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Concordia College | 1

Year 11 & 12 Subject Handbook 2021

Contents

Year 11 and 12 Subject Handbook 2021

2 | Concordia College


Contents

ContentsYear 11 and 12 IB Diploma Programme Course Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

SACE Course Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Arts Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7SACE Drama: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

SACE Drama: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

DP Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SACE Music Advanced: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SACE Music Studies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SACE Music Performance Solo: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

SACE Music Performance Ensemble: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

DP Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

SACE Visual Arts - Art: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

SACE Visual Arts – Art: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

SACE Visual Arts – Design: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

SACE Visual Arts – Design: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

SACE Creative Arts: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Business, Enterprise and Technology Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16SACE Business Innovation: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

SACE Business Innovation: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

SACE Design, Technology & Engineering: Material Solutions: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . .19

SACE Design, Technology & Engineering: Industry and Entrepreneurial Solutions: Stage 1 . . . . 20

SACE Design, Technology & Engineering: Material Solutions: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . .21

SACE Digital Technologies: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

SACE Digital Technologies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

SACE Photography: Communication Products: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

SACE Photography: Communication Products: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

SACE Media Studies: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

SACE Television And Digital Media: Integrated Learning: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Christian Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25SACE Religion Studies: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

SACE Religious Studies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26



Contents

Cross Disciplinary Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27SACE Professional Learning Plan: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

SACE Research Project: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

SACE Community Studies: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

SACE Community Studies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

SACE Workplace Practices: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

English Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31DP Language A: Literature (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

SACE English: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

SACE English: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

SACE English Literary Studies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Health and Physical Education Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35SACE Food And Hospitality: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

SACE Food And Hospitality: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

SACE Physical Education: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

SACE Physical Education: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Humanities Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39DP Global Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

DP Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

DP Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

DP Environmental Systems and Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

SACE Ancient Studies: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

SACE Ancient Studies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

SACE Economics: Stage 2 (2021 only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

SACE Geography: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

SACE Geography: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

SACE Legal Studies: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

SACE Legal Studies: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

SACE Modern History: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

SACE Modern History: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

SACE Society And Culture: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50



Contents

Languages Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51DP Language A: Literature (Chinese ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

DP Language B – Language Acquisition: ab initio – Chinese or French . . . . . . . . . . . . . . . . . . . . . . 53

DP Language B– Language Acquisition: German, Indonesian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

DP Language B: English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

SACE German: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

SACE German: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

SACE Chinese Background: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

SACE Chinese Background: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

DP Language A: Literature (Self Taught) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Mathematics Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58DP Mathematics: analysis and approaches (SL and HL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

DP Mathematics: analysis and approaches: Distinction between SL and HL . . . . . . . . . . . . . . . . . 59

DP Mathematics: applications and interpretation (SL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

SACE Essential Mathematics: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

SACE Essential Mathematics: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

SACE General Mathematics: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

SACE General Mathematics: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

SACE Mathematical Methods: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

SACE Mathematical Methods: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

SACE Specialist Mathematics: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

SACE Specialist Mathematics: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Sciences Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66DP Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

SACE Biology: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

SACE Biology: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

DP Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

SACE Chemistry: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

SACE Chemistry: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

DP Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

SACE Physics: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

SACE Physics: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

SACE Psychology: Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

SACE Psychology: Stage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

SACE Scientific Studies (Humanitarian STEM): Stage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Where to go for advice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75



Contents

IB Diploma Programme Course PlannerThe template planner below is designed to assist students to plan out their IB Diploma Programme subject choices . The IB Diploma subjects available can be found under the relevant Learning Area sections in this handbook .

IB Diploma Programme – Key Information: + Students must choose one subject from each of the Groups 1 – 6 . + Students need to study three subjects to a Higher Level (HL) . Where subjects are taught in combined

HL/SL classes, there is flexibility to finalise your HL choices towards the end of Year 11 . + In Year 12, IB Diploma students get additional study periods when they complete the course for their

SL subjects . + Lesson time is allocated to Theory of Knowledge, Pastoral Care Program and Christian Studies .

Group 1Language A: literature

Group 2Language Acquisition

B : several years of study only

ab initio: new learner

Group 3Individual and Societies

Group 4Sciences

Group 5Mathematics

Group 6The Arts

English A HL/SL

Chinese A SL/HL

English B HL

French ab SL

German B SL

Indonesian B SL

Chinese ab SL

Global Politics SL/HL

Psychology SL/HL

Economics SL/HL

Biology SL/HL

Chemistry SL/HL

Physics SL/HL

Analysis and Approaches HL

Analysis and Approaches SL (anticipated)

Applications and interpretations SL only

Music SL/HL

Visual Arts SL/HL

or

another subject from groups 1-4

Environmental Systems and Societies SL (anticipated) (can be counted as a Group 3, Group 4, or Group 3 and 4 subject)

Subjects offered online / offsite

Other Languages

Taught through School of Languages

Online:

Philosophy SL

Information Technology in a Global Society HL/SL

Online:

Film SL



Contents

SACE Course PlannerThe template planner below is designed to assist students to plan out their Stage 1 and 2 subject choices . The subjects available to SACE students can be found under the relevant Learning Area sections in this handbook .

SACE STAGE 1 – Key Information: + Any 20-credit SACE subjects need to be selected over Semester 1 and 2 + Any IB Diploma subject needs to be selected over Semester 1 and 2 + All Year 11 SACE students are required to study a full year of English and Mathematics + All students must choose the same Mathematic subjects for each semester + The Research Project will be timetabled in either Semester 1 or 2 depending on student selections + VET courses replace a subject choice + Students must select 2 reserve subjects, that are used if other preferences cannot be allocated

SACE STAGE 2 – Key Information: + Students need to choose five full-year SACE Stage 2 subjects, which can include one IB Diploma

subject + The rationale for promoting the study of 5 subjects at Year 12 rather than 4, is based upon evidence

that indicates students + Are more effectively prepared for the demands of University study + Develop more effective self-management, resilience and perseverance skills + Achieve a higher ATAR (10 points on average)

+ Permission to study four Year 12 subjects needs to be approved by the College where decisions are based on the following criteria;

+ Elite athletes with significant hours of commitment + Students undertaking external studies with significant hours of commitment + Ongoing medical condition(s) that impacts study + A learning disability and/or difficulty + A VET course (or similar) that takes up a full day of school + Successful completion and achievement in a Year 12 subject studied in Year 11

SACE Stage 1 Course Planner: SACE Stage 2 Course Planner:

SUBJECT NUMBER OF SEMESTERS SUBJECT FULL YEAR EQUIVALENT

English (SACE or DP) 2 Personal Choice 1 1

Mathematics (SACE or DP) 2 Personal Choice 2 1

Research Project 1 Personal Choice 3 1

Personal Choice 1 1 Personal Choice 4 1

Personal Choice 2 1 Personal Choice 5 1

Personal Choice 3 1

Personal Choice 4 1

Personal Choice 5 1

Personal Choice 6 1

Personal Choice 7 1


Year 11 & 12 Subject Handbook 2021 Arts

Contents

Year10

Year11

Year12

Drama SACE Drama SACE Drama

Music

DP Music SL/HL

Visual Arts or Visual Arts - Design

SACE Music Advanced

DP Visual Arts SL/HL

SACE Visual Arts – Art

SACE Visual Arts – Design

SACE Music Studies

SACE Solo Performance

SACE Ensemble Performance

SACE Visual Arts - Design

SACE Creative Arts

SACE Visual Arts - Art

Arts Pathways


Arts Year 11 & 12 Subject Handbook 2021

Contents

SACE Drama: Stage 1Credits: 10 or 20

Pre-requisites: Nil .

Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding

Subject Description: In Drama students participate in the planning, rehearsal, and performance of dramatic work (in on and/or off-stage roles) . Students participate in creative problem solving; they generate, analyse, and evaluate ideas . They develop personal interpretations of texts . Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence .

Content: Stage 1 Drama consists of the following three areas of study:

+ Understanding and Responding to Drama + Company and Performance + Drama and Technology

Assessment: Assessment at Stage 1 Drama is school based . Students demonstrate evidence through the following assessment types:

Performance 40%

Responding to Drama 30%

Creative Synthesis 30%

Assessed practical work is a course expectation . Student performance and ensemble work involves commitment that can require out-of-hours rehearsal .

SACE Drama: Stage 2Credits: 20

Pre-requisites: Nil . To determine whether he/she has the skill level required for success, a student who has not studied this subject at Stage 1 must have an interview with the Head of Drama .


Subject Description: In Drama, students participate in the planning, rehearsal, and performance of dramatic work (in on and/or off-stage roles) . Students participate in creative problem solving; they generate, analyse, and evaluate ideas . They develop personal interpretations of texts . Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence .

Content: Stage 2 Drama consists of the following two areas of dramatic study:

+ Company and Production + Exploration and Vision

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

School-based Assessment Weighting

Group Presentation 40%

Evaluation and Creativity 30%

External Assessment

Creative Presentation 30%

Assessed practical work is a course expectation . Student performance and ensemble work involves commitment that can require out-of-hours rehearsal .



Contents

DP MusicPrerequisites: Completion of Year 10

Music (Level 5 or better) and proficiency as an instrumentalist or vocalist .

Level: Standard Level, Higher Level

Description: Students need to receive specialist instrumental tuition on an individual basis if they wish to do HL Music or SL Solo Performance . At Higher Level, specialist music students prepare for tertiary study at university .

Aims: The aims of all subjects in group 6 are to enable students to:

+ Enjoy lifelong engagement with the arts + Become informed, reflective and critical

practitioners in the arts + Understand the dynamic and changing nature

of the arts + Explore and value the diversity of the arts

across time, place and vultures + Express ideas with confidence and

competence + Develop perceptual and analytical skills .

The aim of the music course at Standard Level and Higher Level is to enable students to:

+ Develop their knowledge and potential as musicians, both personally and collaboratively .

Content:

Higher Level Three compulsory parts:

+ Musical perception (Prescribed work, musical styles and genres and a Musical Investigation which is an independent major research project) .

+ Solo Performance: instrumental or vocal recitals

+ Creating: three contrasting compositions or arrangements .

Standard Level Students with a background in music study and proficiency on an instrument may choose one of the following options:

+ Solo Performance which comprises Musical Perception and analysis and a Solo Performance (voice or instrument) or one or more recitals .

or + Creating which comprises Musical Perception

and Analysis and the creation of two contrasting works .

Assessment:

Type of assessment Weighting

External Assessment – Higher Level 50%

Listening Paper Examination 30%

A Musical Investigation (2000 words)

20%

Internal Assessment 50%

Solo Performance 25%

Creating 25%

External Assessment – Standard Level

50%

Listening Paper Examination 30%

A Musical Investigation (2000 words)

20%

Internal Assessment 50%

Solo Performance or Creating 50%



Contents

SACE Music Advanced: Stage 1Credits: 10 or 20

Pre-requisites: Satisfactory standard of theory at Year 10 level (approx . AMEB Grade 3) . Continued tuition on a principal instrument (minimum approx . AMEB Grade 4 standard) . Satisfactory completion of Year 10 music .

Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability

Subject Description: Through the study of music, students participate in a range of musical activities such as performing, composing, arranging, researching, developing and applying music technologies . Students benefit from the opportunity to develop their practical and creative potential, aural and written skills, and their capacity to make informed interpretative and aesthetic judgments . Study and participation in music draws together students’ cognitive, affective, and psychomotor skills, strengthening their ability to manage work and learning, and to communicate effectively and sensitively .

Content: Students may engage in the following activities:

+ Composing, Arranging, Improvising + Performing as a Soloist and/or in an

Ensemble (negotiated with class teacher) + Music Technology + Exploring musical styles + Developing Musicianship and Aural Skills

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

Creative works 70%

Musical Literacy 30%

There is an examination at the end of each semester of study .

SACE Music Studies: Stage 2Credits: 20

Pre-requisites: Satisfactory standard of theory at Stage 1 Music or equivalent level .

Students wishing to undertake Stage 2 Music Studies who have not competed Stage 1 Music must have an interview with either the Director or the Assistant Director of Music to determine whether he/she has the skill level required for success .

General Subject Description for Music Subjects: Students develop an understanding of selected musical works and styles and apply this understanding to creating their own music as performances or compositions or arrangements . They develop and apply their musical literacy skills and express their musical ideas through responding to their own works, interpreting musical works, and/or manipulating musical elements . Students synthesise the findings of their study, and express their musical ideas through their creative works, responses, and reflections .

