CURRICULUM GUIDE
SENIOR YEARS
Denotes
Denotes
Denotes Stage 2 Subjects
Denotes subject studied in Year 12
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.
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.
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.
• 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?
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.
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?
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!
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
SATAC
Scaling
Semester Unit
SACE Board
ATAR
South Australian Certificate of Education.
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.
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.
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.
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).
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) reported on a percentile scale (0 – 99.9). Cut off ATAR scores are determined depending on the student quota for each tertiary course.
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
Sandra Barry, Director of Learning sandra.barry@endeavour.sa.edu.au
Daniel Wooldridge, Acting Director of Senior Years daniel.wooldridge@endeavour.sa.edu.au
Annie Fitridge, Pathways Learning Leader annie.fitridge@endeavour.sa.edu.au
COURSE COUNSELLORS
Sandra Barry sandra.barry@endeavour.sa.edu.au
Veronica Falero veronic.falero@endeavour.sa.edu.au
Annie Fitridge annie.fitridge@endeavour.sa.edu.au
Lauren Gray lauren.gray@endeavour.sa.edu.au
Jake Otto-Williams jake.otto-williams@endeavours.sa.edu.au
Peter Pearse peter.pearse@endeavour.sa.edu.au
Belinda Willcocks belinda.willcocks@endeavour.sa.edu.au
Daniel Wooldridge daniel.wooldridge@endeavour.sa.edu.au
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
PREFERENCES
Select 4-5 semesters
NB: all year = 2 semesters
• Christian Living
• English
• Health and Physical Education
• History (one semester)
• Mathematics
• Exploring Identities and Futures (EIF) Formerly PLP
• Science (Semester 1)
1. Art (one or two semesters)
2. Business and Economics (one semester)
3. Design (one or two semesters)
4. Digital Communication Solutions (one or two semesters)
5. Digital Technologies (one or two semesters)
6. Drama (one or two semesters)
7. Enrichment Mathematics (one semester)
8. Food Technology (one or two semesters)
9. Geography (one or two semesters)
10. German (all year)
11. History (one semester)
12. Industry and Entrepreneurial Solutions-Advanced Manufacturing (one or two semesters)
13. Japanese (all year)
14. Material Solutions – Product Design (one or two semesters)
15. Music (all year)
16. Stage 1 Outdoor Education (one semester)
17. Science Options Semester 2 (choose up to 2)
• Chemistry/Physics
• Biology/Chemistry
• Biology/Psychology
COMPULSORY
YEAR 11
• Christian Living
• English
• Mathematical Methods or General Mathematics or Essential Mathematics
• Activating Identities and Futures (AIF) (Formerly Research Project)
PREFERENCES
Select 6 semesters
NB: all year = 2 semesters
1. Biology (one or two semesters)
2. Business Innovation (one or two semesters)
3. Chemistry (all year)
4. Digital Communication Solutions (one or two semesters)
5. Digital Technologies (one or two semesters)
6. Drama (one or two semesters)
7. Food and Hospitality (one or two semesters)
8. Geography (one or two semesters)
9. German (all year)
10. Health and Wellbeing (one or two semesters)
11. Industry and Entrepreneurial Solutions-Advanced Manufacturing (one or two semesters)
12. Japanese (all year)
13. Material Solutions – Product Design (one or two semesters)
14. Modern History (one or two semesters)
15. Music (all year)
16. Physical Education (one or two semesters)
17. Physics (all year)
18. Psychology (one or two semesters)
19. Specialist Mathematics (one semester)
20. Visual Arts - Art (one or two semesters)
21. Visual Arts - Design (one or two semesters)
22. Stage 2 Outdoor Education (all year)
YEAR 12
COMPULSORY • Christian Living (MAX) (one semester)
PREFERENCES
Select 5 full year subjects
1. Biology
2. Business Innovation
3. Chemistry
4. Digital Communication Solutions Digital Technologies
5. Drama
6. English
7. English Literary Studies
8. Essential English
9. Essential Mathematics
10. Food and Hospitality
11. General Mathematics
12. Geography
13. German
14. Health and Wellbeing
15. Industry and Entrepreneurial Solutions-Advanced Manufacturing
16. Integrated Learning
17. Japanese
18. Material Solutions– Product Design
19. Mathematical Methods
20. Modern History
21. Music
22. Physical Education
23. Physics
24. Psychology
25. Specialist Mathematics
26. Visual Arts – Art
27. Visual Arts – Design
28. Workplace Practices
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 Years Information Evening early in the term. At this time students complete a subject preference form which is used to form the basis of the course discussions. Each student is assigned a course counsellor who will work with this student and family until the end of Year 12. The course counsellor will be the person to speak with initially, when considering subject changes, tertiary pre-requisites and any alternate paths that may be possible. From 2025, in most circumstances, the Course Counsellor will be the Head of Village.
In mid Term 3 of Year 10, the student and at least one parent/caregiver/family member will attend a counselling discussion with their designated course counsellor at the College. At this time 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, teacher recommendations and eligibility to meet the SACE or College requirements.
