SENIOR SCHOOL CURRICULUM GUIDE 2026

CURRICULUM GUIDE SENIOR SCHOOL 2026 edition

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Table of Contents INTRODUCTION 3 GLOSSARY 4 KEY STAFF CONTACT LIST and COURSE COUNSELLORS

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SUBJECTS WITHIN THE FORMAL CURRICULUM

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ASSESSMENT GUIDELINES 8 COURSE COUNSELLING PROCESS 8 EXAMINATIONS 8 VOCATIONAL EDUCATION AND TRAINING AT ENDEAVOUR COLLEGE

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FINAL INSTRUCTIONS 12 NEED HELP DECIDING? 12 SUBJECT OUTLINES 12 SUBJECTS: ARTS 14 VISUAL ART DRAMA MUSIC CHRISTIAN LIVING 24 ENGLISH 27 FLEXIBLE LEARNING OPPORTUNITIES 32 HEALTH AND PHYSICAL EDUCATION 34 PHYSICAL EDUCATION

OUTDOOR EDUCATION

HEALTH AND WELLBEING HUMANITIES 40 BUSINESS INNOVATION GEOGRAPHY HISTORY LANGUAGES 46

GERMAN

JAPANESE

MATHEMATICS 49 EXPLORING IDENTITIES AND FUTURES (EIF) 56 ACTIVATING IDENTITIES AND FUTURES (AIF)

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SCIENCE 58 TECHNOLOGIES 67

DESIGN TECHNOLGIES

FOOD TECHNOLOGY

DIGITAL TECHNOLOGIES Denotes subject studied in Year 10 Denotes Stage 1 Subjects Denotes Stage 2 Subjects Denotes subject studied in Year 12

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INTRODUCTION This booklet will assist you to plan a course of study through senior secondary school in preparation for your career pathway. For some of you this could be quite straight forward and for others it may be a more complex process. Regardless, you will have to make some difficult decisions as you go.

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We know from recent research that current students will have an average of 17 jobs over 5 different careers. Due to the changing nature of work these careers will often be worked simultaneously. The jobs of the future will require enterprise skills in a way not previously known. These enterprise skills include digital literacy, presentation skills, critical thinking, creative thinking, communication and problem-solving skills.

Once subjects have been initially chosen, the school undertakes a process of grouping subjects into lines, matching them into the offerings at other year levels, taking into account staffing restrictions and the availability of specialist facilities, to piece together a complete school timetable.

We aim to satisfy the wishes of the maximum number of students in the school, but there will be a need, in isolated cases, to make alternative subject choices.

This will always be carried out with full consultation.

In response to this and as part of our College’s review of the senior years we have developed a philosophy that sits within our mission statement. The key pillars are Independence, Interdependence and Collective Action. It is in these three areas that students will be encouraged to develop their skills and abilities.

It is more important than ever before that students choose the areas of study which interest them the most and where they find their skills naturally lie.

Here are some important questions you could consider as you think about making decisions on your future: • What subject areas am I interested in, and enjoy doing?

• In which subjects am I successful?

• Have I met the pre-requisites for each subject?

• Have I established effective work habits for senior study?

• What career aspirations do I have?

• Are there particular subjects that will be of value in working towards my chosen vocation?

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Do I want to (or need to) qualify for an ATAR? (Australian Tertiary Admissions Ranking) What are the pre requisites for any tertiary study I wish to complete?

Have I received good advice from appropriate sources?

Decisions that you make now seem to be very difficult times. We assure you of our support here at Endeavour.

You are not alone. It is important to seek out help if you are feeling overwhelmed.

We encourage you and your family to pray for God’s support as you seek to find out what God has in mind for you. We encourage you to see your employment eventually as a vocation – an opportunity to contribute to society through a life of service to God. You may wish to consider a career in Lutheran Schools or Colleges.

Whatever you decide also remember that there are often many paths to the same outcome, and that there is nothing wrong with choosing a path and then changing your mind once you are there. No learning is wasted learning!

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GLOSSARY Apprenticeship An apprenticeship means employment but released for study at TAFE. Usually

these are four year agreement (three years if successful in pre-vocational

course). Generally in traditional trade areas such as carpenters, mechanics, and the like.

Assumed Knowledge

Background knowledge in a SACE Stage 1 or Stage 2 subject or an identified skill, that a student is expected to have grasped. This knowledge enhances the understanding of the content of a given tertiary course.

Embedded Subject A SACE subject that contains a learning module from a VET certificate or diploma.

Pre-Vocational Run by TAFE. Usually for 6 months - one year. Equivalent to first year of an Apprenticeship.

Prerequisite

A subject or level of achievement that a student must complete to be eligible for selection in a course for which the prerequisite is nominated.

SACE

South Australian Certificate of Education.

SATAC

South Australian Tertiary Admissions Centre. SATAC receives and processes applications from persons seeking admission to the courses listed in the SATAC guide. This includes most courses of all South Australian Tertiary Institutions and other providers as well as some interstate Tertiary Institutions.

Scaling

The mathematical process which provides a basis for comparing performance in different SACE Stage 2 subjects which have different objectives, content and assessment processes. The ‘raw scores’ are scaled to ensure they are comparable before they are added together to produce university aggregates.

Semester Unit A period of half a school year. 50 - 60 hours of programmed learning in a

subject. Usually this takes the form of a half-year period of study, but it may also be a full year course with less time per week. Semester units usually are

allocated 10 SACE credits.

SACE Board

South Australian Certificate of Education Board. This is the controlling body of assessment procedures for SACE. At the end of Stage 2 a Record of Achievement is issued which will contain a transcript of all results achieved including the Australian Tertiary Admissions Ranking (ATAR).

ATAR Australian Tertiary Admissions Ranking. The results of all Stage 2 subjects are scaled and the aggregate is converted to an Australian Tertiary Admissions

Ranking (ATAR) calculated on a percentile scale from 0 to 99.95, and reported

between 30 and 99.95. While other entry criteria to university are available, the ATAR remains the main method for students gaining an offer for an

undergraduate university degree.

Traineeship

Government subsidised employment for one year with release time for study.

Traineeships are now being offered in an ever increasing variety of areas, such as office work, computing, retail, sport.

VET Vocational Education and Training. This is an arrangement in which a school is able to deliver curriculum in collaboration with an institute of TAFE or

another external provider hence receiving accreditation for both SACE units and some TAFE modules.

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KEY STAFF CONTACT LIST Sandra Barry - Director of Learning Michael Vickery – Head of Senior School Deb Frahn – Pathways Coordinator

sandra.barry@endeavour.sa.edu.au michael.vickery@endeavour.sa.edu.au deborah.frahn@endeavour.sa.edu.au

COURSE COUNSELLORS Course Counselling will, as required, be completed by your child’s Head of Village.

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SUBJECTS WITHIN THE FORMAL CURRICULUM

Please note that subject offerings in Years 10, 11 and 12 are dependent on having viable class numbers and appropriate access to facilities.

YEAR 10

COMPULSORY

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PREFERENCES Select 4-5 semesters NB: all year = 2 semesters

Christian Living English Health and Physical Education Mathematics Exploring Identities and Futures (EIF) Science (Semester 1)

Art (one or two semesters) • • •

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Drama (one or two semesters) Music Visual Art (one or two semesters) Visual Art and Design (one or two semesters

Humanities • • •

Business and Economics (one semester) Geography (one or two semesters) History (one semester)

Technologies • • • •

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Digital Communication Solutions (one or two semesters) Digital Technologies (one or two semesters) Food Technology (one or two semesters) Industry and Entrepreneurial Solutions-Advanced Manufacturing (one or two semesters) Material Solutions – Product Design (one or two semesters)

Mathematics • • • •

Enrichment Mathematics (one semester) Pre-Mathematical Methods General Mathematics Essential Mathematics

Languages • •

HPE

• • •

German (all year) Japanese (all year) Physical Education Stage 1 Outdoor Education (one semester) Health and Wellbeing

Science Options Semester 2 (choose up to 2) • • •

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Chemistry/Physics Biology/Chemistry Biology/Psychology

YEAR 11

COMPULSORY

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Christian Living English Mathematical Methods or General Mathematics or Essential Mathematics Activating Identities and Futures (AIF)

PREFERENCES Art (one or two semesters) Select 6 semesters NB: all year = 2 semesters

• • • •

Drama (one or two semesters) Music Visual Art (one or two semesters) Visual Art and Design (one or two semesters

Humanities • •

Business and Economics (one or two semester) Modern History (one or two semester)

Technologies •

Digital Communication Solutions (one or two semesters) Digital Technologies (one or two semesters) Food Technology (one or two semesters) Industry and Entrepreneurial Solutions-Advanced Manufacturing (one or two semesters) Material Solutions – Product Design (one or two semesters)

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Mathematics • •

Specialist Mathematics Mathematical Methods

Languages • •

German (all year) Japanese (all year)

HPE

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Physical Education (one or two semesters) Stage 2 Outdoor Education Health and Wellbeing (one or two semesters)

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Science • • • •

Biology (one or two semesters) Chemistry (all year) Physics (all year) Psychology (one or two semesters)

YEAR 12

COMPULSORY

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PREFERENCES Art Select 5 full year subjects

Christian Living (MAX) (one semester) • Drama Music • Visual Art • Visual Art and Design

Humanities • •

Business and Economics Modern History

Technologies • • • • •

Digital Communication Solutions Digital Technologies Food Technology Industry and Entrepreneurial Solutions-Advanced Manufacturing Material Solutions – Product Design

Mathematics • •

Specialist Mathematics Mathematical Methods

Languages • •

German Japanese

HPE

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Science • • • •

Physical Education Health and Wellbeing Biology Chemistry Physics Psychology

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ASSESSMENT GUIDELINES Assessment and Reporting (See Family Handbook for detailed information) Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgments to improve future student learning.

Assessment in all year levels is in line with the Achievement Standard for each learning area as outlined in the Australian Curriculum or in the case of all SACE Board courses, the Performance Standards. At the end of Year 12 (Stage 2), assessments are used as evidence of a student’s performance and are also used in the calculation of their ATAR (Australian Tertiary Admissions Rank).

At Endeavour College, parents have access to their child’s assessments, results and feedback at all times via the Canvas platform. A summary of a student’s performance is collated for families at the end of each semester in the form of a formal school report. These reports are used also to indicate the appropriateness of particular subjects for students to enrol in for the following year. Successful completion of a subject usually indicates that the following year’s course is an appropriate choice. Please refer to the subject pages of this guide for individual subject requirements. The previous semester’s report therefore should be consulted when students and families are making decisions about preferred future courses.

Students are expected to adhere to the expectations of the College and the SACE guidelines for the submission of assessment items. At all times students need to ensure that the work they hand in is their own and submitted by the due date unless otherwise negotiated in advance.

COURSE COUNSELLING PROCESS The formal course counselling process for students will start in Term 3 of Year 9. Students and parents/ caregivers will attend a Senior School Information Evening early in the term. At this time, students complete web preferencing of subjects which is used to form the basis of the course discussions. Student’s Head of Village will work with this student and family until the end of Year 12. The Head of Village will be the person to speak with initially, when considering subject changes, tertiary pre-requisites and any alternate paths that may be possible.

In mid Term 3 of Year 10, the student and at least one parent/caregiver/family member will attend a course counselling appointment with their Head of Village. At this appointment, a possible two year plan will be discussed and agreed upon. This decision is made after consideration is given to future career paths, tertiary options and pre-requisites, preferred subjects, and eligibility to meet the SACE or College requirements.

In Year 11, this process is optional and preferences will be checked considering any changes that may have occurred.

The timetable is then formed for each of these year levels. Should there be the need for any further discussions or significant changes, students and parents/caregivers will be contacted.

While there is no formal individual ‘meeting time’ for Year 9s as they move into Year 10, careful consideration must be given to Mathematics choices as these impact opportunities to study Mathematics into the future.

EXAMINATIONS In each of Years 10, 11 and 12 there will be an examination period at the end of each semester which will include examinations in a range of subjects so that students have the experience of preparing a set of subjects for examination. Only those subjects requiring a Stage 2 examination will be examined in this way in Years 10 and 11. As SACE Stage 2 examinations begin to move to an electronic format, this is replicated in the Year 11 examinations for these subjects.

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VOCATIONAL EDUCATION AND TRAINING AT ENDEAVOUR COLLEGE What is VET? VET stands for Vocational Education and Training. It is designed to give students the skills and knowledge necessary for work in the specific industry area chosen. Students are able to include the majority of VET subjects in their SACE studies. This helps students to build pathways in the SACE through VET and encourages students to complete, or make significant progress towards completing VET qualifications while achieving the SACE. Both finished qualifications and partly completed certificates are able to form part of recognised SACE attainment at both Stage 1 and 2.

Some of the benefits for students choosing a VET course as part of their SACE studies may include: • Gaining a nationally recognised qualification while completing SACE • Getting a ‘head start’ in your chosen career • Making senior school studies more in line with individual interests and pathways • Gaining skills and knowledge employers seek in their employees • Providing opportunities to learn ‘on-the-job’ while undertaking work placement There are two ways to undertake a VET course at Endeavour General Interest VET Courses From Year 10 students may undertake a range of VET courses which serve as an introduction to a chosen industry area. These courses will provide them with a general understanding of the industry and develop basic skills that are required to work in the chosen field. These courses are mostly offered after school hours or during the school holidays and include areas as varied as fashion design, make up and hospitality through to hospitality and construction. The cost involved in completing these courses varies considerably and will be the financial responsibility of the parent/caregiver. In general there will be no time allowance as part of the students’ school program. Participants will receive a Certificate or Statement upon completion of the course and the credits acknowledged on their SACE certificate.

VET Pathways Program The VET Pathways Program is designed for students who wish to continue their VET studies beyond school or seek immediate employment at the completion of their schooling. VET courses in this program often require students to complete a full day of training off campus once a week. Students involved in the VET Pathways Program will typically be given extra study lessons at school to ensure they are able to review and complete work that may have been missed due to VET commitments. To be considered as part of the Endeavour College VET Pathways Program students need to be able to demonstrate a serious interest in a specific career pathway.

It is highly recommended that: • Students have completed a successful work experience or previous VET reflecting exposure to the chosen industry area or have relevant casual work in this area.

• Students have the skills to manage a negotiated curriculum; this includes managing lessons missed to attend training off-campus (time management skills).

• Students have demonstrated a positive attitude towards classroom study.

The College will subsidise an element of the course fees for students involved in the Pathways Program.

Additional items such as personal protection equipment, uniforms or tools and equipment are the financial responsibility of the parent/caregiver. Students in this program will be closely monitored by the Pathways Coordinator.

Many VET courses require students to complete at least 70 hours of work placement / work experience in the chosen industry area. Students are required to source their own work placement; however, support is offered through the Pathways Learning Leader. This should be negotiated during school holiday periods where possible to avoid extra absenteeism from school.

Selection into a VET course All students wishing to be involved in VET programs at Endeavour must complete an Expression of Interest Form which is returned to the Careers abd Pathways Leader or Director of Learning. Based on the content of this Expression of Interest form, further consultation will take place between the student, parent/caregiver and Pathways Leader. This application process will determine a student’s suitability to enrol in a VET course.

Endeavour College reserves the right to ensure that the enrolment in a VET course is in the best educational interest of both the student and the College. Prior to commencing a VET program, a meeting will take place between the Pathways Learning Leader, student and parent/caregiver to enrol the student in the course, complete the terms and conditions agreement and negotiate any changes to the students’ timetable.

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FINAL INSTRUCTIONS The school has set prerequisite standards for the study of most subjects at Stage 1 and Stage 2, as well as set in place a Progression Policy. These standards are separate from the SACE minimum requirements and are there to give students a very clear picture of the attainment levels needed to succeed in that subject at a higher level or indeed go on with studies at a higher level.

Therefore, reaching Stage 1 SACE minimum requirements does not give a student automatic entry to that subject at a higher level, rather it indicates that a student has successfully completed a course of study at a certain level.

• At Stage 2 students enrol for the entirety of the course. In certain circumstances (eg. leaving school, a definite new vocational direction) a student may be permitted to change a subject after one unit and receive credit for it. This credit is at the discretion of the SACE Board.

• A reminder that all Stage 1 and 2 subjects are based on semesters (2 terms or half a year) and each semester of study in a subject earns 10 SACE credits.