Content: Students have the opportunity to engage in the following activities:

+ Composing, Arranging + Performing as a Soloist and/or instrumentalist

or vocalist in an Ensemble + Researching, analysing, and interpreting

musical works + Developing Musicianship and Aural Skills

Assessment:


Creative works Options: performance, composition, arranging

40%

Musical Literacy 30%

External Assessment

Examination 30%



Contents

SACE Music Performance Solo: Stage 2Credits: 10

Pre-requisites: Satisfactory completion of Stage 1 Music or equivalent

Continued tuition on a principal instrument or voice

Capabilities: Literacy, numeracy, critical and creative thinking, personal and social capability

Subject Description: This 10-credit subject develops students develop and extend their musical skills and techniques in creating their own solo performances . Students extend their musical literacy through discussing key musical elements of their chosen repertoire and interpreting creative works . Students express their musical ideas through performing, critiquing, and evaluating their performances .

Students who study Music Performance - Ensemble and/or Music Performance - Solo may perform on the same instrument/voice in both subjects .

Content: Each student must perform as an instrumental or vocal soloist or as a vocalist and instrumentalist on piano or guitar . Students may also perform with recognised doublings, such as piccolo and flute, tenor saxophone and alto saxophone, flute and saxophone, electric guitar and acoustic guitar .

Students prepare and present three performances in which their total program includes a total of 18 - 24 minutes of different repertoire . They discuss key musical elements and critique and evaluate their own performances .



Performance 30%

Performance and Discussion 40%

External Assessment

Performance Portfolio 30%

SACE Music Performance Ensemble: Stage 2Credits: 10

Pre-requisites: Satisfactory completion of Stage 1 Music or equivalent

Continued tuition on a principal instrument or voice

Capabilities: Literacy, numeracy, critical and creative thinking, personal and social capability

Subject Description: Students develop and extend their musical skills and techniques in creating performances as part of an ensemble . They interpret musical works, and apply to their performances an understanding of the style, structure, and conventions appropriate to the repertoire .

Students extend their musical literacy through discussing key musical elements of the repertoire, and interpreting creative works . Students express their musical ideas through performing, critiquing, and evaluating their own performances .

Content: Students present an ensemble performance of a single work or a set of works by one or more composers, and individual evidence of their contribution to the ensemble through individual part-testing .

Students prepare and present public performances in which their total program includes a total of 18 - 24 minutes of different repertoire . They discuss key musical elements of the repertoire, and critique and evaluate their own performances .



Performance 30%

Performance and Discussion 40%

External Assessment

Performance Portfolio 30%



Contents

DP Visual ArtsPrerequisites: Year 10 Visual Art or Year 10 Art Design are an advantage .

Level: Standard Level and Higher Level

Description: The course consists of three interrelated areas; communicating visual arts, visual arts in context and visual arts methods . Students are required to investigate these three areas through exploration of theoretical practice, art-making practice and curatorial practice . Art-making practice involves practical exploration and artistic production . Theoretical practice involves evaluating, responding and investigating the work of others and their own in both visual and written form . Curatorial practice involves students developing artistic judgement in presenting and selecting their own work .

Aims: The aims of the visual arts course are to enable students to: + Be informed and investigate the wider world of visual arts to understand and appreciate cultural

context within which they produce their own work . + Think critically and experiment with techniques . + Explore and acquire skills, techniques and processes with a variety of media to develop concepts + Understand how a body of artwork can communicate meaning and purpose for different audiences . + Investigate, understand and apply the processes of selecting work for exhibition and public display . + Engage in making decisions about the selection of their own work .

Content: This course is designed to equip students with the skills and knowledge needed to explore their potential for personal expression and to be able to compare works from differing cultural contexts . During the first year of the Visual Arts course, students will be introduced to art concepts and techniques looking at a minimum of three art- making forms and participating in exhibition visits . The second year of the course is student-centred with the teacher facilitating the student’s work through independent investigation and the production of a body of work leading to the students final curating of their own exhibition .

Assessment:

Year 1 DP = SACE Stage 1 Full Year = 20 credits

Journal 20%

Folio 40%

Series of works 40%

Year 2 DP = SACE Stage 2 Full Year = 20 credits

Comparative Study 20%

Process Portfolio 40%

Exhibition 40%



Contents

SACE Visual Arts - Art: Stage 1Credits: 20

Pre-requisites: Nil

Capabilities: Communication, citizenship, personal development, work and learning

Subject Description: Visual Arts engages students in conceptual, practical, analytical and contextual aspects of creative human endeavour . It emphasises visual thinking and investigation and the ability to develop ideas and concepts, refine skills and produce imaginative solutions .

Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, opinions and present their lived or imagined life experiences in visual forms .

Content: + Visual thinking: Practical developmental

work-Folio The processes, documentation and recording of idea development, inspirations and experimentation of media .

+ Practical Resolution: Final art work(s) . Drawing, painting and mixed media, digital media, printmaking, photography, sculpture, ceramics, textiles, assembling and installation

+ Visual Arts in Context: Research artworks historically and culturally . This area of study draws information and inspiration from the works of past and present practitioners .

Assessment

Folio 30%

Practical 40%

Visual Study 30%

There is no examination in this subject .

Visual Arts – Art is a semester based course, and can be done for one or two semesters .

SACE Visual Arts – Art: Stage 2Credits: 20

Pre-requisites: Nil


Precluded subject combination: For the purposes of SACE completion, students can enrol at Stage 2 in both Visual Arts – Art and Visual Arts – Design BUT cannot count both subjects for the calculation of the ATAR .

However, if a student is interested in developing the skill sets in both Art and Design and in obtaining an ATAR, he/she should see the Head of Visual Arts as it is possible to do Creative Arts as a subject choice in combination with Visual Arts(see Stage 2 Creative Arts) .

Subject Description: In Visual Arts students express ideas through practical work using a variety of media leading to resolved pieces . Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts .

The broad area of Art includes both artistic and crafting methods and outcomes, including the development of ideas, research, analysis and experimentation with media and techniques, resolution and production . Art practicals may take any of the following forms: film, animation, installation, assemblage, digital imaging, painting, drawing, mixed media, printmaking, photography, wood, plastic, or metal fabrication, sculpture, ceramics, and/or textiles .

Content: The following three areas of study are covered:

+ Visual Thinking + Practical Resolution + Visual Arts in Context



Folio 40%

Two Practical Works or one body of works

30%

External Assessment

Visual Study 30%



Contents

SACE Visual Arts – Design: Stage 1Credits: 10 or 20

Pre-requisites: Nil


Subject Description: The broad area of Design encompasses communication and graphic design, environmental design, and product design . It emphasises a problem-solving approach to the generation of ideas or concepts, and the development of visual representation skills to communicate resolutions .

Content: + Visual thinking: Practical developmental

work-Folio Visual thinking for designers is usually based around the development and formulation of a design brief that specifies parameters for the designer . This includes research, analysis, the initiation and development of concepts, the exploration of possibilities, the testing and refining of ideas or concepts, the practising of technical skills, and evaluation, before the design outcome is resolved .

+ Practical Resolution: Final Design: Product design: e .g . toy, fashion, stage, furniture, and engineering design Environmental design: e .g . sustainable interior and exterior design Graphic and visual communication design: e .g . branding, illustration, and advertising .

+ Visual Arts in Context: Research Design historically and culturally . This area of study draws information and inspiration from the works of past and present practitioners .

Assessment:

Folio 30%

Practical 40%

Visual Study 30%


Visual Arts – Design is a semester based course and can be done for one or two semesters

SACE Visual Arts – Design: Stage 2Credits: 20

Pre-requisites: Nil


Precluded subject combination: For the purposes of SACE completion students can enrol at Stage 2 in both Visual Arts – Art and Visual Arts – Design BUT cannot count both subjects for the calculation of the ATAR .

However, if a student is interested in developing the skill sets in both Art and Design and in obtaining an ATAR, he/she should see the Head of Visual Arts as it is possible to do Creative Arts as a subject choice in combination with Visual Arts(see Stage 2 Creative Arts) .

Subject Description: In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, 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 broad area of Design encompasses communication and graphic design, environmental design, and product design . It emphasises a problem-solving approach to the generation of ideas or concepts, and the development of visual representation skills to communicate resolutions .

Content: The following three areas of study are covered:

+ Visual Thinking + Practical Resolution + Visual Arts in Context



Folio 40%

Two Practical Works or one body of works

30%

External Assessment

Visual Study 30%



Contents

SACE Creative Arts: Stage 2Credits: 20


Available only to students already enrolled in Stage 2 Visual Arts- Art or Visual Arts- Design

Students wishing to study two Art based subjects at Stage 2 can take CREATIVE ARTS as a second option only after discussion with the Head of Art .

Subject Description: In Creative Arts teachers, in negotiation with students tailor a program to meet local needs or interests in the Arts . It is an opportunity to focus on an aspect, or to combine aspects, of one or more SACE subjects in the creative arts, within a single subject . It can combine Design and Art .

Content and Assessment:


Product: 2 creative arts products and 20 page folio of evidence .

50%

Investigation: 2 Investigations 20%

External Assessment

Practical Skills: 12 pieces of evidence of a skill development in a chosen practical art/design area .

30%


Business, Enterprise and Technology Year 11 & 12 Subject Handbook 2021

Contents

Year10

Year11

Year12

Digital Technologies SACE Digital Technologies

SACE Digital Technologies

Design, Technology & Engineering

(including STEM)

SACE Media

Media

SACE Design, Technology &

Engineering: Material Solutions


Engineering: Industry & Entrepreneurial Solutions

SACE Photography

SACE Media

SACE Business Innovation


Engineering: Material Solutions

SACE Business Innovation

SACE Photography

Business, Enterprise and Technology Pathways


Year 11 & 12 Subject Handbook 2021 Business, Enterprise and Technology

Contents

SACE Business Innovation: Stage 1Credits: 10

Pre-requisites: Nil

Requirements: Sound literacy skills

Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding .

Subject Description: At Stage 1, students begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world . They consider the opportunities and challenges associated with start-up and existing businesses and consider how digital and emerging technologies may present opportunities to enhance business models and analyse the responsibilities and impact of proposed business models on global and local communities .

Students ‘learn through doing’ in Business Innovation, using design thinking and assumption-based planning processes to anticipate, find, and solve problems . In Business Innovation students engage with complex, dynamic, real-world problems, to identify and design, test, iterate, and communicate viable business solutions . Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills .

Content: Stage 1 Business Innovation is a 10-credit subject or a 20-credit subject and is studied through the following two contexts:

+ start-up business + existing business .

Through these contexts, students develop and apply their understanding of the following learning strands:

+ finding and solving problems + financial awareness and decision-making + business information and communication + global, local, and digital connections .

Students gain an understanding of fundamental business concepts and ideas, including:

+ the nature and structure of business + key business functions + forms of ownership and legal responsibilities .

This understanding is developed and applied through each of the learning strands .



Business Skills 50%

Business Pitch 50%



Contents

SACE Business Innovation: Stage 2Credits: 20

Pre-requisites: Nil


Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding .

Subject Description: In Stage 2 Business Innovation students are equipped with the knowledge, skills, and understandings to engage in designing, sustaining, and transforming business in the modern world . Business Innovation uses design thinking and assumption-based business planning tools to promote a human-centred approach to innovation and the transformation of business products, services, and processes .

Students ‘learn through doing’ in Business Innovation, using design thinking and assumption-based planning processes to anticipate, find, and solve problems . In Business Innovation students engage with complex, dynamic, radditional-world problems, to identify and design, test, iterate, and communicate viable business solutions . Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills .

Content: Students explore at least two of these three key contexts:

+ Designing business + Sustaining business + Transforming business .

Through these contexts, students develop and apply their understanding of the following underpinning learning strands:

+ innovation + decision-making and project management + financial literacy and information

management + global, local, and digital perspectives .

Students gain an understanding of fundamental business concepts and ideas, including:

+ the nature and structure of business + sources of finance + forms of ownership + legal responsibilities and requirements .



Business Skills 40%

Business Model 30%

External Assessment

Business Plan and Pitch 30%



Contents

SACE Design, Technology & Engineering: Material Solutions: Stage 1Credits: 10 – Semester 1 Only

Pre-requisites: Nil . To determine whether a student has the skill level required for success, anyone who has not studied or passed this subject at Year 10 must have an interview with the Head of Design, Technology & Engineering

Capabilities: Communication, Citizenship, personal development, work and learning

Subject Description: Design, Technology and Engineering: Material Solutions, is a 10-credit subject at Stage 1 . Students use the design and realisation process to engineer solutions for the development of products or systems . The subject provides a flexible framework that encourages students to be creative and innovative . They apply critical problem-solving skills and incorporate technologies to address design problems and challenges . This subject incorporates the transfer of interdisciplinary skills and knowledge and promotes individualised and inquiry-based learning . Design, Technology and Engineering provides opportunities for students to apply engineering processes and use new and evolving technologies .