In Year 11, this process is repeated and checked in light of 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 ‘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. Year 9 students can elect to see a course counsellor. Initial contact is through the Director of Learning.
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.
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.
FINAL INSTRUCTIONS
The school has set prerequisite standards for the study of most subjects at Stage 1 and Stage 2. 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 Learning Leader (Mrs Annie Fitridge)
• 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, Career Counsellor or Year Level Leader, 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).
BUSINESS INNOVATION
YEAR 10
BUSINESS ECONOMICS
Year 10
Learning Leader: Ms Kelli de Lacy
STAGE 1
BUSINESS INNOVATION
Business and Economics
Length of Course: 1 semester
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, communication and presentation of ideas.
This course is designed to deepen students’ understanding of fundamental concepts and prepare students for studying Stage 1 Business Innovation.
Stage 1 Business Innovation
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites: There are no prerequisites for this course.
Content:
Business Innovation introduces students to the business environment and the nature of business in the local, global and digital environment. One semester will have ‘start-up’ businesses as a focus and the other semester will have ‘existing businesses’ as a focus.
STAGE 2
BUSINESS INNOVATION
Students will gain an understanding of:
• Role and structure of business in Australia
• Establishing 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
Assessment:
Business skills
• Tasks may include business planning, written analysis, 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.
Stage 2 Business Innovation
Stage
2 Business Innovation
Length of Course: 2 semesters (20 credits)
Prerequisites: There are no specific prerequisites for this course.
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 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:
• the nature and structure of business
• sources of finance
• forms of ownership
• legal responsibilities and requirements
• financial literacy
• global, local and digital perspectives
• collaboration and communication with relevant stakeholders
CHRISTIAN LIVING
Assessment:
• Business Skills (40%) eg. Social media marketing campaign, business investigation infographic, website creation and report.
• Business Model (30%)
• Business Plan and Pitch (30%)
Learning Leader: Mrs Alison Slater
Year 10 Christian Living
Length of Course: Full Year (compulsory)
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.
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.
Stage 1 Christian Living
Prerequisites: Nil
Length of Course: Full year (compulsory) (10 credits). Students will opt to study one of the units below. They will be assesses in this area only.
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.
Life, Universe, and Integral Ecology (Big Questions) (JSC)
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 beautiful 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.
In Term 1, we explore how human life impacts the physical environment of our planet, our home. Since colonisation, overpopulation, pollution, burning of fossil fuels, and deforestation are only some of the consequences of human endeavours. Changes like these have triggered climate change, soil erosion, poor air quality, and undrinkable water. Humanity is responsible for thinking about our impact on the environment and, when possible, minimise the damage we do to the planet. We must actively work together to restore God’s creation, our home.
Essential Questions we will ask:
• How do faith and spirituality fit in to this challenge?
• How can we honour God’s creation of which we are a part?
• What can we learn from each other in order to better care for our planet, our home?
Narrowing our focus on the concept of ‘home’, the learning focus for Term 2 shifts to social inequality, poverty and the causes and consequences of homelessness from a Christian perspective. We engage with a wide range of primary and secondary sources and undertake activities and research that build our capacity for understanding and restoration of human dignity and fairness.
Student explore the positive impact of connections and share our own devotional reflection on different perspectives of social injustice and disadvantage in our own world.
Later in the term, we will work together to take social action and contribute in real and significant ways to help alleviate the hardship of the homeless in our community here in Adelaide.
Assessment:
Assessment in Stage 1 Spiritualities, Religion and Meaning is comprised of three tasks. These take the form of a Connections Task, Representations Task, and an Issues Investigation Task.
SUBJECTS - YEAR 10 TO YEAR 12
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
DRAMA Learning
Leader: Mr Jamie Richards
YEAR 10
STAGE 1
NOT STUDIED
STAGE 2
Interview
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
Aims:
• 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.
• Students will develop and produce a musical theatre production presentation using an original or existing text.
• 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.
• Examine Asian and Indigenous Australian performance elements.
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.
• Students will contribute to a portfolio outlining their learning.
• Students to be exposed to the ‘Analysis’ of theatre including viewing multiple live theatre performance and reviewing it.
• Learn to work cooperatively with others.
• 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.
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 in 1 or 2 units of Drama in Year 10 or by negotiation with Drama Learning Leader.
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
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
Stage 2 Drama
Length of Course: 2 semesters (20 credits)
Prerequisites: A C grade or higher in 1 or 2 semesters of Stage 1 Drama or by negotiation with Drama Learning Leader.
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.
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, 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. 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
Stage 2 Drama (cont.)
• Presentation of Dramatic Works
• Students will explore in either a group or individual performance or presentation, dramatic elements, social issues, genres and important events in the history of drama
• The teacher acts as the director for the group performance
Assessment
School Assessment (70%)
• Group Presentation 40%
• Evaluation and Creativity 30%
External Assessment (30%)
• Creative Presentation 30%
Assessment Criteria:
• Knowledge and Understanding
• Critical and Creative thinking
• Creative application
ENGLISH Learning Leader:
Mrs Annicka Adolphi
Year 10 English
Length of Course: 2 semesters (compulsory)
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. According to their teachers’ selection, all classes will study four of the thematic units listed below and complete an extended self-directed study; The Independent Reading Response Folio.
