animated cartoons (e.g. the Simpsons) related to a specific target group.

creATiVe ArTs – crAfT sTAge 1 AT4c 10 crediT PoinTsCourse Content : In Creative Arts (CRAFT ) students investigate , develop and produce works through imaginative thinking linked with problem solving skills and good craftsmanship. They research crafts works and crafts persons, explore creative arts concepts, media and materials and apply creative arts techniques, technologies and processes to make crafted artefacts of their own. Maintaining a record of creative arts processes is integral to the study of Creative Arts.

Assessment Types and Weightings of Tasks(All SACE courses are assessed against Performance Standards)

Assessment Type 1 – FolioThe folio has two sections:

Part A : Investigation of arts practitioners. 20%• Students research and investigate the works of

indigenous art groups from an area of their choosing, learning about their histories, culture, traditional and contemporary craft practices. They recognise the significant contribution of indigenous people to society through their works.

Part B : Skills record and reflection. 20%• The folio consists of ‘ALTERED (decorated ) FABRICS’

through a range of methods and materials.. Eg. Stitchery, waxing, dyeing, printing etc.

• SKILLS RECORD : Personal and informed comments that highlight developmental skills .

• REFLECTION: Students analyse how they learnt the skills and evaluate their outcomes.

• The practitioner statement is approximately 250 words.

• Assessment Type 1 consists of a total of 20 A3 pages or equivalent.

Assessment Type 2 – Product 60%This section has two parts:

PART ONE: Support materials• A body of evidence that supports the student’s craft

work. A negotiated mixed media piece that considers cultural, social or environmental themes. Students research the concepts, techniques. materials, media etc that are associated with the artworks using language relevant to those disciplines.

PART TWO : Response• A product that is of presentation standard,

demonstrating a direct response to the support materials by reflecting the research, exploration and experimentation.

creATiVe ArTs (musicAl ProducTion) sTAge 1 dP4h 10 crediT PoinTsCourse Content : The program will produce all off stage elements of the school musical production. Students negotiate the areas in which they will be involved, including: Publicity.Fundraising, Set Design and implementation. They will also form the Backstage crew and Front of House staff on performance evenings. Students provide evidence of their learning through three assessments.

Students:• Develop and present one creative arts product• Undertake one investigation and• One skills assessment for the folio

Assessment Types and Weightings of Tasks(All SACE courses are assessed against Performance Standards)

School Based Assessment 100%• Assessment Type 1: Product (70%)• Assessment Type 2: Folio Investigation (15%)• Skills Assessment (15%)


drAmA sTAge 1 dA4A AusTrAliAn drAmA 10 crediT PoinTsCourse Content:Assumed knowledge: At least a C grade pass in one semester of Year 10 Drama/ Theatrecraft/ Shake-speare.This course enables students to explore and under-stand Australian culture.

Assessment Types:(All SACE courses are assessed against Performance Standards)Each assessment type will have a weighting of at least 20%.

Assessment Type 1: Performance• Students participate in a small group dramatic

performance of excerpts from Australian Plays. The development of students as actors or as off stage practitioners is encouraged through a study of text and characterization.

Assessment Type 2: Folio• Students prepare and present a folio containing at

least one assessment on dramatic theory and practice.

Assessment Type 3: Investigation and Presentation• Students individually investigate an area of interest

within the dramatic arts. They will give a 10 minute presentation in which they demonstrate application of the knowledge and skills they have acquired through their investigation.

drAmA sTAge 1 dA4b 20Th cenTury influences in TheATre 10 crediT PoinTsCourse Content:• Assumed knowledge: At least a C grade pass in

one semester of Year 10 Drama/ Theatrecraft/ Shakespeare.

• This course enables students to explore and understand a variety of 20th century theatrical practitioners, focusing on Stanislavski and Brecht.

Assessment Types:(All SACE courses are assessed against Performance Standards)Each assessment type will have a weighting of at least 20%

Assessment Type 1: Performance• Students participate in a group dramatic performance.

The development of students as actors or as off stage practitioners is encouraged through a study of text and characterization.

Assessment Type 2: Folio• Students prepare and present a folio containing at

least one assessment on dramatic theory and practice.

Assessment Type 3: Investigation and Presentation• Students individually investigate an area of interest

within the dramatic arts. They will give a 10 minute presentation in which they demonstrate application of the knowledge and skills they have acquired through their investigation.

AlliAnce subjecT: miTchAm girls high school 2011 dAnce sTAge 1 A dc4A 10 crediT PoinTs

Desired Background:Students from our Alliance Schools (Unley and Urrbrae) who have completed dance training in the community may audition for this subject in negotia-tion with the subject coordinator.

Subject Description:Students study Contemporary and Jazz technique, composition, choreography, performance and criti-cal analysis. Through the analysis of dance theatre performance students learn about the choreography of local and international dance artists. They have the opportunity to explore a range of global dance traditions, influences and perspectives.

The course is divided into four components:• Technique: Students focus on building physical skills

to enhance general fitness, a greater vocabulary of movement and an increased awareness of body with an emphasis on contemporary and jazz dance.

• Composition: Students create original movement work based on a range of ideas and feelings.

• Performance or Presentation: Students participate in informal and formal performances throughout the semester. They may also have the opportunity to gain experience in an offstage role.

• Analytical Response: Students analyse and review a dance performance.

Assessment:Students demonstrate evidence of their learning through the following assessment types:

• Technique • Composition • Performance • Analytical Response

Special Subject Costs or Requirements:Students are required to change into appropriate dancewear for each lesson. Students are also required to see a live performance

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in order to complete the review writing section of this course. Cost: Approximately $20.00.

Some out of hour’s commitment is necessary.Subject Coordinator:Ms Alison RosenthalTel: 08 8272 8233

AlliAnce subjecT: miTchAm girls high school 2011 dAnce sTAge 1 b dc4b 10 crediT PoinTsDesired Background: Satisfactory completion of Stage 1 Dance A. Stu-dents who have completed equivalent dance train-ing in the community may audition for this subject in negotiation with the Subject Coordinator.

Subject Description:Students study Contemporary and Jazz technique, composition, choreography, performance and criti-cal analysis. Through the analysis of dance theatre performance students learn about the choreography of local and international dance artists. They have the opportunity to explore a range of global dance traditions, influences and perspectives.

The course is divided into four components:• Technique: An extension of Stage 1 Dance A • Composition: Students learn a range of processes to

support the creation of original movement, aimed at highlighting the skills and attributes of the dancer.

• Performance or Presentation: Students participate in whole class, group, duo or solo performances. They may also choose to work in an offstage role for the major public performance.

• Analytical Response: Students analyse and review a dance performance. Research is carried out about the dance industry as well as international dance pioneers.


• Technique • Composition • Performance • Analytical Response

Special Subject Costs or Requirements:Students are required to change into appropriate dancewear for each lesson.Students are also required to see a live performance in order to complete the review writing section of this course. Cost: Approximately $20.00.

Some out of hour’s commitment will be necessary.

Subject Coordinator:Ms Alison RosenthalTel: 08 8272 8233

sTAge 1 music AdVAnced mu4A 10 or mu4b 20 crediT PoinTsMusic Advanced Programs are designed for students who have a substantial background in music.

Students must provide their own instrument and be at approximately Grade 3 AMEB Practical standard. It is a requirement that students continue instru-mental / vocal tuition during the course of Stage 1 Music study. Students can undertake Semester A only (10 cred-its), or Semesters A & B (20 credits).

Course Content: Students engage in the following activities.

• Composing / Arranging / Transcribing / Improvising • Performing • Music Technology • Music in Contexts • Developing Theory and Aural Skills


Assessment Types and Weighting of Tasks:Skills Presentation –

• Solo Performance 20% • Ensemble Performance 20%

Skills Development – • Applied Theory / Aural /Arranging 20%

Folio – • Essay 20% • Review 20%

For a 10-credit subject, students should provide evidence of their learning through four or five as-sessments, with at least one assessment from each assessment type.

For a 20-credit subject, students should provide evidence of their learning through seven to ten as-sessments, with at least one assessment from each assessment type.


Stage 2 Arts

sTAge 2 VisuAl ArTs – ArT sTAge 2 AT5P 20 crediT PoinTsStudents who wish to study Visual Arts - Art/Visual Arts - Designcombination can do this with negotiation. eg (10 point each = 20) or as two separate subjects (20 point)

Course Content:Visual Arts – Art engages students in conceptual, practical, analytical, and contextual aspects of crea-tive human endeavour. It emphasises visual thinking and investigation and the ability to develop ideas and concepts, refine technical skills, and produce imaginative solutions. An integral part of Visual Arts is the documentation of visual thinking. Stu-dents learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts, and opinions, provide observations of their lived or imagined ex-periences, and represent these in visual form.

Further information is available at: http://www.sace.sa.edu.au/stage-2-in-2012


School based Assessment

Assessment Type 1 - Folio – Visual Thinking 30%• The folio focuses on development work and should

include evidence of visual learning. This includes starting points, research, problem solving, sources of inspiration and influence, analysis and comparisons of art, annotated comments and conclusions.


drawings, paintings, sculpture/ mixed media and may result in a suite of works. Technical skill and application of thinking and problem solving need to be evident as well as resolving personal ideas and finished visual artwork. Students prepare two ( 250 words) written practitioner’s statements, for one resolved practical and one other work, or for two resolved practicals.

External Assessment

Assessment Type 3 - Visual Study 30%• A visual study is an exploration of, or experimentation

with, one or more styles, ideas, concepts, methods, techniques or technologies based on research and analysis of the work of other practitioner(s).

• It involves research, exploring ideas, media, style and technique based on other artists and practitioners. A visual diary, folio, Website or display of 20 A3 pages is required. Students are to provide an A3 folio or CD or DVD with photographs of their visual explorations. The A3 folio, CD or DVD should contain written or verbal material that should include introductory information, annotated comments, analysis, response, synthesis, and conclusions. Supporting material should be 2000 words or equivalent.

VisuAl ArTs – design sTAge 2 ds5s 20 crediT PoinTsStudents who wish to study Visual Arts - Art/Visual Arts - Designcombination can do this with negotia-tion. eg;( 10 point each = 20 ) or as two separate subjects (20 point)

Course Content:Design aims to develop students understanding and awareness of the natural and constructed environ-ment and an understanding of the nature of Design and creativity in a time/place context. In addition, students develop and ability to design for a purpose and to appreciate design in its relationship with style and fashion. The course also aims to demonstrate visual thinking through the development and evalu-ation of ideas and explorations in technical skills with media, materials and technologies.

The course consist of three Assessment types – Folio, Practical and Visual Study.



School based Assessment

Assessment Type 1 - Folio – Visual Thinking 30%• Visual thinking skills for designers are integral to the

creative or problem-solving process. The folio focuses on development work and should include evidence of visual learning and the design process.

Assessment Type 2 - Practical Resolution 40%• Students will be required to present two major pieces

of work. Students prepare a( 250 words) written design practitioner’s statements for each work.

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External Assessment

Assessment Type 3 - Visual Arts in Context 30%• Students are provided with opportunities to

place works of design culturally, socially and/or historically. The study is an exploration of and/ or experimentation with one or more styles, ideas, concepts, media, methods, techniques or technologies. Students critically analyse the work of other design practitioners, individual research, and the development of visual thinking and/or technical skills. An A3 Folio, CD or DVD of 20 pages will be submitted including written or oral material to include introductory information, annotated comments, analysis, synthesis and conclusions. The visual study will include and integrated 2000 words of written text or the equivalent.

subject: Drama stage 2 Da5n 20 crediT PoinTsCourse Content: Students will undertake the study of a contempo-rary innovator in theatre as well as a play or re-lated plays. Their knowledge understanding will be demonstrated through presentations which involve practical demonstrations and oral presentations. A group production will be externally assessed.



School Based Assessment 70%• Assessment Type 1 – Group Presentation

20% Group PresentationThis would be the same as for the 10 credit course.

AND

30% FolioThis will be three pieces of work: a Production Report and 2 Reviews. The total word count is to be 4000 or the equivalent if students choose/negotiate to present their work orally.

AND

20% Interpretative StudyAND

30% Externally AssessedThis is the Group Production which is externally moderated

AlliAnce subjecT: miTchAm girls high school 2011 Dance stage 2 Dc5n 20 crediT PoinTsDesired Background:Satisfactory completion of at least one semester of Stage 1 Dance Competent research skills and the ability to work independently are essential.

Subject Description:Through the study of Dance students develop a creative, technical and physical understanding and appreciation of dance as an art form.

Students study technique, composition, choreog-raphy, performance and critical analysis. Through the analysis of dance theatre performance students learn about the choreography of local and interna-tional dance artists. They have the opportunity to explore a range of global dance traditions, influ-ences and perspectives.

Stage 2 Dance consists of three areas of study: • Skills Development (Choreography and Technique

with folio) • Response • Performance


Assessment WeightingSkills Development 50%Written Response 20%Performance (externally assessed) 30%

Special Subject Costs or Requirements:Students are required to change into appropriate dancewear for each practical lesson. Students should be prepared to pay approximately $40.00 to attend live dance performances through-out the year. Out of hour’s commitment is essen-tial.

Subject Coordinator:Ms Alison RosenthalTel: 08 8272 8233

sTAge 2 music mu5P 20 crediT PoinTsTo complete a full year course, students must choose two of the following 10-credit subjects:

• Ensemble Performance • Solo Performance

Each semester subject has equal status.



comPosing And ArrAnging (mu5n)Course Content: Stage 2 Composing and Arranging is a subject in which students’ musical imagination and creativ-ity are developed by composing and / or arranging musical works.

The following two areas of study must be covered: • Folio of Minor Works with Commentary • Major Work with Analysis


School-based Assessment (70%)Assessment Type 1: Folio of Minor Works (50%)Assessment Type 2: Commentary (20%)

External Assessment (30%)Assessment Type 3: Major Work

ensemble PerformAnce (mu5n)Course Content: Students participate in one of the following formal-ised music group situation - a school or ommunity run band/choir/orchestra:• a small ensemble of two or more performers• an orchestra• a band• vocal ensemble or with a solo performer (as an

accompanist)

Students prepare and present three public perform-ances, of which two are school assessed and one is externally assessed. Performance programs should include:• either work of contrasting character or an extended

work with a number of contrasting sections• works that allow students to extend their performance

techniques on their instrument or voice• a minimum of 18 minutes of repertoire


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%)

solo PerformAnce (mu5n)Course Content: This subject develops students’ skills on a chosen instrument or voice, and the application of these skills, musical understanding, and aesthetic aware-ness in a solo performance.

Students prepare and present public performances. Teachers and students must ensure the program includes:• Works of contrasting character• Works that allow students to develop their

performance techniques• A minimum of 18 minutes of repertoire


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%)

28

YEA

R 8

YEA

R 9

YEA

R 10

Stag

e 1

Sem

este

r 2

Sem

este

r 1

Stag

e 2

Sem

este

r 2

Sem

este

r 1* ALL students study English or ESL

* ALL students study English or ESL

* ALL students study English or ESL

To obtain SACE, students must obtain a ‘C’ grade for 20 credit points of English or ESL at stage 1 (Year 11)

* English Pathways does not lead on to Stage 2 English Options

English or ESL is not compulsory

ENGLISH ESL

ENGLISH ESL

ENGLISH ESL

ADVANCED ENGLISH

A

ENGLISH PATHWAYS

A & B*

ESL A

ADVANCED ENGLISH

B

ENGLISH B

ENGLISH A

ESL B

ENGL

ISH

STUD

IES

ESL S

TUDI

ES

ESL

ENGL

ISH

COM

MUN

ICAT

IONS

FLOW CHART - ENGLISH AND ESL


english anD english as a seconD language (esl)

English as a Second Language

what is esl? ESL is a subject which is designed to develop competence in spoken and written English for students for whom English is a second language. At Unley High School ESL is offered from Year 8 to Year 12 and is a fully recognised SACE subject.

who stuDies esl? A student is eligible to enrol in ESL if he or she is a student for whom English is a second language or an additional language or a dialect, and has had a total of:

Either – no more than five years of full-time schooling in which the medium of instruction was English;

Or – more than five years of full-time schooling in which the medium of instruction was English, though their knowledge of English is restricted.

The SACE Board application form for eligibility for enrolment in ESL must be completed by:

• All students who want to enrol in Stage 1 ESL • Students who want to enrol in a Stage 2 ESL subject,

and who have not been enrolled in Stage 1 ESL. Students who are granted eligibility for enrolment in Stage 1 ESL are automatically eligible for enrolment in Stage 2 ESL subjects.

what haPPens in esl lessons? Activities undertaken in ESL lessons will include reading various types of texts, writing for different purposes, listening and oral activities which will help the students:

• To extend their vocabulary • To reinforce their understanding of the structure of the

English language • To practise using different kinds of language in

different circumstances • To gain confidence in speaking • To learn more about aspects of Australian culture. As English is used in every area of the school curriculum, the ESL learner's language development in all subjects is monitored by the ESL teacher as well as the subject teachers. In addition, ESL learners may receive English language support in other subjects.

Owing to the intensive nature of language learning, ESL classes are generally smaller. Students will need to discuss their language needs with the ESL teacher prior to enrolment and take part in a language assessment.

the imPortance of esl Being able to use Standard Australian English competently is essential to academic success, as well as to the student’s self esteem and ability to play a role in Australian society. ESL gives students from other language backgrounds the best chance to realise their potential.

englishIn this course students read and view a wide range of texts, including novels, short stories, plays, poems, films, videos and media texts. Students write in a variety of forms for different purposes and audiences. Close attention is paid to the conventions of language use, spelling, sentence construction, paragraphing and punctuation. A variety of individual and group oral language tasks support students in developing their oral and listening skills.

english As A second lAnguAgeThis course may be offered to students whose first language is not English. It aims to extend students’ knowledge and use of English, especially the language needs of high school study, and to broaden students’ understanding of Australian Society. English as a Second Language incorporates reading, writing, listening and speaking skills. The program is adapted to meet the specific needs of students in each group.

See introductory notes.

Year 9 English, ESL

english (full yeAr) assumeD knowleDge: year 8 english In Year 9 English students experience a range of learning activities in each of the following areas. (All areas are equally important.)

• Reading and Viewing: Students read, view and respond to a range of texts - novels, short stories, plays, poems, non-fiction and media texts. They experience class-shared and independently-chosen texts. They focus on theme and the intention of the author.

• Listening and Speaking: Students participate in a range of individual and group oral language tasks. They respond critically to the performance of themselves and others.

• Writing: Students write in a variety of forms (including poetry) for different purposes and audiences. Their writing focuses on experiences outside of their own and on ways of expressing opinions. They use appropriate writing processes.

30


see introDuctory remarks

Languages other than English (LOTE) In Year 9, all LOTE subjects are offered as full year programs and all students must take a full year of LOTE. In this program all students complete a major project on ‘Migration to Australia, 1945 – 2005’.

Year 10 English, ESL

english (full yeAr) assumeD knowleDge: year 9 english In Year 10 English students experience a range of learning activities in each of the following areas. (All areas are equally important.)

• Reading and Viewing: Students read, view and respond to a range of texts - novels, short stories, plays (possibly including Shakespeare), poems, non-fiction and media texts. They experience class-shared and independently-chosen texts. They critically interpret levels of meaning.