In Stage 1 students use the design and realisation process . They learn to create a design brief that provides the basis for the development of potential solutions to design problems and review design features, processes, materials and production techniques to assist with the realisation of the solution .

Students analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues . They consider the practical implication of these issues on society or design solutions .

Students apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution .

Students develop the ability to identify, create, initiate, 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 historical settings, and analyse the impacts of technology, including social, environmental, and sustainable consequences .

Content: Students use of a diverse range of framed furniture manufacturing technologies such as tools, machines, and/or systems to create a product using timber-based materials .

Students produce outcomes that demonstrate the knowledge and skills associated with using systems, processes, and materials such as a framed table .

Assessment: Assessment consists of the following assessment types:

Specialised Skills Tasks 30%

Design Process & Solution 70%




Contents

SACE Design, Technology & Engineering: Industry and Entrepreneurial Solutions: Stage 1Credits: 10 – Semester 2 Only

Pre-requisites: Nil . To determine whether a student has the skill level required for success, anyone who has not studied or passed this subject at Year 10 must have an interview with the Head of Design, Technology & Engineering


Subject Description: Design, Technology and Engineering: Industry and Entrepreneurial Solutions, is a 10-credit subject at Stage 1 . Students use the design and realisation process to engineer solutions for the development of products or systems . The subject provides a flexible framework that encourages students to be creative and innovative . They apply critical problem-solving skills and incorporate technologies to address design problems and challenges . This subject incorporates the transfer of interdisciplinary skills and knowledge and promotes individualised and inquiry-based learning . Design, Technology and Engineering provides opportunities for students to apply engineering processes and use new and evolving technologies .

In Stage 1 students use the design and realisation process . They learn to create a design brief that provides the basis for the development of potential solutions to design problems and review design features, processes, materials and production techniques to assist with the realisation of the solution .

Students analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues . They consider the practical implication of these issues on society or design solutions .

Students apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution .

Students develop the ability to identify, create, initiate, 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 historical settings, and analyse the impacts of technology, including social, environmental, and sustainable consequences .

Content: Students will be involved in the designing of solutions to meet industry requirements or to invent an entrepreneurial product that meets a need or solves a problem . This could be achieved using design programs, such as Adobe Illustrator and Autodesk Inventor, to develop prototypes or products . Students demonstrate knowledge and skills associated with systems, processes and materials appropriate for the prototype and final solution .

Assessment: Assessment consists of the following assessment types:






Contents

SACE Design, Technology & Engineering: Material Solutions: Stage 2Credits: 20

Pre-requisites: Nil . To determine whether a student has the skill level required for success, anyone who has not studied and passed this subject at Stage 1 must have an interview with the Head of Design, Technology & Engineering


Subject Description: Stage 2 Design, Technology and Engineering: Material Solutions, is a 20 credit subject .

Students use design thinking to engineer solutions for the development of carcass constructed cabinets .

The subject provides a flexible framework that encourages students to be creative, innovative and enterprising in their chosen context . They apply critical problem solving skills and incorporate technologies to address design problems and challenges . This subject incorporates the transfer of interdisciplinary skills and knowledge and promotes individualised and inquiry based learning . Design, Technology and Engineering provides opportunities for students to apply engineering processes and use new and evolving technologies .

In Stage 2 Students use an iterative design process to explore possible solutions to a problem or opportunity . They investigate and analyse the purpose, design features, materials and production techniques used in diverse situations including industry, community and tertiary organisations . This information is used to create a design brief that provides the basis for the development of potential solutions . The importance of the design process as a preliminary to the realisation process is emphasised, as is ongoing evaluation of the solution and visa versa .

Students analyse influences on a solution including ethical, legal, economic, and/or sustainability issues . They consider the practical implication of these issues on society or design solutions . Students apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution .

Content: Students use of a diverse range of furniture manufacturing technologies such as tools, machines, and/or systems to create a product using appropriate timber-based sheet materials .

Students produce outcomes that demonstrate the knowledge and skills associated with using systems, processes, and materials such as cabinet .





External Assessment

Resource Study 30%




Contents

SACE Digital Technologies: Stage 1Credits: 10 or 20

Pre-requisites: Nil

Capabilities: communication, citizenship, work and learning

Subject Description: Students investigate existing digital technology systems to discover their nature and components . They develop a range of skills and techniques while creating their own systems that can be tested and evaluated . They develop and apply specialised skills and techniques in the use of software in several digital technology areas .

Content: Stage 1 Digital Technologies is organised into the following four topics:

+ Programming + Advanced Programming + Data Analytics + Exploring Innovations

Students will learn a range of common programming languages including python and JavaScript to develop solutions to a range of different problems . Assessments focus on analysing different data sets, solving a range of different problems and programming multimedia-based games and applications .

Assessment: Assessment at Stage 1 is school based . Students demonstrate evidence of their knowledge and understanding through the following assessment types:


Project Skills 60%

Digital Solution 40%

SACE Digital Technologies: Stage 2Credits: 20

Pre-requisites: Nil

Capabilities: communication, citizenship, work and learning

Subject Description: Students develop and apply their skills in computational thinking and in program design, and engage in iterative project development, where a product or prototype is designed and tested and/or implemented in stages . They follow agile practices and/or iterative engineering design processes . Learning environments in Digital Technologies may include physical, online, and/or simulated spaces . Students learn to be collaborative team members through working in small groups for some projects while also managing projects independently .

Content: Stage 2 Digital Technologies is a 20-credit subject that consists of the following focus areas:

+ Focus area 1: Computational Thinking + Focus area 2: Design and Programming + Focus area 3: Data Analytics + Focus area 4: Iterative Project Development .

Students will use a range of programming languages and information systems to store, organise and visualize data into useful information . Use of server-side scripting languages and SQL databases will be used to develop solutions to a choice of local problems in the school and community throughout some of the assessments .



Project Skills 50%

Collaborative Project 20%

External Assessment

Individual Digital Solution 30%

There is no examination in this subject



Contents

SACE Photography: Communication Products: Stage 1Credits: 10 or 20

Pre-requisites: Nil

Capabilities: communication, citizenship, personal development, work and learning

Subject Description: This subject will develop student’s ability to plan, take and manipulate digital photographs . Students design and create photographic products that meet a design brief, and develop the knowledge and skills associated with using different processes and production techniques . They combine their design and creative skills with knowledge and understanding of photographic equipment, techniques, materials and software, to create high-quality products for specific intended purposes .

Alongside advancing their theoretic and practical photographic skills, students will develop their ability to investigate, analyse, problem-solve and evaluate . They will also examine the environmental, ethical, legal, economic and/or sustainability issues related to creating their products .

Content: Topics include

+ Manual Camera Controls: Exposure, Depth of Field, Shutter-Speed, White-balance

+ Image creation: Composition and Framing, Lighting, Perspective

+ Photographic styles/genres: Portraiture, Photo-journalism, Landscape, Product, etc

+ Image Processing tools: Photoshop, Lightroom, In Design, Illustrator, After Effects

Assessment: Assessment consists of the following:

Specialised Skills Task 30%


There is no external assessment or examination in this subject .

SACE Photography: Communication Products: Stage 2Credits: 20

Pre-requisites: Nil


Subject Description: This subject will develop student’s ability to plan, take and manipulate digital photographs . Students design and create photographic products that meet a design brief, and develop the knowledge and skills associated with using different processes and production techniques . They combine their design and creative skills with knowledge and understanding of photographic equipment, techniques, materials and software, to create high-quality products for specific intended purposes .

Alongside, advancing their theoretic and practical photographic skills, students will develop their ability to investigate, analyse, problem-solve and evaluate . They will also examine the environmental, ethical, legal, economic and/or sustainability issues related to creating their products .

Content: Topics include

+ Manual Camera Controls: Exposure, Depth of Field, Shutter-Speed, White-balance

+ Image creation: Composition and Framing, Lighting, Perspective

+ Photographic styles/genres: Portraiture, Photo-journalism, Landscape, Product, etc

+ Image Processing tools: Photoshop, Lightroom, In Design, Illustrator,



Specialised Skills Task 20%


External Assessment

Resource Study 30%



Contents

SACE Media Studies: Stage 1Credits: 10 or 20



Subject Description: Media Studies gives students’ the opportunity to plan, create and evaluate a range of Media products, developing both their practical skills and understanding of the supporting theoretical elements . Using their research and analytical skills to understand the evolution of different Media forms, students will make informed creative decisions about their own products . They also consider the influence Media has on the way people receive/interpret information and reflect on their personal Media usage/interaction .

Content: The following topics will be studied during the year:

+ TV Advertising + Documentary Film-making + Multi-Camera Video + Photography: Composition and Framing + Creating Multimedia Texts + Careers in the Media + Representation in the Media



Folio 20%

Interaction Study 20%

Product 60%

There is no external assessment or examination in this subject .

SACE Television And Digital Media: Integrated Learning: Stage 2Credits: 20

Pre-requisites: Nil

Successful completion of Stage 1 Media Studies will be an advantage


Subject Description: Television and Digital Media allows students to develop and apply their theoretical knowledge and practical skills to plan, create and evaluate a variety of Media forms . Whilst students are required to produce several ‘products’ e .g . a short film, website etc – emphasis is placed upon their learning journey . How they utilise their research and inquiry skills to analyse and select relevant information, work collaboratively with their peers and wider school community, communicate their ideas effectively and reflect and act upon their own strengths and weaknesses . Students are also responsible for organising, promoting and facilitating a practical workshop for a younger peer group .

Content: The following topics will be studied through the year:

+ Promotional Film-making + Documentary Film-making + Basic Website Design (Templated) + Photography: Composition and Framing + Practical Workshop Planning & Facilitation

Students must make explicit links to the SACE Capabilities throughout



Practical Inquiry

Filmed Discussion 40%

Connections Workshop 30%

External Assessment

Personal Endeavour 30%


Year 11 & 12 Subject Handbook 2021 Christian Studies

Contents

Faith Issues

Year10

Year11

Year12

Christian Studies SACE Religious Studies

SACE Religious Studies

Christian Studies


Christian Studies Year 11 & 12 Subject Handbook 2021

Contents

SACE Religion Studies: Stage 1Credits: 10

Pre-requisites: Nil

Capabilities: Communication, citizenship, personal development, work, learning

Subject Description: A study of religion forms a vital foundation for the study of a society . This is of particular importance in a culturally diverse society and this course develops an appreciation of the nature of this influence on human behaviour and the shaping of personal and group identity . Religions and spiritualties are living and dynamic, and students explore the ways in which religious adherents participate in and respond to, current social and moral debates, and issues in communities such as those in Australia .

Students develop an understanding of different religious perspectives on events or practices, and examine a range of definitions of religion drawn from a variety of sources .

There is an emphasis on understanding religious positions on ethical and social justice issues .

Content: The course is divided into two semesters . Students have the option of electing one of five options in Semester 1 and one of two options in Semester 2 .

Semester 1 options: + Peer Support: Working with Year 8 students

in the Peer Support Program + Theology: An in-depth look at Christian

Theology and its application in today’s context

Semester 2: + Theology Continued: An in-depth look at

Christian Theology and its application in today’s context

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

Practical Activity 35%

Issues Investigation 35%

Reflection 30%


SACE Religious Studies: Stage 2Credits: 20

Pre-requisites: Nil


Subject Description: This subject is offered through the Australian Lutheran College and will include attending after-school sessions every 3 weeks . Students will be supported by a Concordia College mentor teacher . Please contact the Head of Christian Studies for further details regarding study arrangement, commitments and pricing .

A study of religion forms a vital foundation for the study of a society . This is of particular importance in a culturally diverse society and this course develops an appreciation of the nature of this influence on human behaviour and the shaping of personal and group identity . Religions and spiritualties are living and dynamic, and students explore the ways in which religious adherents participate in and respond to, current social and moral debates, and issues in communities such as those in Australia .

Students develop an understanding of different religious perspectives on events or practices, and examine a range of definitions of religion drawn from a variety of sources .

There is an emphasis on understanding religious positions on ethical and social justice issues .