• At Year 11, you will have to choose 20 credits of English and 20 credits of Mathematics. You will also undertake 10 credits of Christian Living (Spiritualities, Religion and Meaning). You have 60 credits of free choice.

• Your course counsellor in consultation with students, families and teachers will ensure that you choose subjects to meet SACE requirements. Now it is over to you!

• NB: • Stage 1 Outdoor Education is studied in Year 10 • Stage 2 Outdoor Education is studied in Year 11 • Stage 1 EIF (Formerly PLP) is studied in Year 10 • Stage 2 AIF (Formerly Research Project) is studied in Year 11 NEED HELP DECIDING? Consider the following........

• Endeavour College Pathways Website www.endeavourpathways.com.au • Job Guide • Make an appointment with Pathways Coordinator (Mrs Deb Frahn) • Discuss.... Discuss..... Discuss....... with mum, dad, teachers, those in the ‘trade’ • Check the handbooks, prospectuses and calendars from various institutions • Check the definitions in the Glossary in this booklet - it may explain some important terms you do not understand • Attend tertiary institutions Open Days • Talk with your Care Group teachers • Ask employers • Be curious, persistent and confident!

• Prayer SUBJECT OUTLINES The following subject outlines indicate the content that is likely to be covered for each subject taught at Endeavour College, as well as suggested assessment methodologies used. There may be slight changes.

Also included are flowcharts and suggested prerequisites as appropriate for each subject.

This booklet is planned to assist students with their subject selection, but it is important that students consult with their subject teachers, Care Group Teacher or Head of Village if they are uncertain about any matters.

It is also important that students and parents are familiar with the SACE. (Apart from information at the beginning of this booklet, further details can be found on the website: https://www.sace.sa.edu.au).

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ARTS

SUBJECTS - YEAR 10 TO YEAR 12 ARTS

HEAD OF ARTS: Mr Jamie Richards

VISUAL ART

YEAR 10 ART

STAGE 1 VISUAL ARTS - ART

STAGE 2 VISUAL ARTS - ART

YEAR 10 DESIGN

STAGE 1 VISUAL ARTS - DESIGN

STAGE 2 VISUAL ARTS - DESIGN

Year 10 Art

Year 10 Design

Length of Course: 1 or 2 semesters

Length of Course: 1 or 2 semesters

Pre-requisites: If studied, a passing grade and an Attitude notation of between 1 and 3 for Year 9 Art & Design. It is possible to study Year 10 Art without having studied Year 9 Art & Design.

Pre-requisites: If studied, a passing grade and an Attitude notation of between 1 and 3 for Year 9 Art & Design. It is possible to study Year 10 Design without having studied Year 9 Art & Design.

Students explore two main artistic styles for one semester each. Street Art; which includes aerosolbased artworks, public art and art with social comment and Fine Art which explores oil painting and chalk pastel techniques designed to replicate work with realism. Students also explore Surrealism through the medium of ceramics, developing a finished glazed article developed from a folio.

Design includes graphic and communication design, environmental design and product design and fashion design. It emphasises defining the problem, problem solving approaches, the generation of solutions and/or concepts and the skills to communicate resolutions.

Aims: • To develop a range of art skills, techniques and processes • To use art elements and principles to structure visual media • Analyse and interpret the content, structure and aesthetic qualities of art works • To make and present art works which explore themes, concepts and ideas Content: • Drawing skills • Painting skills • Printmaking • Sketchbook Diary • Analysis of artworks • Art folio development • Practitioner statements • Ceramics

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Aims: • To solve visual problems, research, develop, refine and evaluate ideas, and create original design works.

• To expose students to graphic, product and environmental design scenarios, and the drawing conventions that are associated with these.

• To expose students to the work of designers, developing both their language of design and their analytical skills.

• To build on the knowledge and skills acquired at Year 9, including the development of awareness of form and function and the relationship between them.

Content: • Revision of basic design fundamentals and the design process • Computer generated Graphic Design • Product Design • Environmental Design • Technical drawing skills • Exploration of a design movement • Practitioner statements • Fashion Design

ARTS

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 Visual Arts - Art Length of Course: 1 or 2 semesters (10 or 20 credits)

resolution and production.

Prerequisites: A passing grade and Attitude notation between 1 and 3 in at least 1 semester of Year 10 Art.

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

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. An integral part of Visual Arts is the documentation of visual thinking.

Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts, and opinions, provide observations of their lived or imagined experiences, and represent these in visual form. Through ideation and problem-solving, experimentation, and investigations in a diversity of media, processes, and techniques, students demonstrate a range of technical skills and aesthetic qualities.

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,

Content: Each semester students will explore a different facet of the Visual Arts.

Visual Arts - Art A: “The Portrait in Art’ Visual Arts – Art B: “Common Themes in Art”.

Assessment: Folio • Students produce a folio that documents their visual learning, in support of a major resolved visual artwork.

Practical • Each practical assessment consists of two parts: • the resolved art or design practical work • the practitioner’s statement.

Visual Study • A visual study is an exploration of, or experimentation with, a style, an idea, a concept, media/materials, methods/techniques, or technologies based on research and the analysis of the work of other practitioners.

Stage 1 Visual Arts - Design Length of Course: 1 or 2 semesters (10 or 20 credits) Prerequisites: A passing grade and Attitude notation between 1 and 3 in at least 1 semester of Year 10 Design or by negotiation with the Art Coordinator.

Content: Various elements of design are investigated including typography, illustration and/or graphic design. Students work on a self-directed project following the design process.

Visual Arts – Design A Visual Arts – Design B

Assessment: Folio • Students produce a folio that documents their visual learning, in support of a major resolved design work.

•

Practical

Each practical assessment consists of two parts: • •

the resolved design practical work the practitioner’s statement.

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ARTS

SUBJECTS - YEAR 10 TO YEAR 12 Stage 2 Visual Arts - Art

Stage 2 Visual Arts - Design

Length of Course: 2 semesters (20 credits)

Length of Course: 2 semesters (20 credits)

Prerequisites: A passing grade and Attitude notation between 1 and 3 in at least 1 semester of Stage 1 Art or by negotiation with the Art Coordinator.

Prerequisites: A passing grade and Attitude notation between 1 and 3 in at least 1 semester of Stage 1 Design or by negotiation with the Art Coordinator.

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.

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 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.

The broad area of Design includes graphic and communication design, environmental design and product design. It emphasises defining the problem, problem solving approaches, the generation of solutions and/or concepts and the skills to communicate resolutions.

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

Content: The following three areas of study are covered: • Visual Thinking • Practical Resolution • Visual Arts in Context Assessment: Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Folio (30%) • Practical (40%) External Assessment (30%) • Visual Study (30%)

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

Content: The following three areas of study are covered: • Visual Thinking • Practical Resolution • Visual Arts in Context Assessment: Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Folio (30%) • Practical (40%) External Assessment (30%) • Visual Study (30%)

NOTE: For those students planning to study both Art and Design at Stage 2 and avoid counting restrictions, the option will be given to study Stage 2 Creative Arts as an alternative to one of either Visual Arts – Art or Visual Arts – Design. This option will be discussed at course counselling and with the subject teacher.

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ARTS DRAMA

YEAR 10 DRAMA

STAGE 1 DRAMA

NOT STUDIED YEAR 10 DRAMA

STAGE 2 DRAMA

INTERVIEW AND RECOMMENDTION

In Drama, students participate in the planning, rehearsal, and performance of dramatic work. 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, selfidentity, self-esteem and confidence.

The focus capabilities for this subject are in line with the General Capabilities of the Australian Curriculum.

Year 10 Drama Length of Course: 1 or 2 semesters

theatre including viewing multiple live theatre performance and reviewing it.

Learn to collaborate and solve problems in a positive manner.

Look into play scripts with an emphasis on theme, character and context.

Emphasis is on developing a variety of skills for further study in Drama at Endeavour College, so that students will gain knowledge, skills and understanding to tackle the challenges required at Stage 1 and 2.

Pre-requisites: If studied in Year 9, a passing grade, and an Attitude notation between 1 and 3, at Year 9 level is required in line with the Progression Policy.

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In Year 10, Drama shifts into major production work including a group scene analysis, a fully staged production where the student can choose to complete an on or off-stage role and a solo performance piece.

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Aims: • Generate an awareness of acting including: space, levels, technique, styles and ensemble work.

• Learn to work as an individual and ensemble member.

• Understand stagecraft including: props, set, multimedia and unique performance spaces.

• Generate a sound understanding of Drama theory and history.

Assessment: Assessment includes a range of theory and practical tasks.

•

Content: • Students will examine a variety of performance styles and techniques.

• Perform as a group member and as an individual in a variety of performances, including musical theatre..

• Students will contribute to a portfolio outlining their learning.

• Students to be exposed to the ‘Analysis’ of

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ARTS

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 Drama Length of Course: 1 or 2 semesters (10 or 20 credits) Prerequisites: A C grade or higher, and an Attitude notation of between 1 and 3, in 1 or 2 units of Drama in Year 10 or by negotiation with the Drama Coordinator.

Content: Stage 1 Drama consists of the following three areas of study: Performance - Presentation of Dramatic Works • This includes the presentation of both individual and group performances • Works are selected by both the students and the staff • The dramatic work may be an original work, excerpts from an established work, or a complete work.

• On-stage or off-stage role in a performance.

Responding to Drama - Dramatic Theory and Practice • This includes the study of theories that have shaped and continue to shape Drama • The study of texts (performed and written) • The study of film • The study of a particular practitioner’s role (eg lighting, directing, make-up, projection etc) • The study of a specific dramatic theory, genre or style • A particular dramatic period, or the drama of a particular culture.

Creative Synthesis - Individual Investigation and Presentation.

• This includes the investigation of an area of study in the dramatic arts that is of interest to them • Students produce an oral presentation based on contemporary film maker Tim Burton • Students investigate, research, develop and demonstrate their understanding of an area of interest by creating a product (eg a performance, a design brief) for a real or a hypothetical presentation.

• Students explore the text-actor-audience relationship

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Assessment Students demonstrate evidence of their learning through the following assessments and marked against the performance standards ranging from A to E. Performance (one major or two minor) • On-stage or off-stage role: acting, design, dramaturgy, front-of-house, multimedia/film and video, stage management, scriptwriting • 5-10 minute performance and/or 6 minute presentation Responding to Drama: Folio (written or oral assessments) • Character studies, research projects, reports, reviews, directorial/design concepts, essays, text-based studies • Workshops, improvisations, tutorials, oral presentations, practical demonstrations (drawings and designs may be included as part of this assessment) Creative Synthesis • Application of research in one or more of acting, design, dramaturgy, front-of-house, multimedia/film and video, stage management or scriptwriting • 10 minute performance and/or 6 minute presentation Assessment Criteria: • Understanding and exploration • Critical and creative thinking • Creative application

SUBJECTS - YEAR 10 TO YEAR 12

ARTS

Stage 2 Drama Length of Course: 2 semesters (20 credits) Prerequisites: A C grade or higher and an Attitude notation of between 1 and 3, in 1 or 2 semesters of Stage 1 Drama or by negotiation with Drama Coordinator.

Content Stage 2 Drama consists of the following four areas of study.

Group Production For the group production, students are led by the teacher to work collaboratively through the framework of the Company (Meridian Theatre Company) and Production area of study to conceive, explore, develop, produce, refine, and perform (or present) a dramatic work or product. Students choose from onstage to offstage roles.

Evaluation and Creativity Students undertake two evaluation and creativity tasks. To demonstrate their analysis, evaluation, and creativity as authentic drama practitioners, students complete two tasks, or they may choose to integrate the tasks to produce one single piece that synthesises the ideas, theories, practice, learning, and/or subject matter investigated.

analyse, reflect on, and evaluate their creative decision-making and their application of dramatic process and skills towards the realisation of their presentation, as individuals and in collaboration.

Assessment: Each student individually provides a learning portfolio as evidence of their analysis and evaluation of learning.

Viewing and Reflection • Students use their knowledge, skills of observation, analysis and criticism to reflect on and evaluate the work they have viewed • Students have the opportunity to review live theatrical performances • Live performances are an added expense Interpretative Study • Students explore in depth a specific playscript or the work of a dramatic innovator • Students will adopt the role of the director, actor or designer and respond to a question to guide their study • If a playscript is chosen for Assessment type 1, a dramatic innovator must be chosen for Assessment type 3

Assessment One task (or part-task) should focus on responding to drama. Students produce an analysis and evaluation of dramatic events created by professional drama practitioners. The evaluation should provide opportunities for students as artists to link reflection of their own development with their learning from professional dramatic events.

The second task (or part-task) should focus on creating drama. It may be linked to the study of the shared text and dramatic styles explored and analysed during Exploration and Vision, or to another text and style(s), or it can be self-devised.

Creative Presentation Students collaborate in small groups to conceive, plan, and produce a creative dramatic presentation.

As a member of the Meridian Theatre Company, students individually and collaboratively apply the knowledge, skills, and understanding that they have learned, including dramatic theory and process, to generate a shared dramatic intention and create a presentation as an ensemble. Students record,

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ARTS

SUBJECTS - YEAR 10 TO YEAR 12 MUSIC

STAGE 2 MUSIC MUSIC EXPLORATIONS (20 CREDITS) YEAR YEAR1010 GERMAN MUSIC

STAGE 1 MUSIC

OR SOLO PERFORMANCE (10 CREDITS) ENSEMBLE PERFORMANCE (10 CREDITS)

Year 10 Music Length of Course: 2 semesters Prerequisites: A passing grade and an Attitude notation of between 1 and 3 in Year 9 Music OR demonstration of equivalent practical skills and theoretical knowledge (through an audition process). As in Year 9 Music, students are required to buy or hire an instrument and to undertake private lessons with an instrumental teacher.

Aims: To build on the musical skills learnt in Middle Years’ Music.

• •

understanding of music through the completion of theoretical exercises, including use of online resources.

Study of some of the musical styles of the 1950s - 1970s Use of notation software ‘Sibelius’ to create compositions and arrangements, including composing pieces in the styles studied

Assessment: Ongoing assessment of progress made within the class ensemble including small group part testing and concert performances. Understanding is also assessed through theory tests and Sibelius compositions.

Content: Content will include the following: • Developing instrumental and ensemble skills through participation in the class band • Building confidence through class and public performances (including the Cabaret night) • Improving technique and note-reading skills • Improving tone on an instrument • Developing improvisation skills through use of blues scales • Developing listening skills to improve the quality of the band; working as a team • Performance to the class of solo pieces (one per semester). A Year 10 Solo Night will take place at some point during the course of the year.

• Forming smaller musical ensembles within the class and choosing own music; learning to be self-directed.

• Development of an aural and theoretical

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ARTS

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 Music Length of Course: 2 semesters (20 credits)

•

Prerequisites: A passing grade and an Attitude notation of between 1 and 3 in Year 10 Music, or the ability to demonstrate to music staff that knowledge and skill levels in theory and performance equivalent to AMEB grade 3 • or higher (through an audition).

Content: Theoretical - Students will complete three (3) theory tasks throughout the year: •

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Composition – 32-48 bar composition in a particular style • This unit will include development of melody writing skills and harmonisation skills ie use of set chord progressions, chord extensions to 7ths etc

Solo Analysis • An 800 word discussion of the pieces performed at one of the Solo performances • The discussion will focus on describing the key musical elements of the pieces Ensemble Analysis • An 800 word discussion of the pieces performed at one of the Ensemble performances • The discussion will focus on describing the key musical elements of the pieces

Assessment: Continuous formative assessment in all areas including progress marks and practice tests.

Designated summative assessment tasks must be satisfactorily completed in order to meet course objectives.

ARTS

SUBJECTS - YEAR 10 TO YEAR 12 Stage 2 Music Length of Course: 2 semesters (20 credits) Students will study either Music Explorations or both Solo and Ensemble Performance in order to make up 20 credits.

Prerequisites: A passing grade and an Attitude notation of between 1 and 3 in Stage 1 Music, or the ability to demonstrate knowledge and skill levels equivalent to AMEB grade 4 theory and practical.

Content / Assessment: Music Explorations Stage 2 Music Explorations is a 20 credit subject with 5 main assessment tasks that fall into the following areas: School Assessment (70%) • Music Literacy (30%) • Students undertake 3 Musical Literacy tasks, one of which must be a 32-48 bar composition of a melody with chord symbols.

• Other tasks may include (but are not limited to) a theory test, a live performance review, a comparative analysis or study into a particular style with a written discussion.