• Listening and Speaking: Students participate in a range of individual and group oral language tasks. They analyse the performance of themselves and others.

• Writing: Students write in a variety of forms (including poetry) and show an understanding of the writing process, the purpose of writing and the audience. Expository, analytical, journalistic, creative and argumentative writing are emphasised.


see introDuctory remarks


Stage 1 English

sTAge 1 english: eg4A, eg4b 20 crediT PoinTsAssumed Knowledge: Year 10 English

General InformationStage 1 English is based on reading, viewing, writing, listening and speaking for a range of purposes. Although different forms of the English language are appropriate in different situations, and for different purposes, students are expected to use Standard Australian English and accurate punctuation and spelling.

Assessment Information1. School Assessment: This is based on all required work which is assessed. For a 20-credit subject, students provide evidence of their learning through eight to ten assessments. At least two assessments should be delivered as oral presentations. This assessment is used (1) to report on students’ progress during the semester or the year and (2) to counsel students regarding their choices of Stage 2 courses.2. SACE Assessment Integrity: Moderation based on a sample of students’ work occurs at the end of each semester3. All SACE courses are assessed against Perform-ance Standards.

NOTE: The above assessment details are applicable to all Stage 1 English subjects (English, Advanced English & English Pathways).

Stage 1 English Assessment (EG4A & EG4B)Assessment Type 1: Text Analysis (TA) Weighting 40%• For a 20-credit subject, students undertake four

assessments for text analysis• A written response should be a maximum of

800 words. An oral response should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

Assessment Type 2: Text Production (TP) Weighting 40%• For a 20-credit subject, students undertake four

assessments for text production• A written response should be a maximum of

800 words. An oral response should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

Assessment Type 3: Extended Study (ES) Weighting 20%• For a 20-credit subject, students undertake two

assessments for the extended study• Responses may be in written, oral, or multimodal

form. A written response should be a maximum of 1000 words. An oral response should be a maximum of 6 minutes; a response in multimodal form should be of equivalent length

Summary:• Semester 1 – (TA) 2 Novel/Film responses; (TP)

Recount & Narrative; (ES) Language Study • Semester 2 – (TA) 2 Novel/Film responses; (TP)

Exposition & Free Choice; (ES) Connected Texts Study.

sTAge 1 AdVAnced english ee4A, ee4b 20 crediT PoinTsAssumed Knowledge: Year 10 English

General InformationThis is a full year (20 credit) option and is available to students who have a strong interest and demon-strated aptitude in the subject of English, and are intending to undertake English Studies at the Stage 2 level. NOTE: As the subject name suggests and, given the greater demands of this course, performance in Eng-lish in Years 8-10 will be taken into account during the selection process for this option.

What’s different about Advanced English? (EE4A & EE4B)The stated goals and assessment requirements for Stage 1 English (see above) remain the same in Advanced English. However, while enabling students to satisfy SACE requirements, this option more specifically seeks to prepare students for Stage 2 English Studies. Therefore, Advanced English further involves students in:• Reading and viewing classic and contemporary texts

that are characterised by complexity of construction and subject matter

• Responding in discussion and writing to the ideas, style and structure of texts

• Writing well-structured literary essays• Creating texts in which ideas and language are

carefully crafted• Writing under time constraints• Self-editing written work for effect and accuracy• Responding personally, thoughtfully and critically to an

independently chosen, extended written text• Drawing connections between texts (in terms of form,

ideas, style, structure, setting, characters, etc.)• Studying poetry as a literary artefact.

32

Stage 1 Advanced English Assessment (EE4A & EE4B)• As for Stage 1 English EG4A & EG4B (see details

above).

sTAge 1 english PAThwAys eP4A / eP4b 20 crediT PoinTs Assumed Knowledge: Year 10 English

General InformationThis is a full year (20 credit) option and is available to students for whom Stage 1 English is likely to present greater challenges and who do not intend to continue their studies of English beyond Stage 1. An important feature of this option is a greater vocational emphasis.The study of English Pathways helps students to:• Develop their personal and social identity through

reading and composing texts• Reflect on their personal values and those of other

people by responding to aesthetic and cultural aspects of texts

• Explore, respond to, and compose texts for a range of, personal, social, cultural, and vocational contexts

• Recognise that language is both a vehicle of communication and a means of establishing social connections

• Realise that language has practical, civic, and creative purposes and is a key to social, economic and cultural participation.

NOTE: Performance in English in Years 8-10 will be taken into account during the selection process for this option.

Stage 1 English Pathways Assessment and Weighting of Tasks:As a 20-credit subject, students provide evidence of their learning through eight to ten assessments, with at least two assessments from each assessment type. At least two assessments should be delivered as oral or multimodal presentations.

Assessment Type 1: Text Analysis (Weighting 40%)• For this assessment type, students provide evidence

of the extent and quality of their learning in producing 5 written, oral, or multimodal responses to a text or texts.

• A written response should be a maximum of 800 words. An oral response should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

Assessment Type 2: Text Production (Weighting 60%)• For this assessment type, students provide evidence of

the extent and quality of their learning in producing 5 written, oral, or multimodal texts.

• A written text should be a maximum of 800 words. An oral presentation should be a maximum of 5 minutes; a text in multimodal form should be of equivalent length.

Stage 1 ESL

sTAge 1 english As A second lAnguAge ef4AA And efAbEligibility: Students are required to meet the ESL eligibility requirements in order to enroll in this subject.

Course Content:English as a Second Language is designed for stu-dents for whom English is an additional language or dialect. Stage 1 ESL allows students to achieve the literacy requirement in the SACE. It aims to extend students’ knowledge and use of English, covering reading, writing, listening and speaking skills based on responding to, and composing, oral and written texts in a range of text types and situations

Text Study: Students explore a range of written, oral, and visual texts, constructed for different purposes and in a range of genres. Texts studied could include feature films, web pages, poetry, newspaper or maga-zine articles, documentaries, talks by guest speakers, or news broadcasts.

Investigative Study: Students investigate a topic of personal interest by moving beyond the classroom to interview one or more people of their choice.

Communication Study: The focus of this study is on written and oral texts as they are used in contexts beyond the classroom and, in particular, the use of texts to persuade, influence and instruct other people.


Semester 1 ESL A 10 credit pointsText Production Written –Letter based on a Film 25%Text Production Oral – Talk on Technology 25%Communication Study Written -Newspaper or Magazine Report 25%Communication Study Oral – TV Segment Demonstrating a Skill 25%


Semester 2 ESL B 10 credit pointsText Production Oral – Talk on a Current Issue 25%Text Production Written – Letter to a Newspaper 25%Investigation Written – Interview with a person from another Culture 25%Investigation Oral – A Report on a topic related to the Interview 25%

Stage 2 English

Pre-requisite: a pass in Stage 1 English

General InformationTwo English options are available at the Stage 2 level, English Studies and English CommunicationsEnglish Communications may be studied as a 10–credit subject or as a 20–credit subject, whereas English Studies may be taken only as a 20–credit subject.• English Communications is concerned primarily with

the communication process and will help students to refine and extend their skills of expression and comprehension.

• English Studies emphasises reading, viewing, and textual analysis.


subjecT: sTAge 2 english communicATions 10 crediTs (semesTer course); 20 crediTs (full yeAr course)ContentStudents study the conventions of a variety of text types with a focus on different purposes, audiences, and contexts. They use this learning in composing their own texts and in commenting on the texts they read. There is also a focus on the ways in which lan-guage defines, shapes, and reflects the relationships between people. Students learn that clear and effec-tive writing and speaking should display a depth of understanding, engagement, and imagination for a range of purposes, audiences, and contexts.

Through their reading of a wide range of texts, students learn to recognise and evaluate ideas and concepts in literature, popular culture, and media by detecting bias or the use of incorrect evidence. Stu-dents also consider the many ways in which a text is interpreted by the reader, and use this knowledge when composing their own texts.

Text StudyText study focuses on a shared reading of texts.

Students develop a personal and critical understand-ing of the ideas, values, and beliefs represented in a range of texts. Students learn to further recognise the connections between their own ideas, experi-ences, values, and beliefs, and those explored in texts.

Text ProductionIn the text production students examine a range of purposes for which texts can be produced before producing their own. By considering different text types students develop the ability to recognise the influence of authors’ use of language on readers’ understanding of texts. Students learn that authors observe conventions of style, content, vocabulary, register, and format, and that some authors ignore or deliberately challenge these conventions by in-corporating elements of different text types in their writing.

Communication StudyThe communication study consists of two parts. For a 10-credit subject, students undertake only the second part. For a 20-credit subject, students under-take both parts.

Part 1: Students analyse and compare one of the fol-lowing five categories of communication:• Mass-media communication• Personal communication• Business communication• Computer-mediated communication• AdvertisingStudents compare two examples of communication from one of the categories listed above in order to understand the characteristics of each. Students develop an understanding of the features and con-ventions of the communication, and its appeal to particular audiences.

Part 2: Students complete one application by devel-oping a ‘product’ and reflecting on the process of development and their findings. Students select one of the following:• Film-making• Interacting• Investigating• Language• Multimedia web authoring• Oral language• Workplace writing• Writing for publication.

34

Further information is available at: http://www.sace.sa.edu.au/stage-2-in-2012 Stage 2 English Communications Assessment Types and WeightingsNote that the details below are for English Com-munications done as a full year (20-credit) subject. Students provide evidence of their learning through ten assessments, including the external assessment component, the Folio (see below).

1. School-based Assessment (70%)Assessment Type 1: Text Analysis (20%)• three responses — two written and one oral• written texts – a maximum of 1000 words; oral text

– a maximum of 6 minutes; multimodal texts – of equivalent length (i.e. 1000 words or 6 minutes maximum).

Assessment Type 2: Text Production (20%)• three assessment tasks, one of which is a supervised

written task (i.e. done in class under test conditions)• the other two task may be in written, oral or

multimodal form• written texts – a maximum of 1000 words; oral texts

– a maximum of 6 minutes; multimodal texts – of equivalent length (i.e. 1000 words or 6 minutes maximum).

Assessment Type 3: Communication Study (30%)• one comparative piece on one of five categories of

communication, and one practical application• one response to an example of communication, and

produce one text and an accompanying writer’s statement.

• written texts – a maximum of 1000 words; oral text – a maximum of 6 minutes; multimodal texts – of equivalent length (i.e. 1000 words or 6 minutes maximum).

2. External Assessment (30%)Assessment Type 4: Folio (30%)• 2 written tasks with a combined maximum length of

2000 words • Part 1: Response to an example of communication • Part 2: Text production with writer’s statement.

sTAge 2 english sTudies only AVAilAble As A full yeAr subjecT 20-crediT PoinTsContentWith its more literature-based focus, Stage 2 English Studies consists of a text study and a text production study. Students read a range of extended texts and

a number of shorter texts. They analyse texts from a variety of contexts, including the past, the present, and everyday experience.

Text StudyStudents develop the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, and learn to construct logi-cal and convincing arguments. There is a particular emphasis on comparative exercises in which they establish connections between texts.

Text ProductionStudents focus on the creativity and craft of the authors, developing strategies and techniques to en-hance their own skills in composing texts. Students extend their ability to sustain a reasoned critical argument by developing strategies that allow them to weigh alternative opinions against each other. In producing written and oral texts, students aim to achieve a level of fluency and precision using style and structure appropriate to audience and context.


Stage 2 English Studies Assessment Types and Weightings Students demonstrate their learning in Stage 2 Eng-lish Studies through ten to twelve assessments, including the external assessment component.

1. School-based Assessment (70%)Assessment Type 1: Shared Studies (30%) • four to six responses• at least one response to the:

• study of two single texts • study of paired texts • study of poetry • critical reading study of short texts

• written response – a maximum of 1000 words; oral response – a maximum of 6 minutes; multimodal response – of equivalent length (i.e. 1000 words or 6 minutes maximum)

Assessment Type 2: Individual Study (20%) • a critical essay of a maximum of 2000 wordsAssessment Type 3: Text Production (20%)• two written texts and two oral texts• texts produced could include:

• a written narrative • expository writing or an oral text


• a multimodal presentation incorporating a substantial amount of writing

• an imaginative hypertext • a poem • instructions a workplace text such as a

recommendation to change a process

2. External Assessment (30%)Assessment Type 4: Examination (30%)

Stage 2 ESL

sTAge 2 english As A second lAnguAge ef5s 20 crediT PoinTsEligibility: Students are required to meet the ESL eligibility requirements in order to enroll in this subject.

Course Content:Students learn to use language that is appropriate for cultural and situational contexts, controlling the structures and features of English. Students also develop an understanding of a variety of texts. Stu-dents develop their understanding and proficiency in the use of the English language as they build on the skills they have in their first language.Communication Study: Students study the language and structure of a variety of text types in relatively formal contexts in a range of media. The purposes of those text types may be to persuade or to inform. The text types may be oral, written or a combina-tion.

Text Production Study: Students develop a personal and critical understanding of a range of issues and texts, fictional and non-fictional, and produce dif-ferent responses. They gain an understanding of the ideas, issues, and concerns represented in these texts.

Interaction Study: Students interact with one or more individuals. They have the opportunity to pursue an area of personal interest, for which they should move beyond the classroom.

Investigative Study: Students negotiate an appro-priate investigative study topic on a contemporary issue of interest.


Assessment Types and Weighting of Tasks:School-based Assessment (70%)Communication Study – two Assessment Tasks (20%)Text Production – two Assessment Tasks (30%)

Language Application (Interaction) – two Assessment Tasks (20%)External Assessment (30%)Investigation – one Assessment Task (30%)

sTAge 2 english As A second lAnguAge sTudies eg5P 20 crediT PoinTsEligibility: Students are required to meet the ESL eligibility requirements in order to enroll in this subject.

Course Content:Students examine and analyse texts and contexts that they use and respond to in an English-speaking environment for social and academic purposes.

Text Production: Students produce coherent and cohesive fictional and non-fictional texts in response to issues in texts that they have read, viewed, or listened to. They write essays in a formal style with a clear structure.

Text Study: Students critically examine and analyse issues and arguments in a range of increasingly tech-nical texts and situations

Investigative Study: Students carry out an in depth investigation of a topic of their choice.


Assessment Types and Weighting of Tasks:School-based Assessment (70%)Issue Analysis – two Assessment Tasks (20%)Text Production – two Assessment Tasks (20%)Investigation – two Assessment Tasks (30%)External Assessment (30%)Examination – Listening Task, Issues Analysis Essay, Letter (30%)

36

YEA

R 8

YEA

R 9

YEA

R 10

Stag

e 1

Sem

este

r 2

Sem

este

r 1

Stag

e 2

Sem

este

r 2

Sem

este

r 1CHINESE FRENCH GREEK ITALIAN

CHINESE FRENCH GERMAN GREEK ITALIAN


CHINESE A & B FRENCH A & B GERMAN A & B GREEK A & B ITALIAN A & B


FLOW CHART - LANGUAGE OTHER THAN ENGLISH (LOTE)


Languages other than English (LOTE) The following languages are offered:

• Chinese (8–12)• French (8–12)• German (9–12)• Greek (8–12)• Italian (8–12)

Please note Yr 8 German will not be offered next year and German will be phased out over the next 5 years.The school believes that the study of a Language other than English (LOTE) is an integral part of a balanced education. For this reason, and in line with the Education Department's Language Policy, the study of a second language is compulsory at Year 8 and Year 9. As part of their LOTE Studies in Year 9, all students complete a major project on ‘Migration to Australia, 1945-2005’. Students are encouraged to continue with the study of at least one language, other than English, up to and including Year 12. During the first three years of all language courses, the development of the learner’s ability to commu-nicate in the language will be a central aim.

CHINESE Year 8

Length of Course: Full Year

Assumed Knowledge: Nil

Course Aim:Students will be introduced to the study of Chinese through the development of:• their ability to communicate in Chinese using pinyin

and the Chinese script• knowledge and understanding of Chinese culture and

society and the capability to move between Chinese and English and to make comparisons

• language learning skills.

Course Description:Topics studied include: self, family and pets, in the classroom, weather, daily routine, likes and dislikes.

Learning activities include letter writing, guided composition, conversations, role plays, dialogues, listening tasks, projects and language games. The course will also include exercises on tones, pronun-ciation and writing the script.

Assessment:Formative assessment is ongoing. Summative as-sessment is based on a variety of activities and is guided by the requirements of the SACSA Frame-work, namely, assessment on oral, written and comprehension skills (reading and aural).

Additional Information:Excursions to Chinatown, films, Chinese restaurants, Botanic Gardens and Museum.

CHINESE Year 9

Optional


Assumed Knowledge: Year 8 Chinese full year. This subject is not suitable for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 8 must obtain permission from the LOTE Coordinator before choosing this subject.

Course Aim:The course builds on the foundation established in Year 8 and aims to extend and develop students’ spoken and written competence in the language and their intercultural understandings.

Course Description:Topics and themes include hobbies, sports and friends, people and appearance, school environ-ment, subjects and examinations.Learning activities include letter writing, guided compositions, conversations, role plays, dialogues, listening tasks, projects and language games.


Additional Information:• Excursions to films, lunch and Chinatown.

CHINESE Year 10

Optional

Length of course: 1 Semester or Full Year

Assumed Knowledge: Year 9 Chinese full year. This subject is not suit-able for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 9 must obtain permission from the LOTE Coordinator before choosing this subject.

Course Aim:The course further develops students’ ability to communicate orally and in writing on various topics

38

and increase their awareness of linguistic struc-tures used in the language to express meaning. The course also further develops students’ intercultural understandings.

Course Description:Topics and themes include holidays, shopping, health and entertainment.Learning activities include writing, guided composi-tions, diary entries, conversations, role plays, dia-logues, listening tasks, projects and language games.


Students will complete:• 1 writing task of at least 180 characters• 2 reading comprehension tasks • 1 oral task.

Additional Information:• Possible exchange with sister school in China – • Short term scholarships to China in Dec/Jan are

available through AFS (Intercultural Programs, Australia)

• Students intending to continue Chinese in the senior school are advised to undertake 2 semesters of Chinese in Year 10

• Excursions to films, University of Adelaide Confucius Institute and Chinatown.

CHINESE - Continuers SACE Stage 1

Credits: 10 (1 Semester) or 20 (Full Year)

Pathway: University: Arts or Humanities or Commerce and Business.

Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Chinese and a C or better in Semester 2 and in the end of year exam.

Eligibility: Students who have completed more than one year of education in a Chinese speaking countriy are not eligible for SACE Continuers

Course Aim:To develop communication skills in Chinese, under-standing of the language as a system, knowledge of the Chinese culture and society, and the ability to reflect on their own culture through the study of other cultures.

Course Description:

Topics studied come from 3 prescribed themes:• the individual• the Chinese-speaking communities• the changing world.

Learning activities follow the strands or organising structures of the course:• communication – develops students’ ability to

communicate effectively in Chinese using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in Chinese

• understanding language – responding to a variety of spoken and written texts

• understanding culture – developing students’ understanding of the interdependence of language, culture and identity, how cultural concepts are reflected in language and how they influence communication.

Assessment:

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

Additional Information:• Possible exchange with sister schools in China • AFS (Intercultural Programs, Australia) short-term

scholarships to China in Dec/Jan are available• Students intending to continue Chinese in Year 12 are

required to undertake 2 semesters of Chinese in Year 11.