• Seize the Day! Lessons for life conveyed in literature and art
• Choose the Road Less Travelled. Literary expressions of individuality in the face of conformity
• What is and what could be? The function and power of language in protest
• Stories in the Dark. Children’s perspective of war and conflict (drama focus)
• Chaos and Consequences. Representations of youth in society and film
• Locked Doors and Hidden Monsters. A study of Gothic Fiction
• Justice Power and Hope. An intertextual exploration of injustice and the power of hope
Stage 1 English
Length of Course: 2 semesters (20 credits) (compulsory)
Through a rigorous, flexible and differentiated curriculum, Stage 1 English prepares students for three strands of Stage 2 English, depending on their chosen pathway. Critical and comparative study of a wide range of literary and non-literary texts and genres, including prose, film, poetry, drama and media, develops students’ critical thinking and reading skills.
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 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. Over the course of a school year, students will complete 8 assessment tasks (at least one of which is an oral presentation) and two examinations, responding to a range of text types and genres; drama, prose, film, poetry and media.
The following assessment types enable students to demonstrate their learning in Stage 1 English:
• Responding to Texts
• Creating Texts
• Intertextual Study
Stage 2 English
Length of Course: 2 semesters (20 credits)
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.
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 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%).
Stage 2 Essential English
Length of Course: 20 credits
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.
NOTE: This subject is to be selected in consultation with student’s Stage 1 English teacher, the Special Education coordinator or the English Learning Leader.
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
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%)
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%)
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 1 and 2 Community Studies
Community Studies can be studied as a 10 credit subject at Stage 1. At Stage 2 it is a 10 credit or 20 credit subject in Community Studies A and Community Studies B.
Community Studies provides students with a flexible and more autonomous approach to their studies and encourages students to explore their learning beyond the classroom. Students learn in a community context and interact with teachers, peers, and community members. With support from the teacher the students decide the focus of their community activity. They develop their capacity to work independently and to apply their skills and knowledge in practical ways in their community.
NOTE: It is important to be aware that Community Studies at Stage 2 is not a recognised Tertiary Admission Subject and cannot be used in the creation of an ATAR. This subject cannot be selected from the preference form but is setup upon negotiation.
Stage 2 Integrated Learning
Length of Course: 1 semester or full year (10 or 20 credits) Full year course result can be used in the calculation of an ATAR.
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
In developing an individual program of learning or participating in a teacher lead program each student prepares a contract of work to undertake a community activity in one of the following areas of study:
• Arts
• Communication
• Food
Assessment:
• Health and Recreation
• Science and Technology
• Work
• Contract of work – Planning for research and community engagement
• Folio – A structured record of evidence documenting their learning
• Community Activity – Completion of an activity within a community context
• Reflection – A written or multi-modal presentation reflecting on community interaction
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.
FLEXIBLE LEARNING OPPORTUNITIES (cont.)
Stage 2 Workplace Practices
Length of Course: 1 semester or full year (10 or 20 credits) Full year course result can be used in the calculation of an ATAR.
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.
GEOGRAPHY Learning Leader: Ms
Judi Schmidt
GEOGRAPHY YEAR 10
STAGE 2
NOT STUDIED
YEAR 10
Year 10 Geography
Negotiated
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.
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
SUBJECTS - YEAR 10 TO YEAR 12
Stage 1 Geography
Length of Course: 1 or 2 semesters (10 or 20 Credits)
Prerequisites: Nil
Aim:
To increase students’ awareness of local and global environmental sustainability.
Content:
Students are encouraged to “think globally and act locally” in making decisions about everyday life. The acquisition of map, photograph and graphical interpretation skills are part of the course. This course is primarily concerned with natural and human environments and their diverse physical and cultural patterns.
Topics:
• Natural Hazards
• Biological and Human Induced Hazards
• Urban Places and Liveability
• Megacities
• Mapping Skills
• Field Work
Assessment:
The following assessment types enable students to demonstrate their learning in Stage 1 Geography:
• Assessment Type 1: Geographical Skills and Applications
• Assessment Type 2: Fieldwork.
Stage 2 Geography
Length of Course: 2 semesters (20 credits)
Prerequisites: Nil
Aim:
Geography provides opportunities for students to recognise, appreciate and understand different beliefs about the environment. This enhances students’ perceptions of the environment and assists in the clarification of their own attitudes and values.
Content:
Geography will provide opportunities for a study of the environment, the habitat and source of essential resources for human beings. It investigates the interactions that occur between people and the environment using local, national and global examples. Problem-solving skills are developed as responsible attitudes towards the human use of the environment and the well-being of communities are studied.