Content: Core Topic: Overview of Religion

Option Topics: + Christianity + Judaism



Sources Analysis 30%

Folio 40%

External Assessment

Investigation 30%


Year 11 & 12 Subject Handbook 2021 Cross Disciplinary

Contents

Year10

Year11

Year12

Professional Learning Plan

SACE Community Studies

SACE Community Studies

SACE Research Project (studied in Year 11)

SACE Workplace Practices

Cross Disciplinary Pathways


Cross Disciplinary Year 11 & 12 Subject Handbook 2021

Contents

SACE Professional Learning Plan: Stage 1Credits: 10

Pre-requisites: Nil

Capabilities: literacy, numeracy, information and communication technology capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding

Subject Description: The Personal Learning Plan (PLP) is a compulsory 10-credit subject undertaken at Stage 1 .

Students must achieve a C grade or better to complete the subject successfully and gain their SACE . The PLP helps students to:

+ plan their personal and learning goals for the future

+ make informed decisions about their personal development, education, and training .

Developing goals for the future will engage students in activities such as:

+ selecting subjects, courses, and other learning relevant to pathways through and beyond school

+ investigating possible career choices + exploring personal and learning goals .

Content: The Stage 1 Personal Learning Plan is a 10-credit subject .

The content in the Stage 1 Personal Learning Plan comprises:

+ The Seven Capabilities + Personal and Learning Goals

School-based assessment

Folio 50%100%

Review 50%

SACE Research Project: Stage 2Credits: 10

Pre-requisites: Nil

Capabilities: literacy, numeracy, information and communication technology capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding

Subject Description: The Stage 2 Research Project is a compulsory 10-credit subject undertaken at Stage 2 . Students must achieve a C– grade or better to complete the subject successfully and gain their SACE .

Students enrol in either Research Project A or Research Project B . The external assessment for Research Project B must be written . Students can choose to present their external assessment for Research Project A in written, oral, or multimodal form .

The Research Project enables students to explore an area of interest in depth, while developing skills to prepare them for further education, training, and work . Students develop their ability to question sources of information, make effective decisions, evaluate their own progress, be innovative, and solve problems .

Content: The content of both Research Project A and Research Project B consists of:

+ developing the capabilities + applying the specified research framework .

In the Research Project, students choose a research question that is based on an area of interest . They identify one or more capabilities that are relevant to their research .

School-based assessment

Folio (research proposal, research development, and discussion)

30%70%

Research outcome 40%

External assessment

Review (Research Project A)OREvaluation (Research Project B)

30% 30%


Year 11 & 12 Subject Handbook 2021 Cross Disciplinary

Contents

SACE Community Studies: Stage 1Credits: 10 or 20

Pre-requisites: Nil

Capabilities: Communication and citizenship

Subject Description: Community Studies offers students the opportunity to learn 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 community activity, students enhance their skills and understandings in a guided and supported learning program . They develop their capability to work independently and to apply their skills and knowledge in practical ways in their community .

Content: In this subject students, must negotiate and develop a contract of work with their teacher . A contract of work is a statement of what the student will be learning and how they will be going about it . A contract of work is an important document, because when students have finished their work the teacher will use it to determine how successful you were in completing what the student planned to do . There are twelve areas of study that a contract can be developed within .1 . Arts and the Community2 . Business and the Community3 . Communication and the Community4 . Design, Construction, and the Community5 . Environment and the Community6 . Foods and the Community7 . Health, Recreation, and the Community8 . Lifestyle and the Community9 . Mathematics and the Community10 . Science and the Community11 . Technology and the Community12 . Work and the Community


SACE Community Studies: Stage 2Credits: 20

Pre-requisites: Nil

Capabilities: Communication and citizenship

Subject Description: Community Studies offers students the opportunity to learn 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 community activity, students enhance their skills and understandings in a guided and supported learning program . They develop their capability to work independently and to apply their skills and knowledge in practical ways in their community .

Content: Students prepare a contract of work to develop a community activity from 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 .


School-based Assessment

Contract of Work

Folio

Presentation

External Assessment

Reflection


Cross Disciplinary Year 11 & 12 Subject Handbook 2021

Contents

SACE Workplace Practices: Stage 2Credits: 20

Pre-requisites: Nil

Capabilities: Personal development, work and learning

Subject Description: In Workplace Practices students develop knowledge, skills, and understanding of the nature, type and structure of the workplace . They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, and local, national, and global issues in an industry and workplace context . Students can undertake learning in the workplace and develop and reflect on their capabilities, interests, and aspirations . The subject may include the undertaking of vocational education and training (VET) as provided under the Australian Qualifications Framework (AQF) .

Content: There are three focus areas of study of this subject:

+ Industry and Work Knowledge + Vocational Learning + Vocational Education and Training (VET) .

Students must include the following areas of study: + Industry and Work Knowledge, and + Vocational Learning and/or Vocational

Education and Training (VET) .

For the Industry and Work Knowledge component, students select topics from the list below:

Topic 1: Work in Australian SocietyTopic 2: The Changing Nature of WorkTopic 3: Industrial RelationsTopic 4: Finding Employment

Topic 5: Negotiated Topic .



Folio 25%

Performance 25%

Reflection 20%

External Assessment

Investigation 30%


Year 11 & 12 Subject Handbook 2021 English

Contents

Year10

Year11

Year12

English SACE English SACE English

DP English – Literature SL/HL

SACE English Literary Studies

English Pathways


English Year 11 & 12 Subject Handbook 2021

Contents

DP Language A: Literature (English)Prerequisites: Satisfactory completion of Year 10 Language and Literature

Level: Higher Level and Standard Level

Description: This is a pre-university course in literature . It provides opportunities for studying a range of themes and encourages independent thinking and learning .

Aims: The program aims to: + Develop a personal and lasting appreciation of literature through literary study and criticism; + Promote an international perspective through the study of literature from our own and different

cultures; + Introduce both classical and modern texts in various genres and styles; + Create an awareness of language use and subtleties in both oral and written communication; + Promote clarity and precision of argument in the student’s own presentations and essays .

Content:

Areas of Exploration Number of works Requirements

Readers, writers and texts HL and SL – At least three HL – 13 works; SL – 9 works . A minimum of five (HL) or four (SL) must be written originally in English; a minimum of four (HL) or three (SL) must be works in translation; four (HL) or two (SL) can be chosen freely .

Time and Space HL – At least threeSL – At least two

Intertextuality: connecting texts HL – At least threeSL – At least two

Higher Level and Standard Level differ in the number of texts, the depth and complexity of study and the duration of the final examinations .

Assessment:

Component Assessment

Paper 1: guided literary analysis HL – 2 hours 15 minutes . Students will write an analysis of two unseen texts in two literary forms . (35%)

SL – 1 hour 15 minutes . Students will write an analysis of one unseen text . (35%)

Paper 2: comparative essay HL and SL – 1 hour 45 minutes . Students will write a comparative essay based on two works studied in the course . (HL 25%; SL 35%)

Individual Oral HL and SL – 15 minutes . Students will be asked to discuss two of the studied works in relation to a global issue present in both . A 10-minute oral presentation will be followed by 5 minutes of questioning by the teacher . (HL 20%; SL 30%)

HL essay HL – Students will write a 1200 to 1500-word essay in relation to one of the texts studied during the course . (20%)


Year 11 & 12 Subject Handbook 2021 English

Contents

SACE English: Stage 1Credits: 20


Stage 1 Essential English may be offered to specific students based on their diagnosed literacy learning needs .


Subject Description: The study of English provides students with a focus for informed and effective participation in education, training, the workplace and their personal environment . In Stage 1 English, students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes .

Content: + Responding to texts: Students consider

a range of texts composed for different purposes and audiences, examining the ideas and perspectives contained within them and analysing their stylistic features .

+ Creating texts: Students create imaginative, interpretive and/or persuasive texts for different purposes, contexts and audiences .

+ Intertextual Study: Students analyse the relationship between texts .

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

Responding to Texts 50%

Creating Texts 20%

Intertextual Study 30%

At least one assessment piece per semester will be in oral or multi-modal form .


SACE English: Stage 2Credits: 20


Requirements Sound Literacy Skills Required


Subject Description: In English, students analyse the interrelationship between author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts . An understanding of purpose, context and audience is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral and/or multi-modal .

Content: + Responding to texts: Students produce three

responses to texts . Two of the responses must be written, and one must be oral . Texts must be chosen from at least three of these categories: extended prose texts, drama, films, poetry, and media texts . The written responses should total a maximum of 2000 words, the oral response should be a maximum of 6 minutes .

+ Creating texts: Students create three original texts and one writer’s statement . At least one text should be written . The three texts should total a maximum of 3000 words or equivalent . The writer’s statement should be a maximum of 1000 words . The three created texts must demonstrate variety in text type, purpose and/or audience .

+ Comparative analysis: Students complete a comparative analysis of two texts, up to a maximum of 2000 words . In an independent study, students compare how stylistic features and language conventions in the two texts are used to explore ideas and shape responses and interpretations .



Responding to texts 30%

Creating texts 40%

External Assessment

Comparative analysis 30%


English Year 11 & 12 Subject Handbook 2021

Contents

SACE English Literary Studies: Stage 2Credits: 20

Pre-requisites: Stage 1 English (standard)

Requirements Sound Literacy skills required

Capabilities: Citizenship, personal development, work, and learning

Subject Description: English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts . Through the study of shared and independently chosen texts, students extend their ability to sustain a reasoned critical argument and enhance their own skills in creating texts .

Content: + Responding to texts: Students produce up to five responses to texts, up to a total of 5000 words .

One of these responses may be an oral presentation of up to 6 minutes . One response must show an understanding of a range of critical perspectives in considering texts . Responses must cover each of the following text studies: extended prose text, film text, drama text, a selection of poetry texts .

+ Creating texts: Students create two texts . One is a ‘transformative text’, responding to one of the shared studies in a creative way; the second is an original text in a form or genre of the student’s choice .

+ Text Study: Part A: A comparative text study in which the student compares one of the shared texts with an independently chosen text . The total of this study is 1500 words . Part B: Critical reading . This is a 90-minute examination developed by the SACE board . Students read a short text and respond to a set of questions .



Responding to texts 50%

Creating texts 20%

External Assessment

Comparative text study 15%

Critical reading examination 15%


Year 11 & 12 Subject Handbook 2021 Health and Physical Education

Contents

Year10

Year11

Year12

Food Design

Physical Education

SACE Food & Hospitality

SACE Physical Education

SACE Food & Hospitality (Can be taken in Year 11)

SACE Physical Education

Health and Physical Education Pathways


Health and Physical Education Year 11 & 12 Subject Handbook 2021

Contents

SACE Food And Hospitality: Stage 1Credits: 10 or 20

Pre-requisites: Nil


Please note that Stage 2 Food & Hospitality can be studied at Year 11 . While students are encouraged to study Food and Hospitality at both Stage 1 and 2, this option is available to students who have demonstrated a consistently high level of achievement throughout their Year 10 Food Design studies .

Subject Description: In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry in Australian society . They develop an understanding of contemporary approaches and issues related to food and hospitality .

Students work independently and collaboratively to achieve common goals . They develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation . Students investigate and debate contemporary food and hospitality issues and current management practices .

Students examine the factors that influence people’s food choices and the health implications of these choices . They understand the diverse purposes of the hospitality industry in meeting the needs of local people and visitors .

Topics include food photography and styling, creating a menu item for a contemporary restaurant, working as a group to run an in-school café and many more .

Content: Students study topics within one or more of the following five areas of study:

+ Food, the Individual and the Family + Local and Global Issues in Food and

Hospitality + Trends in Food and Culture + Food and Safety + Food and Hospitality Careers



Group Activity 30%

Investigation 20%



Year 11 & 12 Subject Handbook 2021 Health and Physical Education

Contents

SACE Food And Hospitality: Stage 2Credits: 20

Pre-requisites: Nil . A student who has not studied this subject at Stage 1 must have an interview with the Head of Food Design


Subject Description: In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry in Australian society . They develop an understanding of contemporary approaches and issues related to food and hospitality .

Students work independently and collaboratively to achieve common goals . They develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation . Students investigate and debate contemporary food and hospitality issues and current management practices .

Students focus on the impact of the food and hospitality 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 .

Content:

Students study topics within the following five areas of study:

+ Contemporary and Future Issues + Economic and Environmental Influences + Political and Legal Influences + Socio-cultural Influences + Technological Influences .