• Explorations (40%) • Students develop and extend their understanding of music by exploring how music is made. They explore musical styles, influences, and/or techniques and then experiment with these styles and techniques.

Students synthesise their findings in a portfolio and multimedia commentary.

• The nature of the portfolio will be specific to each student’s area of interest. Examples

include a set of short performances, a set of compositions, the construction of an instrument or various other options.

External Assessment (30%) • Creative Connections (30%) • Students undertake one creative connections task, in which they synthesise their learning in this subject from their explorations, experimentation, and development of their musical literacy skills, to present a final creative work (performance, composition, or arrangement) and a discussion of that work.

OR Solo Performance Stage 2 Solo Performance is a 10-credit subject.

Students provide evidence of their learning through three assessments, including the external assessment component. Students complete: School Assessment (70%) • Performance (30%) • Performance and Discussion (40%) External Assessment (30%) • Performance Portfolio (30%) Ensemble Performance Stage 2 Ensemble Performance is a 10-credit subject. Students provide evidence of their learning through three assessments, including the external assessment component. Students complete: School Assessment (70%) • Performance (30%) • Performance and Discussion (40%) External Assessment (30%) • Performance Portfolio (30%)

NOTE: For Stage 2 Solo Performance and Ensemble Performance, titles and results of each single unit taken will appear individually on SACE certificates; however, the results of both units will be combined to form one total mark for the purposes of ATAR calculation.

The units offered each year depend upon there being sufficient numbers and student preferences.

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CHRISTIAN LIVING

HEAD OF CHRISTIAN LIVING: Mrs Alison Slater

Year 10 Christian Living Length of Course: Full Year (compulsory) Pre-requisites: A passing grade and an Attitude notation between 1 and 3, at Year 9. Students not achieving this at Year 9 will meet with senior staff in line with the Progression Policy.

In Year 10, Christian Living follows the Christian Studies Curriculum Framework.

Content: • World Religions • Refugees • Evil and Suffering • Spirituality Students will develop an understanding of the significance of beliefs about God for Australian young people. The curriculum aims to develop students’ knowledge and understanding of Christianity and other world religions. Students are encouraged to learn from different beliefs, values and traditions, while exploring their own beliefs and questions of meaning.

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Students will identify and analyse a social justice issue (refugees). They will be able to refer to what the Bible teaches about responding to the poor and oppressed. The Christian Living curriculum provokes challenging questions about the ultimate meaning and purpose of life, issues of right and wrong, suffering, and what it means to be human.

Students will be able to distinguish between the two worldviews of theism and atheism and consider the impact of these on society.

Year 10 curriculum encourages students to develop positive attitudes to their learning and to the beliefs and values of others. The assessment tasks focus on four attitudes which are essential for good learning in Christian Living: self-awareness, respect for all, open-mindedness and appreciation and wonder.

Assessment: Throughout the year students are assessed on the development of their knowledge and understanding of religious belief; and skills of investigation, communication, analysis and reflection.

CHRISTIAN LIVING

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 Christian Living Length of Course: One Semester (compulsory) (10 credits). Students will opt to study one of the units below. They will be assessed in this area only.

Pre-requisites: A passing grade and an Attitude notation of between 1 and 3, at Year 10. Students not achieving this at year 10, will meet with senior staff in line with the Progression Policy.

Diversity, Community and Discrimination Throughout the course students develop their understanding of the causes, impact, and dangers of racial and religious vilification evident in today’s society. Study delves into the historical foundation of such behaviours, with focus on Indigenous communities and significant events such as the Holocaust. Students are required to reflect on their learning to look towards identifying how they can create a better future for all Australians.

Service Learning Students investigate the various types of service, look at Christian service as compared to how other religions view service and most importantly, take part in a longer term service activity of their choice.

There is also the opportunity to research and present on a topical issue in this area. This course includes Peer Support as one of the Service activities.

• • • •

Explores how human life impacts the physical environment of our planet, our home.

Considers social inequality, poverty and the causes and consequences of homelessness from a Christian perspective.

Allows students to present their own devotional reflection on different perspectives of social injustice and disadvantage in the world.

Gives opportunity for students to work together to take social action and contribute in significant ways to help alleviate the hardship of the homeless in Adelaide.

Assessment: Assessment in Stage 1 Spiritualities, Religion and Meaning is comprised of three tasks. These take the form of a Connections Task, a Representations Task, and an Issues Investigation Task. Meaning is comprised of three tasks. These take the form of a Connections Task, Representations Task, and an Issues Investigation Task.

Life, Universe, and Integral Ecology (Big Questions) In this course students develop their understanding of the different teachings and theories around the creation of the universe, examining both scientific and religious/spiritual viewpoints. They then examine the strong connections that exist between the natural environment and human religious and spiritual understandings. Students become advocates for current environmental issues that link to their own belief systems, and those of others, developing impetus for caring for the earth.

Our Home, Our Planet Australia is one of the most multicultural and religiously diverse nations in the world. Aboriginal and Torres Strait Islander spiritualities are at least 65,000 years old, forming part of the oldest continuous cultures on the planet. Since Australia was colonised in the late 18th century, many spiritualities and religions have arrived here, with many different groups of migrants making this country their home. A study of religion and spirituality forms a vital foundation for the study of humanity and of society, of particular importance in a culturally diverse society like ours. This option:

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SUBJECTS - YEAR 10 TO YEAR 12

CHRISTIAN LIVING

Christian Living MAX Prerequisites: Nil Length of Course: 1 semester (compulsory) Content: The Year 12 Christian Living program, known as MAX, is based on a mentoring approach, where small groups of students meet with a mentor on a weekly basis for the first semester. MAX is based on the Curriculum of Giving and covers a range of topics relevant to young adults with a Christian focus. The core topics covered are: Know Thyself, Giving to Others, Giving to Communities, and Giving to Life. There are no formal assessment tasks for this subject; however, students are required to complete a series of journal tasks. As part of this program students are required to attend a Service afternoon in Term 2.

Assessment: Nil

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ENGLISH

ENGLISH

SUBJECTS - YEAR 10 TO YEAR 12 ENGLISH

Learning Leader: Mrs Annicka Adolphi

STAGE 2 ENGLISH YEAR 10 ENGLISH

STAGE 1 ENGLISH

STAGE 2 ESSENTIAL ENGLISH STAGE 2 ENGLISH LITERARY STUDIES

Year 10 English Length of Course: 2 semesters (compulsory) Pre-requisites: A passing grade in Year 9 and an attitude notation between 1 and 3. Students not achieving a passing grade or attitude in Year 9 will meet with senior staff, in line with the Progression Policy.

Through a curriculum developed within the ACARA framework and building on skills from the Middle Years, the Year 10 English course is carefully designed to provide a foundation of skills needed to successfully meet the academic demands and requirements of Stage 1 and 2 SACE English. The interrelated strands of Literacy, Language and Literature combine to build students’ reading, writing, speaking, listening and creating through a range of thematic modules of work with strong connections to social and real-life issues.

Learning Objectives: In Year 10 English, students develop their critical thinking and reading through engagement with a wide range of rich and rigorous literary and non-literary texts. Students interact with digital, multimodal and online resources and text types in familiar and unfamiliar cultural, political, historical and social contexts, developing a critical understanding of the role and impact of contemporary media, and the differences between media texts.

Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. They create a range of imaginative, informative and persuasive types of texts including narratives, procedures,

performances, reports, discussions, literary analyses, transformations of texts and reviews.

Evidence of learning is presented through Receptive Modes (listening, reading and viewing) and Productive Modes (speaking, writing and creating).

In this subject, students; • Evaluate how text structures can be used in innovative ways by different authors.

• Explain how the choice of language features, images and vocabulary contributes to the development of individual style.

• Develop and justify their own interpretations of texts and evaluate other interpretations, analysing the evidence used to support them.

• Select language features with precision and stylistic effect.

• Explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments.

• Develop their own style by experimenting with language features, stylistic devices, text structures and images.

Content: Year 10 English is a year-long course taught over two semesters with modules of work that span over approximately one term. Modules are thematic in nature and designed to trigger critical thinking and engagement with the world beyond school. While tasks and topics may wary from class to class, all students will undertake the following: • A Comparative Analysis of Prose and Film (e.g., When the Lights go Out & The Hunger Games) • A Creative Writing Masterclass (e.g., How to get a poem published) • Documenting the World (a study of documentary as a genre) • Stories in the Dark (a shared drama study) • Students will sit an exam at the end of Semester 1.

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ENGLISH

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 English Length of Course: 2 semesters (20 credits) (compulsory) Pre-requisites: A passing grade in Year 10 and an attitude notation between 1 and 3. Students not achieving a passing grade or attitude in Year 10 will meet with senior staff, in line with the Progression Policy.

Through a rigorous, flexible and differentiated curriculum, Stage 1 English and Stage 1 Essential English are delivered through an inclusive model, preparing all students for any of the three options of Stage 2 studies of English.

Students will be guided through the subject selection process at the beginning of each semester to ensure students access the appropriate learning program.

NOTE: To gain a SACE certificate, students must achieve a C grade or higher in two semesters of English.

Learning Objectives: In Stage 1 English, students explore the interrelationships between author, text and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. Students’ growing understanding of purpose, form and audience informs their own creation of imaginative, interpretive, analytical, persuasive and informative texts that may be written, multimodal or spoken.

In this subject, students; • Identify and apply the language features and conventions of a range of texts • Analyse the ways in which language and stylistic features in different texts represents ideas, power relationships, values and interests • Apply a range of critical literary theories and understand that perspectives of readers impact their interpretations • Deepen, clarify and articulate their own ideas and values through critical engagement with

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• •

texts and language Demonstrate their understanding of the conventions in their own composition of texts through a range of forms and modes Create texts that are relevant to context, audience and purpose

• Content: Students are introduced to a series of Critical Literary Theories and learn to apply these to literature and film. Social, historical, cultural and political contexts are considered, as literary representations of universally shared human experiences are explored. Students’ creative output covers a range of genres and includes a Transformation Task accompanied by a Writer’s Statement. Two extended Intertextual Studies allow for student directed learning and individualised interest areas.

Assessment: Each semester, students will complete four tasks and an examination, assessed against the SACE Performance Standards for Stage 1 English or Stage 1 Essential English. Over the course of a school year, students will complete eight assessment tasks exploring drama, prose, film, poetry and media, and two critical reading examinations*.

The following assessment types enable students to demonstrate their learning in Stage 1 English: • Responding to Texts • Creating Texts • Intertextual Study • Critical Reading Examination • The following assessment types enable students to demonstrate their learning in Stage 1 Essential English: • Responding to Texts • Creating Texts • Critical Reading* (not assessed under exam conditions) Students will sit an exam at the end of Semester 2

SUBJECTS - YEAR 10 TO YEAR 12

ENGLISH

Stage 2 English Length of Course: 2 semesters (20 credits) Pre-requisites: A passing grade at Stage 1 and an attitude notation between 1 and 3. Students not achieving a passing grade at Stage 1, should consider Essential English.

Stage 2 English is a flexible and dynamic course that invites students to explore a range of texts and perspectives challenging and extending their own values and world view. They consider social, cultural, economic, historical, and/or political perspectives in texts and explore authors’ representations of human experiences and the world.

Learning Objectives: Students continue their study of the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, audience, and context is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal. Students have opportunities to reflect on their personal values and the perspectives of other by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

In this subject, students; • Analyse the relationship between purpose, context, and audience in a range of texts • Evaluate how language and stylistic features and conventions are used to represent ideas, perspectives, and aspects of culture in texts • Analyse how perspectives in their own and others’ texts shape responses and interpretations • Create and evaluate oral, written, and multimodal texts in a range of modes and styles • Analyse the similarities and differences in texts • Apply clear and accurate communication skills.

interpretations of texts, and how omissions and emphases influence the reading and meaning of a text. Students reflect on the purpose of the text and the audience for whom it was intended.

Creating Texts (40%) By experimenting with innovative and imaginative language features, stylistic features, and text conventions, students develop their personal voice and perspectives. They demonstrate their ability to synthesise ideas and opinions and develop complex arguments. Students model their own texts on examples of good practice in the same text type. In creating texts students extend their skills in selfediting and drafting.

Comparative Analysis (30 % External Assessment) Students complete a written comparative analysis of two texts and evaluate how the language features, stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and to influence audiences.

These texts can be selected from one or more of the following categories: • Extended prose (novel or short story) • Poetry • Drama • Film • Media Assessment School Assessment (70%) • Responding to Texts (30%) • Creating Texts (40%) External Assessment (30%) • Assessment Type 3: Comparative Analysis (30%).

Content: Responding to Texts (30%) Students develop a critical understanding of stylistic features and conventions of different text types and identify the ideas and perspectives conveyed by texts.

This includes how language conventions influence

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ENGLISH

SUBJECTS - YEAR 10 TO YEAR 12 Stage 2 Essential English Length of Course: 20 credits Pre-requisites: A passing grade in Stage 1 and an attitude notation between 1 and 3. Students not achieving this at Stage 1 will meet with senior staff in line with the Progression Policy.

Stage 2 Essential English offers a flexible and adaptive curriculum tailored to students’ needs and abilities. Designed to empower students to maximise their potential as English learners, this course builds spoken and written literacy skills for life and future pathways beyond secondary school.

The course focuses on ways in which students use language to establish and maintain connections with people in different practical applications and social contexts. Students are given opportunities to explore and appreciate the diversity of cultures that make up Australian society.

Learning Objectives: By examining the links between language and contexts, students are supported to produce their own imaginative, persuasive, informative and analytical texts appropriate for a range of audiences.

In this subject, students: • Extend communication skills through reading, viewing, writing, listening, and speaking • Consider and respond to information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imaginative contexts • Examine the effect of language choices, conventions, and stylistic features in a range of texts for different audiences • Analyse the role of language in supporting effective interaction • Create oral, written, and multimodal texts that communicate information, ideas, and perspectives for a range of purposes.

Content: Responding to Texts (30%) Students respond to a range of literary or nonliterary texts that instruct, engage, challenge, inform, and connect readers. They consider information, ideas, and perspectives represented in texts that have a direct connection with the context for study.

Students may explore the different points of view presented in a text by analysing content, attitudes, stylistic features, and language features. Students

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reflect on ways in which texts may be interpreted through identifying the effect of language choice.

Students produce three responses to texts; at least one of the responses must be produced in written form, and at least one response in oral or multimodal form.

Creating Texts (40%) Students create procedural, imaginative, analytical, interpretive, or persuasive texts appropriate to a context considering the purpose, the representation of ideas and issues, and the possible response of their intended audience. At least one of the responses must be in written form, and at least one in oral or multimodal form.

Students create: • One advocacy text • Two additional texts Language Study (30% External Assessment) This externally assessed study allows for student directed learning and individualised interest areas.

Students can select a focus for their Language Study that is meaningful to their life beyond school.

The focus of study is an understanding of the use of spoken, non-verbal, visual, and/or written language by people in a chosen context beyond the classroom.

Contexts for study include: • Workplace, training or volunteering • A recreational or personal interest (e.g. sport, reading) • Cultural (e.g. language group, festival) • The local community • A community of interest Assessment: School Assessment (70%) • Responding to Texts (30%) • Creating Texts (40%) External Assessment (30%) • Language Study (30%)

SUBJECTS - YEAR 10 TO YEAR 12

ENGLISH

Stage 2 English Literary Studies Length of Course: 20 credits Prerequisites: B grade or higher and an attitude notation of 3 or higher in Stage 1 English Stage 2 English Literary Studies is an academically rigorous course developing students’ skills and strategies for critical thinking and reading through shared and individual study of classic and contemporary literary texts. Students have opportunities to explore their values, opinions and ideas, and test these against the values, perspectives and ideas represented in literature.

Learning Objectives: Students build on the literacy skills developed in Stage 1 English and learn to produce sophisticated produce responses that show the depth and clarity of their understanding. They extend their ability to sustain a reasoned critical argument by refining their use of metalanguage and developing strategies that allow them to weigh alternative opinions against each other. By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.