Topics:
• Ecosystems and People
• Climate Change
• Population Change
• Globalisation
• Transforming Global Inequality
Assessment:
School Assessment (70%)
• Individual Fieldwork Report (30%)
• Four Geographical Skills and Application Tasks (40%)
External Assessment (30%)
• Examination – 2 hours (30%)
HEALTH AND PHYSICAL EDUCATION - Learning Leader: Mr Tim Kupke
STAGE 1
PHYSICAL EDUCATION*
STAGE 1
YEAR 10 H&PE
OUTDOOR EDUCATION (Studied in Year 10)
STAGE 1
HEALTH AND WELLBEING*
Year 10 Health and Physical Education
Length of Course: 2 semesters (compulsory)
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 make informed, safe, responsible, and healthy decisions through relationships education.
Content: Individual Sports
• Golf
• Badminton
• Training
Health Education
STAGE 2
PHYSICAL EDUCATION*
STAGE 2
OUTDOOR EDUCATION*
STAGE 2
HEALTH AND WELLBEING*
* Studied at Year 11 or Year 12
Team Sports
• Team Handball
• Gridiron
• Volleyball
• Sports Coaching – Coaching Styles, Experience in coaching younger children.
• Training and Fitness – Fitness Factors, Fitness Testing, How to train effectively.
• Respectful Relationships - Sexual Health, Consent, Mental Health and Wellbeing, Decision Making.
• Sport Analysis – Analysis of both amateur and elite Team Handball games.
Year 10 Stage 1 Outdoor Education
Length of Course: 1 semester (10 credits)
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 $500 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.
Stage 1 Physical Education
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites: Satisfactory grade and recommendation 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.
Stage 2 Outdoor Education
Length of Course: 1 year (20 credits)
This course is a SACE Stage 2 subject studied in Year 11.
Prerequisites:
It is recommended that Stage 1 Outdoor Education is completed satisfactorily. Outside of this prerequisite, an interview with the Health and Physical Education Learning Leader is required.
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 (Kayaking/Canoeing) –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.
Stage 2 Physical Education
Length of Course: 2 semesters (20 credits)
Prerequisites:
It is recommended that both units of Stage 1 Physical Education are completed satisfactorily; however, completion of one Stage 1 Physical Education unit will prepare the students adequately. Outside of these prerequisites, an interview with the Health and Physical Education Learning Leader is required.
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. Alternatively, students select a competition or sport where they can coach a team (Vista/SACSA/Knockout Sport, another PE class at a younger year level).
Stage 1 Health and Wellbeing
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites: 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.
Stage 2 Health and Wellbeing
Length of Course: 2 semesters (20 credits)
Prerequisites: Preferably, successful completion of one semester of 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 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: Practical Actions Tasks
• Individual Action
• An Event
• A Program Issues Inquiry Task
• In -depth investigation of a health/wellbeing issue (negotiated with teacher) including the impact of digital technology on the chosen issue.
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
SUBJECTS - YEAR 10 TO YEAR 12
HISTORY
Learning Leader: Mr David Thiele
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 Award , 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 France including senior History students.
Year 10 History
Length of Course: Compulsory 1 semester or optional 2 semesters
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 - “Australia and the World: 1938 to 2008”
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 1960s to the present day.
History B – “Australia and the World: 1945 to the Present Day”
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
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.
SUBJECTS - YEAR 10 TO YEAR 12
Stage 1 Modern History
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
A passing grade in one or two units of History at Year 10 level.
Content:
History A - “Revolution in Russia / Sunset of the British Raj”
Since 1750, revolutions have been a major force in bringing about historical change. Students will focus on Russian society from 1900, the 1917 revolutions and their consequences. They will also look at the process of decolonisation, leading to the end of major world empires and the creation of new nations. Students will undertake a study of 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.
History B - “We Shall Overcome / Crisis in the Caribbean”
In this course, students will investigate the role of campaigns for social, economic and political rights in order to build a ‘better world’. They will look at the modern 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. In the second topic of this course, students will have the opportunity to study the Cuban Revolution and its legacy: how revolutionary
ideas, leaders, movements and conditions in Cuba combined to unleash powerful forces of change with great ramifications for the world.
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 in each semester 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.
SUBJECTS - YEAR 10 TO YEAR 12
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 Learning Leader is required.
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
LANGUAGES Learning Leader: Mrs Chihiro
Sakamoto
YEAR 10
GERMAN
YEAR 10
JAPANESE
STAGE 1
GERMAN
STAGE 1
JAPANESE
STAGE 2 GERMAN (Continuers)
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
Length of Course: 2 semesters
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.
International Opportunities
Year 10 Japanese
Length of Course: 2 semesters
Students intending to pursue Japanese at Stage 1 are required to complete both semesters. Second semester Japanese assumes satisfactory completion of first semester.
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
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.
Stage 1 German
Length of Course: 2 semesters (20 credits)
Prerequisites:
Successful completion at a C+ grade or above of 2 semesters of Year 10 German. Students intending to pursue German at Stage 2 are required to complete 20 credits (a full year) of German at Stage 1.