Group Activity 20%

External Assessment

Investigation 30%


Health and Physical Education Year 11 & 12 Subject Handbook 2021

Contents

SACE Physical Education: Stage 1Credits: 10 per Semester

Pre-requisites: Nil

Capabilities: communication, learning and personal development

Subject Description: In Stage 1 Physical Education, students gain an understanding of human movement and physical activity . Through an integrated program, physical activity is used as a vehicle to help students develop the theoretical knowledge required by the SACE . Students explore their own physical capacities in various sports, fitness activities and other practical applications with a view to analysing performance, movement patterns, physiological/biomechanical demands, health, and lifestyle issues . They develop skills in communication, investigation, collaboration and the ability to apply knowledge to practical situations .

Content: Theoretical Principles

+ The Acquisition of Skills + The Biomechanics of Movement + Exercise Physiology and Physical Activity + Social Influences on Physical Activity and

Engagement

Assessment: Entirely assignment based . There is no exam . There will be three summative assessments per semester . There are two criteria for assessment

+ Application and Communication + Exploration, Analysis and Reflection

SACE Physical Education: Stage 2Credits: 20

Pre-requisites: Nil

Capabilities: communication, learning and personal development

Subject Description: Through Physical Education, students explore the participation in and performance of human physical activities . It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence .

Content:

Stage 2 Physical Education has three focus areas: + Focus Area 1: In movement + Focus Area 2: Through movement + Focus Area 3: About movement .

The focus areas provide the narrative for the knowledge, skills, and capabilities that students develop . Learning is delivered through an integrated approach where opportunities are provided for students to undertake, and learn through, a wide range of authentic physical activities (e .g . sports, theme-based games, laboratories, and fitness and recreational activities) . Students explore movement concepts and strategies through these physical activities to promote and improve participation and performance outcomes .

Assessment:

The following assessment types enable students to demonstrate their learning in Stage 2 Physical Education:

School Assessment Weighting

Assessment Type 1: Diagnostics 30%

Assessment Type 2: Improvement Analysis

40%

External Assessment

Assessment Type 3: Group Dynamics 30%


Year 11 & 12 Subject Handbook 2021 Humanities

Contents

Year10

Year11

Year12

Humanities

SACE Ancient Studies

SACE Geography

SACE Legal Studies

SACE Modern History

SACE Ancient Studies

SACE Geography

SACE Legal Studies

SACE Modern History

SACE Society & Culture

DP Economics SL/HL DP Economics SL/HL

SACE Economics

DP Global Politics SL/HL

DP Psychology SL/HL

DP Environmental Systems & Socieities SL (Antcipiated)

Humanities Pathways


Humanities Year 11 & 12 Subject Handbook 2021

Contents

DP Global PoliticsPrerequisites: None


Description: Global politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues . The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens .

The Diploma Programme global politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts . It allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives . The course helps students to understand

abstract political concepts by grounding them in real-world examples and case studies .

Content: Four compulsory units (SL/HL):

+ Power, sovereignty and international relations + Human rights + Development + Peace and conflict

Engagement activity (SL/HL) An engagement on a political issue of personal interest, complemented with research

Global political challenges (HL only) Political issues in two of the following six global political challenges researched and presented through a case-study approach:

Assessment:

Type of assessment Format of assessment Weighting

Standard Level Assessment

Exam Paper 1 – 1 .25 hours

Stimulus-based paper on a topic from one of the four core units

Four compulsory short-answer/structured questions

30%


Extended response paper based on the four core units .

Students must write three essays from a choice of eight, each selected from a different core unit

45%

Internal assessment Engagement activity

A written report (2,000-word maximum) on a political issue explored through engagement and research .

25%

Higher Level Assessment


Stimulus-based paper on a topic from one of the four core units

Four compulsory short-answer/structured questions

20%


Extended response paper based on the four core units .

Students must write three essays from a choice of eight, each selected from a different core unit

40%

Internal Assessment Engagement activity

A written report (2,000-word maximum) on a political issue explored through engagement and research

20%

Global Political Challenges

Two video recorded oral presentations (10-minute maximum each) of two case studies chosen from two different HL extension topics

20%

+ Environment + Poverty + Health

+ dentity + Borders + Security



Contents

DP Psychology Prerequisites: None


Description: The course focuses on the systematic study of behaviour and mental processes

Aims: Psychology is the systematic study of behaviour and mental processes, and the factors which influence them . It has its roots in both the natural and social sciences, which leads to a variety of research designs being described and analysed . IB Psychology studies the interaction between the biological, cognitive and sociocultural influences on human behaviour, while reflecting on research methodology and ethical considerations .

Content: Core Topics

+ Each core topic has a HL component to be addressed in addition to the material covered by SL students

+ Biological approaches to understanding behaviour + Cognitive approaches to understanding behaviour + Sociocultural approaches to understanding behaviour

Approaches to research (HL only) + Quantitative research + Qualitative research

Option topics

HL students will complete 2 option topics, SL students will complete 1 option topic Option topics include: (selection is based on teacher discretion)

+ Abnormal psychology + Psychology of human relationships + Developmental psychology + Health psychology

Assessment:


Internal Assessment - Higher Level 20%

Internal Assessment - Standard Level 25%

External Examination - Higher Level Assessment

Exam Paper 1 – 2 hours 35%


Exam Paper 3 – 1 hour 20%

External Examination - Standard Level Assessment





Contents

DP Economics Prerequisites: None

Level: Standard Level or Higher Level

Description: The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies . These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues . Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability .

The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level . The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world .

Content: + Section 1: Microeconomics + Section 2: Macroeconomics + Section 3: International Economics + Section 4: Development Economics

Students undertaking Economics at HL will be required to complete additional course content within each of sections .

Assessment:


Standard Level Assessment

Exam Paper 1 – 1 .5 hours Extended Response on Sections 1 and 2 40%

Exam Paper 2 – 1 .5 hours Data Response on Sections 3 and 4 40%

Portfolio Three commentaries based on different sections of the syllabus and on published extracts from the news media

20%

Higher Level Assessment

Exam Paper 1 – 1 .5 hours Extended Response on Sections 1 and 2 30%

Exam Paper 2 – 1 .5 hours Data Response on Sections 3 and 4 30%

Exam Paper 3 – 1 hour Short answer on all syllabus content 20%

Portfolio Three commentaries based on different sections of the syllabus and on published extracts from the news media

20%



Contents

DP Environmental Systems and Societies Prerequisites: None

Level: Standard Level

Description: ESS is an interdisciplinary group 3 and 4 course that is designed to combine the methodology, techniques and knowledge associated with group 4 (sciences) with those associated with group 3 (individuals and societies) . Because it is an interdisciplinary course, students can study ESS and have it count as either a group 3 or a group 4 course, or as both . If students choose the latter option, this leaves the opportunity to study an additional subject from any other group, including an additional group 3 or group 4 subject .

ESS is a complex course, requiring a diverse set of skills from its students . It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment . As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world . The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion .

The course requires a systems approach to environmental understanding and problem-solving, and promotes holistic thinking about environmental issues . It is recognized that to understand the environmental issues of the 21st century and suggest suitable management solutions, both the human and environmental aspects must be understood . Students should be encouraged to develop solutions from a personal to a community and to a global scale . Through the exploration of cause and effect, the course investigates how values interact with choices and actions, resulting in a range of environmental impacts . Students develop an understanding that the connections between environmental systems and societies are diverse, varied and dynamic . The complexity of these interactions challenges those working towards understanding the actions required for effective guardianship of the planet and sustainable and equitable use of shared resources .

Content: + Topic 1: Foundations of environmental systems and societies + Topic 2: Ecosystems and ecology + Topic 3: Biodiversity and conservation + Topic 4: Water and aquatic food production systems and societies + Topic 5: Soil systems and terrestrial food production systems and societies + Topic 6: Atmospheric systems and societies + Topic 7: Climate change and energy production + Topic 8: Human systems and resource use

Assessment:


External Exam 75%

Paper 1 – 1 hour Case Study 25%

Paper 2 – 2 hours Short Answer questions

Two essays

50%

Internal

Internal Assessment Individual investigation 25%



Contents

SACE Ancient Studies: Stage 1Credits: 10 or 20

Pre-requisites: Nil


Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, personal and social capability, critical and creative thinking, ethical understanding and intercultural understanding

Subject Description: In Ancient Studies students learn about the history, literature, society and culture of ancient civilisations . Students draw on many other fields of study . They consider environmental, social, economic, religious, cultural and aesthetic aspects of societies and explore ideas and innovations that shape and are shaped by societies .

Content: In each semester, students explore two ancient societies or cultures including Classical Greece and Rome, Egypt and Celtic peoples of Europe and Great Britain . They study an aspect of the compulsory Topic 1: Understanding Ancient History through investigation of iconic structures and mysteries of the ancient world and at least 2 additional topics which include Beliefs, Rituals and Mythology; Warfare and Conquest; Art, Architecture and Technology; and Everyday Life .

Assessment: Assessment is school based and consists of the following assessment types:

Skills and Applications 75%

Inquiry 25%


SACE Ancient Studies: Stage 2Credits: 20

Pre-requisites: Nil

Requirements: Sound literacy and research skills

Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, personal and social capability, critical and creative thinking, ethical understanding and intercultural understanding

Subject Description: In Ancient Studies, students draw on many other fields of study . They consider the environmental, social, economic, religious, cultural, and aesthetic aspects of ancient and classical societies with a specific focus on Greece and Rome . Students explore ideas and innovations that shape and have shaped societies .

Students critically engage with texts, including literary texts, and analyse archaeological sources, and primary and secondary historical sources . Students develop inquiry skills that enable them to challenge or confirm beliefs, attitudes, and values in the ancient world .

Content: Stage 2 Ancient Studies consists of the following sections:

+ Choice from 7 topics – internally assessed + Individual inquiry – externally assessed

Topics selected for study in Stage 2 Ancient Studies are:

+ Topic 6: Literature – Epic: Homer, The Odyssey

+ Topic 1: Daily Life: Greek Society, Sparta and Athens, Fifth Century BC

+ Topic 7: Drama and/or Poetry – two Greek tragedies: Sophocles: Antigone, Oedipus



Assessment Type 1: Skills and Applications

50%

Assessment Type 2: Connections 20%

External Assessment

Assessment Type 3: Inquiry 30%



Contents

SACE Economics: Stage 2 (2021 only)Credits: 20

Pre-requisites: Nil

Requirements: Sound numeracy skills required

Capabilities: Literacy, Numeracy, ICT, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding, Intercultural Understanding

Subject Description: Economics is the study of how we exchange scarce resources to satisfy our needs and wants and in doing so we gain insight into human behaviour in a variety of contexts, whether as individuals, firms, governments, or other organisations . An economic system is influenced by the social and political contexts that inform decisions made by the different participants in the economy .

Through the study of Economics, students examine the most significant individual and social problems through the acquisition of analytical and problem-solving skills and the development of a logical, ordered way of looking at issues . These essential life skills promote the ability to balance different narratives, determine what assumptions matter, and build on existing knowledge .

Content: Key areas of study:

Core Topic: Thinking like an economist + Economic inquiry skills + Data analysis + Microeconomics + Macroeconomics

Economic Scenarios: Study two or more of the following:

+ Firms + Macroeconomic management + Trade and globalisation + Wealth, poverty and inequality + Sport and entertainment + Elective scenario



Folio 40%

Economic project 30%

External Assessment

Examination 30%



Contents

SACE Geography: Stage 1Credits: 10 or 20

Pre-requisites: Nil

Requirements: Sound literacy skills required

Capabilities: Literacy; numeracy; ICT capability; personal and social capability; critical and creative thinking; ethical understanding; intercultural understanding and learning

Subject Description: Geography students develop an understanding of the spatial interrelationships between people, places, and environments . Geographers appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world .

Geographers identify patterns and trends and explore and analyse geographical relationships and interdependencies . They use this knowledge to promote a more sustainable way of life and an awareness of social and spatial inequalities . Geography students investigate spatial aspects of society using inquiry methods that are analytical, critical, and speculative . They develop an appreciation of the interdependence between the biophysical environment and human activities .

Content: Through the study of the topics: Sustainable Places, Hazards and Contemporary Issues students will:

+ Develop an understanding and application of key geographical concepts

+ Develop an understanding of the interdependence of human and physical environments

+ Explore contemporary geographical issues + Develop skills in fieldwork using opportunities

in the local area (students will participate in at least 1 field trip per semester)

+ Examine geographical features, concepts, and issues using a range of skills and techniques, including spatial technologies .