In this subject, students: • Explore the interplay between author, text, context and audience • Analyse how ideas, perspectives, and values are represented in texts and how they are received by audiences • Analyse and compare texts, through the identification of the structural, conventional, and language and stylistic features used by authors • Use evidence to develop critical reasoning and support sustained argument to justify critical interpretation of a text • Develop analytical responses to texts by considering and challenging other interpretations • Create oral, written, and/or multimodal texts that experiment with stylistic features by using and adapting literary conventions • Express ideas in a range of modes to create texts that engage the reader, viewer, or listener

Content: Responding to Texts (50%) The responding to texts study focuses on: • Shared studies of prose, drama, film and poetry (at least one of which must be created by an Australian author) • A shared critical study of a range of short nonliterary and literary texts • A student driven comparative text study Creating Texts (20%) Students experiment with and adapt content, medium, form, style, point of view, and language to create their own texts. The creating texts study focuses on: • transforming texts • creating a written, oral, or multimodal text.

Text Study (30% External Assessment) Part A: Comparative Text Study (15%) A comparative text study that compares one of the texts studied in the shared studies with another text individually chosen by the student, in a critical essay of a maximum of 1500 words.

Part B: Critical Reading (15%) A critical reading of one or more short texts. The short texts may be in a variety of forms (e.g. fiction, non-fiction, poetry, prose, media and texts with graphic or visual elements). The critical reading is a 100-minute examination developed by the SACE Board.

Assessment: School Assessment (70%) • Responding to Texts (50%) • Creating Texts (20%) External Assessment (30%) • Text Study: • Part A: Comparative Text Study (15%) • Part B: Examination Critical Reading (15%)

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SUBJECTS - YEAR 10 TO YEAR 12

FLEXIBLE LEARNING

FLEXIBLE LEARNING OPPORTUNITIES At Endeavour we strive to support each and every student to achieve their own personal excellence through our extensive range of Year 11 and 12 SACE subjects. We can also provide a number of more flexible subjects and programs for students who may prefer a more practical or personalised approach to their studies.

These subjects are often well suited to individuals who may wish to undertake VET programs as part of other SACE studies or who may be looking at transitioning into employment at the end of their secondary studies.

Stage 2 Integrated Learning Length of Course: 2 semesters (20 credits) Full year course result can be used in the calculation of an ATAR. NOTE: In some cases, by negotiation, this subject can be studied as a single semester (10 credit) subject.

Prerequisites: Nil Aims: • To develop student learning about a real-world situation, task, event or another learning opportunity.

• To develop an increased knowledge about themselves as learners • To develop a detailed appreciation for the capabilities and their connection to our lives

Content: Students in this course will choose a program focus. They will then design a series of inquiry learning activities that build their understanding and knowledge of their focus. Students will design an aspect of the course that needs to be undertaken in consultation with an area in the community.

This course is designed for all students who have an area of passion and a desire to explore it further.

Assessment: Students will be assessed against the following criteria • application and understanding • inquiry, analysis, and evaluation • collaboration and communication.

School Assessment (70%) • Practical Inquiry (40%) • Connections (30%) External Assessment (30%) • Personal Endeavour (30%).

There is no examination for this subject.

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SUBJECTS - YEAR 10 TO YEAR 12

FLEXIBLE LEARNING

FLEXIBLE LEARNING OPPORTUNITIES (cont.)

Stage 2 Workplace Practices Length of Course: 2 semesters (20 credits) Prerequisites: Nil Stage 2 Workplace Practices can be studied as a 10 or 20 credit subject at Stage 2. This subject enables students to undertake learning in the Workplace or in a Vocational Training course in an area of specific career interest. It is an excellent subject choice for students undertaking VET or a school-based apprenticeship as part of their Year 12 program.

It offers the student the opportunity to develop and reflect on their capabilities, interests, and aspirations.

Students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the value of work to society, future trends in the world of work, workers’ rights and responsibilities and career planning.

Assessment: School-based (70%) • Performance - 50 hours in a workplace or vocational training course • Folio Tasks • Investigative Report • WHS Brochure and reflection • Employment Documents • Reflections • Mid Year - oral • End of Year – written External Assessment (30%) • Practical or Issues Investigation 20 credits of Stage 2 Workplace Practices can be used towards an ATAR.

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HPE

SUBJECTS - YEAR 10 TO YEAR 12 HEALTH AND PHYSICAL EDUCATION - HEAD OF HPE: Mr Tim Kupke

YEAR 10 H&PE

STAGE 1 PHYSICAL EDUCATION

STAGE 2 PHYSICAL EDUCATION

STAGE 1 OUTDOOR EDUCATION (Studied in Year 10)

STAGE 2 OUTDOOR EDUCATION (Studied in Year 11)

STAGE 1 HEALTH AND WELLBEING

STAGE 2 HEALTH AND WELLBEING

Successful completion of preceding year’s course in both grade and attitude or by negotiation with the Head of Department.

Year 10 Health and Physical Education Length of Course: 2 semesters (compulsory) Pre-requisites: A passing grade and an Attitude notation of between 1 and 3. Students not achieving this will meet with a senior staff member, in line with the Progression Policy.

Aims: • To learn, develop and demonstrate movement patterns and physical skills.

• To participate in activities which require communication and collaboration.

• To determine areas for improvement within practical performance and develop ways to do this.

• To gain knowledge and experience in coaching and various coaching styles.

• To develop knowledge and understanding of how to train the body effectively.

• To analyse and evaluate the effectiveness of training.

• To explore values, and empower students to

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make informed, safe, responsible, and healthy decisions through relationships education.

To analyse and evaluate the effectiveness of training.

Content: Individual Sports • Badminton or Golf • Training

Team Sports • Team Handball • Volleyball

Health Education • Sports Coaching – Coaching Styles, Experience in coaching younger children.

• Training and Fitness – Fitness Factors, Fitness Testing, How to train effectively.

• Sport Analysis – Analysis of both amateur and elite Team Handball games.

• Respectful Relationships - Sexual Health, Consent, Mental Health and Wellbeing, Decision Making.

HPE

SUBJECTS - YEAR 10 TO YEAR 12 Year 10 Stage 1 Outdoor Education

Stage 1 Physical Education

Length of Course: 1 semester (10 credits)

Length of Course: 1 or 2 semesters (10 or 20 credits)

Pre-requisites: Nil This course is a SACE Stage 1 unit studied in Year 10.

Outdoor Education provides students with fun, challenging and rewarding learning experiences inside and outside the classroom. When choosing this course, keep in mind the outdoor nature of the subject and ensure students are prepared to undertake a 3-day and a 2-day camping expedition (5 days total).

Aims: • To develop and demonstrate practical skills in various outdoor activities.

• To develop and apply knowledge and understanding relevant to camping expeditions.

• To interact constructively and actively with a range of people in a variety of contexts.

• To develop and demonstrate effective interpersonal skills, leadership and self-reliance.

• To develop and demonstrate an appreciation for our natural environment.

Learning Activities: Practical • Group Dynamics Activities • Map and Compass Work • Orienteering • Basic Camping Skills – Cooking, Setting up a Tent, Minimal Impact Camping • 3 Day Kayaking Expedition – compulsory • 2 Day Base Camp (Rock climbing) – compulsory Theoretical • Group Development and Group Roles • Group Expedition Planning and Reflection • Mount Lofty Ranges Sustainability • Personal Growth

NOTE: The significant practical learning activities will mean that a cost component of approximately $550 needs to be factored into choosing this course of study.

The exact cost will be determined once final class numbers are complete. The 3-day and 2-day camping expeditions make up part of the assessment for the semester and therefore are compulsory components of the course. Please note that if these components of the course are not completed, the SACE credits will not be awarded.

Pre-requisites: Prerequisites: A passing grade and Attitude notation between 1 and 3 in Year 10 Health and Physical Education.

Content: Students undertake two key topics in each semester: Physical Education A Volleyball • Modified games to improve participation and performance in Volleyball • Communication and collaboration skills that make an effective Volleyball team • Barriers and enablers to participation in Volleyball Netball • What makes an effective / elite Netball player?

• How do I train to improve my Netball performance?

Physical Education B Badminton • How can I improve my technique/s in Badminton?

• Biomechanical analysis of Badminton technique/s Team Handball • The impact of single gender Physical Education classes vs. mixed gender • Communication and collaboration skills that make an effective Team Handball team Assessment Performance Improvement • Each semester, students will complete one ‘Performance Improvement’ task where they focus on improving a certain aspect of their performance in a sport.

Physical Activity Investigation • Each semester, students will complete one ‘Physical Activity Investigation’ which requires them to look deeply into an aspect which enhances or prevents people from being involved in physical activity.

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HPE

SUBJECTS - YEAR 10 TO YEAR 12 Stage 2 Outdoor Education Length of Course: 1 year (20 credits)

•

This course is a SACE Stage 2 subject studied in Year 11.

•

Pre-requisites: A passing grade at Stage 1 and an Attitude notation of between 1 and 3. Students who have not studied Stage 1 Outdoor Education, are required to request an interview with the Head of Health and Physical Education.

Outdoor Education provides students with fun, challenging, and rewarding learning experiences inside and outside of the classroom. When choosing this course, keep in mind the outdoor nature of the subject and ensure students are prepared to undertake 3 x 3-day camping expeditions (9 days total).

Aims: • To develop and demonstrate practical skills in various outdoor activities.

• To develop and apply knowledge and understanding relevant to camping expeditions.

•

To interact constructively and actively with a range of people in a variety of contexts.

To develop and demonstrate effective interpersonal skills, leadership and self-reliance.

To develop and demonstrate an appreciation for our natural environment.

Learning Activities: Practical Self-Reliant Camping Skills – Cooking, Navigation, Packing, Planning 3-day Camping Expedition (Coastal environments/ Surfing) – compulsory 3-day Camping Expedition (Bushwalking) – compulsory 3-day Self-Reliant Camping Expedition (Bushwalking) – compulsory Theoretical • Importance of the Environment and Nature for Human Wellbeing (20%) • Personal Growth, Group Collaboration and Leadership Skills (30%) • Planning for and Reflecting on a Camping Expedition (20%) • Your Connection to the Environment Investigation – choice study (30%)

NOTE: The significant practical learning activities will mean that a cost component of approximately $800 needs to be factored into choosing this course of study. The exact cost will be determined once final class numbers are complete.

The 3 x 3-day camping expeditions make up part of the assessment for the semester and therefore are compulsory components of the course. Please note that if these components of the course are not completed, the SACE credits will not be awarded.

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SUBJECTS - YEAR 10 TO YEAR 12

HPE

Stage 2 Physical Education Length of Course: 2 semesters (20 credits) Prerequisites: A passing grade and an Attitude notation of between 1 and 3 for at least one unit of Stage 1 Physical Education. An interview with the Head of Health and Physical Education is required for students who have not studied Stage 1 Physical Education.

Content: Students will be required to undertake four key tasks throughout the year. Three of these tasks are school assessed, with the Group Dynamics Task being externally assessed: Diagnostics Task 1 (15%) ‘The Learning Journey’ • Students collect skill-based data and compare it to elite performance.

• Students apply their knowledge of Stages of Learning, the Information Processing Model, Signal Detection and Selective Attention to their performance in a team sport during class (e.g. Touch Football, Ultimate Frisbee, Team Handball).

Diagnostics Task 2 (15%) Energy Systems • Students collect data and analyse and explain the ‘Interplay of Energy Systems’ in relation to performance and recovery in a team sport during class (e.g. Touch Football, Ultimate Frisbee, Team Handball).

Improvement Analysis Task (40%) • Students identify an individual skill and fitness area for improvement within a chosen class team sport (or a sport of your choice) and design and implement strategies to improve in this area.

Group Dynamics Task (30%) Volleyball • Students participate in a class team of Volleyball, preparing themselves for an interschool competition.

• Students take on the role of participant, plus any of: Fitness Coach, Technical Coach, Tactical Coach or Motivational Coach and analyse the impact they have on the participation and/or performance of team members.

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SUBJECTS - YEAR 10 TO YEAR 12

HPE

Stage 1 Health and Wellbeing Length of Course: 1 or 2 semesters (10 or 20 credits) Pre-requisites: Nil Aim: To increase students’ understanding of the key issues and impacts of the health and wellbeing of a population at both global and local levels.

Content: Students will investigate the importance of health and wellbeing to individuals and communities and the key factors that impact health and wellbeing.

There is opportunity to consider current issues and trends at local, national and global levels, and complete practical tasks that aim at advocating for change to improve health and wellbeing outcomes for individuals and communities.

Students will address Health concepts of Health Determinants, Health Promotion, Health Literacy and Social Equity through a range of Topics including; Improving Individual Mental and Physical Health, Homelessness Inquiry, Reducing Risks in Teenage Driving, Closing the Gap Aboriginal Inquiry, Body Image and Health Promotion.

Assessment: • 2 practical action Tasks – evidence and reflection task • 1 Health Inquiry – Investigation task

Stage 2 Health and Wellbeing Length of Course: 2 semesters (20 credits) Pre-requisites: A passing grade and an Attitude notation of between 1 and 3 for at least one unit of Stage 1 Health and Wellbeing. An interview with the Head of Health and Physical Education is required for students who have not studied Stage 1 Health and Wellbeing.

Aim: To develop the knowledge, skills, and understandings required to explore and analyse influences and make informed decisions regarding health and wellbeing.

Content: Students evaluate current trends and issues that impact health and wellbeing. They reflect on personal and community actions to promote and improve sustainable outcomes for individuals and global society. An awareness and analysis of the health and wellbeing status of individuals, communities, and global societies incorporates

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health determinants, inequities, barriers, and strategies. Students explore principles, frameworks, models, and theories relating to health and wellbeing.

Topics: A range of units of study will be defined based on student interest that connect to the following key concepts: • Health Promotion • Health Determinants • Social Equity • Health Literacy Assessment: Two Initiative tasks (40%) One group and one individual health promotion task Two Folio tasks (30%) Critical thinking tasks about health and wellbeing issues One Inquiry task (30%) Investigate and analyse a current health and wellbeing issue

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HUMANITIES

SUBJECTS - YEAR 10 TO YEAR 12 BUSINESS INNOVATION HEAD OF HUMANITIES: Ms Kelli de Lacy

YEAR 10 BUSINESS ECONOMICS

STAGE 1 BUSINESS INNOVATION

STAGE 2 BUSINESS INNOVATION

Year 10 Business and Economics

Students will gain an understanding of:

Length of Course: 1 semester

• • • •

Pre-requisites: Nil Content: Australian businesses and consumers are faced with important decisions every day while navigating fluctuating economic conditions. In this course students will learn fundamental economic concepts and then investigate how issues/topics such as inflation, employment, interest rates and financial management affect the economy and how government decisions/actions impact businesses and workplaces. Entrepreneurs play an important role in our society and students will examine their contributions and the value that businesses can bring to the economy. This course will also include civics units on Superannuation, Taxation and Investment.

Students will expand and develop skills including: • • •

Research of issues and trends Analysis of sources Interpretation and evaluation of data

This course is designed to deepen students’ understanding of fundamental concepts and prepare students for studying Stage 1 Business Innovation.

Stage 1 Business Innovation

• • •

Role and types of business in Australia How to establish a business Financial awareness and decision making Internal and external influences in a constantly changing business environment Impact of global, social, environmental and technological factors Marketing Social Enterprises

Assessment: Business skills •

Tasks may include a business plan, written analysis, questioning Guest Entrepreneurs, a business model summary, Enterprise Week report, multi-modal marketing campaign.

Business pitch • A two minute ‘pitch’ of the business model to stakeholders As part of the course students will be required to work collaboratively and individually. They will be expected to investigate real-world problems and create business solutions. They will test the viability of these solutions during Business Innovation Week.

They will be required to conduct primary research which involves interacting with customers and other stakeholders.

Length of Course: 1 or 2 semesters (10 or 20 credits) Stage 2 Business Innovation Prerequisites: If studied at Year 10, a passing grade and an Attitude notation of between 1 and 3.

Content: Business Innovation introduces students to the business environment in local, global, and digital contexts. One semester will concentrate on ‘Startup’ businesses and the other semester will focus on ‘Existing businesses’.

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Length of Course: 2 semesters (20 credits) Pre-requisites: If studied at Stage 1, a passing grade and an Attitude notation of between 1 and 3, at Stage 1 Business Innovation.

Content: In Business Innovation students engage with current and future real-world problems, to identify, design, test, and communicate viable business solutions.

Through Design Thinking and direct involvement in

HUMANITIES

SUBJECTS - YEAR 10 TO YEAR 12 Stage22Business BusinessInnovation Innovation Stage innovation, students develop and apply their critical and creative thinking skills.