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.
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
Assessment:
Written, aural, and oral assessment tasks, oral presentations and end of semester examinations.
Stage 1 Japanese
Length of Course: 2 semesters (20 credits)
Prerequisites:
Successful completion of C+ grade or above of Year 10 Japanese. Students intending to pursue Japanese at Stage 2 are required to complete 20 credits (a full year) of Japanese at Stage 1.
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 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 mid-year and end-of-year examinations.
Stage 2 German (Continuers)
Length of Course: 2 semesters (20 credits)
Prerequisites:
A C+ or higher at Stage 1 level.
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.
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
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%)
Stage 2 Japanese (Continuers)
Length of Course: 2 semesters (20 credits)
Prerequisites:
A C+ grade or higher at Stage 1 level.
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 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%)
SUBJECTS - YEAR 10 TO YEAR 12
MATHEMATICS
Learning Leader: Mr Andrew John
YEAR 10
YEAR 10
STAGE 1
STAGE 2
GERMAN
EXTENSION MATHEMATICS
ENRICHMENT MATHEMATICS
Possible progression
Likely progression
YEAR 10
YEAR 10
SPECIALIST MATHEMATICS
STAGE 1
MATHEMATICAL METHODS (3 SEMESTERS)
SPECIALIST MATHEMATICS
STAGE 2 MATHEMATICAL METHODS
GERMAN
GENERAL MATHEMATICS
STAGE 1 GENERAL MATHEMATICS
STAGE 2
GENERAL MATHEMATICS
YEAR 10
YEAR 10
GERMAN
ESSENTIAL MATHEMATICS
STAGE 1 ESSENTIAL MATHEMATICS
STAGE 2 ESSENTIAL MATHEMATICS
Year 10 Mathematics
Length of Course: 2 semesters (compulsory)
There are 3 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.
Extension Mathematics including Enrichment Mathematics – is the required selection for students planning to undertake Specialist Mathematics and/ or Mathematical Methods at Stage 1 and Specialist Mathematics and/or Mathematical Methods at Stage 2.
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.
Essential 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 the majority of students undertaking this course it is expected that they will study Essential Mathematics at Stage 1.
All three courses follow the Australian Curriculum. All courses include common topics but the Extension course will cover additional concepts.
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
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 Extension 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 and 2. Students also experienced double Mathematics in one of the two semesters of Year 10.
Enrichment Mathematics must be chosen from the preference subject list as the first preference should students intend to study Specialist Mathematics and/ or Mathematical Methods at Stage 1. It is anticipated that all students currently in an Extension class have the option to study Enrichment Mathematics.
Prerequisites:
Students need to achieve 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.
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.
• 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:
• Further Trigonometry
• Geometrical Reasoning
• Exponentials and Logarithms
- YEAR 10 TO YEAR 12
NOTE: The study of a Mathematics subject is compulsory at Stage 1. Students must achieve a C grade or higher in at least one semester to qualify for the SACE.
Stage 1 Mathematical Methods
Length of Course: Equivalent of 3 semesters (30 credits)
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.
Stage 1 Specialist Mathematics
Length of Course: 1 semester (10 credits)
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.
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.
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.
Prerequisites:
B grade or higher in Year 10 Extension and Enrichment Mathematics, Semester 1 Stage 1 Mathematical Methods.
Content:
• Further Trigonometry
• Vectors in the Plane
• Real and Complex Numbers
• Mathematical Induction
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.
Stage 1 General Mathematics
Length of Course: 1 or 2 semesters (10 credits or 20 credits)
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.
Prerequisites:
Successful completion of Year 10 Extension Mathematics or Year 10 General Mathematics.
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:
Completion of Year 10 Mathematics
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.
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.
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:
A C+ grade or higher 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.
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%)
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.
Prerequisites:
A C grade or higher in Stage 1 General Mathematics.
Stage 2 Essential Mathematics
Length of Course: 2 semesters (20 credits)
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 every day calculations, financial management, business applications, measurement and geometry, and statistics in social contexts.
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.
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 B- grade or higher in Stage 1
Essential Mathematics.
Content:
• Scales, Plans and Models
• Business Applications
• Measurement *
• Statistics *
• Investments and Loans *
* Indicates examined topics
Assessment:
Consists of the following components
• Skills and Applications Tasks (30%)
• Folio (40%)
• Examination – external (2 hours) (30%)
MUSIC Learning Leader: Ms
Catherine Stanley
YEAR 10 GERMAN
YEAR 10
STAGE 1
STAGE 2 MUSIC
MUSIC EXPLORATIONS (20 CREDITS) OR SOLO PERFORMANCE (10 CREDITS) ENSEMBLE PERFORMANCE (10 CREDITS)
Year 10 Music
Length of Course: 2 semesters
Prerequisites:
Completion of 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.
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 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.