Assessment: Assessment is school based and consists of four assessments across the following types:

+ AT1: Geographical Skills and Application + AT2: Fieldwork

SACE Geography: Stage 2Credits: 20

Pre-requisites: Nil

Requirements: Sound literacy skills required

Capabilities: Literacy; numeracy; ICT capability; personal and social capability; critical and creative thinking; ethical understanding; intercultural understanding and learning

Subject Description: Geography provides a systematic, integrative way of exploring, analysing, and applying the concepts of place, space, environment, interconnection, sustainability, scale, and change . Geography students identify patterns and trends and explore and analyse geographical relationships and interdependencies . They use this knowledge to promote a more sustainable way of life and an awareness of social and spatial inequalities .

Students engage in geographical inquiry by using geographical methods and skills . Fieldwork, in all its various forms, is central to the study of Geography, as it enables students to develop their understanding of the world through direct experience .

Content:

The transforming world + Population change; global inequality;

globalisation; people & ecosystems; climate change

Fieldwork + Students will participate in a variety of field

trips throughout the course of the year + Students also undertake independent

fieldwork on a local topic or issue of personal interest .



Skills & Application 40%

Fieldwork Report 30%

External Assessment

Examination 30%



Contents

SACE Legal Studies: Stage 1Credits: 10 or 20

Pre-requisites: Nil

Knowledge Sound literacy skills

Capabilities: Capabilities: literacy, numeracy, Information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding .

Subject Description: Stage 1 Legal Studies focuses on the use of laws and legal systems to create harmony within dynamic and evolving communities . Through an inquiry-based process, students explore and develop their understanding of the concepts of rights, fairness and justice, power, and change . These concepts are examined in the context of law making, law enforcement and dispute resolution, and should be applied to a range of contemporary Australian issues . Opportunities exist to consider alternative perspectives such as international law, customary law and systems used in other jurisdictions .

Legal Studies is explored through ‘big questions’, a useful mechanism to stimulate deep thinking and engagement, and for the consideration of a range of perspectives . In providing a response to the questions, students must evaluate, analyse and apply contextually appropriate legal principles, processes, evidence and cases to demonstrate their arguments .

Through Legal Studies, students develop an appreciation and awareness of their role as a citizen in the Australian legal system, the skills to communicate their ideas and the confidence to make informed and effective decisions regarding legal issues .

Content: In each semester students study four topics:

+ Law and Communities + Government + Law-making + Justice and Society


Folio 60%

Issues Study 20%

Presentation 20%




Contents

SACE Legal Studies: Stage 2Credits: 20

Pre-requisites: Nil

Knowledge Sound literacy skills

Capabilities: Capabilities: literacy, numeracy, Information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding .

Subject Description: The study of Legal Studies enables an understanding of the operation of the Australian legal system, its principles and processes and prepares students to be informed and articulate in matters of the Law and society .

Central to the study of Legal Studies is an exploration of the competing tensions that arise between rights and responsibilities, fairness and efficiency, the empowered and the disempowered, and certainty and flexibility . Laws must constantly evolve in order to resolve these tensions whilst also responding to changes in community values and circumstances . Students consider a range of perspectives to make recommendations for reforms to the legal system and laws .

Students explore rights and responsibilities, sources of law and adversarial and inquisitorial dispute resolution processes . They examine how people, governments and institutions shape the law and how law controls, shapes and regulates interactions between people, institutions and government . Students develop an understanding of the ways in which they can influence democratic processes, the importance of critical and conceptual thinking and the significance of checks and balances in providing lawful mechanisms to control the exercise of power .

Content: + Topic 1: Sources of Law + Topic 2: Dispute Resolution + Topic 3: The Australian Constitution + Topic 4: When Rights Collide



Folio 40%

Inquiry 30%

External Assessment

Examination 30%



Contents

SACE Modern History: Stage 1Credits: 10 or 20

Pre-requisites: None

Knowledge: Sound literacy skills


Subject Description: In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals . Students explore the impacts of these developments and movements on people’s ideas, perspectives, circumstances, and lives . They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies .

Content: In each semester, students study skills of historical inquiry and conduct an independent historical investigation . Two different units are studied each semester .

Units are selected from: + Revolutions – the Russian Revolutions + The American Civil War + Imperialism – Britain in Africa + Japanese modernisation and expansion + Decolonisation – Vietnam


Historical Skills 75%

Historical Study 25%


SACE Modern History: Stage 2Credits: 20



Subject Description: In the study of Modern History at Stage 2, students investigate the growth of modern nations at a time of rapid global change . They study one nation, investigating the social, political, and economic changes that shaped the development of that nation . Students also explore relationships among nations and groups, examine significant and distinctive features of the world since 1945, and consider their impact on the contemporary world .

Content: Students will study:

+ One study of a modern nation, chosen from EITHER The Soviet Union and Russia (1945 – c2004) OR Germany (1918–48)

+ One study of the world since 1945, chosen from EITHER The Changing World Order (1945 – )

+ OR The Struggle for Peace in the Middle East (1945 – )

+ Historical Study Students undertake an individual historical study based on an aspect of the world since c .1750 .



Historical Skills 50%

Historical Study 20%

External Assessment

Examination 30%



Contents

SACE Society And Culture: Stage 2Credits: 20




Subject Description In Society and Culture, students explore and analyse the interactions of people, societies, cultures and environments . They learn how social, political, historical, environmental, economic and cultural factors affect different societies; and how people function 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 enable effective participation in contemporary society .

Content: Students study three topics, one from each of the groups below:

Topic group 1: Culture + Cultural Diversity + Youth Culture + Work and Leisure + The Material World .

Topic group 2: Contemporary Challenges + Social Ethics + Contemporary Contexts for Aboriginal and Torres Strait Islander Peoples + Technological Revolutions + People and the Environment .

Topic group 3: Global Issues + Globalisation + A Question of Rights + People and Power .



Folio 50%

Interaction (Group Activity and Oral Activity) 20%

External Assessment

Investigation 30%


Year 11 & 12 Subject Handbook 2021 Languages

Contents

Year10

Year11

Year12

German

Indonesian

Chinese

Other

SACE German SACE German

Languages Pathways

DP German SL

DP Indonesian SL

DP Chinese ab initio

DP French ab initio

DP Language: Self Taught

DP Languages B: English

SACE Chinese Background

DP Chinese A


Languages Year 11 & 12 Subject Handbook 2021

Contents

DP Language A: Literature (Chinese )Pre-requisites: Satisfactory completion of Year 10 Language and Literature


Description: This is a pre-university course in literature . It provides opportunities for studying a range of themes and encourages independent thinking and learning .

Aims: The program aims to: + Develop a personal and lasting appreciation of literature through literary study and criticism; + Promote an international perspective through the study of literature from our own and different

cultures; + Introduce both classical and modern texts in various genres and styles; + Create an awareness of language use and subtleties in both oral and written communication; + Promote clarity and precision of argument in the student’s own presentations and essays .

Content:

Areas of Exploration Number of works Requirements

Readers, writers and texts HL and SL – At least three HL – 13 works; SL – 9 works . A minimum of five (HL) or four (SL) must be written originally in English; a minimum of four (HL) or three (SL) must be works in translation; four (HL) or two (SL) can be chosen freely .

Time and Space HL – At least three SL – At least two

Intertextuality: connecting texts HL – At least three SL – At least two

Higher Level and Standard Level differ in the number of texts, the depth and complexity of study and the duration of the final examinations .

Assessment:

Component Assessment

Paper 1: guided literary analysis HL – 2 hours 15 minutes . Students will write an analysis of two unseen texts in two literary forms . (35%)

SL – 1 hour 15 minutes . Students will write an analysis of one unseen text . (35%)

Paper 2: comparative essay HL and SL – 1 hour 45 minutes . Students will write a comparative essay based on two works studied in the course . (HL 25%; SL 35%)

Individual Oral HL and SL – 15 minutes . Students will be asked to discuss two of the studied works in relation to a global issue present in both . A 10-minute oral presentation will be followed by 5 minutes of questioning by the teacher . (HL 20%; SL 30%)

HL essay HL – Students will write a 1200 to 1500-word essay in relation to one of the texts studied during the course . (20%)



Contents

DP Language B – Language Acquisition: ab initio – Chinese or FrenchPrerequisites: None


Description: The course is designed to be followed over 2 years by students who have little or no previous experience of learning the target language . The main focus is the acquisition of language for everyday social interaction .

Aims: The Language B ab initio course aims to: + Develop international-mindedness through the study of languages, cultures, and ideas and issues of

global significance . + Enable students to communicate in the language they have studied in a range of contexts and for a

variety of purposes . + Encourage, through the study of texts and through social interaction, an awareness and appreciation

of a variety of perspectives of people from diverse cultures . + Develop students’ understanding of the relationship between the languages and cultures with which

they are familiar . + Develop students’ awareness of the importance of language in relation to other areas of knowledge . + Provide students, through language learning and the process of inquiry, with opportunities for

intellectual engagement and the development of critical- and creative-thinking skills . + Provide students with a basis for further study, work and leisure through the use of an additional

language . + Foster curiosity, creativity and a lifelong enjoyment of language learning .

Content: Students devote equal time to 5 compulsory themes: + Identities + Experiences + Human ingenuity + Social organisations + Sharing the planet

Assessment:


External Assessment 75%

Exam Paper 1 Text production 25%

Exam Paper 2 Receptive skills + Listening comprehension + Reading comprehension

25% 25%

Internal 25%

Oral Component Orals to be internally assessed by the teacher and externally moderated by the IBO . Individual Oral

25%



Contents

DP Language B– Language Acquisition: German, IndonesianPrerequisites: Level 5 in Year 10


Description: The course is designed for those who have 2 to 5 years’ experience of the target language, are not taught other subjects in the target language and are taught outside a country where the language is spoken .

Aims: The Language B course aims to: + Develop international-mindedness through the study of languages, cultures, and ideas and issues of

global significance . + Enable students to communicate in the language they have studied in a range of contexts and for a

variety of purposes . + Encourage, through the study of texts and through social interaction, an awareness and appreciation

of a variety of perspectives of people from diverse cultures . + Develop students’ understanding of the relationship between the languages and cultures with which

they are familiar . + Develop students’ awareness of the importance of language in relation to other areas of knowledge . + Provide students, through language learning and the process of inquiry, with opportunities for

intellectual engagement and the development of critical- and creative-thinking skills . + Provide students with a basis for further study, work and leisure through the use of an additional

language . + Foster curiosity, creativity and a lifelong enjoyment of language learning .

Content: Students devote equal time to 5 compulsory themes: + Identities + Experiences + Human ingenuity + Social organisations + Sharing the planet

Assessment:


External Assessment 75%

Exam Paper 1 Text production 25%

Exam Paper 2 Receptive skills + Listening comprehension + Reading comprehension

25% 25%

Internal 25%

Oral Component Orals to be internally assessed by the teacher and externally moderated by the IBO . Individual Oral

25%

DP Language B: EnglishLevel: Higher Level

This course is for students whose first language is not English . Please consult with the IB Diploma Coordinator if you wish to consider this course .



Contents

SACE German: Stage 1Credits: 10 or 20

Pre-requisites: studied German or Indonesian for a minimum of three consecutive years prior to SACE Stage 1 - only the IBDP course is offered for Indonesian – please see the IBDP coursebook

Capabilities: literacy, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding .

Subject Description: Students are expected to: interact with others; create texts; interpret and respond to meaning in texts; explore and explain language structures and choices; explore and explain language variation and change; consider and discuss how language interacts with and reflects a culture .

Content: Stage 1 learners at Continuers level consists of a minimum of 2 concepts (for a 10-credit subject), from the 5 concepts that compose the body of learning across Stage 1 and 2 .

Concepts: + Creativity + Identity + Landscapes + Movement + Technology


Language Anthology (min 3 tasks) + Social interaction + Text creation + Language analysis

min 20% per task

Collaborative Task (min 1 task) + Product + Product statement (English)

min 20 % per task


SACE German: Stage 2Credits: 20

Pre-requisites: C grade in Stage 1 German


Subject Description: Students interact with others to share information, ideas, opinions and experiences . They create texts in the specific language to express information, feelings, ideas and opinions . They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication .

Content: Stage 2 German at continuers builds on and balances the three Stage 1 themes through prescribed topics and suggested subtopics .



Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

Information on the External Assessment The examination consists of:

+ Oral Examination + Written Examination (3 hours)



Contents

SACE Chinese Background: Stage 1Credits: 10 or 20

Pre-requisites: The background speakers level languages are designed for students who have a background in the language and who have had more than 1 year’s education in a country where the language is spoken


Subject Description: 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 communicated through language .

Students clarify, extend, and develop their ideas and opinions on the prescribed themes and contemporary issues, and develop their capability to communicate, interact, and negotiate meanings within and across languages and cultures .