Core topic: Designing Business and Sustaining Business . Through the core topics students will focus on: • • • •

Identifying consumer problems and needs The nature and structure of business Finance Forms of ownership

• • • •

Legal responsibilities and requirements Marketing l Global, local and digital perspectives Collaboration and communication with relevant stakeholders

Assessment: • Business Skills (40%) eg. Marketing campaign, Project Managment Plan, Prototyping and Testing • Business Model (30%) • Business Plan and Pitch (30%)

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SUBJECTS - YEAR 10 TO YEAR 12

HUMANITIES

GEOGRAPHY Year 10 Geography Length of Course: 1 or 2 semesters Year 10 Geography aims to build upon student understanding of human and natural environments while looking at the problems that develop within these relationships. Students will investigate the cycles and systems in real world examples to understand the complex nature of physical and human interaction. Students will also undertake studies to understand the pressure of resources and appreciate the need for environmental management in the built and natural world.

Aims: • To consolidate the key concepts of geography including scale, place, sustainability and interconnection with our environment.

• To develop field, practical and written skills for vocational and academic pursuits in the environmental and social sciences.

• To develop a responsibility and stewardship for the human and natural world in which they live.

Content: The Year 10 Geography course looks towards the wider problems of our global existence. The students may explore a number of options as they become emerging global citizens.

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Topics: • Environmental change and management • Land environments under threat • Sustainability • Coastal environments and the trashing of our oceans • Cultural differences and their impacts, globally and locally • Inland waters – Wetlands, Rivers and groundwater • Ecosystems and Biodiversity • Globalisation • Human wellbeing and change • The effect of conflict on communities and regions Assessment: Tasks may include different formats of presentation from reports, videos/documentaries, oral presentations, PowerPoints with students having a variety of negotiable options Assessment Type 1: Geographical Skills and Applications Assessment Type 2: Fieldwork.

HUMANITIES

SUBJECTS - YEAR 10 TO YEAR 12 HISTORY

YEAR 10 HISTORY

STAGE 1 MODERN HISTORY NOT STUDIED YEAR 11 HISTORY

STAGE 2 MODERN HISTORY

Negotiated

Students must undertake a semester of History at Year 10 level but can also opt to study the subject in both semesters. At Year 10, students will develop the requisite skills for Modern History at SACE Stage 1 and/or 2.

Semester courses are offered at Stage 1. At Stage 2 the course runs for a year. All History courses follow the Australian Curriculum and the SACE. Students will be offered class-based and extra-curricular experiences at local, state and national level.

Activities include the Veterans’ Day event and competitions such as the Premier’s ANZAC School Spirit Prize and, Australian History Competition at Year 10; and the annual History Study Tour to Canberra (in Year 12). In previous years, international study tours have also been undertaken to Turkey, Vietnam and Europe including senior History students.

Year 10 History Length of Course: Compulsory 1 semester or optional 2 semesters Pre-requisites: A passing grade and an Attitude notation of between 1 and 3 for Year 9 History.

Students not achieving this will meet with a senior member of staff in line with the Progression Policy.

Aim: The Year 10 History courses offered, provide a study of the modern world from 1929 to the present time, with an emphasis on Australia and its global context.

Content: History A - From War to Web: Australia and the World Since 1939

Assessment: • Assessment can include, but not be limited to, essays; sources analysis; multi-modal presentations; reflective writing, and individual research assignments.

• Common class tasks may also occur from time to time.

NOTE: To allow students to study History for two

semesters, two discrete courses will be presented.

However, students must study one semester of History. This compulsory course will be based on the mandatory ACARA curriculum.

This course will focus primarily on Australia’s involvement in World War II (1939-45) and its impacts; the post-war migration and the abolition of the White Australia Policy; and the struggle of Australia’s First Nations peoples for civil rights and equality from the 1960s to the present day.

History B – Crossroads of Conflict and Cooperation: Australia’s Global Journey Since 1945 In this course, students will focus on the consequences of World War II, such as the Cold War. Closer examination will be made of Australia’s involvement in the Korean and Vietnam Wars; and the controversial British atomic testing at Maralinga in the 1950s and early 1960s.

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SUBJECTS - YEAR 10 TO YEAR 12

HUMANITIES

Stage 1 Modern History Length of Course: 1 or 2 semesters (10 or 20 credits) Prerequisites: A passing grade and an Attitude notation of between 1 and 3 for Year 10 History.

Content: Any two of the following topics could be studied in a single semester at SACE Stage 1 level: “From Tsar to Commissar: The Russian Revolutions of 1917” Students will explore one of the most dramatic upheavals in modern history: the Russian Revolution. This course will trace the decline of Imperial Russia under the Romanov dynasty; the explosive revolutions of 1917; and the rise of Lenin and the Bolsheviks and their radical reshaping of Russian society.

“Sunset of the British Raj” The process of decolonisation at the end of World War II led to the end of major world empires and the creation of new nations. In this topic, students will focus on the end of the British Raj in India: the civil disobedience campaign masterminded by Mahatma Gandhi, the independence of the Indian sub-continent in 1947 resulting in partition and the creation of modern India and Pakistan.

“We Shall Overcome: The Struggle for Civil Rights in America” In this course, students will investigate the role of campaigns for social, economic and political rights to build a ‘better world’. They will look at the U.S. Civil Rights movement, beginning with a history of the transatlantic slave trade, spanning through the U.S. Civil War and the social upheaval of the 1960s.

“Crisis in the Caribbean: Resistance and Revolution” This course explores the political, social, and cultural history of Cuba from the end of Spanish colonial rule in 1898 to the present day. Key themes include the influence of the United States in Cuban affairs; the rise of Fidel Castro and the 1959 Revolution; and the transformation of Cuba under Castro’s rule.

“A Sleeping Giant Awakes: Revolution and Rebirth in China” This course explores the dramatic transformation of China from imperial collapse to communist state, tracing the key events of the Chinese Revolution.

Students will examine the fall of the Qing dynasty

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in 1911 to the founding of the People’s Republic in 1949, and the sweeping changes which reshaped Chinese society and politics under Mao Zedong’s rule.

Assessment: Historical Skills Assessment For each course, students will need to complete three historical skills assessments for their folio.

Students will apply their skills of historical inquiry to research, explore, interpret, and communicate their understanding of ideas, people, and events in history.

Tasks may include, but are not limited to, essays, sources analysis, oral presentations and multimodal presentations.

Historical Study The other part of the assessment component is the Historical Study which is based on any aspect of world history since CE1750. Students will choose their own topic to inquire into, explore, interpret, and research historical ideas, events, persons or groups in depth. The Historical Study should be a maximum of 1000 words (written), or 6 minutes (oral), or the equivalent in multimodal form.

An electronic exam will conclude both units.

NOTE: To allow students to study History for two semesters, two discrete courses are presented.

Students electing to study one semester of History will not be able to choose which course is undertaken.

HISTORY

SUBJECTS - YEAR 10 TO YEAR 12

HUMANITIES

Stage 2 Modern History Length of Course: 2 semesters (20 credits) Prerequisites: A ‘B’ grade or higher in at least one unit of Stage 1 History is strongly recommended. Otherwise, the approval of the History Coordinator is required.

electing to study one semester of History will not be able to choose which course is undertaken.

Content: Two major topics will be studied during the year: Modern Nations – “Germany, 1918-48” • The changes in Germany in the period 1918–1948 have had a profound impact on the history of Europe up to the present day. Students will undertake a study of the demise of the Second Reich, the birth of the Weimar Republic, the creation of the Nazi dictatorship, the Nazi policy of military and territorial expansionism and genocide in the Holocaust. Students will also consider the end of this period, when, at the conclusion of World War II, the German people suffered horrific losses and their country was left devastated and divided.

The World Since 1945 – “The Changing World Order: 1945 to the present” • The end of the Second World War saw the emergence of new superpowers: the USA and the USSR. Their opposing ideologies shaped global economics and politics in the latter 20th century.

In this topic students will investigate ways in which the Cold War involved complex phases of reaction, reform, conflict and compromise.

A study will be made of the origins of the superpower rivalry, the nature of the Cold War, how it ended and what the consequences are of the Cold War for the world today.

Assessment: The following assessment types will enable students to demonstrate their learning at Stage 2 History: School Assessment (70%) • Four to five historical skills assessments (50%). Two of these tasks will come from the ‘Modern Nations’ topic and three from ‘The World Since 1945’ topic. This folio work may include, but are not limited to: essays, sources analysis, multimodal presentations and research assignments.

• One Historical Study (20%). Students will undertake an individual historical study based on an aspect of world history since CE1750.

Students will inquire into, explore, interpret, and research a historical idea, event, person, or group in depth.

External Assessment (30%) • An online examination (2 hours). NOTE: To allow students to study History for two semesters, two discrete courses are presented. Students

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LANGUAGES

SUBJECTS - YEAR 10 TO YEAR 12 LANGUAGES HEAD OF LANGUAGES: Ms Chihiro Sakamoto

Successful completion of preceding year’s course in both grade and attitude or by negotiation with the Head of Department.

YEAR 10 GERMAN

STAGE 1 GERMAN

STAGE 2 GERMAN (Continuers)

YEAR 10 JAPANESE

STAGE 1 JAPANESE

STAGE 2 JAPANESE (Continuers)

Both German and Japanese courses are dependent upon class sizes. Should class sizes not be viable, either or both German and Japanese could be offered in a variety of formats including by not limited to combined Year 11 and 12 classes, externally through School of Languages or Open Access.

Year 10 German

Year 10 Japanese

Length of Course: 2 semesters

Length of Course: 2 semesters

Pre-requisites: A passing grade and an attitude notation between 1 and 3 in Year 9 German.

Students intending to pursue Japanese at Stage 1 are required to complete both semesters. Second semester Japanese assumes satisfactory completion of first semester.

Students intending to pursue German at Stage 1 are required to complete both semesters. Second semester German assumes satisfactory completion of first semester.

Aims: • To expand students’ language skills in order to interact socially about everyday matters and discuss topics of interest in German. A focus is made on communicating in travel situations in Germany • To widen students’ vocabulary and knowledge and use of grammatical structures • To develop more deeply an awareness of lifestyles and issues in German-speaking countries and of the practicalities of travelling to and living in those lands Topics: • Brief revision of Year 9 material • Rooms and Household Tasks • Self and family • Daily routines • Directions • Earning money • Family celebrations • Travelling in Europe • Relationships • Shopping • Related Grammatical Concepts • Holidays • Berlin – today and in the past.

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Aims: To expand students’ communication skills to develop confidence in discussing everyday matters and topics of interest in Japanese. A focus is made on communicating in travel situations in Japan.

To widen students’ vocabulary, kanji and kana knowledge and use of complex grammatical structures.

To develop more deeply an awareness of lifestyles and issues in Japan and of the practicalities of travelling to and living in Japan.

Topics Covered: • School • Describing people • Shopping • Clothing and fashion • Eating out • Directions • Homestays International Opportunities In Year 10, students are given the opportunity of applying to be part of one of two exchange programs with students in Germany or in Japan in Year 11. We also offer a Study tour on a biannual basis for students studying Year 10 and 11 German or Japanese.

LANGUAGES

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 German

Stage 1 Japanese

Length of Course: 2 semesters (20 credits)

Length of Course: 2 semesters (20 credits)

Prerequisites: A C+ grade and an attitude notation between 1 and 3 in 2 semesters of Year 10 German.

Prerequisites: A C+ grade and an attitude notation between 1 and 3 in two semesters of Year 10 Japanese.

Assumed knowledge: Second semester German assumes satisfactory completion of first semester. Stage 1 German is intended for students who are able to use German at a level equivalent to their having successfully studied the language for 3 years / 300 hours at secondary school level. It is possible that some students with less formal experience than this will be able to undertake the course successfully.

Assumed knowledge: Second semester Japanese assumes satisfactory completion of first semester. Stage 1 Japanese is intended for students who are able to use Japanese at a level equivalent to their having successfully studied the language for 3 years / 300 hours at secondary school level. It is possible that some students with less formal experience than this will be able to undertake the course successfully.

Content: Students will develop their skills of comprehension and expression in German, and their awareness of cultural issues through the study of the following prescribed themes and subtopics: The Individual • Personal identity • Education and aspiration • Leisure and lifestyles The German-speaking Communities • People and places • Past and present • Arts and entertainment: songs, poetry, literature and film The Changing World • The world of work • Youth issues • Tourism and hospitality

Content: Students will develop their skills of comprehension and expression in Japanese, with a focus on expanding vocabulary and a prescribed number of kanji. Students will develop their awareness of cultural issues through the study of the following prescribed themes and subtopics: The Individual • Personal identity • Daily Life • Leisure • Education The Japanese-speaking Communities • Life in Japan • Visiting Japan The Changing World • Working Life • Current issues

Assessment: Written, aural, and oral assessment tasks, oral presentations and end of semester examinations.

Assessment: Written, aural and oral assessment tasks, oral presentations and mid-year and end-of-year examinations.

* Students intending to pursue German at Stage 2 are required to complete 20 credits (a full year) of German at Stage 1.

*Students intending to pursue Japanese at Stage 2 are required to complete 20 credits (a full year) of Japanese at Stage 1.

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SUBJECTS - YEAR 10 TO YEAR 12

LANGUAGES

Stage 2 German (Continuers)

Stage 2 Japanese (Continuers)

Length of Course: 2 semesters (20 credits)

Length of Course: 2 semesters (20 credits)

Prerequisites: A C+ grade and an attitude notation between 1 and 3 in two semesters of Stage 1 German.

Prerequisites: A C+ grade and an attitude notation between 1 and 3 in two semesters of Stage 1 Japanese.

Assumed knowledge: The continuers course in German is designed for students who have successfully studied German for four years (a minimum of 400 hours) at secondary school level, having had little or no previous knowledge of the language at the beginning of secondary school.

Assumed knowledge: Stage 2 Continuers Japanese is designed for students who have made a successful study of Japanese for 4 years (a minimum of 400 hours) at secondary school level, having had little or no previous knowledge of the language at the beginning of secondary school.

Content: Students will further develop their skills of comprehension and expression in German, and extend their understanding of how language, culture and identity are interdependent through the study of the following prescribed themes and subtopics: The Individual: • Personal identity • Education and aspiration • Leisure and lifestyles The German-Speaking Communities: • People and places • Past and present • Arts and entertainment: songs, poetry, literature and film The Changing World: • The world of work • Youth issues • Tourism and hospitality

Content: Students will further develop their skills of comprehension and expression in Japanese, with a continued focus on developing proficiency using a prescribed number of kanji. Students will develop their awareness of how language, culture and identity are interdependent through the study of the following prescribed themes and subtopics: The Individual • Personal identity • Daily Life • Leisure • Education The Japanese-speaking Communities • Life in Japan • Visiting Japan The Changing World • Working Life • Current issues

Assessment: Students complete a series of written, aural and oral assessment tasks, oral presentations, a mid year internal examination and an external end of year examination. Students demonstrate their learning through the following assessment types.

School Assessment (70%) • Folio (50%) • In-depth Study (20%) External Assessment (30%) • Examination (oral, listening and written) (30%)

Assessment: Students complete a series of written, aural and oral assessment tasks, oral presentations, a mid-year internal examination and an external end-of-year examination. Students demonstrate their learning through the following assessment types.

School Assessment (70%) • Folio (50%) • In-depth Study (20%) External Assessment (30%) • Examination (oral, listening and written) (30%)

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MATHEMATICS

SUBJECTS - YEAR 10 TO YEAR 12 MATHEMATICS

HEAD OF MATHEMATICS: Mr Andrew John

STAGE 1 SPECIALIST MATHEMATICS

STAGE 2 SPECIALIST MATHEMATICS

STAGE 1 MATHEMATICAL METHODS (3 SEMESTERS)

STAGE 2 MATHEMATICAL METHODS

YEAR YEAR1010 GERMAN GENERAL MATHEMATICS

STAGE 1 GENERAL MATHEMATICS

STAGE 2 GENERAL MATHEMATICS

YEAR YEAR1010 GERMAN ESSENTIAL MATHEMATICS

STAGE 1 ESSENTIAL MATHEMATICS

STAGE 2 ESSENTIAL MATHEMATICS

YEAR1010 YEAR ENRICHMENT MATHEMATICS GERMAN OP

TIO

YEAR 10 PRE-METHODS MATHEMATICS

NA

L

Successful completion of preceding year’s course in both grade and attitude or by negotiation with the Head of Department.