Stage 1 Music
Length of Course: 2 semesters (20 credits)
Prerequisites:
Satisfactory pass in grade and attitude 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 develop their Musicianship skills through the following activities:
• Aural recognition exercises – intervals, chords, scales, rhythms, melodies
• Harmonisation – key signatures, adding chords to melodies, use of set chord progressions, use of 7th and 9th chords
• Arranging – arranging music for different combinations of instruments and in a variety of styles
• Composing – creating music in a selected style
• Music history/score analysis – a study into one or more periods in Music history, including written analysis of selected pieces from the era. Students will also write an analysis of their own solo and ensemble pieces
Practical
• Ensemble Performance: Students participate in an ensemble, either from within the class or extra-curricular. Students are assessed at a minimum of two public performances throughout the year (more performances may occur but the best two will be included in the SACE summative results).
• Solo Performance: Students perform solo pieces. They are assessed at a minimum of two public performances throughout the year (more performances may occur but the best two will be included in the SACE summative results).
• Students who wish to focus more heavily on either Solo or Ensemble can elect to do this.
• Students may choose to select Composing and Arranging as their Practical component instead of Solo and Ensemble. This would involve students composing their own pieces of music and/or arranging existing pieces of music (in addition to those completed during theory). Two separate folios of pieces will be assessed throughout the year.
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.
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 satisfactory pass in grade and attitude in Stage 1 Music is required, 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.
SUBJECTS - YEAR 10 TO YEAR 12
EXPLORING IDENTITIES AND FUTURES
Learning Leader: Mrs Annie Fitridge
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 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
• 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 share their reflections with their parent/ caregiver and Care Group Teacher during a round table conference. table conference in Term 3.
ACTIVATING IDENTITIES AND FUTURES
Learning Leader: Mrs Catherine Barnes
Stage 2 Activating Identities and Futures (AIF)
Length of Course: 2 semesters (10 credits) compulsory, completed in Year 11
Prerequisites: Nil
Students will complete the Stage 2 Activating Identities and Futures Course during Year 11. The course will run for the whole year and students will have their work submitted for moderation and marking at the SACE Board in the December reporting period.
• The Activating Identities and Futures Course is a compulsory Stage 2 10 credit subject. Students must achieve a C- grade or higher in this subject to be awarded their SACE. This subject can be used in the calculation of an ATAR.
• As part of this subject students need to choose a topic of personal interest, utilise a variety of relevant research strategies investigate their topic question in detail and present their findings as an outcome. The whole project is then appraised by the student. The aim is that students work independently with guidance from teachers.
SCIENCE Learning Leader: Mrs Innika Ackerley
SEMESTER 2
CHEMISTRY / PHYSICS
BIOLOGY / CHEMISTRY
BIOLOGY / PSYCHOLOGY
SEMESTER 1
This program aligns with the Australian Curriculum, offering students a comprehensive exploration of diverse scientific topics through three interconnected strands: Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour. Throughout the year, students engage in investigations to test hypotheses and develop explanatory models. They learn to consider ethical and intercultural aspects when using primary and secondary data. Utilising equipment efficiently, students generate precise and replicable data with appropriate sample sizes. They also construct effective representations to organise and summarise 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.
STAGE 1
PHYSICS
STAGE 1 CHEMISTRY
STAGE 1 BIOLOGY
STAGE 1 PSYCHOLOGY
Biological Sciences – Genetics
Chemical Sciences – Chemical Reactions
Earth Sciences and Physics – The Universe
SEMESTER 2
In Semester 2, students are invited to further develop their scientific understanding and skills in more specialised areas of Science. These units are designed to prepare students for Stage 1 Sciences, while offering a unique opportunity to utilize skills in two disciplines to undertake a project in Science Inquiry Skills and Science as a Human Endeavour.
Students can select up to TWO of the following courses:
Chemistry/Physics: This course covers Newtonian Motion, Environmental Chemistry, and Engineering (Mining focus).
Biology/Chemistry: This course covers Evolution, Environmental Chemistry, and Forensic Science. Biology/Psychology: This course covers Evolution, Intelligence, and Sports Science.
A student wishing 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 wishing to undertake Stage 1 Chemistry or Stage 1 Physics must select an option with a Physics or Chemistry component as a pre-requisite and achieve a B result or higher.
Students wishing to undertake Stage 1 Biology or
Stage 1 Psychology must undertake at least one
Semester 2 Science in any discipline and achieve a Cresult or higher. Students may choose to not study any Science options in Semester 2 and not continue with a Science at Stage 1.
Stage 1 Biology
Length of Course: 1 or 2 semesters (10 or 20 credits)
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.
Prerequisites:
C grade or higher in Year 10 Science is required.
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.
Stage 1 Chemistry
Length of Course: 1 or 2 semesters (10 or 20 credits)
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.
Prerequisites:
• C grade or higher in Year 10 Science is required (2025)
• C grade of higher in one of the Chemistry Semester 2 Science courses (2026 onwards)
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
Stage 1 Physics
Length of Course: 1 or 2 semesters (10 or 20 credits)
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.
Students wishing to study Stage 2 Physics must complete both semesters of Stage 1 Physics.