Content: Stage 1 [Language] at background speakers level is organised around four prescribed themes and a number of prescribed contemporary issues . These themes have been selected to enable students to extend their understanding of the interdependence of language, culture, and identity . The themes and contemporary issues are intended to be covered across Stage 1 and Stage 2 .

There are four prescribed themes: + China and the World + Modernisation and Social Change + The Overseas Chinese-speaking Communities + Language in Use in Contemporary China .


Interaction + ideas + expression

min 20% per task

Text Production + ideas + expression

min 20 % per task

Text Analysis + expression + evaluation and

reflection

min 20% per task

Investigation + a response to text(s) + a reflective response

min 20% per task




Contents

SACE Chinese Background: Stage 2Credits: 20

Pre-requisites: C Grade in Stage 1 Chinese Background


Subject Description: 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 communicated through language .

Students clarify, extend, and develop their ideas and opinions on the prescribed themes and contemporary issues, and develop their capability to communicate, interact, and negotiate meanings within and across languages and cultures .

Content: Stage 2 Chinese Background builds on and balances the Stage 1 prescribed themes .

There are four prescribed themes: + China and the World + Modernisation and Social Change + The Overseas Chinese-speaking Communities + Language in Use in Contemporary China .



Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

Information on the External Assessment The examination consists of:

+ Oral Examination + Written Examination

DP Language A: Literature (Self Taught)Level: Standard Level

This course is for students who wish to study literature of their mother tongue language, other than English . Please consult with the IB Diploma Coordinator if you wish to consider this course .


Mathematics Year 11 & 12 Subject Handbook 2021

Contents

Year10

Year11

Year12

Mathematics

Mathematics Extension

Essential Mathematics

SACE General Mathematics

SACE Mathematical Methods

SACE Specialist Mathematics

SACE Mathematics Essentials

DP Mathematical Analysis & Approaches SL (Anticipated)

SACE General Mathematics

SACE Mathematical Methods

SACE Specialist Mathematics

SACE Mathematics Essentials

Mathematics Pathways

DP Mathematical Analysis & Interpretation SL

DP Mathematical Analysis and Applications HL


Year 11 & 12 Subject Handbook 2021 Mathematics

Contents

DP Mathematics: analysis and approaches (SL and HL)This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics . This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL .

The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course . However, Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments .

DP Mathematics: analysis and approaches: Distinction between SL and HLStudents who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalisation of these patterns . Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof . They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems .

DP Mathematics: applications and interpretation (SL)This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world . As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling . To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics .

The course makes extensive use of technology to allow students to explore and construct mathematical models . Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures .

Students who choose Mathematics: applications and interpretation at SL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems . They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology .



Contents

Aims: The aims of all DP mathematics courses are to enable students to: + develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power + develop an understanding of the concepts, principles and nature of mathematics + communicate mathematics clearly, concisely and confidently in a variety of contexts + develop logical and creative thinking, and patience and persistence in problem solving to instil

confidence in using mathematics + employ and refine their powers of abstraction and generalisation + take action to apply and transfer skills to alternative situations, to other areas of knowledge and to

future developments in their local and global communities + appreciate how developments in technology and mathematics influence each other + appreciate the moral, social and ethical questions arising from the work of mathematicians and the

applications of mathematics + appreciate the universality of mathematics and its multicultural, international and historical

perspectives + appreciate the contribution of mathematics to other disciplines, and as a particular “area of

knowledge” in the TOK course + develop the ability to reflect critically upon their own work and the work of others + independently and collaboratively extend their understanding of mathematics .

Recommended prerequisites for both Analysis and Approaches and Applications and Interpretation

Higher Level: Grade 6/7 in Year 10 Mathematical Studies (Extension) and a Level 7 or better in Criterion A

Standard Level: Grade 5/6 in Year 10 Mathematical Studies and a Level 5/6 or better in Criterion A

Content: Analysis and Approaches and Applications and Interpretation

Both the HL and SL streams for both courses consist of a combination of the following topics: + Topic 1: Number and algebra + Topic 2: Functions + Topic 3: Geometry and trigonometry + Topic 4: Statistics and probability + Topic 5: Calculus

The toolkit and the mathematical exploration – Investigative, problem-solving and modelling skills development leading to an individual exploration . The exploration is a piece of written work that involves investigating an area of mathematics .



Contents

Assessment: Analysis and Approaches AND Applications and Interpretation Both the HL and SL assessments for both streams consist of the following for each level:

Standard Level


External assessment (3 hours) 80%

Paper 1 – 1 .5 hoursNo technology allowed . (80 marks)

40%

Paper 2 – 1 .5 hoursTechnology required . (80 marks)

40%

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course .Mathematical explorationInternal assessment in mathematics is an individual exploration . This is a piece of written work that involves investigating an area of mathematics . (20 marks)

HIgher Level


External assessment (5 hours) 80%

Paper 1 – 2 hoursNo technology allowed . (110 marks)Section A: Compulsory short-response questions based on the syllabus .Section B: Compulsory extended-response questions based on the syllabus .

30%

Paper 2 – 2 hoursTechnology required . (110 marks)Section A: Compulsory short-response questions based on the syllabus .Section B: Compulsory extended-response questions based on the syllabus .

30%

20%

Paper 3 – 1 hoursTechnology required . (55 marks)Two compulsory extended response problem-solving questions .

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course .Mathematical explorationInternal assessment in mathematics is an individual exploration . This is a piece of written work that involves investigating an area of mathematics . (20 marks)



Contents

SACE Essential Mathematics: Stage 1Credits: 10 or 20

Pre-requisites: Students should have completed either Year 10 Mathematics or Year 10 Essential Mathematics


Subject Description: In the study of mathematics students participate in a wide variety of problem-solving activities . The subject gives students the abilities and skills required in the workplace and in everyday life . They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved .

Stage 1 Essential Mathematics allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement .

Students can take this subject for a single semester (10 credits) to complete the numeracy requirement of SACE .

Students must complete both semesters (20 credits) of Stage 1 Essential Mathematics (or another Stage 1 Mathematics subject) if they intend to study Essential Mathematics at Stage 2 .

Content: Stage 1 Essential Mathematics consists of a selection of work from a range of topics:

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


Skills and Applications Tasks (Tests) 60%

Folio (Investigations or Practical Reports)

40%

There may be an examination at the end of each semester of study .

SACE Essential Mathematics: Stage 2Credits: 20

Pre-requisites: It is strongly recommended that students should have attained a B grade or better in Stage 1 Essential Mathematics (20 credits) or a C grade or better in General Mathematics


Subject Description: Stage 2 Essential Mathematics enables students to appreciate, experience and understand mathematics as a growing body of knowledge in contemporary situations . It gives relevance and meaning to their world and the world of enterprise . The subject provides opportunities for students to experience and learn the mathematical processes associated with investigating, modelling and solving problems drawn from realistic contexts .

Content: Stage 2 Essential Mathematics is a 20-credit subject that consists of five of the following topics:

+ Topic 1: Scales, Plans and Models + Topic 2: Measurement + Topic 3: Business Applications + Topic 4: Statistics + Topic 5: Investments and Loans + Topic 6: Open Topic

Each topic consists of a number of subtopics, which are presented as key questions and ideas .



Skills and Applications Tasks 30%

Folio 40%

External Assessment

Examination 30%

Information on the External Assessment:* Examination (2 hours) Students undertake a 2-hour external examination based on the key questions and key concepts in the following topics: Measurement, Statistics and Investments and Loans .



Contents

SACE General Mathematics: Stage 1Credits: 20

Pre-requisites: It is strongly recommended that students should have attained a minimum result of a 4 in Year 10 Mathematics and a level 4 or better in Criterion A


Subject Description: In the study of mathematics students participate in a wide variety of problem-solving activities .

The subject gives students the abilities and skills required in the workplace and in everyday life .

Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement .

This course is designed to prepare students for Stage 2 General Mathematics .

Content: Stage 1 General Mathematics consists of a selection of work from the following topics:

+ Topic 1: Investing and Borrowing + Topic 2: Measurement + Topic 3: Statistical Investigation + Topic 4: Applications of Trigonometry + Topic 5: Linear Functions and their Graphs + Topic 6: Matrices and Networks + Topic 7: Open Topic (Introduction to Shares)




Mathematical Investigation 35%


SACE General Mathematics: Stage 2Credits: 20

Pre-requisites: It is strongly recommended that students should have attained a B grade in or better Stage 1 General Mathematics (20 credits) or a C grade or better in Stage 1 Mathematical Methods (20 credits)


Subject Description: Through the study of General Mathematics students participate in a wide variety of problem-solving activities, they express and interpret mathematical ideas, and use appropriate instruments, technology, and networks to access information, process ideas, and communicate results .

Content: Stage 2 General Mathematics is a 20-credit subject that consists of five of the following topics:

+ Topic 1: Modelling with Linear Relationships + Topic 2: Modelling with Matrices + Topic 3: Statistical Models + Topic 4: Financial Models + Topic 5: Discrete Models + Topic 6: Open Topic

Each topic consists of a number of subtopics, which are presented as key questions and ideas .





External Assessment

Examination 30%

Information on the External Assessment:* Examination (2 hours) Students undertake a 2-hour external examination based on the key questions and key concepts in the following topics: Statistical Models, Financial Models and Discrete Models .



Contents

SACE Mathematical Methods: Stage 1Credits: 30

Pre-requisites: It is strongly recommended that students should have obtained a minimum of a 5 in Year 10 Mathematics and a level 6 or better in Criterion A


Subject Description: In the study of mathematics students participate in a wide variety of problem-solving activities . They learn how to approach new and problem-solving with the goal of communicating to others the relationships observed and the problems solved .


This course is designed to prepare students for Stage 2 Mathematical Methods .

Content: Year 11 Mathematical Methods consists of 3 semester units of work, which are selected from the following topics:

+ Topic 1: Functions and Graphs + Topic 2: Polynomials + Topic 3: Trigonometry + Topic 4: Counting and Statistics + Topic 5: Growth and Decay + Topic 6: Introduction to Differential Calculus + Topic 7: Arithmetic and Geometric Sequences + Topic 8: Matrices






SACE Mathematical Methods: Stage 2Credits: 20

Pre-requisites: It is strongly recommended that students should have attained a B grade or better in Stage 1 Mathematical Methods (20 credits)


Subject Description: Through the study of Mathematical Methods students explore, describe and explain aspects of the world around them in a mathematical way . Students understand fundamental concepts, demonstrate mathematical skills, and apply routine mathematical procedures, making informed and critical use of electronic technology .

Content: Stage 2 Mathematical Methods is a 20-credit subject that consists of the following six topics:

+ Topic 1: Further Differentiation and Applications

+ Topic 2: Discrete Random Variables + Topic 3: Integral Calculus + Topic 4: Logarithmic Functions + Topic 5: Continuous Random Variables and

the Normal Distribution + Topic 6: Sampling and Confidence Intervals

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




External Assessment

Examination 30%

Information on the External Assessment:* Examination (2 hours) Students undertake a 2-hour external examination based on the key questions and key concepts in the six topics .



Contents

SACE Specialist Mathematics: Stage 1Credits: 10

Pre-requisites: It is strongly recommended that students should have attained a minimum of a 6 in Year 10 Mathematics (Extension) and a 7 or better in Criterion A .


Subject Description: In the study of mathematics students participate in a wide variety of problem-solving activities . They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved .


This course is to be taken in conjunction with Stage 1 Mathematical Methods (20 credits) .

The course is designed to prepare students for Stage 2 Specialist Mathematics .

Content: Year 11 Specialist Mathematics consists of the following topics:

+ Topic 1: Vectors in the Plane + Topic 2: Further Trigonometry + Topic 3: Real and Complex Numbers



Skills and Applications Tasks (Tests)

75%


There is an examination at the end of the semester .

SACE Specialist Mathematics: Stage 2Credits: 20

Pre-requisites: It is strongly recommended that students should have attained a B grade or better in Stage 1 Specialist Mathematics (20 credits) and B grade or better in Stage 1 Mathematical Methods (20 credits)


Subject Description: Stage 2 Specialist Mathematics is a 20-credit subject . Specialist Mathematics is designed to be taken in conjunction with Stage 2 Mathematical Methods .