Possible progression Likely progression

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SUBJECTS - YEAR 10 TO YEAR 12

MATHEMATICS

Year 10 Mathematics Length of Course: 2 semesters (compulsory) + 1 Semester (Optional:-Enrichment Mathematics).

undertaking this course it is expected that they will study Essential Mathematics at Stage 1.

There are 4 groupings for Mathematics at Year 10 as shown in the flowchart. Students are placed according to their choice of future pathway and their performance throughout their middle years’ study of mathematics.

Prerequisite: Students need to achieve an Attitude notation of between 1 and 3, and a C- grade or higher in Year 9 Essential Mathematics to be considered for Year 10 Essential Mathematics.

Pre-Mathematical Methods Mathematics is the required selection for students planning to undertake Mathematics Methods at Stage 1.

Pre-requisite: Students need to achieve and Attitude notation of between 1 and 3 and a C+ in Year 9 Extension Mathematics or a B+ grade or higher in Year 9 General Mathematics to be considered for Year 10 Pre-Mathematical Methods Mathematics.

Enrichment Mathematics is the required selection for students planning to undertake Specialist Mathematics at Stage 1 and Stage 2.

Enrichment Mathematics, while optional, is a highly encouraged selection for students planning to undertake Mathematical Methods at Stage 1 and Stage 2.

Pre-requisite: Students need to achieve an Attitude notation of between 1 and 3 and a C+ in Year 9 Extension Mathematics or a B+ grade or higher in Year 9 General Mathematics to be considered for Year 10 Enrichment Mathematics.

General Mathematics – Students studying this course would be precluded from Mathematical Methods and Specialist Mathematics at Stage 1. It is expected that students undertaking this course will study General Mathematics at Stage 1.

Pre-requisite: Students need to achieve an Attitude notation of between 1 and 3, and a C- in Year 9 Extension Mathematics or a C grade or higher in Year 9 General Mathematics to be considered for Year 10 General Mathematics.

Essential Mathematics will continue for those students who require greater support, modified content and assessment. Students studying this course would not be precluded from General Mathematics at Stage 1 if they have a proven high level of achievement and teacher recommendation.

It is important, however, to recognise that they will not have been extended to the same extent as for the General Mathematics course. For many students

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The courses follow the Australian Curriculum.

All courses include common topics. The PreMathematical Methods course will cover additional concepts to support the conceptual understanding needed at Stage 1 Mathematical Methods.

Each student’s progress will continue to be monitored and reviewed regularly. Class changes can be made using the evidence of results and with appropriate consultation, generally at the end of a term.

Aims: Revise, revisit, strengthen and extend concepts studied in the earlier years of the Australian Curriculum. Introduce new concepts in line with the Australian Curriculum year level descriptions for Year 10. Address the proficiency strands of: understanding, fluency problem-solving and reasoning. Provide appropriate and varied pathways to Stage 1 Mathematics.

Content: • Number and Algebra • Measurement and Geometry • Statistics and Probability Topics: • Algebra • Probability • Linear Equations • Coordinate Geometry • Surds and Index Laws • Simultaneous Equations • Measurement • Pythagoras and Trigonometry • Financial Mathematics • Quadratics

SUBJECTS - YEAR 10 TO YEAR 12

MATHEMATICS

Year 10 Enrichment Mathematics Enrichment Mathematics is a course for students keen to challenge and enhance their mathematical knowledge and understanding of abstract, complex and sophisticated concepts. Students study this course in conjunction with Year 10 Pre-Mathematical Methods Mathematics. This course allows for extension of Year 10 concepts and introduction of Year 11 content which comprehensively prepares students for Specialist Mathematics and/or Mathematical Methods at Stage 1. Students also experience double Mathematics in one of the two semesters of Year 10.

Year 10 Enrichment Mathematics.

Enrichment Mathematics is an optional subject but must be chosen from the preference subject list as the first preference should students intend to study Specialist Mathematics. Enrichment Mathematics is encouraged but not compulsory for Mathematical Methods at Stage 1. It is anticipated that all students currently in a Year 9 Extension class have the option to study Enrichment Mathematics.

Topics: • Further Trigonometry • Modelling with Matrices and Networks • Financial Modelling • Geometrical Reasoning

Aims: • Revise, revisit, strengthen and extend concepts studied in the earlier years of the Australian Curriculum.

• Introduce new concepts in line with the Australian Curriculum year level descriptions for Year 10.

• Introduce new concepts in line with the Australian Curriculum year level descriptions for Year 11.

Pre-requisites: Students need to achieve an Attitude notation of between 1 and 3, and a C+ in Year 9 Extension Mathematics or a B+ grade or higher in Year 9 General Mathematics to be considered for

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SUBJECTS - YEAR 10 TO YEAR 12

MATHEMATICS

NOTE: ALL STUDENTS WILL STUDY AT LEAST 2 SEMESTERS OF MATHEMATICS AT STAGE 1 LEVEL

Stage 1 Mathematical Methods Length of Course: Equivalent of 3 semesters (30 credits) Pre-requisites: A C+ grade or higher and an Attitude notation of between 1 and 3 in Year 10 Extension and/ or Enrichment Mathematics.

These 3 units form the necessary basis for the study of Stage 2 Mathematical Methods. Students may exit this combination after completion of one semester of Stage 1 Mathematical Methods A & C if the course proves too difficult they may not enter Stage 1 Mathematical Methods B, Stage 2 Mathematical Methods or Stage 2 Specialist Mathematics without first successfully completing Stage 1 Mathematical Methods A and C. Mathematical Methods is organised into topics that broaden students’ mathematical experience, and provide a variety of contexts for incorporating mathematical arguments and problem-solving. The topics provide a merging of algebraic and geometric thinking. In this subject there is a progression of content, application, and level of complexity and abstraction. Stage 1 Mathematical Methods provides

a foundation for further study in Mathematics in Stage 2 Mathematical Methods and Stage 2 Specialist Mathematics.

Prerequisites: A C+ grade or higher in Year 10 Extension and Enrichment Mathematics.

Content: • Functions and Graphs • Trigonometry • Counting and Statistics • Growth and Decay • Introduction to Differential Calculus • Matrices • Geometry • Sequences and Series • Polynomials Assessment: Summative assessment includes four assessment tasks, at least 2 SATs (tests) and at least 1 Investigation per semester. Formative assessment occurs on a continuous basis and includes an examination which is held at the end of each semester.

Stage 1 Specialist Mathematics Length of Course: 1 semester (10 credits)

Mathematical Methods A and C.

This unit is necessary for the study of Stage 2 Specialist Mathematics. Students who study Stage 1 Specialist Mathematics must also study Stage 1 Mathematical Methods A, B and C.

Content: • Further Trigonometry • Vectors in the Plane • Real and Complex Numbers • Mathematical Induction

Specialist Mathematics develops an increasingly complex and sophisticated understanding of trigonometric functions, vectors in 2-dimensions, mathematical arguments, and proof, and using mathematical models. Stage 1 Specialist Mathematics provides a foundation for further study in mathematics in Stage 2 Mathematical Methods and Stage 2 Specialist Mathematics.

Assessment: Summative assessment includes four assessment tasks, at least 2 SATs (tests) and at least 1 Investigation per semester. Formative assessment occurs on a continuous basis. An examination is held at the end of the semester.

Pre-requisites: B grade or higher and an Attitude notation of between 1 and 3 in Year 10 Extension and Enrichment Mathematics and Semester 1 Stage 1

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SUBJECTS - YEAR 10 TO YEAR 12

MATHEMATICS

Stage 1 General Mathematics Length of Course: 1 or 2 semesters (10 credits or 20 credits) Pre-requisites: A C grade or higher and an Attitude notation of between 1 and 3, in Year 10 Extension Mathematics or Year 10 General Mathematics.

Students not meeting this requirement in Year 10 will meet with senior staff in line with the Progression Policy.

General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. Topics cover a diverse range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear and non-linear functions, and

networks and matrices.

Content: • Investing and Borrowing • Measurement • Statistical Investigation Process • Applications of Trigonometry • Linear and Exponential Functions and their Graphs • Matrices and Networks Assessment: Summative assessment includes four assessment tasks, at least 2 SATs (tests) and 1 Investigation per semester. Formative assessment occurs on a continuous basis. An examination is held at the end of each semester.

Stage 1 Essential Mathematics Length of Course: 1 or 2 semesters (10 credits or 20 credits) Stage 1 Essential Mathematics is designed for a range of students, including those who are seeking to meet the SACE numeracy requirement, and students who are planning to pursue a career in a range of trades or vocational pathways. There is an emphasis on extending student’s mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts, in flexible and resourceful ways.

Prerequisites: A passing grade and an Attitude notation between 1 and 3 in Year 10 Mathematics.

Students not meeting this requirement in Year 10 will meet with senior staff in line with the Progression Policy.

Content: • Calculations, Time and Ratio • Earning and Spending • Measurement • Data in Context • Geometry • Investing Assessment: Summative assessment includes four assessment tasks, at least 2 SATs (tests) and 1 Investigation per semester. Formative assessment occurs on a continuous basis. An examination is held at the end of each semester.

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SUBJECTS - YEAR 10 TO YEAR 12

MATHEMATICS

Stage 2 Mathematical Methods Length of Course: 2 semesters (20 credits) Mathematical Methods develops an increasingly complex and sophisticated understanding on calculus and statistics. By using functions and their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation.

Prerequisites: Prerequisites: A C+ grade or higher and an Attitude notation of between 1 and 3 in Stage 1 Mathematical Methods.

Stage 2 Specialist Mathematics Length of Course: Length of course: 2 semesters (20 credits) Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models. It includes the study of functions and calculus.

Specialist Mathematics must be studied in conjunction with Stage 2 Mathematical Methods.

Prerequisites: A B grade or higher in Stage 1 Mathematical Methods and Stage 1 Specialist Mathematics.

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Content: • Further Differentiation and Applications • Discrete Radom Variables • Integral Calculus • Logarithmic Functions • Continuous Random Variables and the Normal Distribution • Sampling and Confidence Intervals Assessment: Consists of the following components • Skills and Applications Tasks (50%) • Mathematical Investigation (20%) • Examination – external (30%)

Content: • Mathematical Induction • Complex Numbers • Functions and Sketching Graphs • Vectors in Three Dimensions • Integration Techniques and Applications • Rates of Change and Differential Equations Assessment: Consists of the following components: • Skills and Applications Tasks (50%) • Mathematical Investigation (20%) • Examination – external (30%)

SUBJECTS - YEAR 10 TO YEAR 12

MATHEMATICS

Stage 2 General Mathematics Length of Course: 2 semesters (20 credits) General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. A problem-based approach is integral to the development of mathematical models and the associated key concerts in the topics.

These topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions and discrete modelling using networks and matrices.

Content: Modelling with Linear Relationships Modelling with Matrices Statistical Models * Financial Models * Discrete Models * * Indicates examined topics Assessment: Consists of the following components • Skills and Applications Tasks (40%) • Mathematical Investigation (30%) • Examination – external (30%)

Prerequisites: A C+ grade or higher and an Attitude notation of between 1 and 3 in Stage 1 General Mathematics.

Stage 2 Essential Mathematics Length of Course: 2 semesters (20 credits)

Prerequisites: A B- grade or higher in Stage 1 Essential Mathematics.

Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts.

Students apply their mathematics to diverse settings, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts.

Content: • Scales, Plans and Models Business Applications • Measurement * • Statistics * • • Investments and Loans * * Indicates examined topics

In Essential Mathematics there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills to flexible and resourceful ways.

Assessment: Consists of the following components • Skills and Applications Tasks (30%) • Folio (40%) Examination – external (2 hours) (30%) •

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PERSONAL LEARNING PATHWAY

EIF

SUBJECTS - YEAR 10 TO YEAR 12 EXPLORING IDENTITIES AND FUTURES

Exploring Identities and Futures is a compulsory subject studied in Year 10 worth 10 credits at Stage 1.

Students need to achieve a C grade or higher to gain the SACE. This course provides an opportunity for students to explore their aspirations. They are given the opportunity to consider not only what they want to do in the future, but also, who they want to be! This subject supports students in learning more about themselves and deepens a sense of belonging and connection to the world around them.

Students will be empowered to take ownership or their future pathway through a process of exploring interests and values, discovering the world and their place in it, and creating and undertaking actions relevant to work and/or further learning.

Stage 1 YEAR 10 Exploring Identities and Futures (EIF) Length of Course: F1 Semester (10 credits) Compulsory, completed in Year 10 Prerequisites: Nil Assessment Folio Tasks which demonstrate: • an understanding of themselves and their place in the world

Stage 1 YEAR 11 Exploring Identities and Futures (EIF) Length of Course: F1 Semester (10 credits) Compulsory, completed in Year 10 Prerequisites: Nil Assessment Folio Tasks which demonstrate: • an understanding of themselves and their place in the world

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• • • •

an understanding of their skills and attributes relevant to the SACE capabilities the development of personal and learning goals and taking action to achieve these goals and aspirations collaboration and connection with others communication skills and reflective practice through sharing evidence of their learning progress

Students will use their research at course counselling meetings in Term 3.

• • • •

an understanding of their skills and attributes relevant to the SACE capabilities the development of personal and learning goals and taking action to achieve these goals and aspirations collaboration and connection with others communication skills and reflective practice through sharing evidence of their learning progress

Students will use their research at course counselling meetings in Term 3.

AIF

SUBJECTS - YEAR 10 TO YEAR 12 ACTIVATING IDENTITIES AND FUTURES Stage 2 Activating Identities and Futures (AIF) Length of Course: 2 semesters (10 credits) compulsory, completed in Year 11

their learning in the Appraisal.

Prerequisites: Nil

Assessment:

Students will complete the Stage 2 Activating Identities and Futures course during Year 11.

Students will study it for one semester with work being submitted to the SACE board fo marking and moderation either at the end of Semester 1 or Semester 2.

School Assessment (70%) • •

Portfolio (35%) Progress Checks (35%)

External Assessment (30%) •

Appraisal (30%)

A grade of C- or higher must be achieved for the successful completion of the SACE. In this course students choose a topic of their own choice to then write a Learning Goal. Students then use a variety of relevant research methods to achieve their Learning Goal. The work, feedback students have received and reflections on the progress they are making is represented in a portfolio. Students work independently with guidance from their teachers. The outcome of their learning for the course is shared in an Output of Learning. As a final task students reflect on and evaluate the progress of

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SCIENCE

SUBJECTS - YEAR 10 TO YEAR 12 SCIENCE HEAD OF SCIENCE: Mrs Innika Ackerley SEMESTER 2

CHEMISTRY / PHYSICS

BIOLOGY / CHEMISTRY

BIOLOGY / PSYCHOLOGY

STAGE 1 PHYSICS

STAGE 2 PHYSICS

STAGE 1 CHEMISTRY

STAGE 2 CHEMISTRY

STAGE 1 BIOLOGY

STAGE 2 BIOLOGY

STAGE 1 PSYCHOLOGY

STAGE 2 PSYCHOLOGY

Successful completion of preceding year’s course in both grade and attitude or by negotiation with the Head of Department.

YEAR 10 SCIENCE SEMESTER 1 Year 10 students will study this compulsory course.

SEMESTER 2 While these units are not compulsory. Students planning to study sciences in Stage 1 will need to complete units according to prerequisites.

This program aligns with the Australian Curriculum, offering students a comprehensive exploration of diverse scientific topics through three interconnected In Semester 2, students are invited to further develop strands: Science Understanding, Science Inquiry their scientific understanding and skills in more Skills, and Science as a Human Endeavour. specialised areas of Science.

Throughout the year, students engage in These units are designed to prepare students for investigations to test hypotheses and develop Stage 1 Sciences, while offering a unique opportunity explanatory models. They learn to consider ethical to utilize skills in two disciplines to undertake a and intercultural aspects when using primary and project in Science Inquiry Skills and Science as a secondary data. Utilizing equipment efficiently, Human Endeavour. students generate precise and replicable data with appropriate sample sizes. They also construct effective representations to organize and summarize Students can select ONE or TWO of the following courses: data and information.

Students are taught to evaluate the validity and reliability of methods, as well as the credibility of conclusions. They develop the ability to construct logical arguments supported by evidence analysis, enabling them to evaluate claims critically. Additionally, students practice effective communication by skillfully using content, language, and text features to convey their ideas, findings, and arguments to diverse audiences.