Prerequisites:
• C grade or higher in Year 10 Science is required (2025)
• C grade of higher in the Chemistry/Physics Semester 2 Science course (2026 onwards)
Corequisite:
Stage 1 Mathematical Methods
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.
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.
SUBJECTS
Stage 1 Psychology
Length of Course: 1 or 2 semesters (10 or 20 credits)
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.
Prerequisites:
A C grade or higher in Year 10 Science and a C grade or higher in Year 10 English.
Content:
In Stage 1 students study Cyber Psychology, the psychological considerations regarding the
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)
Stage 2 Biology
Length of Course: 2 semesters (20 credits)
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.
Prerequisites:
C grade or higher in a Stage 1 Science subject is required.
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%)
Stage 2 Chemistry
Length of Course: 2 semesters (20 credits)
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.
Prerequisites:
A B grade or higher at Stage 1 Chemistry A and B is essential for a study of Stage 2 Chemistry since this course builds on topics studied at Stage 1 Chemistry.
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%)
Stage 2 Physics
Length of Course: 2 semesters (20 credits)
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.
Prerequisites:
A B grade or higher at Stage 1 Physics A and B is essential for a study of Stage 2 Physics since this course builds on topics studied at Stage 1 Physics. Students also require successful completion of Stage 1 Mathematical Methods.
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%)
Stage 2 Psychology
Length of Course: 2 semesters (20 credits)
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.
Prerequisites: A C grade or higher in a Stage 1 Science subject.
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 - DESIGN TECHNOLOGY AND ENGINEERING Learning Leader: Mr Wayne Slattery
YEAR 10
MATERIAL SOLUTIONS
PRODUCT DESIGN
YEAR 10
INDUSTRY AND ENTREPRENEURIAL SOLUTIONS ADVANCED MANUFACTURING
Year 10 Material Solutions
Length of Course: 1 or 2 semesters
Product Design A - Furniture Design
Aims:
STAGE 1
MATERIAL SOLUTIONS
PRODUCT DESIGN
STAGE 1
INDUSTRY AND ENTREPRENEURIAL SOLUTIONS ADVANCED MANUFACTURING
• 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.
An occasional table where students are encouraged to use a range of materials (timber, metal, plastic, glass, concrete etc.) to develop a table design that is both creative and functional.
Some material costs will be incurred for projects.
STAGE 2
MATERIAL SOLUTIONS
PRODUCT DESIGN
STAGE 2
INDUSTRY AND ENTREPRENEURIAL SOLUTIONS ADVANCED MANUFACTURING
Product Design 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 make a project from recycled material. Hand skills and portable power tools will be used in the construction of their design.
Some materials costs will be incurred for projects.
Year 10 Industry and Entrepreneurial Solutions
Length of Course: 1 or 2 semesters
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 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, laser cut lamp shades and other related tasks.
Stage 1 Material Solutions - Product Design Stage 1 Industry and Entrepreneurial Solutions
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
A C grade or higher in one semester of Year 10 Material Solutions, Stage 1 Material Solutions or by negotiation with the Design and Technology Learning Leader.
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.
Some material costs will be incurred for projects.
Assessment:
School Assessment
• Skills and Application (30%)
• Folio and Product Record (70%)
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
Students should have a C grade or higher in Year 10 Advanced Manufacturing or by a demonstration of competence using Autodesk Fusion 360
Advanced Manufacturing A & B
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.
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.
SUBJECTS - YEAR 10 TO YEAR 12
Stage 2 Material Solutions - Product Design
Length of Course: 2 semesters (20 credits)
Prerequisites:
A-C grade or higher in Year 10 Design and Technology (Materials), Stage 1 Design and Technology (Materials) or by negotiation with Design and Technology Learning Leader.
Product Design 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 will be incurred for projects.
Assessment:
School Assessment
• Skills and Application Task (20%)
Product (50%)
External Assessment
• Folio (30%)
Stage 2 Industry and Entrepreneurial Solutions
Length of Course: 2 semesters (20 credits)
Prerequisites:
A-C grade or higher in Stage 1 Advanced Manufacturing or by negotiation with Design and Technology Learning Leader.
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.
Some material costs will be incurred with this subject.
Assessment:
School Assessment
• Skills and Application Task (20%)
• Product (50%)
External Assessment
• Folio (30%)
TECHNOLOGIES - FOOD TECHNOLOGY
YEAR 10
TECHNOLOGY
Year 10 Food Technology
Length of Course: 1 or 2 semesters
Prerequisites:
Successful completion of Year 9 Food Technology is preferred but not essential. Students who did not take Food Technology in Year 9 may have some additional prior learning to complete.
Content:
STAGE 1
AND HOSPITALITY
STAGE 2
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
Learning Leader: Mrs Renee Hutton
Stage 1 Food and Hospitality
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
Successful completion of Year 10 Food Technology is preferred but not essential. Students who did not take Food Technology in Year 10 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.