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

Content: Stage 2 Specialist Mathematics is a 20-credit subject that consists of the following five topics:

+ Topic 1: Mathematical Induction + Topic 2: Complex Numbers + Topic 3: Functions and Sketching Graphs + Topic 4: Vectors in Three Dimensions + Topic 5: Integration Techniques and Applications + Topic 6: Rates of Change and Differential

Equations

Assessment*:




External Assessment

Examination 30%

Information on the External Assessment:* Examination (2 hours) Students undertake a 2-hour external examination based on the key questions and key concepts in the six topics .


Sciences Year 11 & 12 Subject Handbook 2021

Contents

Year10

Year11

Year12

DP Environmental Systems & Societies SL (Anticipated)

Sciences Pathways

DP Biology SL/HL

DP Chemistry SL/HL

DP Physics

SACE Chemistry

SACE Physics

SACE Psychology

SACE Biology

SACE Scientific Studies - Humanitarian STEM

SACE Chemistry

SACE Physics

SACE Psychology

SACE Biology

Scientific Studies

Science


Year 11 & 12 Subject Handbook 2021 Sciences

Contents

DP BiologyAssumed Knowledge: Successful completion of Year 10 Science


Description: Biology is one of the Group 4 subjects relating to Experimental Sciences . The two levels are taught together as much as possible as much of the content is the same .

Aims: To provide students with a rigorous pre-university course of study in Biology that develops intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view .

Content: The SL course contains 110 hours of theory and 40 hours of practical work . The HL course contains 180 hours of theory and 60 hours of practical work .

Core for both SL and HL (95 hours) + Cell biology + Molecular biology + Genetics + Ecology + Evolution and biodiversity + Human physiology

Additional Higher Level (60 hours)(more detailed coverage)

+ Nucleic acids + Metabolism, cell respiration and

photosynthesis + Plant biology + Genetics and evolution + Animal physiology

Option topic – 1 only (15 hours SL / 25 hours HL)

+ Biotechnology and bioinformatics + Neurobiology and behaviour + Ecology and conservation + Human physiology

Assessment:

Type of assessment

Format of assessment Weighting

External Exam – Standard Level

80%

Paper 1 – 45 minutes

30 multiple choice questions on the core

Paper 2 – 1 .25 hours

Short-answer and extended-response questions on the core

Paper 3 - 1 hour

Questions on the core and option material .

Section A: one data-based question and several short-answer questions on experimental work .

Section B: short-answer and extended-response questions from one option .

External Exam – Higher Level

80%

Paper 1 – 1 hour

40 multiple choice questions (15 common to SL plus additional questions on the core and the AHL material) .


Short-answer and extended-response questions on the core and the AHL


Questions on the core, AHL and option material .



Internal

An internal assessment

An individual investigation20%



Contents

SACE Biology: Stage 1Credits: 10 or 20

Pre-requisites: Year 10 General Science or Scientific Studies

Capabilities: literacy; numeracy; information and communication technology capability; critical and creative thinking; personal and social capability; ethical understanding; intercultural understanding

Subject Description: In Biology, students learn about the cellular and overall structures and functions of a range of organisms . They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society, and on the environment . The three strands of science inquiry skills, science as a human endeavour and science understanding are integrated throughout student learning in this subject .

Students design and conduct biological investigations 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 technologies .

Content: + Cells and Microorganisms + Infectious Disease + Multicellular Organisms + Biodiversity and Ecosystem Dynamics



Investigations Folio 50%



SACE Biology: Stage 2Credits: 20

Pre-requisites: Nil, (min . 10 credits of Stage 1 Biology is advantageous)


Subject Description: In Biology students learn about the cellular and overall structures and functions of organisms and ecosystems . They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society, and on the environment .

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

Content: Stage 2 Biology is organised around the following four topics:

+ DNA and Proteins + Cells as the Basis of Life + Homeostasis + Evolution

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




External Assessment

Examination (2 hours) 30%



Contents

DP ChemistryPrerequisites: Completion of Year 10 Science (Chemistry topics) (Grade 5 or better) .


Description: Chemistry is one of the Group 4 subjects relating to Experimental Sciences . The two levels are taught together as much as possible as much of the content is the same .

Aims: To provide students with a rigorous pre-university course of study in Chemistry that develops intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view .


Core for both SL and HL + Stoichiometric relationships + Atomic structure + Periodicity + Chemical bonding and structure + Energetics/thermochemistry + Chemical Kinetics + Equilibrium + Acids and bases + Redox processes + Organic chemistry + Measurement and data processing

Additional Higher Level (more detailed coverage) + Atomic structure + The periodic table – the transition metals + Chemical bonding and structures + Energetics/thermochemistry + Chemical Kinetics + Equilibrium + Acids and bases + Redox processes + Organic chemistry + Measurement and analysis

SL/HL option topics (15/25 hours each) One topic from the following:

+ Human biochemistry + Modern analytical chemistry + Chemistry in industry and technology + Medicines and drugs + Environmental chemistry + Food chemistry

Assessment:

Type of assessment


External Exam Standard Level

80%


30 multiple choice questions



Paper 3 – 1 hour




External Exam Higher Level

80%

Paper 1 – 1 hour








Internal





Contents

SACE Chemistry: Stage 1Credits: 20

Pre-requisites: Year 10 General Science (Chemistry topics)


Subject Description: 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 . The three strands of science inquiry skills, science as a human endeavour and science understanding are integrated throughout student learning in this subject .

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 thinkers .

Content: + Materials and their Atoms + Combinations of Atoms + Molecules + Mixtures and Solutions + Acids and Bases + Redox Reactions






SACE Chemistry: Stage 2Credits: 20

Pre-requisites: C grade in Stage 1 Chemistry


Subject Description: 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 thinkers .

Content: Stage 2 Chemistry is organised so that each intended student learning is related to a key chemical idea or concept within four topics . Through the study of these key ideas and concepts students develop their chemistry investigation skills .

Topics: + Topic 1: Monitoring the Environment + Topic 2: Managing Chemical Processes + Topic 3: Organic and Biological Chemistry + Topic 4: Managing Resources





External Assessment




Contents

DP PhysicsPrerequisites: Completion of Year 10 Science (Physics topics) and Mathematics (Grade 5 or better)


Description: Physics is one of the Group 4 subjects relating to Experimental Sciences . The two levels are taught together as much as possible as much of the content is the same .

Aims: To provide students with a rigorous pre-university course of study in Physics that develops intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view .


Core + Measurements and uncertainties + Mechanics + Thermal Physics + Waves + Electricity and magnetism + Circular motion and gravitation + Atomic, nuclear and particle

physics + Energy production

Additional Higher Level + Wave phenomena + Fields + Electromagnetic induction + Quantum and nuclear physics

Option to be select from: + Relativity + Engineering physics + Imaging + Astrophysics

Assessment:

Type of assessment


External Exam Standard Level

80%


30 multiple choice questions



Paper 3 – 1 hour




External Exam Higher Level

80%

Paper 1 – 1 hour








Internal





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SACE Physics: Stage 1Credits: 20

Pre-requisites: Year 10 General Science (Physics topics), Year 10 Mathematics (Mathematics or Extension Mathematics)

Capabilities: The purpose of the capabilities is to develop in students the knowledge, skills, and understanding to be successful learners, confident and creative individuals, and active and informed citizens .

Subject Description: The study of physics is constructed around using qualitative and quantitative models, laws and theories to better understand matter, forces, energy and the interaction among them . Physics seeks to explain natural phenomena, from the subatomic world to the macro cosmos, and to make predictions about them .

As well as applying knowledge to solve problems, students develop experimental, investigation design, information, and communication skills through practical and other learning activities .

Content: + Linear Motion and Forces + Electric Circuits + Heat + Energy and Momentum + Waves + Nuclear Models and Radioactivity






SACE Physics: Stage 2Credits: 20

Pre-requisites: Stage 1 Physics (C grade); Stage 1 Mathematical Methods (C grade)

Capabilities: The purpose of the capabilities is to develop in students the knowledge, skills, and understanding to be successful learners, confident and creative individuals, and active and informed citizens .

Subject Description: The study of physics offers opportunities for students to understand and appreciate the natural world . This subject requires the interpretation of physical phenomena through a study of motion in two dimensions, electricity and magnetism, light and matter, and atoms and nuclei . As well as applying knowledge to solve problems, students develop experimental, investigation design, information and communication skills through practical and other learning activities .

Content: Stage 2 Physics is organised into three sections . Motion and Relativity

+ Projectile Motion + Forces and Momentum + Circular Motion and Gravitation + Relativity

Electricity and Magnetism + Electric Fields & + The Motion of Charged Particles + Magnetic Fields & + The Motion of Charged Particles + Electromagnetic Induction

Light and Atoms + Wave Behaviour of Light + Wave-Particle Duality + Structure of the Atom + The Standard Model

Assessment:




External Assessment




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SACE Psychology: Stage 1Credits: 10 or 20

Pre-requisites: Year 10 General Science or Scientific Studies

Capabilities: communication and learning

Subject Description: The study of psychology enables students to understand their own behaviours and the behaviours of others . It has direct relevance to their personal lives . Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure .

Stage 1 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data . By emphasizing evidence-based procedures (i .e . observation, experimentation and experience) the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences .

Content: + Introduction to Psychology + Cognition + Social Behaviour + Brain & Behaviour + Emotion + Human Psychological Development






SACE Psychology: Stage 2Credits: 20

Pre-requisites: Nil

Capabilities: communication and learning

Subject Description: The study of psychology enables students to understand their own behaviours and the behaviours of others . It has direct relevance to their personal lives . Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure .

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, experimentation and experience) the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences .

Content: + Introduction to Psychology + Social Cognition + Learning + Personality + Psychobiology of Altered States of

Awareness + Healthy Minds





External Assessment




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SACE Scientific Studies (Humanitarian STEM): Stage 1Credits: 10

Pre-requisites: Year 10 General Science

Year 10 Mathematics (General or Extension)

Capabilities: literacy, numeracy, information and communication, technology capability, critical and creative thinking, personal and social capability, ethical understanding, intercultural understanding

Subject Description: The next generation is facing global problems including climate change, health, food security, ageing, ocean biodiversity and nuclear security . Innovative and critical thinking in the world of science underpins a cohesive understanding of the natural world and the discovery of new ways of doing and thinking . Science is continually refining and expanding our knowledge of the universe, and as this happens, stimulating new questions for future investigation . Through a focus on science inquiry skills and scientific ways of observing, questioning, and thinking, students in Scientific Studies actively investigate and respond to authentic, engaging, and complex questions, problems, or challenges . They employ interdisciplinary approaches with a focus on science and engineering, supported through the application of technology, design, and mathematical (STEM) thinking .

Content: Scientific inquiry is the basis for developing integrated programs of learning through which students extend their skills, knowledge and understanding of three integrated strands:

+ Science inquiry skills + Understanding of scientific concepts + Science as a human endeavour

Possible areas of context for learning include (but are not limited to): climate change, Africa: health and food security, ageing, the oceans, nuclear security, loss of biodiversity or global health issues . Students will choose one area of context for 10 credits .



Inquiry Folio 60%

Collaborative Inquiry 40%



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Where to go for advice Head of Senior School: Mr Clay Watkins cwatkins@concordia .sa .edu .au Assistant Head of Senior School: Mr Adrian Bright abright@concordia .sa .edu .au Director of Student Learning: Mr Paul Bannister pbannister@concordia .sa .edu .au SACE Coordinator: Ms Aliki Papapetros apapapetros@concordia .sa .edu .au IB Diploma Coordinator: Mr Brendan Toohey btoohey@concordia .sa .edu .au VET & Careers Coordinator: Mr Robert Gogel rgogel@concordia .sa .edu .au Inclusive Learning Coordinator: Ms Cheryl Jercic cjercic@concoerdia .sa .edu .au

Heads of FacultyChristian Studies: Mr Stewart KleidonEnglish: Mr Chris FinchHumanities: Mr Neil FletcherLanguages Other Than English / ESL: Ms Kim BennettMathematics: Mr Tony McCusker Physical Education: Mr David SerotzkiScience: Dr Joanne Rogers

Heads of DepartmentThe ArtsVisual Art: Ms Jane RobsonDrama: Ms Emma WilliamsMusic: Mr Mat Noble Media and Photography: Ms Chrissie File

DesignDesign, Technology & Engineering: Mr Shane BeitzDigital Technologies: Mr Matthew SmartFood Design: Ms Hannah Rosie



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Concordia Campus – Years 7-1224 Winchester Street, Highgate SA 5063t . 08 8272 0444

e . mail@concordia .sa .edu .au

St John’s Campus – ELC-Year 620 Highgate Street, Highgate SA 5063t . 08 8271 4299

www .concordia .sa .edu .au

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