CHINESE SACE Stage 1

Background Speakers Level



Requirements for Success: Background speakers with high oral and written linguistic skills.

Course Aim:Students develop intercultural communication skills through examining relationships between language, culture, and identity and reflecting on the ways in which culture is created, expressed and communi-cated through language. They develop their capabil-ity to communicate, interact, and negotiate mean-ings within and across languages and cultures.


Course Description:Learning activities follow the strands or organising structures of the course:• communication – develops students’ ability to

communicate effectively in Chinese using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in Chinese



Topics studied come from 4 prescribed themes:• China and the World• Modernisation and social change• The overseas Chinese-speaking communities• Language in use in contemporary China.

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

CHINESE - Continuers SACE Stage 2

SACE Curriculum Outline : Chinese Continuers



Requirements for Success: To automatically follow on to this subject students need a full year of Stage 1 Chinese and a C or better in semester 2 Stage 1 and in the end of year exam.

Eligibility: Students who have completed more than one year of education in a Chinese speaking countriy are not eligible for SACE Continuers

Course Aim:To develop communication skills in Chinese, under-standing of the language as a system, knowledge of the Chinese culture and society, and the ability to reflect on their own culture through the study of other cultures.

Course Description:Topics studied come from 3 prescribed themes:

• the individual• the Chinese-speaking communities• the changing world.Learning activities follow the strands or organising structures of the course :

• communication – develops students’ ability to communicate effectively in Chinese using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in Chinese



Assessment:Internal assessment 70%

• Folio 50%• In-depth study 20%External assessment 30%

• Examination.

Additional Information:Possible exchange with sister schools in China – Ori-ental Pearl College and Beijing Huijia Private College.AFS (Intercultural Programs, Australia) short term and one year scholarships to China are available.

CHINESE Background Speakers Level SACE Stage 2

SACE Curriculum Outline : Chinese Background


Assumed Knowledge: Chinese Background Speakers Level SACE Stage 1 or equivalent

Pathway: University: Arts or Humanities or Commerce and Business

Course Aim:Students develop intercultural communicatiopn skills through examining relationships between language, culture, and identity and reflecting on the ways in which culture is created, expressed and communicated through language. They develop their capability to communicate, interact, and ne-gotiate meanings within and across languages and cultures.

Course Description:Topics studied come from 4 prescribed themes:

• China and the World• Modernisaton and social change• The overseas Chinese-speaking communities

40

• Language in use in contemporary China.Learning activities follow the strands or organising structures of the course:

• communication – develops students’ ability to communicate effectively in Chinese using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in Chinese





• Examination 30%

Additional Information:This course is intended for students who are back-ground speakers.

FRENCH Year 8



Course Aim:The aim of the course is to introduce students to the study of French by promoting the development of:• their ability to communicate in French• knowledge and understanding of French culture and

society and the capability to move between French and English and to make comparisons


Course Description:Topics studied include self and family, nationality, the body, school routines, time, food and drink, leisure activities, holidays, weather and France and its regions and cultural habits.Learning activities include letter writing, guided compositions, conversations, role plays, dialogues, listening tasks, projects and language games.


FRENCH Year 9


Assumed Knowledge: Year 8 French full year. This subject is not suitable for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 8 must obtain permission from the LOTE Coordinator before choosing this subject.

Course Aim:The course builds on the foundation established in Year 8 and aims to extend and develop students’ spoken and written competence in the language.

Course Description:Topics and themes include holidays, school, trans-port, clothes and fashion, gastronomy, francophone countries, housing and lifestyle and health..Learning activities include letter writing, guided compositions, conversations, role plays dialogues, listening tasks, projects and language games.


Additional Information:Students may participate in Australian Language Certificate competitions. Additional costs involved.Students intending to continue French in Year 10 are advised to undertake 2 semesters of French in Year 9.

FRENCH Year 10

Optional

Length of Course: 1 Semester or Full Year.

Assumed Knowledge: Year 9 French full year. This subject is not suitable for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 9 must obtain permission from the LOTE Coordinator before choosing this subject


Course Aim:The course further develops students’ ability to communicate orally and in writing on various topics and increases their awareness of linguistic struc-tures used in the language to express meaning. The


course also further develops students’ intercultural understandings.

Course Description:Topics and themes include school in France, travel, relationships, entertainment and media, history and culture.Learning activities include letter writing, guided compositions, diary entries, conversations, role plays, dialogues, listening tasks, projects and lan-guage games.

Assessment:Assessment is based on a variety of types of activi-ties, projects, exhibitions, oral presentations, perfor-mances, written work, essays and creative writing.

Students will complete:• 1 writing task of at least 150 words• 2 reading comprehension tasks • 1 oral task

Additional Information:Students intending to continue French in Year 11 are advised to undertake 2 semesters of French in Year 10.

FRENCH Continuers SACE Stage 1


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Stage 1 French and a C or better in Semester 2 and at the end of year exam.


Course Aim:To develop communication skills, understanding of the French language, knowledge of the French cul-ture and society, and the ability to write creatively in French.


communicate effectively in French using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in French




FRENCH Continuers SACE Stage 2

SACE Curriculum Outline : French Continuers


Assumed Knowledge: Full Year of French SACE Stage 1 or equivalent.


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 French and a C or better in Semester 2 and at the end of year exam.

Course Aim:To develop communication skills, understanding of the French language, knowledge of French culture and society and the ability to write creatively in French.

Course Description:Topics studied include: self, family, friends and per-sonalities, lifestyles and entertainment, travelling, schooling and celebrations.Learning activities follow the strands or organising structures of the course:• communication – develops students’ ability to




Assessment:• Internal assessment 70%• Folio 50%• In-depth study 20%• External assessment 30%• Examination

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GERMAN Year 9


Assumed Knowledge: Year 8 German full year. This subject is not suit-able for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 8 must obtain permission from the LOTE Coordinator before choosing this subject.

Course Aim:To extend and develop students’ spoken and written competence in the language and their intercultural understandings.

Course Description:Topics and themes include holidays, shopping, cloth-ing, travel, the environment and transport.Learning activities include letter writing, guided compositions, conversations, role plays, dialogues, listening tasks, projects and language games.

Assessment:Formative assessment is ongoing. Summative as-sessment is based on a variety of activities and is guided by the requirements of the SACSA Frame-work, namely, assessment on oral, written and comprehension skills (reading and aural).Additional Information

• S.A. German Club excursion• Market excursion• Migration museum excursion• Australian Language Certificate Competition

GERMAN Year 10

Optional

Length of Course: 1 Semester or Full Year

Assumed Knowledge: Year 9 German full year. This subject is not suit-able for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 8 must obtain permission from the LOTE Coordinator before choosing this subject


Course Aim:The course further develops students’ ability to communicate orally and in writing on various topics and increases their awareness of linguistic struc-tures used in the language to express meaning. The course also further develops students’ intercultural understandings.

Course Description:Topics and themes include professions, life stories, the world, healthy living, fashion, magazines and famous people.Learning activities include letter writing, guided compositions, diary entries, conversations, role plays, dialogues, listening tasks, projects and lan-guage games.

Assessment:Assessment is based on a variety of activities: pro-jects, exhibitions, oral presentations, performances and written work, essays and creative writing.Students will complete:

• 1 writing task of at least 150 words• 2 reading comprehension tasks• 1 oral task.

Additional Information:• Barossa Valley excursion• Film excursions• Possible exchange with sister school in Hannover• Restaurant excursion• Bavarian/Hamburg student exchange.• Students intending to continue in Year 11 are advised

to undertake 2 semesters of German in Year 10.

GERMAN - Continuers SACE Stage 1


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 10 German and a C or better in Semester 2 and at the end of year exam.


Course Aim:To develop communication skills, understanding of the German language, knowledge of German culture and society, and the ability to think laterally and write creatively in German.

Course Description:Topics studied include: Personal identity, school and aspirations, leisure and lifestyles, people and places, past and present, arts and entertainment, the world of work, youth issues and tourism and hospitality.


communicate effectively in German using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in German





Additional Information:• Exchanges available with Goetheschule in Hanover or

Bavarian/Hamburg Student Exchange• Restaurant excursion• Film excursions• Australian Language Certificate Competition.

GERMAN - Continuers SACE Stage 2

SACE Curriculum Outline : German Continuers


Assumed Knowledge: German SACE Stage 1 or equivalent.


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Stage 1 German and a C or better in Semester 2 and at the end of year exam.

Course Aim:To develop communication skills, understanding of the German language, knowledge of German culture and society, and the ability to write creatively in German.

Course Description:Topics studied come from the three themes: the individual, the German-speaking communities and the changing world.Learning activities follow the strands or organising structures of the course:• communication – develops students’ ability to

communicate effectively in German using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in German





• Examination.

Additional Information:Two month exchanges available in Munich and Hamburg. Longer exchanges available with Goethe-schule in Hanover.

GREEK Year 8



Course Aim:Students will be introduced to the study of Greek through the development of:• their ability to communicate in Greek• knowledge and understanding of Greek culture and

society in Greece, Cyprus and Australia.

Course Description:Topics studied include: greetings, self and family, school life, hobbies and interests, the home and neighbourhood, food and drink, shopping , weather and seasons.Learning activities include letter writing, conversa-tions, role plays, dialogues, listening tasks, projects and language games.

Assessment:Formative assessment is ongoing. Summative as-sessment is based on a variety of activities and is guided by the requirements of the SACSA Frame-work, namely, assessment of oral, written and com-prehension skills (reading and aural).

Additional Information:Possible excursions to a film or restaurant.

GREEK Year 9


Assumed Knowledge: Year 8 Greek. This subject is not suitable for stu-dents who are fluent native speakers who have only recently arrived in Australia. Students who did not do Greek in Year 8 must obtain permission from the LOTE Coordinator before choosing this subject.

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Course Aim:The course builds on the foundation established in year 8 and aims to extend and develop students’ ability to communicate in Greek as well as their knowledge and understanding of Greek culture in Greece and Cyprus and Australia.

Course Description:Topics and themes include meeting people, leisure time activities, my city – asking for directions, trans-port and travelling, health and parts of the body, fashion and shopping, proverbs and idioms.Learning activities include letter writing, conversations, role plays, dialogues, listening tasks, projects and language games. The course also includes exercises on writing the script.


Additional Information:Possible excursion to a film or restaurant.

GREEK Year 10

Optional

Length of Course: 1 Semester or Full Year

Assumed Knowledge: Year 9 Japanese. This subject is not suitable for students who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 8 must obtain permis-sion from the LOTE Coordinator before choosing this subject.



Course Description:Topics and themes include, daily routines, entertain-ment – TV and cinema, occupations and plans for the future, holidays and tourist attractions, healthy eating, the environment, the Greek arts – literature, music, the history of Rebetika, migration and Greek settlement in Australia.

Assessment:Formative assessment is ongoing. Summative as-sessment is based on a variety of activities and is guided by the requirements of the SACSA Frame-work, namely, assessment on oral, written and comprehension skills (reading and aural).Students will complete:

• 1 writing tasks of at least 150 words• 2 reading comprehension tasks• 1 oral task.

GREEK Continuers SACE Stage 1



Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Stage 1 Japanese and a C or better in Semester 2 and the end of year exam.Eligibility: Students who have completed more than one year of education in Japan are not eligible for Japanese Continuers.

Course Aim:To develop communication skills, in spoken and written Greek and knowledge of Greek culture in the Greek speaking communities.


communicate effectively in Japanese using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in Japanese



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


Additional Information:Possible short-term visit to sister school in Japan – Kita OtsuInterested students can apply to participate in the DECS Senior Secondary Student Exchange Program to Himeji / Okayama in Japan (places limited).

GREEK - Continuers SACE Stage 2

SACE Curriculum Outline: Greek Continuers


Assumed Knowledge: JGreek SACE Stage 1 or equivalent.


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Japanese and a C or better in semester 2 and end of year exam..

Eligibility: Students who have completed more than one year of education in Japan are not eligible for Japanese Continuers.

Course Aim:To develop communication skills, understanding of the Japanese language, knowledge of the Japanese culture and society, and the ability to write crea-tively in Japanese.

Course Description:Topics studied include: leisure, traditions and cul-ture, planning a trip, travelling in Japan, social issues and future plans and work.Learning activities follow the strands or organising structures of the course:• communication – develops students’ ability to

communicate effectively in Japanese using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in Japanese


• understanding culture – developing students’ understanding of the interdependence of language, culture and identity, how cultural concepts are reflected in language; and how they influence communication.

Assessment:

Internal assessment 70%


• Examination

ITALIAN Year 8



Course Aim:The aim of the course is to introduce students to the study of Italian by promoting the development of:• their ability to communicate in French• knowledge and understanding of French culture and

society and the capability to move between French and English and to make comparisons


Course Description:Topics studied include self and family, in the class-room, food and drink, leisure activities and animals.Learning activities include letter writing, guided compositions, conversations, role plays, dialogues, listening tasks, projects and language games.


ITALIAN Year 9


Assumed Knowledge: Year 8 Italian. This subject is not suitable for stu-dents who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 8 must obtain permis-sion from the LOTE Coordinator before choosing this subject.

Course Aim:The course builds on the foundation established in Year 8 and aims to extend and develop students’ spoken and written competence in the language.

Course Description:, Topics and themes include holidays, the body, at home, fashion / shopping, the weather, living in the city, past-times and fitness and health.Learning activities include letter writing, guided compositions, conversations, role plays dialogues, listening tasks, projects and language games.


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Additional Information:Students may participate in Australian Language Certificate competitions. Additional costs involved.

ITALIAN Year 10

Optional

Length of Course: 1 Semester or Full Year.

Assumed Knowledge: Year 9 Italian. This subject is not suitable for stu-dents who are fluent native speakers who have only recently arrived in Australia. Any student who did not do this subject in Year 9 must obtain permis-sion from the LOTE Coordinator before choosing this subject

Pathway: University: Arts or Humanities or Commerce and Business or International Studies


Course Description:Topics and themes include personal qualities, tech-nologies, environment and entertainment - cinemas and TV, holidaying abroad and world of work.Learning activities include letter writing, guided compositions, diary entries, conversations, role plays, dialogues, listening tasks, projects and lan-guage games.

Assessment:Assessment is based on a variety of types of activi-ties, projects, exhibitions, oral presentations, perfor-mances, written work, essays and creative writing.

Students will complete:• 1 writing task of at least 150 words• 2 reading comprehension tasks • 1 oral task

Additional Information:Students intending to continue French in Year 11 are required to undertake 2 semesters of French in Year 10.

ITALIAN Continuers SACE Stage 1


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Stage 1 French and a C or better in Semester 2 and at the end of year exam.

Pathway: University: Arts or Humanities or Commerce and Business or International studies.

Course Aim:To develop communication skills, understanding of the French language, knowledge of the French cul-ture and society, and the ability to write creatively in French.


communicate effectively in Italian using the skills of listening, reading, viewing and responding to texts, as well as speaking and writing in French




ITALIAN Continuers SACE Stage 2

SACE Curriculum Outline : Italian Continuers


Assumed Knowledge: Full Year of Italian SACE Stage 1 or equivalent.


Requirements for Success: To automatically follow on to Year 12 students need 2 semesters of Year 11 Italian and a C or better in Semester 2 and at the end of year exam.

Course Aim:To develop communication skills, understanding of the French language, knowledge of French culture and society and the ability to write creatively in French.

Course Description:Topics studied include: self, family, friends and per-sonalities, lifestyles and entertainment, travelling, schooling, celebrations and the world of work.








• Examination

48

YEA

R 8

YEA

R 9

YEA

R 10

Sem

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Sta

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Se

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1Se

mes

ter

2

S

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2

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ter

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YEA

R 8

YEA

R 9

YEA

R 10

Each

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10 C

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20 C

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esYear 8 Health & PE

(Compulsory)

Health & PE (Compulsory)

YR 9 PE Extension

Special Entry

Rowing

YR 11 PE A

YR 11 HEALTH A

(Peer Support)

YR 11 PE B

YR 11 Health

YR 1

2 OE

& E

NV S

TUDS

YR 1

2 HE

ALTH

YR 1

2 PE

FLOW CHART - PE AND HEALTH GENERAL

YR 11 Outdoor

Education

YR 10 PE General

YR 10 PE Extension

YR 10 Health

YR 10 Outdoor

Education


Sem

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YE

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11

Sem

este

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Sem

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YEA

R 12

Se

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Community

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A

FLOW CHART - FLEXIBLE LEARNING

Community

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BResearch Project

Research Project

Community Studies

1

Community Studies

2

Community Studies does not earn points for an ATAR (Tertiary Admission Rank)

50

health, Physical eDucation & Personal DeveloPment

yeAr 8 heAlTh & PersonAl deVeloPmenT introDuctionAll Year 8 students must undertake one compulsory semester of Health & Physical Education. This course is largely practical but does include a topic on ‘Health’. Students are taught in single-sex classes for this subject, where possible.

Throughout the middle school years, students’ practical work will be assessed using a framework which reflects participation (25%), organisation (25%) and skill learning and skill attainment (50%).

Physical eDucationA broad general course aimed at developing movement skills, motor skills and knowledge in the areas of sporting activities including: Sofcrosse, Volleyball, Touch, Soccer and Dance.

healthThe aim of this course is to promote an individual awareness of health issues in society and to encourage responsibility for one’s lifestyle through a study of topics, which may include: relationships, drug education (with emphasis on alcohol, tobacco and marijuana), and sexuality.

yeAr 9 heAlTh & PersonAl deVeloPmenT All Year 9 students must undertake one compulsory semester of Physical Education (General) and may choose Physical Education (Extension) as an option. Courses are a combination of practical and theory. Depending upon enrolment numbers, classes may be organized into single-sex groupings.

Throughout the middle school years, students’ practical work will be assessed using a framework which reflects participation (25%), organization (25%) and skill learning and skill attainment (50%).

yeAr 9 PhysicAl educATion & heAlTh (generAl) In Year 9 Physical Education and Health General, students can experience and develop a wide range of sport specific movement skills and knowledge in the areas of fitness, health and lifestyle management. Activities will be chosen from:

• Individual Sports: Badminton • Team Sports: Softball, Hockey, Basketball, Korfball • Fitness The health component of this semester is aimed to promote the individual’s awareness of health issues in our society, to encourage the adoption of responsibility for one’s lifestyle and enable individuals to make informed choices. Topics which may be addressed are:

• Relationships – problem solving • Sexuality – boy/girl, STI’s, contraception • Drug Education, peer pressure, experimentation, legal/

illegal drugs

yeAr 9 PhysicAl educATion (exTension) This optional unit of Physical Education is designed specifically for students with a very genuine interest and strong commitment to physical activity and exercise. Those students who currently play sport or are physically active, or those who are very willing to become active, are ideal candidates for this course. Recommended for those students who wish to continue studying PE in Year 10 and the senior school.

Activities will be chosen from:

• Individual Sports: Tennis • Team Sports: Volleyball, Netball, Soccer, Touch/AFL • Fitness Compulsory, regular weekly distance running (or equivalent) to improve and maintain aerobic fitness will be a core focus of this unit. Compulsory theory will also revolve around the theme of Fitness, Fitness Testing, Body Systems and their response to exercise, and social aspects of Physical Activity.


yeAr 10 heAlTh & PersonAl deVeloPmenT Introduction: All Year 10 students must undertake one compulsory semester of Health & Personal Development. They may choose another from the four semester courses on offer. PE courses are a combination of practical and theory. Depending upon enrolment numbers, classes may be organized into single-sex groupings.