In Year 10, students explore the Big Bang theory, examining physical and astronomical evidence, and explore the lifecycle of stars in our galaxy.

Students will enhance their understanding of atomic theory, discerning patterns and relationships within the periodic table. Specifically, they will explore synthesis, decomposition, and displacement reactions, seeking to understand the factors that influence the rates at which these reactions occur. Students undertake study into the science of Heredity, furthering their understanding of cell division, genetic traits and determination of the characteristics of offspring. This unit includes a focus on Indigenous kinship.

Biological Sciences – Genetics Chemical Sciences – Chemical Reactions Earth Sciences and Physics – The Universe

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1. Chemistry/Physics: This course covers Newtonian Motion, Environmental Chemistry, and Pharmaceutical Science.

2. Biology/Chemistry: This course covers Evolution, Environmental Chemistry, and Forensic Science.

3. Biology/Psychology: This course covers Evolution, Intelligence, and Sports Science.

A student planning to undertake TWO semesters of Science in Semester 2 of Year 10 may do so by selecting Chemistry/Physics AND Biology/ Psychology, thereby providing an opportunity to study in all four disciplines.

Students planning to undertake Stage 1 Chemistry or Stage 1 Physics must select the Chemistry/ Physics topic as a pre-requisite and achieve a B result or higher.

Students planning to undertake Stage 1 Biology or Stage 1 Psychology must undertake at least one Semester 2 Science in any discipline and achieve a C- result or higher.

For students not planning to study Stage 1 sciences, Semester 2 Science courses are not compulsory.

SCIENCE

SUBJECTS - YEAR 10 TO YEAR 12 Stage 1 Biology Length of Course: 1 or 2 semesters (10 or 20 credits) Prerequisites: C- grade or higher and an Attitude notation between 1 and 3 in any Semester 2 Year 10 Science subject.

Biology is a natural science concerned with the study of life and living things. In particular the relationship between structure and function on a micro and a macro level, and the identification and taxonomy, the growth and reproduction of organisms, evolution of favourable characteristics, and ecosystem sustainability. Biology recognises the cell as the basic unit of life, that genes as the smallest unit of heredity and the Theory of Evolution as pivotal in the diversification of species over time.

It is also understood that all organisms survive by transforming energy, initially from the sun, into useable forms and by maintaining a constant, internal environment via homeostasis. Students extend their skills with their knowledge and understandings to find solutions to biological issues and understand how biological science can impact their lives, society and the environment. In the study of Biology students inquire into and explain biological phenomena and draw evidence-based conclusions from investigations into biology related issues and innovations. This is of note in the production of genetically engineered materials, implementation of disease control methods, the maintenance of human health, the preservation of habitats and sustainability of species. The three strands of science to be integrated throughout student learning are:

• • •

science inquiry skills science as a human endeavour science understanding.

Content: In Stage 1 students learn to implement practical skills of microscopy to study the cellular basis of life and to use this understanding to learn about infectious diseases. The hierarchy of cells to organisms are studied by highlighting the efficiency of different body systems. Cellular processes and relationships between organisms are investigated at an ecosystem level.

Biology A: Cells and Microorganisms, Biodiversity, Ecosystem Dynamics, Infectious Diseases.

Biology B: Cells and Microorganisms, Multicellular Organisms.

Students studying one semester of Biology will not be able to choose which semester they study.

Assessment: Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: • Investigation Folio – including practical investigations, research assignments, presentations.

• Skills and Application Tasks – tests, examinations and excursion reports.

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SUBJECTS - YEAR 10 TO YEAR 12

SCIENCE

Stage 1 Chemistry Length of Course: 1 or 2 semesters (10 or 20 credits) Prerequisites: C- grade or higher and an Attitude notation between 1 and 3 in either Biology/Chemistry or Physics/Chemistry in Semester 2 Year 10.

The study of Chemistry, develops and extends students understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources.

Students explore examples of how scientific understanding may involve the application of new technologies and consider examples of the benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes.

The three strands of science to be integrated throughout student learning are: • science inquiry skills • science as a human endeavour • science understanding Students wishing to study Stage 2 Chemistry must complete both semesters of Stage 1 Chemistry.

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Content: Through the study of Chemistry, students develop the skills that enable them to be questioning, reflective, and critical thinkers; investigate and explain phenomena around them; and explore strategies and possible solutions to address major challenges now and in the future (for example, in energy use, global food supply, and sustainable food production).

Students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges, and pursue future pathways, including in medical or pharmaceutical research, pharmacy, chemical engineering, and innovative product design.

Chemistry A: Materials and Their Atoms, Combinations of Atoms, Molecules Chemistry B: Mixtures and Solutions, Acid and Bases, Redox Reactions Assessment: Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: • Investigation Folio – including practical investigations, research assignments and presentations.

• Skills and Application Tasks – Tests and examinations.

SUBJECTS - YEAR 10 TO YEAR 12

SCIENCE

Stage 1 Physics Length of Course: 1 or 2 semesters (10 or 20 credits)

Students wishing to study Stage 2 Physics must complete both semesters of Stage 1 Physics.

Prerequisites: C- grade or higher and an Attitude notation of between 1 and 3 in Physics/Chemistry in Semester 2 Year 10.

Content: In Stage 1 students learn to interpret physical phenomena through a study of motion in two dimensions, electricity and electrical circuits, heat, energy, waves, and nuclear models. They apply their knowledge to solve problems, develop investigation skills through practical and other learning activities.

Corequisite: Stage 1 Mathematical Methods 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. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.

As they explore the interaction between science and society, students recognise that the knowledge and understanding of physics is constantly changing and increasing through the application of new ideas and technologies. The three strands of science to be integrated throughout student learning are: • science inquiry skills • science as a human endeavour • science understanding.

Physics A: Linear Motion and Forces, Electric Circuits, Heat.

Physics B: Energy and Momentum, Wave models and Light, Radioactivity.

Assessment: Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: • Investigation Folio – including practical investigations, research assignments and presentations.

• Skills and Application Tasks – Tests and examinations.

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SUBJECTS - YEAR 10 TO YEAR 12

SCIENCE

Stage 1 Psychology Length of Course: 1 or 2 semesters (10 or 20 credits) Pre-requisites: C- grade or higher and an Attitude notation between 1 and 3 in any Semester 2 Science subject and a C- grade or higher in Year 10 English.

Psychology is the systematic study of thoughts, feelings and behaviours and the factors that influence these. Psychologists gather empirical data through conducting investigations and for this reason it is taught as a scientific discipline.

Stage 1 Psychology comprises both compulsory and negotiated topics, reflecting current affairs and student interests. Students are taught to analyse behaviour using the biopsychosocial model.

The Stage 1 Psychology course is designed to: • Extend student understanding of themselves and their social environment through the analysis of psychological function and behaviour.

• Involve students in the ethical collection and analysis of qualitative and quantitative data.

• Prepare students for a Stage 2 Psychology course.

Content: In Stage 1 students study Cyber Psychology, the psychological considerations regarding the

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interaction between humans and technology. Further elements of human behaviour and the expression of their thoughts and feelings are studied in the topics of Psychological Wellbeing and Emotion. Criminal Psychology delves into the links between the psyche, personality disorders and the prevalence of crime.

Students consider the anatomical structures of the brain and nervous system in Neuropsychology and study cognitive, social and emotional development from birth to death in Lifespan Psychology.

Psychology A: Cyberpsychology, Lifespan Psychology, Neuropsychology.

Psychology B: Criminal Psychology, Emotion, Psychological Wellbeing Assessment: Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through the following assessment types: • Skills and Applications Tasks (including tests and assignments) • Investigation Tasks (including one Science as a Human Endeavour task and one Design and Deconstruct task)

SUBJECTS - YEAR 10 TO YEAR 12

SCIENCE

Stage 2 Biology Length of Course: 2 semesters (20 credits) Prerequisites: C grade or higher and an Attitude notation between 1 and 3 in a Stage 1 Science subject.

Biology is a natural science concerned with the study of life and living things. Of particular highlight is the: relationship between structure and function on a micro and a macro level; identification and taxonomy; growth and reproduction of organisms; evolution of favourable characteristics; and ecosystem sustainability. Biology recognises the cell as the basic unit of life, that genes as the smallest unit of heredity and the Theory of Evolution as pivotal in the diversification of species over time.

It is also understood that all organisms survive by transforming energy, initially from the sun, into useable forms and by maintaining a constant, internal environment via homeostasis. Students extend their skills with their knowledge and understandings to find solutions to biological issues and understand how biological science can impact their lives, society and the environment. In the study of Biology students inquire into and explain biological phenomena and draw evidence-based conclusions

from investigations into biology related issues and innovations. This is of note in the production of genetically engineered materials, implementation of disease control methods, the maintenance of human health, the preservation of habitats and sustainability of species. The three strands of science to be integrated throughout student learning are: • science inquiry skills • science as a human endeavour • science understanding.

Content: The following topics provide the framework for learning in Stage 2 Biology: • Topic 1: DNA and Proteins • Topic 2: Cells as the Basis of Life • Topic 3: Homeostasis • Topic 4: Evolution Assessment: Electronic examination. The following assessment types enable students to demonstrate their learning in Stage 2 Biology: School Assessment (70%) • Investigations Folio (30%) • Skills and Applications Tasks (40%) External Assessment (30%) • Electronic Examination (2 hours) (30%)

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SUBJECTS - YEAR 10 TO YEAR 12

SCIENCE

Stage 2 Chemistry Length of Course: 2 semesters (20 credits) Pre-requisites: B grade or higher and an Attitude notation between 1 and 3 in Stage 1 Chemistry units A and B. The study of Chemistry, develops and extends students understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources.

Students explore examples of how scientific understanding may involve the application of new technologies and consider examples of the benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes.

The three strands of science to be integrated throughout student learning are: • science inquiry skills • science as a human endeavour • science understanding.

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Content: Through the study of Chemistry, students develop the skills that enable them to be questioning, reflective, and critical thinkers; investigate and explain phenomena around them; and explore strategies and possible solutions to address major challenges now and in the future (for example, in energy use, global food supply, and sustainable food production).

Students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges, and pursue future pathways, including in medical or pharmaceutical research, pharmacy, chemical engineering, and innovative product design.

The topics for Stage 2 Chemistry are: • Topic 1: Monitoring the Environment • Topic 2: Managing Chemical Processes • Topic 3: Organic and Biological Chemistry • Topic 4: Managing Resources.

Assessment: The following assessment types enable students to demonstrate their learning in Stage 2 Chemistry: School Assessment (70%) • Investigations Folio (30%) • Skills and Applications Tasks (40%) External Assessment (30%) • Examination (2 hours) (30%)

SCIENCE

SUBJECTS - YEAR 10 TO YEAR 12 Stage 2 Physics Length of Course: 2 semesters (20 credits) Prerequisites: A B grade or higher and an Attitude notation between 1 and 3 at Stage 1 Physics A and B. Successful completion of Stage 1 Mathematical Methods.

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. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.

As they explore the interaction between science and society, students recognise that the knowledge and understanding of physics is constantly changing and increasing through the application of new ideas and technologies. The three strands of science to be integrated throughout student learning are: • science inquiry skills

• •

science as a human endeavour science understanding.

In Physics, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges.

Content: The course continues the introduction of students to the processes and principles of Physics concentrating on the three main areas below: • Topic 1: Motion and Relativity • Topic 2: Electricity and Magnetism • Topic 3: Light and Atoms.

Assessment: The following assessment types enable students to demonstrate their learning in Stage 2 Physics: School Assessment (70%) • Investigations Folio (30%) • Skills and Applications Tasks (40%) External Assessment (30%) • Electronic Examination (2 hours) (30%)

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SUBJECTS - YEAR 10 TO YEAR 12

SCIENCE

Stage 2 Psychology Length of Course: 2 semesters (20 credits) Pre-requisites: C grade or higher and an Attitude notation between 1 and 3 in a Stage 1 Science subject.

Psychology is the systematic study of thoughts, feelings and behaviours and the factors that influence these. Psychologists gather empirical data through conducting investigations and for this reason it is taught as a scientific discipline. In Psychology, students study various investigation designs and analyse data obtained from their own cohort. Ethical guidelines are considered, as are the variety of both qualitative and quantitative methods utilized by psychologists. Students reflect upon the attitudes and behaviours of others and how these phenomena are inextricably linked.

Learning theories are covered, including Classical and Operant conditioning methods. Historical and current Personality theories are considered, as well as disorders than can affect an individual’s personality. Students study the link between Biology and Psychology when they investigate stress, sleep patterns and mental health issues.

In Psychology, students work both collaboratively and independently to gather and analyse investigative data using a variety of methods. They learn to explain the behaviours of others and to consider their own thoughts and feelings. Students critically reflect on psychological theories and contrast the beliefs of key theorists.

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Content: Psychology of the Individual: Freud’s Psychodynamic Theory, Maslow’s Humanistic Theory, Costa and McCrae’s Trait Theory Psychological Health and Wellbeing: Biopsychosocial influences on mental health, diagnosis of mental health conditions, social media, sleep and stress.

Organisational Psychology: Uses an evidence-based approach to understand the factors that affect an organisation’s success and the work performance and job satisfaction of its employees.

Social Influence: Factors affecting obedience and conformity, the structure of attitudes and methods of persuasion.

The Psychology of Learning: Classical Conditioning, Operant Conditioning, Observational Learning.

Assessment: Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Investigations Folio (30%) • One Science as a Human Endeavour task • One Design and Deconstruct task • Skills and Applications Tasks (40%) • Based upon Psychology of the Individual, Psychological Health and Wellbeing and Organisational Psychology.

External Assessment (30%) • Examination (2 hours) (30%) • Only examining Social Influence and The Psychology of Learning and Science Inquiry Skills.

TECHNOLOGIES

SUBJECTS - YEAR 10 TO YEAR 12 TECHNOLOGIES - HEAD OF TECHNOLOGIES: Mrs Renee Hutton

YEAR 10 MATERIAL SOLUTIONS PRODUCT DESIGN YEAR 10

INDUSTRY AND ENTREPRENEURIAL SOLUTIONS

ADVANCED MANUFACTURING

STAGE 1 MATERIAL SOLUTIONS PRODUCT DESIGN STAGE 1

INDUSTRY AND ENTREPRENEURIAL SOLUTIONS

ADVANCED MANUFACTURING

STAGE 2 MATERIAL SOLUTIONS PRODUCT DESIGN STAGE 2

INDUSTRY AND ENTREPRENEURIAL SOLUTIONS

ADVANCED MANUFACTURING

Successful completion of preceding year’s course in both grade and attitude or by negotiation with the Head of Department.

Year 10 Material Solutions Length of Course: 1 or 2 semesters Pre-requisites: If studied, a passing grade and an Attitude notation of between 1 and 3 for Year 9 Material Solutions. Year 10 Material Solutions does not require the study of Year 9 Material Solutions.

Product Design A - Furniture Design Material Solutions A - Furniture Design Aims: • To develop skills using a range of materials and processes.

• To develop problem-solving and design skills within a project-based task.

• To develop safe work practices in a workshop environment • To further develop design skills through investigation and idea generation.

Content: Students will develop design and practical skills within a project-based task. They will use a variety of machines and tools as well as specific software to complete the project. The design process will be central to the development of individual projects.

Students will examine the origins and production process of a range of materials.

Material Solutions B - Recycled Furniture Aims: • To develop a range of hand skills and CNC machining skills.

• To develop safe work practices in a workshop environment.

• To further develop design skills through investigation and idea generation.

• To develop skills in design using CAD drawing software.

Content: Students will develop skills in both traditional hand skills and contemporary machining skills. All students will complete a set project where they will be challenged to incorporate their own design to make a project containing the use of a door from panel timber. Hand skills and portable power tools will be used in the construction of their design.

An opportunity to learn a new construction skill using panel timber to build the capacity of students to prepare them for future years using timber panels while incorporating the use of a drawer in their design.

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TECHNOLOGIES

SUBJECTS - YEAR 10 TO YEAR 12 Year 10 Industry and Entrepreneurial Solutions Length of Course: 1 or 2 semesters Pre-requisites: If studied, a passing grade and an Attitude notation of between 1 and 3 for Year 9 Advanced Manufacturing. Year 10 Advanced Manufacturing does not require the study of Year 9 Advanced Manufacturing.