Throughout the middle school years, students’ practical work will be assessed by using a framework that reflects participation (25%), organization (25%) and skill learning and skill attainment (50%).

yeAr 10 PhysicAl educATion – generAl This one semester of Physical Education is designed for students who either do not intend to study Physical Education at Stage 1, or for those students who wish to combine this course with Year 10 Extension PE, for a full year of Year 10 PE, and move onto Stage 1 PE. Topics to be studied will be negotiated with the teacher. They will be selected from the following areas:

• Individual Sports • Team Sports • Fitness • Recreational activities Recreational activities occur at out-of-school venues that involve transport and hire. Consequently, an additional subject levy may apply. Estimated cost is $45.

Theory topics will revolve around the sports played, their rules and umpiring them; and the selection, organization and evaluation of a suitable recreational program.

yeAr 10 PhysicAl educATion – exTension This one semester is intended for students who wish to go on and study Stage 1 Physical Education. Practical topics covered will provide opportunity for students to develop individual and team skills which will link into Stage 1 Physical Education options. Compulsory, regular weekly distance running (or equivalent) to improve and maintain aerobic fitness will be a core of this unit. Topics to be studied will be negotiated with the teacher. They will be selected from the following:

• Softball, basketball, touch, indoor soccer, handball, badminton

• Fitness (aerobic and resistance training)Theory topics covered:

• Basic exercise physiology• Fitness assessment• Training principles

yeAr 10 heAlTh This one semester will provide opportunities to explore issues within the topics of Lifestyle Choices, Sexuality, Diet and Exercise, Self Esteem and Body Image and Mental Health issues affecting young people. It will look at decision-making skills associated with these issues. Practical topics will be fitness-based. These sometimes occur at out-of-school venues. A subject levy may apply. Estimated cost is $45.

yeAr 10 ouTdoor educATion The Year 10 Outdoor Education course is a one-semester course and will have a major and a minor practical selected from Bushwalking, Rock-climbing or Kayaking. The minor will be skills-based with the major culminating in a four-day Camp.

The course will also focus upon learning outdoor living skills, safe use of lightweight stoves, tent pitching, menu planning and navigation. An underlying theme throughout will be on environmental care and conservation issues.

The cost of this course will be dependent upon choices made. For example, Rock-climbing incurs costs for hire of equipment, outside instructors and transport; a Bushwalking Camp in the Lower Flinders Ranges will incur costs for instructors, transport and camp fees.

An additional subject fee to cover essential components of the course will be charged. This fee was $200 in 2011.

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Stage 1 Health

sTAge 1 PhysicAl educATion Pe4A 10 crediT PoinTsIn Physical Education students gain an understand-ing of human functioning and physical activity, and an awareness of the community structures and prac-tices 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 situ-ations

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

Practical Skills and ApplicationsStudents complete three practicals (Basketball, Badminton, Softball). 60%

Principles and Issues (consists of the following two areas of study) 40%• The Nature of Physical Activity• Issues Analysis

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

Issues AnalysisStudents analyse issues that are relevant to local, national or global communities through topics of interest to them.An additional subject levy to cover essential compo-nents will apply.

sTAge 1 PhysicAl educATion Pe4b 10 crediT PoinTsIn Physical Education students gain an understand-ing of human functioning and physical activity, and an awareness of the community structures and prac-tices 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 situ-ations

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

Practical Skills and ApplicationsStudents complete three practicals (Aquatics, Vol-leyball, Touch). 60%

Principles and Issues (consists of the following two areas of study) 40%• The Nature of Physical Activity• Issues Analysis

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

Issues AnalysisStudents analyse issues that are relevant to local, national or global communities through topics of interest to them.An additional subject levy to cover essential compo-nents will apply.

stage 1 Peer suPPort hl4a 10 crediT PoinTs

Entry to this course will be by application.

Course ContentThis subject is a requirement for students partici-pating in the Peer Support Program. It will focus on preparing students to become Peer Leaders so they can facilitate activities and take on a Mentor role with Year 8 students through programs such as Peer Support and Relationship Day.Students will be given opportunities to be involved in health promoting activities both in the school and the wider community, to develop their leadership skills and to work with others as part of a team.

Assessment types and weighting of tasks:• Issues Response (x2) 30%• Group Activity 40%• Investigation 30%


Students will be graded according to the perfor-mance standards. A grade from A – E will be allo-cated for each of the Assessment Design Criteria; Investigation, Application, Analysis and Reflection

sTAge 1 heAlTh hl4b 10 crediT PoinTsCourse ContentThis course will focus on identifying and analysing is-sues that impact on the wellbeing of young people. It will cover sexuality, sexual health and relation-ships, the effects of drugs and alcohol on health and explore factors that impact on Mental Health. Students will have an opportunity to negotiate top-ics that interest them within these areas of study.

Assessment types and weighting of tasks:• Issues Response x 2 30%• Group Activity 40%• Investigation 30%

sTAge 1 ouTdoor educATion oe4 10 crediT PoinTs

In Outdoor Education students gain an understand-ing of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students develop skills in risk management and safety man-agement and reflect on environmental practices.

The course consists of the following four topics:• Environment and Conservation• Planning and Management• Outdoor Activities• Outdoor Journey.

Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:• Practical 60%• Folio 20%• Report 20%

Students record, reflect and evaluate their experi-ences during the outdoor journey. Assessment may include written logs, a short story, photographic essay or non-print form of communication (video or multimedia).Costs will depend upon the activity and venue se-lected and will be inclusive of equipment, transport and use of additional instructors.

An additional subject levy to cover essential com-ponents will apply. Estimated cost is $200. An extra charge will be made if students choose to undertake the more expensive options to fulfil the require-ments of this course. Options will depend upon student choice, and may include, for example, Cross-Country Skiing (approx $900), and Rock-climbing (approx. $250).

Note: If a student withdraws from the course no refunds will be given. This is due to the fact that most of our costs are to be calculated on a minimum number basis, not on an individual cost basis.

sTAge 1 food And hosPiTAliTy (food And culTure) he4b 10 crediT PoinTs Course Content:The study of Food and Hospitality integrates active, problem-solving approaches to learning. Students participate in collaborative activities to support healthy eating practices. They develop their abil-ity to think critically and to solve problems related to the food and hospitality industry in individual, family, and community contexts both locally and globally.

Assessment types and weighting of tasks:• Assessment Type 1: Practical Activity 40%• Assessment Type 2: Group Activity 30%• Assessment Type 3: Investigation 30%

These are assessed against the Performance Stand-ards which describe five levels of achievement, A to E. Each level of achievement describes the knowl-edge; skills and understanding that teacher refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning.

sTAge 1 food And hosPiTAliTy creATiVe food PrePArATion he4A 10 crediT PoinTs Course Content: The study of Food and Hospitality integrates active, problem-solving approaches to learning. Students participate in collaborative activities to support healthy eating practices. They develop their abil-ity to think critically and to solve problems related to the food and hospitality industry in individual, family, and community contexts both locally and globally.

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Assessment types and weighting of tasks:• Assessment Type 1: Practical Activity 40%• Assessment Type 2: Group Activity 30%• Assessment Type 3: Investigation 30%These are assessed against the Performance Stand-ards which describe five levels of achievement, A to E. Each level of achievement describes the knowl-edge, skills and understanding that teacher refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning.

sTAge 1 design & Technology mATeriAls ProducTs – TexTiles fA4h 10 crediT PoinTsCourse Content:Students will learn how to draft and modify patterns and design and produce garments.The course has a focus on the use of technology in the textiles industry, the properties of textiles, and how to work with them.Students will provide all fabric and notions to com-plete the course.


Students demonstrate evidence of their learning through the following assessment types:School-based Assessment WeightingSkills and Application Tasks 20%Design ( Folio ) 30%Product ( Garment ) 50%

Stage 1 Community Studies (CS4A, CS4B)Community Studies may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1.

Beginning from a point of personal interest, skill, or knowledge, and setting challenging and achievable goals in a community activity, students expand and enhance their skills and understanding in a guided and supported learning program. They develop their ability to work independently and to apply their skills and knowledge in practical ways in their com-munities to complete a semester-long project.

Learning in Community Studies Community Studies is a self-directed learning experi-ence. In this subject, the importance of setting clear, detailed, challenging, and achievable goals is a key to success.

Areas of Study In developing their individual program of learning around his or her interests, knowledge, and skills, each student prepares a contract of work to under-take a community activity in one of the following ten areas of study: • Arts and the community • Business and the community • Communication and the community • Design, construction, and the community • Environment and the community • Foods and the community • Health, recreation, and the community • Science and the community • Technology and the community • Work and the community.

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

Contact Person: Ms Anita Hughes

Stage 2 Health

sTAge 2 PhysicAl educATion Pe5n 20 crediT PoinTsCourse Content:Stage 2 Physical Education consists of two key areas of study and related key concepts:1. Practical Skills and ApplicationsStudents complete three practicals that are bal-anced across a range of individual, fitness, team, racquet, aquatic, and outdoor activities. In 2012 the following practicals will be offered:• Kayaking• Badminton• Volleyball

2. Principles and IssuesExercise Physiology and Physical ActivityThe Acquisition of Skills and the Biomechanics of MovementAn Issues Analysis

Assessment Types and Weighting of TasksThe Physical Education Subject Outline can be found at: http://www.sace.sa.edu.au/subjects/stage-2-in-2011/health-and-physical-education/physical-education) and it includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.


Students demonstrate evidence of their learning through the following assessment types:School-based Assessment WeightingPractical 50% (three practicals)Folio 20% (3 to 6 assessment items for the folio)

External Assessment WeightingExamination 30%

Students undertake a 2-hour external examination, which is divided into two parts:Part 1: Short-answer Questions Part 2: Extended-response Questions

sTAge 2 heAlTh hl5s 20 crediT PoinTs Students complete the study of:• at least one core concept• three option studies

Core Concepts• Core Concept 1: Health Literacy• Core Concept 2: Social and economic determinants of

health

Option Studies• Option Study 1: Health promotion in the community• Option Study 2: Health and environment• Option Study 3: Sexuality and health• Option Study 4: Health and relationships• Option Study 5: Risks and challenges to health• Option Study 6: Stress and health• Option Study 7: Vocational studies and applications in

Health.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment WeightingGroup Investigation and Presentation 30%Sources Analysis 20%Practical Activity 20%External Assessment Investigation 30%

Information on the External Assessment InvestigationStudents are directly involved in a personal or community activity or social action related to their chosen issue and present their investigation in the form of a written report of a maximum 2000 words for the 20-credit subject.

The investigation is double marked, firstly by the stu-dent’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality

of the investigation with reference to the perform-ance standards.

Performance StandardsThe Health Subject Outline includes performance standards, which describe five levels of achieve-ment that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be marked with reference to the performance standards.

ouTdoor educATion sTAge 2 oe5s 20 crediT PoinTsOutdoor Education is the study of the human con-nection to natural environments through outdoor activities. Students develop their sense of self-reli-ance and build relationships with people and natural environments. Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation.

By participating in outdoor activities, students develop knowledge and skills and reflect on their personal, group, and social development. They gain an understanding of ecology, environmental sustain-ability, cultural perspectives (including Indigenous perspectives about land), and physical, emotional and spiritual health. Through outdoor journeys, stu-dents increase their effectiveness as members of a group and develop skills in leadership, self-manage-ment, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety, and minimizing environmental impacts for sustainable futures.


Assessment Types and Weighting of tasksEnvironmental Studies 30%Outdoor Journeys 30%Self-reliant Expedition 20%Folio 20% (includes the following)• Planning and Management Practices• Sustainable Environmental Practices• Leadership and Planning

CostsAll students study the Senior First Aid Certificate and receive accreditation for this.Additional costs arise from transport, equipment and hourly-paid instructors.

56

The number of students that enroll in the course, and the nature of the activities they choose to do, will affect the cost of the program.A subject levy of $500 would provide a minimum program of First Aid, Bushwalking, Self-reliant and Kayaking options. Should students choose the more expensive option of Cross-country Skiing, an esti-mated extra charge could be as high as $950. If this choice is made by the class the added cost will be charged at the time of the activity.Note: If a student withdraws from the course no refunds will be given. This is due to the fact that most of our costs are to be calculated on a minimum number basis, not on an individual cost basis.

food And hosPiTAliTy sTAge 2 he5n 20 crediT PoinTs Students focus on the impact of the food and hospi-tality industry on Australian society and examine the contemporary and changing nature of the industry. Students develop relevant knowledge and skills as consumers and/or as industry workers.

ContentStudents study topics within the following five areas of study:• Contemporary and Future Issues • Economic and Environmental Influences• Political and Legal Influences• Sociocultural Influences• Technological Influences.

This 20-credit subject includes all five areas of study.


Assessment Students demonstrate evidence of their learning through the following assessment types:School-based Assessment WeightingPractical Activity 50%Group Activity 20%External Assessment Investigation 30%

Information on the School-based Assessment Each practical activity consists of an action plan or research task, a practical application and an indi-vidual evaluation report.The group activity consists of group decision mak-ing, a group practical application and an individual evaluation report.

Information on the External Assessment InvestigationThe Investigation is a piece of writing of up to a maximum of 2000 words for the 20-credit subject, and 1000 words for the 10-credit subject. Students identify a relevant contemporary issue related to an area of study, which is stated as a research question or hypothesis.

The Investigation is double marked, firstly by the student’s teacher and secondly by an external as-sessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to the performance standards.

Performance StandardsThe Food and Hospitality Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be marked with reference to the performance standards.

sTAge 2 nuTriTion nu5P 20 crediT PoinTsCourse Content:Students of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. Students explore the links between food, health, and diet-related diseases.

Students have the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous, and global concerns and as-sociated issues. They investigate methods of food production and distribution that affect the quantity and quality of food, and consider the ways in which these methods and associated technologies influ-ence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes.

Students undertake the study of all four core topics and one option topic (Global Hunger).

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 Consumer.


Option Topic• Option Topic: Global Hunger.



Students demonstrate evidence of their learning through the following assessment types:School-based Assessment WeightingInvestigations Folio – 4 Practical Investigations & 1 Issues Analysis 40%Skills and Applications Tasks – at least 4 Topic Tests & 1 Trial Exam 30%External Assessment Examination 30%

sTAge 2 design & Technology mATeriAls ProducTs – TexTiles fA5n 20 crediT PoinTsCourse Content:The course has a practical orientation with support-ing investigation and design work built in.It focuses on the use of technology in textiles, prop-erties of textiles, and how to work with them.Students will design, modify and construct patterns and garments to their individual measurements.Students will provide all fabric and notions to com-plete the course.Basic sewing skills assumed.



Students demonstrate evidence of their learning through the following assessment types:School-based Assessment WeightingSkills and Application Tasks 20%Product 50%External Assessment Folio 30%

sTAge 2 child sTudies hc4n 20 crediT PoinTsThe Stage 2 subject focuses on children’s growth and development from conception to eight years inclu-sive. Students examine attitudes and values about parenting and care-giving and gain an understanding of the growth and development of children. Through the study of Stage 2 Child Studies students develop

a variety of research, management, and practical skills.

ContentStudents study topics within one or more of the fol-lowing five areas of study:• Contemporary and Future Issues• Economic and Environmental Influences• Practical and Legal Influences• Socio-cultural Influences• Technological Influences

This 20-credit subject includes all five areas of study.


Assessment

Students demonstrate evidence of their learning through the following assessment types:School-based Assessment WeightingPractical Activity 50%Group Activity 20%External Assessment Investigation 30%

Information on the External Assessment InvestigationThe Investigation is a piece of writing of up to a maximum of 2000 words for the 20-credit subject. Students identify a relevant contemporary issue related to an area of study, which is stated as a re-search question or hypothesis.

The Investigation is double marked, firstly by the student’s teacher and secondly by an external as-sessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to the performance standards.

(All SACE subjects are assessed using Performance Standards).

sTAge 2 communiTy sTudies [cs5s] 10 or 20 crediTsCourse Content:In Stage 2 Community Studies students are given the opportunity to create individual contracts of learning in a community context and to interact with teachers, peers, and community members beyond the school environment. Students decide the focus of their community activity, which begins from a point of personal interest, skill, or knowledge. By setting challenging and achievable goals in a com-munity activity, students enhance their skills and understandings in a guided and supported learning

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program. They develop their capability to work inde-pendently and to apply their skills and knowledge in practical ways in their community.The focus capabilities for this subject are communi-cation and citizenship.

Stage 2 Community Studies require students to prepare a contract of work to develop a community activity from any of the following ten areas of study:

Arts and the Community10 2AAY10 20 2AAY20Business and the Community10 2BAY10 20 2BAY20Communication and the Community10 2CAY10 20 2CAY20Design, Construction, and the Community10 2DAY10 20 2DAY20Environment and the Community10 2EAY10 20 2EAY20Foods and the Community10 2FAY10 20 2FAY20Health, Recreation, and the Community10 2HAY10 20 2HAY20Science and the Community10 2SAY10 20 2SAY20Technology and the Community10 2TAY10 20 2TAY20Work and the Community10 2WAY10 20 2WAY20

Assessment Types and Weighting of Tasks:The Community Studies Subject Outline can be found at: http://www.sace.sa.edu.au/subjects/stage-2-in-2011/cross-disciplinary/community-studies It includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment – 70% WeightingContract, Practical, Folio

External Assessment - 30% WeightingReflection


Mathematics

Advanced Maths Standard Maths Modified Maths

*Compulsory

*Compulsory

*Compulsory Advanced Maths Standard Maths Modified Maths

YEA

R 8

YEA

R 9

YEA

R 10

Sem

este

r 2

Sem

este

r 1

Stag

e 1

Sem

este

r 2

Sem

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r 1

Stag

e 2

Sem

este

r 2

Sem

este

r 1

At Stage 2 (Year 12)

Maths is not compulsory

FLOW CHART - MATHEMATICS

At Stage 1 (year 11)

First semester is compulsory

MATHEMATICAL STUDIES

(requires Maths Studies

A, B)

SPECIALIST MATHEMATICS


A, B and Specialist)

MATHEMATICAL APPLICATIONS

MATHEMATICAL METHODS


A, B)

Maths Studies A

Maths Studies B

Specialist Maths

Numeracy for Work and Community

Life

Maths Application B

Maths Application A

Pre Studies Maths Pre Apps Maths

60

mathematics

sTudenT selecTion To clAsses Students are placed in mixed ability classes in Year 8 for the whole year. At the end of the year the classes are restructured for the following year to facilitate ongoing optimal student learning. The information for this initial determination of class restructuring is gathered from School Assessments, Common Test Results and the maths teacher’s professional judgement on the student’s general mathematical ability.

At the end of Semester 2 parents and students are informed of the next year’s Maths class placement and they are invited to consult with the faculty coordinator if there are any concerns.

From that time on, at the end of each semester, alterations to classes may occur according to changes in student performance as indicated by the student’s results in the school assessment and common tests, along with the teacher’s professional judgement. Consultation with parents and students occurs at appropriate stages.

This process continues until the end of Semester 1 in Year 10, when students are asked to choose one of two Maths courses for Semester 2 in Year 10. These two courses either lead towards Maths Studies and Specialist Maths in Stage 1 SACE or to Maths Application in Stage 1 SACE.

Teachers offer their recommendations for this choice (based on their knowledge of a student’s relevant skills and abilities) to support students and parents in making the final choice. The SACE Stage 1 and Stage 2 Course Counselling process supports students in making appropriate choices for SACE Maths courses.

clAss sTrucTure - yeAr 8 To 10 In Year 8 the Maths classes are of mixed ability. After that they are restructured and classified as Advanced, Standard and, if deemed appropriate, Modified. The Advanced and Standard classes follow the same course and the Modified class (if in place) uses this course as a basis for their program. Students in Advanced and Standard classes are provided with materials and activities which enrich and enhance the learning program in order to meet the range of abilities and learning styles of all students in these classes. Clustering groups of able students in the Standard classes maximises the learning outcomes for all students in all classes, and therefore the school endeavours to ensure that the number of Standard classes at any year level will support an inclusive culture of goal-oriented learning.

It is our policy and our practice that any student studying in a Standard or Advanced Class has access to any future maths courses. Students in Modified classes, along with their parents, are provided with relevant information about future pathways in Maths.

The Year 8 Gifted and Talented Mathematics class will be accelerated in their mathematics program after Term 1. This acceleration will conclude at the end of their first semester in Year 10, when the student cohort will study the SACE Stage 1 Maths A course for the remainder of that year. This, in effect, will give these students a greater choice of subjects at Year 11.

clAss sTrucTure - yeAr 11 And 12 Students in Year 11 (Stage 1) have a choice between the following strands of mathematics.

• Specialist Mathematics • Mathematical Studies A and B• Mathematical Applications A and B • Numeracy for Work and Community LifeStudents are placed in these strands according to teacher recommendations and parent/student requests, at the end of year 10. It must be noted that SACE requires 10 credit points of Stage 1 Maths to be satisfactorily completed.

The Numeracy subject is a one semester course that does not lead to Year 12 mathematics

At Year 12 level students have the following subject options available:

• Mathematical Studies • Specialist Mathematics • Mathematical Applications• Mathematical Methods Entry to these courses is based on Mathematics subjects completed in Year 11.


yeAr 8 mAThemATicsThe topics outlined below are covered by all Year 8 classes

• Directed Numbers • Simple Statistics • Number Patterns • Fractions and Decimals • Measurement • Constructing and Drawing • Percentages and Ratios • Basic Algebra • Chance and Data • Spreadsheets • Geometer’s Sketchpad

yeAr 9 mAThemATics Assumed Knowledge: Year 8 Mathematics

The topics outlined below are applicable to all class groups: Advanced, Standard and Modified.

• Pythagoras and Polygons • Statistics • Angles and Lines • Algebra Rules • Large, small and negative numbers • Length and Area • Enlargement and Ratio • Congruence • 3D shapes • Percentage and Money • Algebra and Graphs

yeAr 10 mAThemATics (full yeAr –sTAndArd And AdVAnced) Assumed knowledge: Year 9 Mathematics

Similar aims and structure to Years 8 and 9. The main areas of study are:

• Algebraic Manipulation • Plane Geometry / Coordinate Geometry • Surds • Circle Properties • Probability • Trigonometry • Measurement • Quadratics

yeAr 10 mAThemATics

mAThemATics (full yeAr And modified) This course is designed for those students whose needs are not met by following the areas of study in the Standard and Advanced Groups.

Topics are more inclined to mathematical skills required to operate in our society. For example, there is more emphasis on money, measurement and construction.

Stage 1 Mathematics

sTAge 1 sPeciAlisT mAThemATics (mc4h) 10 crediT PoinTsCourse Content:The topics covered are periodic phenomena (trigo-nometry), deductive (circle and triangle) and vector geometry.The learning program has been designed to incorpo-rate not only skills and knowledge in various topics and subtopics, but also analysis, problem solving and communication development.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and assessment tasks (3 tasks) – 70%• Folio (2 tasks) – 30%

sTAge 1 mAThemATicAl sTudies A (mA4A) – semesTer 2 10 crediT PoinTsCourse Content:Teaching and learning activities within this unit of work will help to develop sound analytical and prob-lem solving skills and focus on developing a sound conceptual knowledge of mathematical concepts and relationships. Topics include:• Quadratics• Models of Growth• Geometry and Mensuration

Assessment Types and Weighting(All SACE courses are assessed against Performance Standards)• Skills and Applications Tasks (3 tasks) – 70%• Folio (2 tasks) – 30%

sTAge 1 mAThemATicAl sTudies b (mA4b) – semesTer 2 10 crediT PoinTsCourse Content:Teaching and learning activities within this unit of work will focus on encouraging a sound conceptual development and will provide opportunities for stu-dents to consider the mathematical models and key ideas through a selection of problems posed. Topics include:• Coordinate Geometry

62

• Functions• Statistics

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications Tasks (3 tasks) – 70%• Folio (2 tasks) – 30%

sTAge 1 mAThemATicAl APPlicATions A (mb4h) – semesTer 1 10 crediT PoinTsCourse Content:There are three main topics: Earning and Spend-ing, Measurement , and Data in Context. Students learn mainly business orientated mathematical skills associated with domains such as the world of work, taxation, budgets, planning and calculating areas and volumes in practical problems, and collecting and analyzing data.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications tasks (three of them) – 60%• Folio (two investigations) – 40%

sTAge 1 mAThemATicAl APPlicATions b (mb4b) – semesTer 2 10 crediT PoinTsCourse Content:There are two main topics: Saving and Borrowing and Statistics. Students learn business orientated mathematical skills associated with financial in-stitutions (e.g. term deposits, interest, borrowing money) and in the collection, organization ,analysis and presentation of data.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications tasks (three of them) – 60%• Folio (two investigations) – 40%

sTAge 1 numerAcy for worK And communiTy life (mAThs essenTiAls) (ms4A) 10 crediT PoinTsCourse Content:The major topics are numerical skills, earning and spending, and measurement.The learning program has been designed to incor-porate basic life skills involving practical everyday problems.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and assessment tasks (three tasks) – 50%• Folio (two tasks) – 50%

Stage 2 Mathematics

sTAge 2 mAThemATicAl sTudies m15P 20 crediT PoinTsCourse Content: A problems-based approach integral to the develop-ment of mathematical models and associated skills is used in the three main topics which each consist of a number of sub topics • Working with Statistics• Working with Functions and Graphs using Calculus• Working with Linear Equations and Matrices.

In this subject, students should be able to demon-strate in their learning and provide evidence of:• mathematical knowledge, skills and their application to

routine and complex problems• mathematical modelling and problem solving

techniques in familiar and unfamiliar contexts • communication of mathematical ideas and reasoning

using appropriate mathematical notation.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications Tasks (at least 6 tasks) – 45%• Folio (at least 2 tasks) – 25%• External Examination (3 hours) – 30%

sTAge 2 sPeciAlisT mAThemATics m25P 20 crediT PoinTsCourse Content:Five topics will be covered: Trigonometric Prelimi-naries, Polynomials and Complex Numbers, Vectors and Geometry, Calculus, Differential Equations. Each topic will have subtopics and some of them are an extension or application of concepts and processes studied in Mathematical Studies.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications Tasks (at least 6 tasks) – 45%• Folio (at least 2 investigations) – 25%• Examination (3 hours) – 30%


sTAge 2 mAThemATicAl APPlicATions mb5s 20 crediT PoinTs Course Content:Unley High School’s Mathematical Applications course consists of four topics:• Topic 1: Investments and Loans • Topic 2: Mathematics and Small Business• Topic 3: Share Investments• Topic 4: Statistics and Working with Data

The focus of the program is to relate the course as much as possible to the real world, to raise student awareness of business/investment related mat-ters and to provide a basic understanding of useful tools for their future. The program will also make students aware of a variety of resources and how to access them in their future. Graphics Calculators and computers will be used extensively in the teaching and learning process and in the assessment tasks.

The assessment tasks will allow the students to investigate more closely areas of their particular interests that will be useful for their future whilst showing that they have achieved an understanding of the core concepts.

Assessment Types and Weighting of Tasks:The assessment tasks for each semester include:• Skills and Applications Tasks

(at least 4 tasks) (eg tests): 30%• Folio (at least 2 tasks) (eg project): 40%• External Assessment (90 minutes): 30%

Note: All SACE courses are assessed against Perform-ance Standards.

sTAge 2 mAThemATicAl meThods mm5P 20 crediT PoinTsCourse Content:A problems-based approach integral to the develop-ment of mathematical models and associated skills is used in the four main topics, each consisting of a number of sub topics. This subject is designed to give students access to and experience in a wide range of mathematical models and techniques that can be used to solve real-life problems. Modelling which links the four mathematical areas studied is aided by the use of electronic technology Mathematical methods consists of the following four topics• Topic 1: Working with Statistics

• Topic 2: Algebraic Models from Data - Working from Observation

• Topic 3: Calculus - Describing Change• Topic 4: Linear models - Managing resources

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications Tasks (at least 6 tasks) – 45%• Folio (at least 2 tasks) – 25%• External Examination (3 hours) – 30%

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YEA

R 8

YEA

R 9

YEA

R 10

Sem

este

r 2

Sta

ge 1

Se

mes

ter

1Se

mes

ter

2

S

tage

2

Sem

este

r 1

SCIENCE

SCIENCE

SCIENCE

BIOLOGY

A

CHEMISTRY

A

PHYSICS

A

BIOLOGY

B

CHEMISTRY

B

PHYSICS

B

BIOL

OGY

CHEM

ISTR

Y

PHYS

ICS

FLOW CHART - SCIENCE

PSYCHOLOGY

A

PSYCHOLOGY

A

PSYC

HOLO

GY

OR


science

Year 8 General Science (Full Year) The course aims to promote an interest in Science and an awareness of the environment. Laboratory work and research skills are developed through the study of a range of topics relating to the natural and physical world. Topics studied include: Working Scientifically, Matter, Separating Mixtures, Movement, Sound, Electricity and Magnetism, Cells, Classification, Habitat and Change, Into the Earth, and the Solar System. Through resource-based learning, students develop skills in information retrieval using computers, video, internet, books and charts. Students also use “Sense & Control” and “Intellecta” equipment to increase their exposure to technology related to Science.

Year 9 General Science (Full Year) Assumed knowledge: Year 8 General Science

The aims of the Science course are:

• To develop an awareness of the scientific principles which concern the natural and physical world

• To develop the ability to apply these principles to everyday situations

• To create an interest in Science, and an appreciation of scientific contributions to our way of life.

Other intended outcomes include:

• The development of manipulative skills and safe procedural skills in the laboratory

• The development of a habit of careful and accurate observations

• The practice of basing judgements on carefully considered facts

• The ability to solve problems • The development of communication skills • Scientific literacy • To further develop research skills using Resource

Centre and Technology facilities. Topics:

• Life and Living • Materials, Properties and Their Uses • The Earth’s Changing Surface • Reactions Around Us • Light • In Sickness and In Health

Year 10 General Science (Full Year) Assumed knowledge: Year 9 General Science

The aims of the Science course are:

• To provide a knowledge of the key areas of Science • To give students an opportunity to view science in a

social context • To help students explain everyday phenomena and

solve practical problems • To develop good problem solving skills • To further develop skills in laboratory technique,

observation and communication. Semester 1:

• Maintaining Control – Life Systems • Atoms, Molecules, Ions • Electric Circuits and Waves • The Sun is a Star and Our Precious Resource Semester 2:

• Genetics and Evolution • Reactions and Energy and Matter and Energy through

Ecosystems • Force and Movement • Forensic Science

Stage 1 Science

sTAge 1 Psychology Ps4A 10 crediT PoinTsCourse Content:The study of psychology enables students to un-derstand their own behaviours and the behaviours of others. It has direct relevance to their personal lives.

Topics• Introduction to Psychology • Social Behaviour• Brain and Behaviour


Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types.

School Based Assessment WeightingInvestigations Folio 30%• Research Investigation (Caffeine Study)• Issue Investigation of Behaviours• Scenario Analysis

Skills and Applications Tasks 70%• Two topic tests and Exam

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sTAge 1 biology A bl4A 10 crediT PoinTsCourse Content:This is a stand alone unit and requires no prior knowledge of Biology.

In Biology students learn about the cellular and overall structures and functions of a range of organ-isms. 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 investiga-tions and gather evidence from their investigations. As they explore a range of biology-related issues, students recognise that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technolo-gies.

The focus capabilities for this subject are communi-cation and learning.

Area of Study TopicsCell Biology Microscopes Cell Structure Cell Metabolism Diffusion, Osmosis, & Active TransportPlants Photosynthesis Transpiration Plant Life Cycles Flowers, Seeds, and germination Plant TaxonomyCancer History Definitions Regulation of Cell Cycle Mutations, Mutagens, and Oncogenes Environmental factors Treatments


Investigations Folio – 2 Practical Investigations & 1 Research Investigation 40%Skills and Applications Tasks – 2 Tests and Mid-year Exam 60%

sTAge 1 biology b bl4b 10 crediT PoinTsCourse Content:This is a stand alone unit and requires no prior knowledge of Biology.

In Biology students learn about the cellular and overall structures and functions of a range of organ-isms. 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.



Area of Study TopicsMicrobes Structures/Anatomy Classification Metabolisms Use in Technology Food safetyAquatic Ecology Ecology Basics – Food Webs, Pyramids, Energy, Populations Abiotic Factors in Aquatic Ecosystems Biomes & Types of Aquatic Ecosystems WetlandsAnimal Classification Taxonomy Animal Phyla Focus on Arthropods & ChordatesSkills Microbiology Skills Chemical Tests Practical Reports


Investigations Folio – 3 Practical Investigations & 1 Research Investigation 40%Skills and Applications Tasks – 2 Tests & Exam 60%


sTAge 1 chemisTry A ch4A 10 crediT PoinTsThis course provides Pre-Stage 2 knowledge (if taken in conjunction with Chemistry B) whilst at the same time providing a more general experience for students wishing to continue study in other Stage 2 science subjects, such as Biology

Course Content:The 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.

Students consider how human beings make use of the earth’s resources and the impact of human activities on the environment. Through practical studies students develop investigation skills, and an understanding of the physical world that enables them to be questioning, reflective, and critical think-ers.


Area of Study TopicsMatter Particle theory Atomic structure & Periodic tableChemical Bonding Primary bonding Secondary bondingCarbon Chemistry Hydrocarbons Organic nomenclature Functional groupsSkills Manipulate apparatus Record observations Graphing


Investigations Folio – 1 Practical investigation & 1 Research investigation 40%Skills and Applications Tasks – 3 Topic tests 60%

sTAge 1 chemisTry b ch4b 10 crediT PoinTs Students choosing Chemistry B must have complet-ed Chemistry A in semester 1

Course Content:Topics chosen build upon the work covered in Chem-istry A and cover more specific reaction types, and also Quantitative Chemistry. Applications to the real world, both positive and negative, are emphasized.

Area of Study TopicsReactions Acids & Bases Redox Chemical Calculations Mole Concept Significant Figures Skills Manipulate apparatus Experimental Design Record observations


Investigations Folio – 1 Practical investigation & 1 Research investigation 40%Skills and Applications Tasks – 3 Topic tests 60%

sTAge 1 Physics A Pc4A 10 crediT PoinTsCourse Content:This course provides Pre-Stage 2 knowledge (if taken in conjunction with Physics B) whilst at the same time providing a more general experience for students wishing to continue study in other Stage 2 science subjects.

Area of Study Topics / applicationsScientific Method Scientific method, attitude and hypothesising. Science and technologyMotion Displacement, velocity, acceleration The motion of projectilesNewton’s Laws Inertia Force and acceleration Actions and reactionsWaves Vibrations, waves and sound Light


Investigations Folio – 1 essay, 1 presentation and 1

68

practical report. 50%Skills and Applications Tasks – 2 topic tests 50%

Students will also complete a mid-year exam. The exam is not a part of their SACE assessment but is used as a tool when considering student recommen-dations for Stage 2.

sTAge 1 Physics b Pc4b 10 crediT PoinTsStudents choosing Physics B must have completed Physics A in semester 1

Course Content:This course extends upon the work covered in Phys-ics A and covers more specific topics in preparation for Stage 2 Physics. Applications to the real world are emphasized.

Area of Study Topics / applicationsMomentum in 1-D Inertia and momentum Collisions and explosions in 1-DWork, energy and power Energy transfer and transformation Conservation of mass / energyElectrostatics / Charges and Electric current charging Current and circuits / Ohm’s law Electrical energy and power Matter and Heat Understanding heat and temperature Interchanging heat energy

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)Investigations Folio – 3 investigation tasks 50%Skills and Applications Tasks – 2 topic tests 50%

Students will also complete an end of year exam. The exam is not a part of their SACE assessment but is used as preparation for students with an aim of undertaking Stage 2 Physics.

sTAge 2 Psychology Ps5P 20 crediT PoinTsCourse Content:Stage 2 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experi-mentation and experience) the subject allows stu-dents to develop useful skills in analytical and critical thinking, and in making inferences.


Topics• Introduction to Psychology (compulsory)• Social Cognition• Learning• Personality• Psychobiology of Altered States of Awareness• Healthy Minds



Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment WeightingInvestigations Folio 30%• Group Investigation – Sleep Research • Individual Investigation – Self Improvement Program

Skills and Applications Tasks 40%• Five Topic Tests• Mid Year Examination• Two Application Tasks -Scenarios External Assessment 30% • Examination (2hr external examination in November)

sTAge 2 biology bl5P 20 crediT PoinTsCourse Content:In Biology students learn about the cellular and overall structures and functions of a range of organ-isms. 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.



Stage 2 Biology is organised around the following four themes:• Macromolecules• Cells• Organisms• Ecosystems.

Each theme is divided into the following six threads:• Organisation• Selectivity• Energy Flow• Perpetuation• Evolution• Human Awareness




School-based Assessment WeightingInvestigations Folio • 3 Practical Investigations & 1 Issues

Investigation 40%Skills and Applications Tasks • 4 Topic Tests 30%External Assessment • Examination 30%

sTAge 2 chemisTry ch5P 20 crediT PoinTsCourse Content:Stage 2 Chemistry is organised so that each intend-ed student learning is related to a key chemical idea or concept within five topics. Through the study of these key ideas and concepts students develop their chemistry investigation skills.

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.




School-based Assessment WeightingInvestigations Folio• 3 Practical Investigations & 1 Issues

Investigation 40%Skills and Applications Tasks• 5 Topic Tests 30%External Assessment • Examination 30%

sTAge 2 Physics Pc5P 20 crediT PoinTsCourse Content:The study of physics offers opportunities for stu-dents 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 apply-ing 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 knowl-edge through their own investigationsStage 2 Physics is organised into four sections. Each

70

section is divided into four topics. Each topic in-cludes an application.Section TopicsMotion in Two Projectile MotionDimensions Uniform Circular Motion Gravitation and Satellites Momentum in Two DimensionsElectricity and Magnetism Electric Fields The Motion of Charged Particles in Electric Fields Magnetic Fields The Motion of Charged Particles in Magnetic Fields Light and Matter Electromagnetic Waves The Interference of Light Photons Wave Behaviour of Particles Atoms and Nuclei The Structure of the Atom The Structure of the Nucleus Radioactivity Nuclear Fission and Fusion


Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment WeightingInvestigations Folio • 4 Practical Investigations and 1 Issues

Investigation 40%Skills and Applications Tasks• 4 Topic Tests 30%External Assessment • Examination 30%


Society and Environment

Compulsory


Compulsory semester.