Advanced Manufacturing A and B Aims: • Develop skills in the use and application of Computer Aided Design software • Develop design and problem-solving skills related to the use of advanced manufacturing techniques such as 3D printing, laser cutting and

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•

CNC machining.

Students become confident in the use of 3D printers and Laser Cutter.

Content: Students will use AutoDesk Fusion 360 which is a 3-Dimensional CAD Modelling Program to design and manufacture products using new and evolving manufacturing techniques. The focus initially will be on skill development in the use of CAD and then will focus on applying these skills in the development of solutions to design briefs using 3D printing, laser cutter and CNC machinery. Projects will include 3D printed jewellery, Bluetooth speakers and other related tasks to build capacity within the subject area.

SUBJECTS - YEAR 10 TO YEAR 12

TECHNOLOGIES

Stage 1 Material Solutions - Product Design

Stage 1 Industry and Entrepreneurial Solutions

Length of Course: 1 or 2 semesters (10 or 20 credits)

Length of Course: 1 or 2 semesters (10 or 20 credits)

Pre-requisites: A passing grade and an Attitude notation between 1 and 3 in at least one semester of Year 10 Material Solutions or by negotiation with the Design and Technology Coordinator.

Pre-requisites: A passing grade and an Attitude notation between 1 and 3 in at least one semester of Year 10 Advanced Manufacturing or by negotiation with the Design and Technology Coordinator. Students will need competent practical understanding of Autodesk Fusion 360.

Product Design A and B Content: Students combine designing and making skills with knowledge and understanding of timber products, information, and systems to undertake activities that lead to the manufacture of a small project.

Students investigate, analyse and critique a broad range of similar products as part of developing original products, recognise and use the differing characteristics and properties of timber products, components, techniques, and equipment to make their product.

Advanced Manufacturing A & B.

Assessment: School Assessment • Skills and Application (30%) • Folio and Product Record (70%)

Assessment: Skills and Application (30%) • Students demonstrate a range of skills and techniques that they will use to help create their major project.

• These will include how to use and modify 3D printers and Laser cutters for different results.

Folio and Product Record (70%) • Design Folio - this is used for documenting all aspects of your design for your major project.

• Product Showcase - is used to showcase your product and any testing/modifications that occurred throughout the creation of your product.

Content: This unit focuses on designing and producing projects using a variety of output devices, such as 3D printers, CNC routers, and laser cutters. Particularly Autodesk Fusion 360 is used in this regard. With this topic, some material expenses will be incurred.

Projects are based on concepts that could one day be produced commercially using 3D printers and laser cutters.

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SUBJECTS - YEAR 10 TO YEAR 12

TECHNOLOGIES

Stage 2 Material Solutions - Product Design

Stage 2 Industry and Entrepreneurial Solutions

Length of Course: 2 semesters (20 credits)

Length of Course: 2 semesters (20 credits)

Pre-requisites: A passing grade and an Attitude notation of between 1 and 3 or higher in Year 10 Material Solutions, Stage 1 Material Solutions or by negotiation with Design and Technology Coordinator.

Prerequisites: A passing grade and an Attitude notation of between 1 and 3 or higher in Stage 1 Advanced Manufacturing or by negotiation with Design and Technology Coordinator. .

Advanced Manufacturing A & B Content: This course will focus on the use of advanced manufacturing techniques as the main theme.

Students will work through the investigating, devising, producing and evaluating process to develop solutions to identified design briefs. Students will be expected to demonstrate the use of 3D printers, laser cutters and CNC router in designing products using a range of materials.

Material Solutions Content: This course will have an open design brief where students can design and make a project of choice within the context of Stage 2 SACE. Students will work through the investigating, devising, producing and evaluating process to develop a range of solutions to an identified design brief, examine a range of possible solutions and evaluate outcomes.

Students are also required to critique similar products and associated technological issues.

Creative and innovative solutions are encouraged in the students who have the opportunity to work on a self-directed project over an extended period of time.

Some material costs may be incurred for projects.

Assessment: School Assessment • Skills and Application Task (20%) Product (50%) External Assessment • Folio (30%)

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Some material costs may be incurred with this subject.

Assessment: School Assessment • Skills and Application Task (20%) • Product (50%) External Assessment • Folio (30%)

TECHNOLOGIES

SUBJECTS - YEAR 10 TO YEAR 12 TECHNOLOGIES - FOOD TECHNOLOGY

YEAR 10 FOOD TECHNOLOGY

STAGE 1 FOOD AND HOSPITALITY

STAGE 2 FOOD AND HOSPITALITY

Year 10 Food Technology Length of Course: 1 or 2 semesters Prerequisites:If studied, a passing grade and Attitude notation between 1 and 3 in Year 9 Food Technology. Students who did not take Food Technology in Year 9 are able to select Year 10 Food Technology but may have some additional prior learning to complete.

Content: In line with the Australian Curriculum, the Year 10 Food Technology course builds on the key skills learnt in Year 9 Food Technology. The Year 10 course provides a platform for students to continue developing their individuality and leadership skills within the kitchen. The students will undertake a series of practical and theory based tasks all purposely designed to provide a holistic experience of working within the food and hospitality industry. In Semester One, the Year 10 Food Technology course has a focus on exploring how marketing and social media play an important role in the success of a food business. Students will complete an investigation into the effects of this on the food and hospitality industry as well as partake in two practical tasks exploring the complex skill of precision baking and some of the realities of running a food truck business.

In Semester Two, the Year 10 Food Technology course focuses further developing students understanding of food hygiene in preparation for Stage 1 Food and Hospitality. They will delve into the effects of food-borne illnesses in their investigation ‘Bacteria Beware’ and then apply this knowledge to the ‘Food on a Plane’ assessment in which students will plan and prepare a safe main meal for a longhaul ‘mock’ flight. The Year 10’s will then explore contemporary plated desserts as they learn about how native Indigenous ingredients can be utilized in creative ways.

Both Semester One and Two courses will prepare students accordingly for the Stage 1 Food and Hospitality pathway.

Below is an example of some of the units that could be studied: Semester One • For the Love of Food- Investigation • Food Trucks- Practical Group Task • The Great Endeavour Bake-Off- Practical Research Task Semester Two • Bacteria Beware- Investigation • Food on a Plane- Practical Group Task • Native Desserts- Practical Research Task

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TECHNOLOGIES Stage 1 Food and Hospitality Length of Course: 1 or 2 semesters (10 or 20 credits) problem-solving approaches to learning. Students participate in collaborative activities to support Pre-requisites: If studied, a passing grade and healthy eating practices. They develop their ability to Attitude notation between 1 and 3 in Year 10 think critically and to solve problems related to the Food Technology. Students who did not take Food food and hospitality industry in individual, family, and Technology in Year 10 are able to select Stage 1 Food community contexts, both locally and globally. and Hospitality but may have some additional prior learning to complete.

In Stage 1 Food and Hospitality, students examine some of the factors that influence people’s food Content: choices and the health implications of those choices.

In Food and Hospitality, students focus on the They also gain an understanding of the diversity dynamic nature of the food and hospitality of the food and hospitality industry in meeting the industry and develop an understanding of needs of local people and visitors. contemporary approaches and issues related to food and hospitality. Students develop skills in There are five areas of study for this course: using technology and safe work practices in the • Food, the Individual, and the Family preparation, storage, and handling of food, and • Local and Global Issues in Food and Hospitality complying with current health and safety legislation. • Trends in Food and Culture They investigate and discuss contemporary food • Food and Safety and hospitality issues and current management • Food and Hospitality Industry practices, and explore concepts such as the legal and environmental aspects of food production, trends in Examples of Topics Covered: food and hospitality, consumer protection, and the • Trendy Cakes nutritional impact of healthy eating.

• Better Together- Family Dinners • A War on Waste- Investigation By working with a range of people within the school • Gourmet Picnics and the wider community, students develop their • Cafe Culture interpersonal communication skills. They establish and develop cooperative working relationships and Assessment: learn the value of working independently, while also For each semester, students complete 4 assessment being able to respond to instructions or directions. types each worth a minimum of 20%. These The study of Food and Hospitality integrates active, assessments include two major Practical Tasks, one with a Research focus and the other with an Action Plan. As well as a Group Task and an Investigation.

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TECHNOLOGIES Stage 2 Food and Hospitality Length of Course: 2 semesters (20 credits) Pre-requisites: A passing grade and Attitude notation between 1 and 3 in Stage 1 Food and Hospitality. Students who did not take Stage 1 Food and Hospitality are able to select Stage 2 Food and Hospitality but may have some additional prior learning to complete.

Content: In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry and develop an understanding of contemporary approaches and issues related to food and hospitality. Students develop skills in using technology and safe work practices in the preparation, storage, and handling of food, and complying with current health and safety legislation.

They investigate and discuss contemporary food and hospitality issues and current management practices, and explore concepts such as the legal and environmental aspects of food production, trends in food and hospitality, consumer protection, and the nutritional impact of healthy eating.

By working with a range of people within the school and the wider community, students develop their interpersonal communication skills. They establish and develop cooperative working relationships and learn the value of working independently, while also being able to respond to instructions or directions.

The study of Food and Hospitality integrates active, problem-solving approaches to learning. Students participate in collaborative activities to support healthy eating practices. They develop their ability to think critically and to solve problems related to the

food and hospitality industry in individual, family, and community contexts, both locally and globally.

Stage 2 Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine contemporary and future issues within the food and hospitality industry and the influences of economic, environmental, legal, political, sociocultural, and technological factors at local, national, and global levels.

Students may be required to participate in activities outside school hours, both within the school and in the wider community.

There are five areas of study for this course: • Contemporary and Future Issues • Economic and Environmental Influences • Political and Legal Influences • Sociocultural Influences • Technological Influences Examples of Topics Covered: • Bush Tucker Banquet • Ethical Desserts • Rise of the Flexitarian • Soulful Soups • College Board Dinner Assessment: School Assessment (70%) • Practical Activities (50%) • Group Activity (20%) External Assessment (30%) • Major Investigation (30%)

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TECHNOLOGIES

SUBJECTS - YEAR 10 TO YEAR 12 DIGITAL TECHNOLOGIES

YEAR 10 DIGITAL COMMUNICATIONS SOLUTIONS

STAGE 1 DIGITAL COMMUNICATIONS SOLUTIONS

STAGE 2 DIGITAL COMMUNICATIONS SOLUTIONS

YEAR 10 DIGITAL TECHNOLOGIES

STAGE 1 DIGITAL TECHNOLOGIES

STAGE 2 DIGITAL TECHNOLOGIES

Year 10 Digital Communications Solutions Length of Course: 1 or 2 semesters Pre-requisites: Nil Aims: Digital Communications involves the designing and making of products to communicate information.

Students create a range of products using appropriate hardware and software. Streams of focus include digital photography, multimedia marketing, or cinematography. Students use the design process to investigate and develop solutions to each design brief.

Content: • Students work through the design process of investigating, planning, producing and evaluating their work. They will search for innovative ways to put their ideas into practice.

• Practical work will focus on image capture and production methods, including: • Mirrorless camera techniques • Lens selection • Lighting (studio and natural) • Image manipulation using Adobe Photoshop • Design process record • Digital publishing using PowerPoint, Keynote or Microsoft Sway Year 10 Digital Technologies Length of Course: 1 or 2 semesters Pre-requisites: If studied, a passing grade and Attitude notation between 1 and 3 in Year 9 Digital Technologies. Students who did not take Digital Technologies in Year 9 are able to select Year 10 Digital Technologies.

Aims: • Develop user interface (UI) and user experience (UX) design skills through the creation of game concepts using wireframing, prototyping, and visual design tools.

• Investigate how data is acquired, managed, transmitted, and secured within networked systems, building foundational knowledge of internet infrastructure.

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Year 10 Digital Technologies • Understand the importance of privacy and cybersecurity by exploring real-world case studies, identifying online risks, and evaluating strategies to protect personal data and systems.

• Apply data analytics techniques using Microsoft Excel, including the use of advanced tools for sorting, filtering, charting, and summarising data to solve problems and communicate insights.

• Learn the fundamentals of web development through hands-on experience with HTML and CSS, creating responsive and accessible web content.

• Design, code, and evaluate a functional Python project, such as a medical diagnosis bot, applying algorithms and conditionals to address a real-world health.

Content: • UI / UX for Game Design • Managing Data in Networked Systems • Privacy and Cyber Security • Excel Data - Data Tools and Excel Charts • Intro to HTML and CSS • Python Projects – Medical Diagnosis Bot Skills: Students will apply a range of skills and processes when creating digital systems and solutions such as: • Analyse and visualise • Acquiring, storing and validating • Create and share online • Critique and manage the digital footprint that existing systems and student solutions collect • Define and decompose • Design, generating, evaluating and communicating • Design, identify, predict and trace • Develop cyber security threat models and explore a software, user or software supply chain vulnerability • Plan, implement, modify and manage projects • Select and use emerging digital tools and advanced features

SUBJECTS - YEAR 10 TO YEAR 12

TECHNOLOGIES

Stage 1 Digital Communications Solutions

Stage 1 Digital Technologies

Length of Course: 1 or 2 semesters (10 or 20 credits)

Length of Course: 1 or 2 semesters (10 or 20 credits)

Pre-requisites: A passing grade and Attitude notation between 1 and 3 in at least one semester Year 10 Digital Communication Solutions. Students who did not study Stage 1 Digital Communication Solutions will need to negotiate entry with the Digital Technologies Coordinator.

Content: Students develop and further the knowledge and skills associated with designing and creating products that communicate information. Students investigate, analyse and critique a broad range of products as a part of developing their own unique responses to issues. Digital Communications includes the option of multiple focuses in digital photography, cinematography or multimedia marketing, or the choice to streamline to one focus.

This provides students with the opportunity to explore a vast range of creative mediums.

Assessment: • Specialised Skills Tasks (40%) • Folio (Planning) (20%) • Product (40%)

Prerequisites: A passing grade and Attitude notation between 1 and 3 in at least one semester Year 10 Digital Technologies. Students who did not study Year 10 Digital Technolgies will need to negotiate entry with the Digital Technologies Coordinator.

Content: In each semester, students study 2 topics from the following focus areas: Programming, Advanced Programming, Data Analytics and Exploring Innovations. Students focus on using computational thinking to explore problems. They analyse existing data and develop solutions to a range of problems.

Students have the opportunity to work collaboratively in at least one assessment.

Semester 1 includes students analysing data, exploring ethical considerations and also programming a digital solution and game that support the data that they have analysed .

Semester 2 is based around RPG (Role Playing Game) game development. Planning, coding and creating an environment for players to interact with and explore.

Assessment: There are a minimum of 3 assessment tasks, including at least 2 based around project skills and at least 1 digital solution. At least 1 task is also collaborative.

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TECHNOLOGIES

SUBJECTS - YEAR 10 TO YEAR 12

TECHNOLOGIES

Stage 2 Digital Technologies Length of Course: 2 semesters (20 credits) Prerequisites: A passing grade and an Attitude notation between 1 and 3 in at least one semester of Stage 1 Digital Technologies or via negotiation with the Digital Technologies Coordinator.

Content: 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 current industry practices and/or iterative engineering design processes. Learning environments in Digital Technologies may include physical, online, and/or simulated spaces.

Digital Technologies promotes learning through initiative, collaboration, creativity, and communication, using project- and inquiry-based approaches. Students study the following four focus areas: • Computational thinking • Design and programming • Data analytics • Iterative project development Assessment: Students undertake six assessments, comprising of four project skills tasks, one collaborative project and an individual digital solution (externally assessed).

School Assessment (70%) • 4 project skill tasks • 1 collaborative project External Assessment (30%) • Individual Digital Solution

Stage 2 Digital Communications Solutions Length of Course: 2 semesters (20 credits) Prerequisites: A passing grade and an Attitude notation between 1 and 3 in at least 1 semester of Stage 1 Digital Communications Solutions or via negotiation with the Digital Technologies Coordinator.

Content: In response to various design briefs, students will work through the investigating, devising, producing and evaluating process to develop a range of creative and communicative solutions. Students will look at issues relating to the design, purpose and methods of productions of relevant products to inform the creation of a portfolio of work. This course allows

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students the flexibility to approach assessments from a various of lenses, including digital photography, cinematography and multimedia.

Assessment: School Assessment (70%) • Specialised Skills Tasks (20%) • Design Process and Product (50%) External Assessment (30%) • Resource Study (30%)

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