Other options are semester

choice subjects


includes semesters of

Geography and Personal

Learning Plan

History Ext. and Geography Ext.

are 1 Semester choice subjects

Humanities and Social Sciences

Knights in Shining

Armour


www.geography

Studies of

Asia

History Extension


Geography Extension

History A

Studies of

Societies

Geography A

Tourism A

Environmental

Studies

History A

Studies of

Societies

Geography A

Tourism A

Ancie

nt S

tudie

s

A

MOD

ERN

HIST

ORY

STUD

IES

OF S

OCIE

TIES

CLAS

SICA

L STU

DIES

GEOG

RAPH

Y ST

AGE

2

TOUR

ISM

SUST

AINA

BLE

FTUR

ES

YEA

R 8

YEA

R 9

YEA

R 10

Stag

e 1

Sem

este

r 2

Sem

este

r 1St

age

2

FLOW CHART - HUMANITIES AND SOCIAL SCIENCES

Personal Learning

Plan

No Prerequisits

72

society anD environment

Year 8 Humanities and Social Sciences(Full Year – compulsory)

This course integrates elements and skills in History, Geography and Civics. Cross-curricula links are emphasized.

Case Studies will use the local area as a starting point and students will build upon this to explore national and global perspectives.

Topic areas may include:

• ACARA History Curriculum “The Ancient to the Modern World” (c.650 CE – 1750)

• Australia All Over• Social Systems and Cultures• Ecological Sustainability• Resources and Equality – a global perspective.

Year 9 Humanities and Social Sciences (One Semester course - compulsory)

CoreThis course focuses on Australia’s political, legal and economic systems. Students will investigate factors that have resulted in change in these systems, the way people live and the environment in which they live.

Through investigation of relevant problems and issues, students will develop their observation, reasoning and critical thinking skills. This will enable them to be better informed and active citizens.

ChoiceStudents may take one or more of the following semester length choices:

knights in shining armourThe course aims to acquaint students with the nature of European society of the Middle Ages and the expansion of European Society into the outside world. They develop an awareness of change and continuity over time and the relevance these societies have to our society today.

The course also includes comparative studies of aspects of non-European Mediaeval societies such as Japan and the Middle East.

www.geograPhy A study of the physical and human environments of the Australasian region – map, research and presentation skills to be emphasised. The course includes an introduction to GIS (Geographic Information Systems) and mapping techniques.

stuDies of asiaThe aim of this course is to foster in students an appreciation of the diverse cultures of the people of Asia and to make students aware of the social, economic, cultural and political issues relating to Australia.

Topics will include:

• What is Asia?• Modern Asia - solutions to problems of development• History and leaders who have shaped modern Asia• Tradition cultures and change• Role of women• Current events in Asia• Human rights• Is Australia part of Asia?• Australia’s links with Asia


Year 10 Humanities and Social Sciences

Compulsory SemesterThe focus of this course is to develop an understand-ing of the need for sustainable use and management of the environment. Students will study interactions within the physical environment and between peo-ple and their environment.The main course areas are:• Hazards and Disasters and their Management• Mapping and Remote Sensing (aerial photographs and

satellite imagery)• Sustainable Natural Resource Management, including:

• Climate, Weather and Global Warming • Land Management (land clearance, vegetation,

erosion and salination) • Water catchment issues (case study - eg Murray

Basin)• Population & Urban Management IssuesThe Personal Learning Plan is also a compulsory semester-length subject.

ChoiceStudents may choose from the following semester-length courses:

History Extension:Aim: To acquaint students with political, social, eco-nomic and cultural forces which shape the modern world.To develop research, analysing and writing skills.To foster the value of history.Topics include:• Australia’s role in World War II• The origins and development of the Cold War 1945-

1995• Teenage culture in the 1960s and 1970s and its impact

upon society• The assassination of President Kennedy and the

conspiracy theories involved• Australia’s involvement in the Vietnam War• Inquiry into a contemporary issue.

Geography Extension The focus of this course is to develop an understand-ing of the need for sustainable use and management of the environment. Students will study interactions within the physical environment and between peo-ple and their environment.The main course areas are: • Hazards and Disasters (human)• Cities of the World• The developing world• People and the CoastScope is open for individual student–negotiated work as well where students can research a topic of their choice.Case Studies will focus particularly upon Asia.

74

Stage 1 Humanities and Social Sciences

sTAge 1 hisTory mh4h 10 crediTsCourse Content:The subject consists of:• skills of historical inquiry• a minimum of two historical studiesStudents will study themes such as freedom and oppression or conflict and peacemakers. These may include depth studies, such as the quest for civil rights in the USA or South Africa, or case studies such as the Holocaust or origins and development of 20th century dictators.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Assessment Type 1: Folio• Assessment Type 2: Sources Analysis• Assessment Type 3: Investigation

Students will complete 4 to 5 assessments, with at least one assessment from each assessment type. Each assessment type should have a weighting of at least 20%.

sTAge 1 AncienT sTudies As4h 10 crediT PoinTsCourse Content:Ancient Studies will be offered as a 10-credit (single semester) subject. Students will be offered oppor-tunities to demonstrate knowledge of two ancient cultures (Sumerian and Mycenaean), recognizing differing aspects of those cultures and the diversity of beliefs in the ancient world. Students will gain research skills, critically analysing and synthesis-ing primary and secondary sources of information, including ancient literature. Furthermore, students will gain skills in the correct use of historical literacy in preparation for Classical Studies in Year 12 (Stage 2).

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)Students will be assessed in three areas;• Folio: Short-answer responses to an ancient text, the

historical essay, class work. Weighting - 35%

• Sources Analysis: Students will use a variety of sources to analyse evidence from sources about an aspect of the ancient world. Presentation form is to be a small-group oral presentation. Students must provide evidence of their learning in relation to their knowledge and understanding of the topic selected, their research and analysis, and their communication of this understanding. Weighting - 30%

• Special Study: Students will as a class study sections of Homer’s Iliad, the movie ‘Troy’, and the site of Hissarlik (believed to contain Troy) in North-West Turkey. Individually students will select/develop a focus question based on the topic, research, critically analyse the information discovered, study the use of historical literacy in the form of research, use of quotes and paraphrasing, and acknowledge the resources used. Weighting - 35%

sTAge 1 socieTy And culTure ss4h 10 crediT PoinTsCourse Content:In Society and Culture students explore and ana-lyse the interactions of people, societies, cultures and environments. They learn how social, political, historical, environmental, economic and cultural fac-tors affect different societies; and how people func-tion and communicate in and across cultural groups. Through their study of Society and Culture, students develop the ability to influence their own futures, by developing skills, values and understandings that en-able effective participation in contemporary society.

In a 10-credit subject, students study two topics:• one topic with a focus on an Australian context• one topic with a focus on a global context.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Sources Analysis: Social Stratification: Groups and

Social Class 20%• Group Activity: Sub Cultures in Australian Society 40%• Investigation: The Asia Pacific Region: Statistical

Analysis 20%• Characteristics and Issues 20%

geogrAPhy sTAge 1 gg4A 10 crediT PoinTsCourse Content:Through the study of Geography, students develop an understanding of the spatial interrelationships of people, places and environments.


Students study topics within four key themes, Loca-tion and Distribution, Natural Environments at Risk, People, Resources, and Development and Issues for Geographers.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Skills and Applications Tasks 20% Class Tasks 10%

Exam• Inquiry using GIS, Geographic Information Systems

(computer technology) 20%• Fieldwork 25%• Investigation into a contemporary geographical issue

25%

Tourism A sTAge 1 To4h 10 crediT PoinTsCourse Content:During this unit, students will be encouraged to de-velop an understanding of the diversity and nature of tourism on a local, national and international scale. They will examine a range of employment possibilities in this industry and the value of tourism economically, socially and environmentally.

Assessment Types and Weighting of Tasks:Knowledge and UnderstandingCase Study: 25% Appreciating Tourism in South Australia:

AnalysisSources Analysis: 25% Communication Exercise and Exam:

Investigation and ApplicationPractical Activity: 25% Understanding tourism and the Natural Environments:CommunicationInvestigation: 25% Issues Investigation:

*Excursions and Field Trips are an integral part of the Tourism course and it is strongly recommended that students attend. Charges for these excursions will apply (Cleland, Glenelg, Monarto, Central Mar-ket, etc)

(All SACE courses are assessed against Performance Standards)

enVironmenTAl sTudies sTAge 1 es4h 10 crediT PoinTsStudents intending to undertake the Urrbrae Cer-tificate in Environmental Studies should choose this course.

PREFERRED BACKGROUNDSuccessful completion of Year 10 Society and Envi-ronment and/or Geography.

DIRECTIONStage 2 Geography Studies, Sustainable Futures, Tourism.

LEARNING REQUIREMENTSStudents are expected to:• understand aspects of the contributing disciplines

related to the learning interest• apply perspectives from two or more disciplines to

develop the learning interest and relevant capabilities• analyse and synthesise ideas from a variety of sources

and perspectives• reflect on the way that the contributing disciplines

inform the learning interest• work independently and with others to develop and

communicate understandings, insights, and ideas• analyse their own learning and apply relevant

feedback.

AIMS/OBJECTIVES• increase understanding of environment, environmental

processes, and interdependence of natural and human systems

• develop students’ range of practical and decision-making skills concerning the environment

• develop awareness of values and attitudes informed by an understanding of global and local environmental sustainability

• encourage students to become involved in decision-making and appropriate actions which will promote environmental sustainability.

CONTENT• Global Issues e.g. Biodiversity, Rainforests, Land

Degradation, Global Warming• Environmental Issues in Australia and South Australia

e.g. Population and Urbanisation, Food and Water, Sustainable Development

• Fieldwork on the Waite Conservation Reserve is included in this topic, as well as an overnight camp at Monarto Zoological Park

ASSESSMENTGroup ProjectApplication TaskWritten Response

For a 10-credit subject, it is recommended that students provide evidence of learning through three to four assessments, with at least one assessment from each assessment type. Each assessment type should have a weighting of at least 20%.

76

Stage 2 Humanities and Social Sciences

sTAge 2 modern hisTory me5P 20 crediTs Course Content:Modern History covers a range of topics dating from c1500.

Students study:• A Thematic Study: a comparative study, Revolutions

and Turmoil eg Russia and Cuba.• A Depth Study: The First World War and its

consequences• An Individual Essay



School based assessment, with external moderation:• Folio of 6 to 8 tasks, thematic study and depth study

50%• Essay, with external moderation 20%

External Assessment:• Exam, 3 hours. 30%.

sTAge 2 clAssicAl sTudies cs5P 20 crediT PoinTsCourse Content:Classical Studies will be offered as a 20-credit (full year) subject. Students will study three aspects of ancient Greece. Students will study:• Greek Epic: Homer’s The Odyssey• Greek Religionand one of the following topics:• Greek Drama• Greek History, 500 - 479BCE (the Persian Wars).


Assessment Types and Weighting of Tasks:Greek Epic: Students will investigate deeply the na-ture of this genre, including aspects such as; charac-ter construction – gender and power, aspects of the epic hero, relationships between family/characters/gods/mortals, narrative features of the epic, use of physical and social settings, stylistic features, and themes presented in The Odyssey.

Greek Religion: Students will develop an under-standing of a unique religions tradition with its own beliefs and values, study Greek sacred stories and what they reveal about the development of Greek culture, the relationship between gods and heroes in Greek religion, a knowledge of the Olympian reli-gion, an appreciation of Greek mystery religions and their growth and development, the role of religion in everyday life, appreciate the importance of the religious experience and direct or mediated contact with the divine, gain knowledge of Greek sacred ritual practices and the impact of religion on social structures of the time.

Greek Drama: Students will focus on tragedy or comedy, studying two of the following plays• Sophlocles: Antigone, Oedipus Rex• Euripides: Bacchae, Hippolytus, Medea• Aristophanes: The Frogs, LysistrataStudents are encouraged to engage in the texts through critical analysis and reflection. Students will engage in an appreciation and understanding of multiple readings and gain an understanding of textual features of the genre selected.

Greek History, 500 – 479 BCE: This topic focuses on the Persian Wars. Both primary and second-ary sources will be used to develop: aspects of the Ionian Revolt and its influences on the relationship between Greek city-states and the Persian Empire, the roles of Greek and Persian military and political leaders in the first and second invasions of ancient Greece, the use of specific strategies and tactics, the impacts of topography, geography and local-area knowledge in determining the outcomes of battles, political forces in play at the times and their influ-ences, weapons, armour, manpower and morale, underlying/interconnecting factors that give rise to and shape conflict, and the short and long term consequences of conflict. Students will also critically examine sections of Herodotus’ Histories, looking at his strengths and weaknesses as a historian.

sTAge 2 socieTy And culTure ss5n 20 crediT PoinTs Course Content:In this course students further develop skills and use various methods of investigating and analyzing con-temporary social issues. This will include students learning how social, political, economic, environ-mental, historical and cultural factors affect societies


and how people function and communicate across cultural groups. Students will study three topics.• CULTURE: Cultural Diversity/ Youth Culture.• CONTEMPORARY CHALLENGES: Social Ethics• GLOBAL ISSUES: Globalisation


Assessment Types and Weighting of Tasks The following assessment types will enable students to demonstrate their learning:

School based assessment (70%)• Type 1. A Folio of at least three assessments in course

work worth 50%. • Type 2. Interaction of at least two assessments in a

group and oral activity worth 20%.

External Assessment (30%)• Type 3. One Investigation

There is no exam in this subject(All SACE courses are assessed against Performance Standards)

sTAge 2 geogrAPhy gg5P 20 crediT PoinTsCourse Content:Students study a Core Topic covering Population, Re-sources and Development. Students are introduced to the processes involved in population change and become aware of the impacts of population and consumption on the environment. Students study two Option Topics from a choice of 12, Urbanisation, Rural Places, Tourism, Sources and Use of Energy, Coasts, Biodiversity, Climate Change, Soils, Environ-mental Hazards, Globalisation, Drylands and Negoti-ated Topic.



School Based Assessment 70%• A Folio of 6 group and individual assessments 25%• Individual Fieldwork Report based on one option topic

25%

• Individual Geographical Inquiry into a contemporary geographical issue, based on another one of the option topics 20%

External Assessment 30%• A 2 hour Examination, based on the Core Topic. The

exam consists of short answer and extended answer questions on knowledge, skills, application, and analysis of issues.

sTAge 2 Tourism To5s 20 crediT PoinTs

Course Content: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. Stu-dents gain an understanding of the complex eco-nomic, social, cultural and environmental impacts of tourism. A student’s understanding of the sustaina-ble management of tourism is central to the subject.Students study topics within four key 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.


Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)Folio 20%Practical Activity 25%Investigation into a contemporary tourism issue 25%Examination 30%

susTAinAble fuTures sf5n 20 crediT PoinTsSTAGE 2 This course is for students interested in acquiring knowledge and skills to care for our environment and it offers students opportunities to become in-volved in decisions about environmental issues and activities in their local area and beyond. A sustain-able human society depends on an environment in balance with the ecology and with human needs and wants, economically, socially and culturally.

78

It is highly recommended for students enrolled in the Urrbrae Pathways in Environmental Studies, Agriculture, Animal Studies or Horticulture and anyone interested in environmental studies.

PREFERRED BACKGROUNDStage 1 Geography or Environmental Studies or Envi-ronmental Science

AIMS/OBJECTIVESDevelop an understanding of:• principles of ecological sustainability to make decisions

for sustainable environmental management• how policies and decisions about the sustainable use

of natural resources are made• how to advocate for and actively participate in,

environmental management and sustainable ecological futures.

CONTENTThe course is built upon three facets of sustainability expanded into key ideas for debate and discussion which are presented to students in a range of learn-ing contexts.• Biophysical systems• Socio-cultural systems• Active citizenshipThere is an emphasis on current issues and the con-cept of “Act local, think global”

ASSESSMENT6 Assessment Items:• 4 Practical Activities (Total 40%)• 1 Enquiry (30%)• 1 Community Activity (30%)


YEA

R 8

YEA

R 9

YEA

R 10

Sem

este

r 2

Sta

ge 1

Se

mes

ter

1Se

mes

ter

2

S

tage

2

Sem

este

r 1

Spending and Saving is a one semester choice subject.

Spending &

Saving

Legal

Studies A

Accounting A

Economics A

Business & Enterprise

A

Information Processing

& Publishing A

Legal

Studies A

Accounting A

Economics A

Business & Enterprise

A


& Publishing A or B

LEGA

L STU

DIES

ACCO

UNTIN

G ST

UDIE

S

BUSI

NESS

& E

NTER

PRIS

E

Each course represents 10 credit points

Some subjects are repeated in Semester 2

No Prerequisits

FLOW CHART - BUSINESS EDUCATION


80

business eDucation

yeAr 9 sPending And sAVing The course aims to provide students with the basic skills and knowledge to manage their personal finances. Topics covered:

• Personal Financial Management – what it means, advantages of being in control

• Money and how we earn it• Where our money goes – factors affecting consumer

decisions, comparison shopping, methods of payment• Being a good consumer – legal rights and

responsibilities, consumer protection• Managing personal finances – using credit wisely,

budgeting, saving and investingStudents also investigate current issues which affect their financial situation and look to the future with regard to protection of assets and superannuation.

yeAr 10 informATion ProcessingThis semester course is designed to enable students to learn the quick and efficient operation of the key-board and appropriate conventions. It is intended that students will increase their proficiency at the keyboard, allowing them to benefit both personally and in the production of assignments required at higher levels of study.Topics covered include: • Basic keyboard operation• Development of speed and accuracy • Editing techniques• General formatting and display techniques• Formal Reports – parts and display (becoming

increasingly important in many senior school subjects)• Health and Safety Issues relevant to computer

operation• Personal Business Letters – particularly Letters of

Application• File Management.Successful completion can lead to Stage 1 Informa-tion Processing and Publishing B.

Stage 1 Business and Enterprise

sTAge 1 legAl sTudies ls4h 10 crediT PoinTsCourse Content:This course is built on the topics: Law and Society, People, Structures and Processes, Law-making and Justice and Society. Historical and current media reported issues, court cases, new laws, and relevant happenings in the institutions of government in Aus-

tralia will be the focus of the work studied. Students will gain an insight into lawmaking, how disputes are resolved and justice administered. It will help them to understand their role as informed citizens of Australia.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)Folio 60%• The folio will consist of three tasks: a test, an

assignment and an end of semester exam.Issues Study 20%• This will be a civic inquiry into a current legal issue in

South Australia.Presentation 20%• Students will participate in a mock trial.

sTAge 1 AccounTing Ac4h 10 PoinTsCourse Content:The study of Accounting gives students opportuni-ties to learn the practical skills needed to manage their own financial affairs and develop an under-standing of the successful management of financial affairs in business.Topics:Core topic: The Environment of AccountingAt least 2 Option Topics:• Personal Financial Management• Business Documents• Keeping Cash Records• Double Entry Recording• Financial Reports• Analysis and Interpretation of Financial Reports

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)• Assessment Type 1: Skills and Applications Tasks, at

least 20% weighting• Assessment Type 2: Investigation, at least 20%

weightingStudents must complete 4 to 5 assessments:• at least two skills and applications tasks• at least one investigation task

sTAge 1 business And enTerPrise bs4h 10 crediT PoinTsCourse Content:Stage 1 Business and Enterprise consists of two core topic and a choice of option topics from which stu-


dents will study two or more.

Core Topic: • Introduction to Business and Enterprise• Business and Enterprise in Practice

Option Topics: (students will study two or more from)• Establishing a Business• Business Plans• Business Management and Communication• Financial Planning and Management• Technology for Business• Marketing• Employment Relations• Entrepreneurship: The Enterprising Person• Global Business

Assessment Types and Weighting(All SACE courses are assessed against Performance Standards)

Students will complete assessment tasks of three types.• Assessment Type 1: Folio (which may include short

answer tests, essays, formal exam) • Assessment Type 2: Practical (an investigation into

some aspect of actual business(es))• Assessment Type 3: Issues Study. (an investigation into

an emerging trend or issue in business)Students will provide evidence of their learning through five assessments, with at least one assess-ment from each assessment type. Each assessment type will have a weighting of at least 20%.At least one assessment task will focus on the core topic and at least one assessment will focus on an option topic.

sTAge 1 informATion Processing And Publishing iP4h 10 crediT PoinTsCourse Content:Students develop skills to help them improve their accuracy and speed in producing documents for personal use. Some business documents are consid-ered. They explore and evaluate different aspects of design production using contemporary layout princi-ples. Students also research and evaluate the ethical and social impact of current electronic methods of communication.

Assessment Types and Weighting of Tasks:(All SACE courses are assessed against Performance Standards)Folio 50%

• Keyboard Speed and Accuracy 20% • Personal Business Letters 10%• Personal Reports 20%Issues Analysis 20%• Investigation of the ethical and social impact of

electronic communication

Product and Documentation 30%• Devising, designing and evaluating documents for a

mock business

Stage 2 Business and Enterprise

sTAge 2 legAl sTudies ls5P 20 crediT PoinTs Course Content:The topics studied in this course are: The Australian Legal System, Constitutional Government, Law-mak-ing and Justice Systems. Students have the oppor-tunity to explore Australia’s constitutional heritage and the dynamic nature of the Australian legal sys-tem within a global context. They will be provided with an understanding of the principles and struc-tures of this system so that they can make informed judgments about its strengths and weaknesses. They investigate legal perspectives on contemporary is-sues in our society.



School-based Assessment 70%Folio 50%• Students provide evidence of their learning through

seven assessment tasks.Inquiry 20%• Students study a contemporary legal issue.External Assessment 30%• Students undertake a 3-hour external exam.

sTAge 2 business And enTerPrise bs5n 20 crediT PoinTsCourse Content:Stage 2 Business and Enterprise consists of one core topic and a choice of seven option topics from which students will study two.

82

Core Topic: The Business EnvironmentA. Business in AustraliaB. The Nature and Structure of BusinessC. The Business Enterprise

Option Topics: ( students will study two from)1. People, Business, and Work2. Business and the Global Environment3. Business and Finance4. Business, Law, and Government5. Business and Technology6. Business and Marketing7. Business Research Task/Practical


Assessment Types and Weighting(All SACE courses are assessed against Performance Standards)

Stage 2 Business and Enterprise has a school-based assessment component and an external assessment component.School-based Assessment (70%)• Assessment Type 1: Folio (30%) (four to six tasks)• Assessment Type 2: Practical (20%) (two tasks)• Assessment Type 3: Issues Study (20%) (one task)External Assessment (30%)• Assessment Type 4: Report (30%) (one task)


YEA

R 8

YEA

R 9

YEA

R 10

Sem

este

r 2

S

tage

1

Sem

este

r 1

Sta

ge 2

Information and Communications

Technology (ICT) is embedded into Year

8,9 and 10 teaching and learning programs via our

Technology Access Program and other initiatives

NOTE 1: Information Technology B

SELECTION IS BASED ON MERIT

Information Technology A

Information Technology B

Information Technology B

YR 10 Computer Essentials

Media Production Semester Unit

Information Technology Studies

FULL YEAR

FLOW CHART - TECHNOLOGY - Information Technology

84

YEA

R 8

YEA

R 9

YEA

R 10

Sem

este

r 2

St

age

1

Sem

este

r 1

Stag

e 2

ALL students undertake one TERM of

Technology Studies

ALL students choose 1 or 2

semesters. Choose from this chart

AND Home Economics. Some may

be offered in both semesters.

Design & Technology

Studies

Woodwork 1 Materials Technology 1

Metal Work 1 Art Metal Work 1

CAD Graphics

Woodwork 2 Materials Technology 2

Metal Work 2 Art Metal Work 2

CAD Graphics

A

Furniture Construction A

(may be offered off-line)

Metal Work (Sem 1 or 2)


CAD Graphics

B

VET CertificatePlumbing

Semester 1 or 2 may be offered

off-line

Furniture Construction B


Metal Work (Sem 1 or 2)


Some courses may be offered in

Semester 1 OR Semester 2

FLOW CHART - TECHNOLOGY- Tech. Studies and Tech. Graphics

ALL students choose 1,2 or 3


AND Information Technology

Studies/Graphics. Some may be

offered in both semesters

CAD

GRAP

HICS

FURN

ITURE

CON

STRU

CTIO

N (m

ay b

e offe

red

off-li

ne)


YEA

R 8

YEA

R 9

YEA

R 10

Sem

este

r 2

YE

AR

11

Sem

este

r 1

ALL students undertake one TERM of

Home Economics

ALL students choose 1 or 2 semesters.

Choose from this chart AND

Technology Studies. Some may be

offered in both semesters.

Home Economics

Food, Nutrition and

Fashion

Food, Culture and

Fashion

Textiles and

Clothing

FoodPreparation& Nutrition

Child Studies

Textiles A

ALL students choose 1,2 or 3


AND Information Technology Studies/

Graphics. Some may be offered in both

semesters

Food and

Culture

Creative Food

Preparation

Clothing and Textiles

A

Creative Food

Preparation

Food and

Culture

Clothing and Textiles

B

Some courses may be offered in

Semester 1 OR Semester 2

FLOW CHART - TECHNOLOGY - Home Economics and Nutrition

NUTR

ITION

EARL

Y CH

ILDH

OOD

STUD

IES

TEXT

ILE

STUD

IES

FOOD

AND

HOS

PITA

LITY

STU

DIES

FOOD

AND

THE

CO

MM

UNIT

Y 1

FOOD

AND

THE

CO

MM

UNIT

Y 2

Sem

este

r 2

Y

EAR

12

SEm

este

r 1

86

technologyIn Years 8, 9 and 10, Information and Communication Technology (ICT) skills appropriate to learning areas are embedded into all teaching and learning programs. A particular focus is with our Years 8/9 Technology Access Program, where all students are guaranteed minimal time to our extensive range of IT resources. Significant use is made of our high-band Internet access and other shared network resources across our comprehensive infrastructure – one of the most comprehensive within Australia.

In Years 10, 11 and 12, students have the opportunity to select focused IT-related subjects within Information Technology, Technology Studies, CAD Graphics, Home Economics and Nutrition.

Contact People: Mr Mick Douros (Information Technology), Mr Richard Whaites (Technology Studies) and Ms Meredith Oliver (Home Economics).

Year 8 TechnologyIn Year 8, all students undertake one term of both Technology Studies and Home Economics.

home economics – he1hStudents have the opportunity to experience a variety of food preparation skills reflecting their diverse cultural backgrounds. Students will develop skills and an understanding of nutritional issues, safe and hygienic work practices and effective use of time and resources. Students will also develop skills in clothing and textiles through the construction of an article. Home Economics is an experiential subject whereby the majority of learning involves students participating in practicals.

design And Technology sTudies – Ts1hIs about practical activities in problem-solving and includes learning about: designing, making and appraising, information, communication (oral, written and graphic) materials, processes, skills and tools, systems, mechanical principle, energy technology and Lego robotics. Year 8 courses provide introductory experiences using the materials of wood, metal and plastics for all students.

Year 9 TechnologyAll Year 9 students choose one or two semesters from Home Economics and/or Technology Studies.

home economics (semesTer courses)Home Economics is a field of study which draws knowledge from many disciplines and applies it in solving problems by individuals and families in day-to-day living. Home Economics follows the technology philosophy of.:

• Design• Make• Critiquing.Students may choose one or two semesters of Home Economics from the following areas.

food, nuTriTion And fAshion – he2AApproximately two-thirds of time studying food and the remaining one-third studying fashion.

fooDWe look at the Australian Guide for Healthy Eating for teenagers and food nutrients. Students plan, prepare and serve foods that are appealing to teenage tastes and reflect Australia’s multicultural society. Examples of food practicals: Pizza, Thai Green Curry, Muffins, Spanikopitas, Pasta.

fashionStudents make and appraise a suitable garment. Examples: Boxer shorts, Baggy pants. Students are required to supply own fabrics.

food, culTure And fAshion – he2bApproximately two-thirds of time studying food and the remaining one-third studying fashion, each with a cultural focus.

fooDWe consider changes in our food, technology and lifestyles since colonial days. This includes the impact of our multicultural society and festivals upon our food choices.

Practicals include: Cornish Pasties, Crêpe Suzettes, Spring Rolls and Foods from a variety of cultures including Greek, Asian, Mexican, Italian, Indian and German.

fashionStudents make and appraise a suitable garment, eg Boxer shorts, Baggy pants. Students are required to supply own fabrics.


cloThing And TexTiles - he2cThis course focuses on the development of garment design and construction skills. Students are able to negotiate aspects of the course, allowing for individual development. Assessment: practical and written assignments and group participation. Note: Students provide all fabrics and other requirements to complete the course. A range of articles, including a fabric back-pack, are produced.

design And Technology sTudies mATeriAls Technology 1 – mT2hMaterials technology will focus on design, make, and evaluate. The course will use varied materials. Plastics and Electronics will be the focus of this course. The course will focus on:

• Plastics construction• Electronics simple project constructionStudents may be required to pay for some projects materials.

woodworK 1 – ww2hWoodwork will focus on a “design, make and evaluate” methodology using timber as the material for project construction.

The course will focus on:

• Basic carcase construction• Wood turning, mainly face plate• Glues, finishes and simple jigs• Safe use of hand and power tools• Safe use of machinery e.g. drill press and band saw• Developing skills in Technical Drawing• Use of computer technology.Suggested projects:

• Jewellery Box• Butler’s Tray• Storage Unit• Extension projects/ Lathe work.Some costs may be incurred if students wish to vary projects.

meTAlworK 1 – mw2hMetalwork will focus on a “design, make and evaluate” methodology using metal as the material for construction.

The course will focus on:

• Safe use of welding equipment, and simple fusion welding

• Introduction to methods of joining and fastening• Basic lathe process including: facing parallel turning,

taper turning and use of mild steel and aluminium• Developing skills in technical drawing

• Safety with hand and power tools• Use of computer technology.Projects suggested:

• Executive Toy• Miniature Cannon • Barbecue Fork and Spatula• CandelabraSome costs will be incurred if students wish to vary projects.

ArT meTAlworK 1 – Am2hStudents will be able to produce such items as Jewellery and Wrought Iron work. Students will be asked to produce a number of set projects and then be asked to design their own work. Items might include Earrings, Brooches, Rings, Candelabra and Shelf stands.

Some costs may be incurred if students wish to vary projects.

This course, or similar demonstrable skills, may be required in order to undertake the Art Metalwork (AM3H) course in Year 10.

Year 10 Technology All Year 10 students choose one, two or three semesters from Home Economics and/or Design and Technology Studies. Choices from Design and Technology Studies now include CAD Graphics.

home economics

food – he3AFood Preparation and Nutrition. This is a one-semester course which may be selected only once, providing the opportunity for specialization in the areas of food and nutrition, food preparation and presentation, and service.

Work includes the extension of research skills, extensive use of practical sessions, resources and independent learning exercises.

An additional subject levy to cover essential components may apply. Estimated cost is $40.

child sTudies – cs3AThis is a one-semester course which may be selected only once, providing the opportunity to develop knowledge and skills in relation to children and families in our contemporary society.

Students will explore the changing face of families, decisions of being a parent, socialization of a young child – eg creating a children’s toy, and children’s food - impact of our technological and media world upon a young child, to vocational employment options in the field of Child Studies.

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Students will have the opportunity to construct their own teddy bear.

Students will be involved in: research task, community visits, food and textile sessions.

TexTiles – fA3AClothing and Textiles: This is a one-semester course offered for students wishing to study this area. The course provides the opportunity for specialization in the areas of clothing and textiles. Students are able to further develop skills in clothing construction, pattern design and adaptation and textile technology areas.

Students supply their own fabrics and complete three garments/ articles of their own choice.

design And Technology sTudies

cAd grAPhics – Tg3h CAD Graphics is a study of materials, equipment and processes used to produce drawings in order to communicate technical information.

This semester course provides an opportunity for the student to extend their knowledge of Technical Studies. It is closely linked to experiences in the workshops. It is activity-based. Aspects of manual drafting are studied and applied to producing construction and pictorial drawings. AutoDesk Inventor has replaced AutoDesk AutoCAD because it can generate 3D computer models that will then produce assembly and construction drawings.

This topic can be studied for the SACE and introduces a student to drawing techniques used in engineering, construction-based trades, interior designing and manufacturing-based employment. Assessment is continuous, requiring students to complete drawings and relevant writing tasks. Students are informed of their progress using spreadsheets.

The course culminates in the student designing a small child’s wooden toy and producing construction drawings. Both manual drafting and CAD techniques are used.

mATeriAls Technology – mT3hMaterials Technology will focus on a “design, make and evaluate” methodology. The course will use electronics and robotics with the use of plastics as a construction medium. The course will focus on:

• Plastics construction• Electronics simple project construction• “ROBOLAB” Lego programming.

woodworK 2 – ww3hWoodwork will focus on a “design, make and evaluate” methodology using timber as the material for project construction. It is desirable, but not essential, that students have completed Year 9 Woodwork to a satisfactory standard. The course will focus on:

• Framing joints, types of framing joints, construction and applications

• Wood turning, spindle turning, cup chucking• Sanding and finishing techniques• Use of manufactured board• Use of wide variety of solid timbers• Use of computer technology.Suggested projects: Foot Stool; Coffee Table; Clock; Extension Projects.

An additional subject levy may apply.

meTAlworK 2 – mw3hMetalwork will focus on a “design, make and evaluate” methodology using metal as the material for construction. It is desirable, but not essential, that students have completed Year 9 Metalwork to a satisfactory standard. Processes and projects include:

• Metal machining, turning and milling• Metal welding, Gas and GMA• Sheet metal constructionSuggested Projects: Sheet metal storage box; Quick action clamp; Webbing clamp.

An additional subject levy may apply.

ArT meTAlworK 2 – Am3hStudents will be able to produce such items as Jewellery and Wrought Iron work. They will extend their skills and be asked to produce a number of set projects and then be asked to design their own work.

Items might include: Earrings, Brooches, Rings, Candelabra and Shelf Stands.

Some costs may be incurred if student wish to vary projects.

Prerequisites: Art Metalwork (AM2H) from Year 9, or demonstrable similar skills are a requirement for this course.

mediA ProducTion – mP3h (one semesTer)what will i learn?In Media Production we learn the basics of video production. The course moves through the three stages of pre-production, production, and post-production.

Preproduction involves developing an idea using typical industry tools – premise, outline, treatment, script, story board and shot list.


Production centres upon the elements of cinematography – shot size, camera angle, camera height, moving the camera, and capturing a scene using a controlled flow of images.

Post-production skills are video editing skills in this course – editing for continuity, using text, images, video and sound in a film, titles, credits, and rendering a file for a DVD or other distribution media.

The elements of story are important to both documentary and fiction film, and we revise our knowledge of character, location, time and place, point of view, and dramatic tension in a story.

Students work individually for script development assignments, and in teams for both production and post-production assignments. Team work, cooperation, management of resources and project management are all essential skills for successful work in this course.

Successful video makers are good at developing ideas, and at managing their time. You must be creative, and you must have a sense of purpose and self-discipline.

how will i be assesseD?Each assessment task is of about equal weighting.

• Camera Work: Two-up interview• Pre-production: Developing a shot list from a script• Developing an idea: Premise, Outline and Treatment• Writing a script for a five-minute short film• Short Film Practical (Cinematography, and editing)

comPuTer essenTiAls – Te3hA one-semester subject which is offered to Year 10 students. It provides students with an opportunity to develop their ICT knowledge through theory and practical work.

The course presents exposure to computer hardware, software and operating systems. Students learn the functionality of hardware and software components as well as suggested best practices in maintenance and safety issues. Through hands-on activities, students learn how to assemble, format and configure a computer, install operating systems and software, and troubleshoot hardware and software problems. In addition, system networking, connecting to the Internet and the basics/principles of the network server are covered.

Assessment is via theory tests, research and reports and practical tests.

Stage 1 Technology

sTAge 1 informATion Technology A cP4A 10 crediT PoinTsCourse Content:Students develop an understanding of database principles by constructing a relational database that stores data efficiently, minimizes file size, reduces unnecessary data entry, and has a user-friendly design for forms, reports, and the finished layout. Students use the problem-solving approach of the systems development life cycle to build a system.

The study of a computer system is central to the understanding of information technology systems because of the way in which software and hardware process data into information. Students develop an understanding of computer concepts and develop accurate terminology that helps in the development of an information technology system and the com-munication of requirements.

Assessment Types and Weighting of Tasks:• Folio - 20%• Skills and Applications Tasks -50%• Project - 30%

sTAge 1 informATion Technology b cP4b 10 crediT PoinTsCourse Content:Programming involves instructing a computer to solve a problem in a logical way with the help of a programming language. An application program is a computer program that performs a specific role. Students develop an understanding of programming by constructing an application program that accepts input from, and interacts with, the user to produce outcomes. The students’ code will use functions (procedures / modules of code) including selection (branching) and repetition (looping) and have a user-friendly finished layout.

Students develop an understanding of programming in a client-sided web environment by developing a system that allows a high level of interactivity through the input of data and resultant program outcomes. The website must meet accessibility standards of publishing, and the design of its inter-face, navigation, integration of media, and finished layout must be user-friendly. Students use the problem-solving approach of the systems develop-ment life cycle to build an interactive website.

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Assessment Types and Weighting of Tasks:• Folio - 20%• Skills and Applications Tasks - 50%• Project - 30%

design & Technology sAce sTAge 1 General Course DescriptionStudents 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. They combine their design-ing and creating skills with knowledge and under-standing of materials, information, and equipment to make high-quality products or systems for intend-ed purposes. They analyse the impact of technologi-cal practices, products, or systems on individuals, so-ciety, and/or the environment, and develop insights into the uses of technology in future contexts.

furniTure consTrucTion A – fc4A 10 crediT PoinTsProject Design and Problem Solving:Folio presentation of design process leading to con-struction of a major practical project.Development of technical drawing and use of com-puter aided design-drawing packages

Skill Development:Solid carcase construction using traditional joining and some modern assembly fittings.Application and suitability of finishes available.Knowledge and Understanding:Instruction in the safe use of portable and fixed power machinery, including the router, circular saw and thicknesser.This course may be offered after school between 3.30 and 6.30 pm.Some costs will apply, to pay for materials used.

furniTure consTrucTion b – fc4b 10 crediT PoinTsProject Design and Problem Solving:Folio presentation of design process leading to con-struction of a major practical projectDevelopment of technical drawing and use of com-puter aided design drawing packages.

Skills Development:Explore and understand the application of various framing techniques using traditional joints and also some knock-down fittings. Application and suitability of finishes available.

Knowledge and Understanding:Instruction in the safe use of portable and fixed power machinery including lathe, circular saw, etc.Explore and understand the structure of chairs, etc and associated stresses in these structures and how they are overcome.This course may be offered after school from 3.30 – 6.30 pm. Some costs will apply, to pay for materials used.

meTAl worK – mw4h 10 crediT PoinTsProject Design and Problem Solving:Folio presentation of design process leading to con-struction of a major practical projectDevelopment of technical drawing and use of com-puter aided design drawing packages.

Skills Development:A semester based course incorporating Welding Fabrication, Fitting and Machining.The course will cover oxy-acetylene and electric MIG welding with some time spent on skills develop-ment.Machine operations include lathe work and milling to tolerances. Hand tools include measuring, mark-ing, cutting to tolerance.Safe work practices will be emphasized and the OHS&W Act explained.This course will be offered after school from 3.30 – 6.30 pm.Some costs will apply, to pay for materials used.

cAd grAPhics A And b Tg4A 10 crediT PoinTs & Tg4b 10 crediT PoinTsProject Design and Problem Solving:Folio presentation of design process leading to con-struction of a major practical projectDevelopment of technical drawing and use of com-puter aided design drawing packages.

Skills Development:Students undertaking CAD Graphics make exten-sive use of Autodesk Inventor. This is a ‘state of the art” computer-drawing program which generates 3D drawings that allow drawings of a technical nature to be generated swiftly from the 3D model. Its capacity to generate 3D working models allows analysis and final inspection to occur prior to manu-facture.CAD Graphics is a study of tools, materials, equip-ment and processes used to produce graphics in order to communicate technical information.


Semester A introduces the theory of Plane and Solid Geometry. This knowledge will then allow students to develop 2D drawings into 3D models using Inven-tor (CAD).Semester B places more emphasis on the produc-tion of computer-generated technical, pictorial and orthogonal drawings from Inventor 3D models. There is a strong emphasis placed on CAD work, supported by traditional manual drafting.

Assessment of Design and Technology Stage One Courses.Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:

Skills and applications task 20%Folio and Materials Study 20%Product 60%

Assessment in these areas is against the perform-ance standard

design And Technology sAce sTAge TwoThrough the study of Design and Technology stu-dents develop the ability to identify, create, initi-ate, and develop products, processes, or systems. Students learn to use tools, materials, and systems safely and competently to complete a product. They explore technologies in both contemporary and his-torical settings, and analyse the impacts of technol-ogy, including social, environmental, and sustainable consequences.

Stage 2 Technology

subjecT: sTAge 2 informATion Technology 20 crediT PoinTsCourse Content:Students study both core topics and one of the op-tion topics:

Core Topic 1: Information SystemsThe information required of a computer-based ap-plication drives the development of interactive and dynamic computer-based information systems, and is central to the study of Stage 2 Information Tech-nology.Students develop an understanding of an informa-tion system by considering how the elements inter-act and impact on society. The application of knowl-edge and concepts helps the developer to build a system that meets the needs of the user.

Core Topic 2: Computer and Communication SystemsComputer and communication systems are essential because of the way in which software and hardware process data into information and then transfer this data/information to other locations.Students develop an understanding of computer and communication systems concepts that underpin computer devices and how these concepts apply to networks.

Option Topics• Topic 1: Relational Databases• Topic 2: Application Programming


Assessment Types and Weighting of Tasks:The following assessment types enable students to demonstrate their learning in Stage 2 Information Technology:

School-based Assessment (70%)• Assessment Type 1: Folio (20%)• Assessment Type 2: Skills and Applications Tasks (30%)• Assessment Type 3: Project (20%)

External Assessment (30%)• Assessment Type 4: Examination (30%).

design & Technology communicATion ProducTs cAd grAPhics Tg5s 20 crediT PoinTsNote: Students should have undertaken Stage 1 CAD Graphics (TG4A and/or TG4B) or be able to clearly demonstrate appropriate background before under-taking this course.CAD Graphics is a study of the tools, materials, equipment and processes required to product graphics in order to communicate technical informa-tion. There is an emphasis on Design principals, 3D computer modeling and computer drafting.

FocusComputer-Aided Design and Drafting using Autodesk Inventor (CAD) software.All drawings are computer-generated. The course consists of units of work selected from thefollowing:• Interior and industrial design• Engineering drawing• Manufacturing• Geometric principles• Orthogonal projection

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• Pictorial drawing• Technical illustration.


Assessment

School-based Assessment WeightingSkills and Applications Tasks 20%Product 50%

External Assessment Folio 30%External Assessment Folio Students complete a Folio that contains documen-tation of their investigation and planning for their product, process, or system. The Design and Technology Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.The school-based assessments and the external assessment will be marked with reference to the performance standards.

design & Technology mATeriAl ProducTs furniTure consTrucTion – fc 5s 20 crediT PoinTsIt is strongly recommended that students have suc-cessfully completed SACE Stage 1 FurnitureConstruction (WW4H and/or FC4H).

Course OutlineStudents will design and construct their own project in consultation with the teacher.Students will use contemporary furniture construc-tion techniques to create an article of Furniture.Students will use a range of materials and processes to complete this task.Students will use a range of machines and hand tools to complete their project.


Assessment

School-based Assessment WeightingSkills and Applications Tasks 20%Product 50%

External Assessment Folio 30%

External Assessment Folio Students complete a Folio that contains documen-tation of their investigation and planning for their product, process, or system.

The Design and Technology Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.The school-based assessments and the external assessment will be marked with reference to the performance standards.

An additional subject levy may be charged.This course will be offered after school, from 4 – 7 pm on a Monday night.Some costs will apply, to pay for project materials.

Vocational Education and TrainingVET courses are industry-based courses that are ac-credited as part of a certificate in further education.At Unley High School we provide a general sec-ondary education integrated with entry-level VET programs to assist senior students along broad Industrial Pathways.These courses are accredited and can be counted towards your SACE.

indusTry PAThwAys ProgrAms Within our region schools are developing Industry based courses. Students will in the future be able to choose industry based courses at other schools. At Unley High School you will be able to undertake a Plumbing course.

Plumbing Students will undertake a Certificate One in Con-struction CPC 10108.This course will be undertaken at Unley High in conjunction with the Plumbing Industry Association of S.A This course will one day per week 8am-4pm

stuDents will unDertake these comPetencies• Work effectively and sustainably in the construction

industry.• Plan and organize work• Conduct workplace communication• Read and interpret plans and specifications• Use construction tools and equipment• Carry out measurements• Work safely in the construction industry• Handle construction materials• Apply basic leveling procedures• Undertake a construction project.


Students will need to undertake two weeks of work placement in the Plumbing Industry to complete this Course. Students will also need to purchase Protec-tive clothing and this includes safety boots and long sleeve shirt and pants.Cost will be $880

regionAl PArT Time VeT coursesThese courses are undertaken off site. Students are expected to travel to these courses. These courses are designed to give students industry standard courses. Some run for a semester, others, the full year. Applications can be made during 2011These courses are ‘fee for service’.Students must first choose a full Year 11 course before applying for a VET course. Structured work placement may be involved in these courses. Work placement may need to be undertaken during school holidays.• Animal Studies• Aquactulture• Automotive• Hair And Beauty• Childcare• Computing• Hairdressing• Hospatility Kitchen Operations• Hospitality Bar operations• Heath and Sport• Building and Construction• Electro technology Electrical• Photography• Furnishing• Business• Retail• Tourism• Horseracing• Floor covering• Sport and Recreation• Police• Live Production

sTrucTured worK PlAcemenTStructured Work placements can be sought for stu-dents in a number of areas. Students on Structured Work Placements complete training logs and usually undertake this as part of the VET course they are completing.

school bAsed APPrenTiceshiPAs a member school of the Inner South Trade school for the Future, we have access to Trade Brokers that are able to help student get into the apprenticeships. These can be School based apprenticeships, which enable students to stay at school whilst undertaking an appren-ticeship.Further information about all VET options is available from Mr Richard Whaites.

year 8 into 9 subject choice 2012

sTudenT nAme:

gender:

home grouP:

PArenT/cAregiVer signATure:

Core SubjectsAll students take English or ESL, Science, Maths and Language for the full year.

All students take one semester of each of Humanities and Social Sciences, Physical Education & Health.

The Language taken in 2010, to continue in 2011, is ………………………………….

Will the student be taking ESL in 2011? Please tick if YES:

Choice SubjectsStudents must then choose a further four semesters (in priority order) from the options below.

ArTs Technology

You must choose at least 1 semester from the following:You must choose at least 1 semester and no more than 2 semesters of Technology from:

Art (1 semester) Food, Nutrition and Fashion (1 semester)

Art/Design (1 semester) Food, Culture and Fashion (1 semester)

Drama (1 semester) Clothing and Textiles (1 semester)

Music (2 semesters) Materials Technology 1 (1 semester)

Metalwork 1 (1 semester) **

Woodwork 1 (1 semester) **

Art Metalwork 1 (1 semester)

exTensions

You may choose at least 1 semester from the following:

Spending and Saving (1 semester)

Knights in Shining Armour (1 semester)

Physical Education (1 semester)

www.geography (1 semester)

Studies of Asia (1 semester)

Total of semesters from options =

** If you have chosen two Technology subjects, please nominate a further two subjects as reserves, in case first choice subjects are unable to be used. Only one of these reserve subjects can be from the technology group.

1. 2.

Please return by the end of Week 7, September 9th.

9 4


year 9 into 10 subject choice 2012

sTudenT nAme:

home grouP:


Core SubjectsAll Year 10 students as part of HASS must complete and pass (C grade or better) the semester length PLP (Personal Learning Plan). This is required as part of the SACE – Stage 1.

All students take Science, Maths, Humanities and Social Sciences (full year, includes PLP) and Physical Education (semester). Please indicate which type of Physical Education course below:

G - General PE; H – Health; O – Outdoor Education; E – PE Extension. PE Course: Students also complete a full year of English OR English as a Second Language if eligible.

Will the student be taking ESL in 2012? Please tick if YES:

Students must then choose a further five semesters from the options below. Please indicate in the boxes the number of semesters chosen:

ArTs Technology

You must choose at least 1 semester from the following: You must choose at least 1 semester from the following:

Art (1 or 2 semesters) Home Economics – Food (1 semester)

Design (1 semester) Home Economics – Child Studies (1 semester)

Craft (1 semester) Home Economics – Textiles (1 semester)

Drama - Shakespeare (1 semester) Materials Technology 2 (1 semester)

Drama – Theatrecraft (1 semester) CAD Graphics (1 semester)

Drama – Stagecraft (1 semester) Art Metalwork 2 (1 semester)

Music (2 semesters) Media Production

Computer Essentials


Metalwork 2 (1 semester) **

Woodwork 2 (1 semester) **

loTe exTensions

You may choose 1 language (2 semesters) from: You may choose up to 3 semesters from the following:

Chinese (2 semesters) Modern History (1 semester)

French (2 semesters) Geography (1 semester)

Greek (2 semesters) Physical Education (1 sem) PE Course:

Italian (2 semesters)

Total of semesters from options =

Please choose two more elective subjects as “reserves”, in case you cannot be placed in the electives you have chosen above.

Please return by the end of Week 7, September 9th.

year 10 into stage 1 subject choice 2012

sTudenT nAme:

home grouP:


Please complete and bring to the Subject Selection interview on Monday August 22nd.

sTAge 1 sAce (yeAr 11) subjecT choiceStudents must study a total of 110 credits.

Compulsory Subjects - All students must achieve a C grade or better

English A or ESL A or Advanced English A 10

English B or Extended English or ESL B or Advanced English B 10

Research Project (Stage 2 subject) 10

One Maths subject 10

elective subjects

1

2

3

4

5

6

7

Total 110

sTAge 2 sAce (yeAr 12)Write down five subjects you think you may do:

choice of cAreer or fuTure occuPATion

Students who have not attempted the PLP and students who have not acheived a C or better, will need to select the PLP as one of their elective options above.

Students at risk of not passing 20 credit points of English or 10 credit points of Mathematics at a C level will be approached to take an extra course in English or Mathematics as one of their elective subjects.

9 6


stage 1 into stage 2 subject choice 2012

sTudenT nAme:

home grouP:


Please complete and bring to the Subject Selection interview on Wednesday August 24th.

Preferred subjecT choice for 2012comPulsory subject

Research Project (must be done only if not completed in 2011) 10

choice subjects

1

2

3

4

Students wishing to complete SACE only and do not require an ATAR, can do three Stage 2 subjects (topping up with Stage 1) or VET. Students wanting an ATAR must do four subjects in Stage 2 that are TAS subjects.

For University entry information, please refer to the “Tertiary Entrance 2012, 2013, 2014” booklet for further information re entrance requirements for tertiary courses.

Please note: All Year 11 students will complete the compulsory Research Project in semester 2 2011. If they are not successful in achieving a C or better, they will have to do it again in 2012 to complete SACE.

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Index: Subjects Years 8-12Year 8

Art 16Drama 16English 29English as a Second Language 29French 40General Science 65Health & Personal Development 50Italian 45Languages other than English (LOTE) 37Mathematics 61Music 16Humanities and Social Sciences 72Technology 86

Year 9Art 16Art/Design 16Chinese 37Design and Technology Studies

Art Metalwork 87Materials Technology 87Metalwork 87Woodwork 87

Drama 16English 31ESL 29French 40General Science 69German 42Greek 43Health & Personal Development 50Home Economics 86

Clothing and Textiles 87Food, Culture and Fashion 86Food, Nutrition and Fashion 86

Italian 45Mathematics 61Music 17Physical Education 50Physical Education & Health 50Humanities and Social Sciences 72

Knights in Shining Armour 72Spending and Saving 80Studies of Asia 72www.geography 72

Year 10Art 17Chinese 37Craft 17

Design 17Design and Technology Studies 88

Art Metalwork 88CAD Graphics 88Computer Essentials 89Materials Technology 88Media Production 88Metalwork 88Woodwork 88

Drama 18English 30English as a Second Language 30French 40General Science 65Greek 44Health 51Health & Personal Development 51Home Economics 87

Child Studies 87Food 87Textiles 87

Humanities and Social Sciences 73Geography Extension 73History Extension 73

Information Processing 80 Italian 46Languages other than English 36Mathematics 61Music 18Outdoor Education 51Personal Learning Plan (PLP) 13 Physical Education 51Physical Education - Extension 51

Stage 1Business Education

Accounting 80Business and Enterprise 80Information Processing & Publishing A & B 81Legal Studies 80Community Studies 54

Dance 24Design & Technology Studies

Furniture Construction A & B 89Metalwork 90CAD Graphics A & B 90

Drama (Music Production) 22 Drama 23English 31English as a Second Language 31English Pathways 32


Advanced English 31French 41German 42 Greek 44 Health, Physical Education & Personal Development 52Health 53Home Economics 75

Clothing and Textiles 50Creative Food Preparation 53Food and Culture 53

Humanities and Social Sciences 74Ancient Studies 74Environmental Studies 75 Geography 74History 74Society and Culture 69Tourism 75

Technology 89 Information Technology A & B 89 Languages other than English 38Italian 61 Mathematics 61

Mathematical Applications A, B 62Mathematical Studies A, B 61Maths Essentials (Numeracy) 62Specialist Mathematics 61

Music 24Outdoor Education 53Peer Support 52 Physical Education 48Plumbing 83Research Project 13 Science 60

Biology A & B 66Chemistry A & B 67Physics A & B 67Psychology 65

Visual Arts 19Art 19Craft 22Design 20Multimedia 21

Stage 2Art 25Business Enterprise 81Accounting Studies 30-31Legal Studies 30-31Community Studies 57Chinese 39 Dance 26Design 25

Drama 26English as a Second Language 35English as a Second Language Studies 35English Communications 33English Studies 34French 41 Greek 45 Health 55 Humanities and Social Sciences

Classical Studies 76Geography 77Modern History 76Society and Culture 76Sustainable Futures 77 Tourism 77

Italian 46 Languages other than English 39Mathematics 62

Mathematical Applications 63Mathematical Methods 63Specialist Mathematics 62

Music 26Outdoor Education 55Physical Education 54Plumbing 83Research Project 13Science

Biology 68Chemistry 68Physics 69Psychology 68

Technology Design & Technology Communication Products 91

CAD Graphics 91Design & Technology Studies 91

Furniture Construction 92Early Childhood Studies 57Food and Hospitality Studies 56Foods and the Community 58Nutrition 56Textile Studies 57

Information Technology Studies 91VET 92Visual Arts 25 Art 25

Design 25

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Subject Selection CalendarTerm 2 Week 10 Friday Information, including Calendar, published in the school’s Newsletter

Term 3 Week 1 Curriculum Handbook arrives in school

Term 3 Week 2 Tuesday Year Level Meetings – Class sets of Curriculum Handbooks given to teachers and Training and Development conducted

Term 3 Week 3 Monday Lesson 3 & Extended HG: Subject Choice discussion. Curriculum Handbook sent home. For students in Years 10 and 11 there will be other information: interview sheets, subject recommendations and invitation to the Parent Meeting

Term 3 Week 4 Tuesday “New to SACE” Parent Information Evening in the Hall: 6.30 PM – 8.00 PM

Term 3 Week 5 Monday Year 10 students have 12.30 PM Assembly Year 10 students dismissed at 12.50 PM Year 10 subject selection parent interviews, 1.30 – 8.00 PM

Term 3 Week 5 Wednesday Year 11 students have 12.30 PM Assembly Year 11 students dismissed at 12.50 PM Year 11 subject selection parent interviews, 1.30 – 8.00 PM

Term 3 Week 10 Thursday Re-counselling as required, managed by Student Counsellors.

Year Level Transition PolicyStudents coming from Year 7 classes into Year 8 are of varying ages and abilities. It is the purpose and intention of secondary education that every student remains engaged with a learning program for the greatest period of time and that each student progresses through Years 8-12 by a valued, challenging and accessible curriculum. It is the normal expectation of parents that students will complete their senior years at Unley High School. To that end, the school must establish a process which seeks to ensure that students, particularly those within the compulsory years of schooling, move smoothly through successive years of secondary schooling. The steps used to support students at risk of promotion to the next year level must be clear and applied consistently and our expectations of a student’s continued engagement in successful schooling explicit.

The following principles underpin our practice of advancing students through successive year levels:

1. The educational interests and welfare of the child remain the foremost priority. This clearly places a prime responsibility on the school to offer an attractive, relevant, challenging and achievable curriculum for all students.

2. There is the highest expectation that all children will be promoted, i.e. move smoothly through various curriculum options from one year level to another.

3. It is the responsibility of curriculum managers through its delivery, that children have the maximum opportunity to succeed in their selected or required course of study.

4. Promotion to the next year level must remain an assumed position. The possible requirement of a student to repeat a particular year level or a semester course of study will consider carefully the physical, social and emotional development of the student. A range of options and support should be provided to all students at risk.

5. Parents should receive regular and timely advice about the school’s view of the achievement of their children and, in particular, if there are early indications that a student is struggling at their current level of study.