In Stage 1 Food and Hospitality, students examine some of the factors that influence people’s food choices and the health implications of those choices. They also gain an understanding of the diversity of the food and hospitality industry in meeting the needs of local people and visitors.
There are five areas of study for this course:
• Food, the Individual, and the Family
• Local and Global Issues in Food and Hospitality
• Trends in Food and Culture
• Food and Safety
• Food and Hospitality Industry
Examples of Topics Covered:
• Trendy Cakes
• Better Together- Family Dinners
• A War on Waste- Investigation
• Gourmet Picnics
• Cafe Culture
Assessment:
For each semester, students complete 4 assessment types each worth a minimum of 20%. These 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.
Length of Course: 2 semesters (20 credits)
Prerequisites:
Successful completion of Year 10 Food Technology and Year 11 Food and Hospitality is preferred but not essential. Students who did not take Food and Hospitality in Year 11 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%)
SUBJECTS - YEAR 10 TO YEAR 12
DIGITAL TECHNOLOGIES Learning Leader: Mr Satchel Singh
YEAR 10
DIGITAL COMMUNICATIONS SOLUTIONS
YEAR 10
DIGITAL
TECHNOLOGIES
STAGE 1
DIGITAL COMMUNICATIONS SOLUTIONS
STAGE 1
DIGITAL TECHNOLOGIES
Year 10 Digital Communications Solutions
Length of Course: 1 or 2 semesters
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
Theoretical may include:
• Composition
• Rule of Thirds
• Long Exposure
• Short Exposure
• Photography analysis
STAGE 2
DIGITAL COMMUNICATIONS SOLUTIONS
STAGE 2 DIGITAL TECHNOLOGIES
Year 10 Digital Technologies
Length of Course: 1 or 2 semesters
Aims:
In this unit, students will apply iterative design and build UI/UX mockups for a mobile game experience while exploring design methodologies and wireframing techniques, before investigating the management of data in network systems. Afterwards, students will explore the Australia Privacy Principles, policies and regulations on how your data’s privacy is maintained, before analysing and validating structured data for meaningful purposes in Excel. Students will then understand how and why content data are separated from presentation using HTML & CSS, before designing user experiences and algorithms to generate solutions for solving problems in the medical field using the programming language Python.
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
Stage 1
Digital Communications Solutions
Length of Course: 1 or 2 semesters (10 or 20 credits)
Content:
Students develop knowledge and skills associated with the use of a range of media. They combine their knowledge of materials, information and systems to undertake activities that lead to high quality communication products. Students investigate, analyse and critique a broad range of similar products as part of developing original products. This subject will include the option of multiple focuses in digital photography, cinematography or multimedia marketing, or the choice to streamline to one focus.
Assessment:
• Specialised Skills Tasks (40%)
• Folio (Planning) (20%)
• Product (40%)
Stage 1 Digital Technologies
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
Successful completion of at least 1 semester of Year 10 Digital Technologies or via negotiation with the Digital Technologies Learning Leader.
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 analyzing 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.
SUBJECTS - YEAR 10 TO YEAR 12
Stage 2 Digital Technologies
Length of Course: 2 semesters (20 credits)
Prerequisites:
Successful completion of at least 1 semester of Stage 1 Digital Technologies or via negotiation with the Digital Technologies Learning Leader.
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.
Stage 2 Digital Communications Solutions
Length of Course: 2 semesters (20 credits)
Prerequisites:
Successful completion with a C grade or higher of at least 1 semester of Stage 1 Digital Communications Solutions or via negotiation with the Digital Technologies Learning Leader.
Content:
Students will work through the investigating, devising, producing and evaluating processes to develop a range of solutions to an identified design brief, examine a range of possible solutions and evaluate outcomes. Students will be required to design and make an interactive multimedia product while developing skills in creating and manipulating
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
various elements of multimedia such as graphics, animation, sound, video and interactivity. Students will look at issues relating to the design, purpose and methods of production of a relevant product and technological issues relating to multimedia/ information and communication technology. The Adobe suite of software, along with other multimedia applications will be utilised throughout this course. This subject will include a digital photography option.
Assessment:
School Assessment (70%)
• Specialised Skills Tasks (20%)
• Design Process and Product (50%)
External Assessment (30%)
• Resource Study (30%)
SUBJECTS - YEAR 10 TO YEAR 12
VISUAL ART Learning Leader: Mr Andrew Harten
YEAR 10
YEAR 10
Year 10 Art
Length of Course: 1 or 2 semesters
STAGE 1
VISUAL ARTS - ART
STAGE 1
VISUAL ARTS - 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.
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
STAGE 2
VISUAL ARTS - ART
STAGE 2
VISUAL ARTS - DESIGN
Year 10 Design
of
1 or 2 semesters
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 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
Length
Course:
Stage 1 Visual Arts - Art
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
A satisfactory pass in grade and attitude in at least 1 unit of Art at Year 10.
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,
Stage 1 Visual Arts - Design
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites:
A satisfactory pass in grade and attitude in at least 1 unit of Design at Year 10.
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
resolution and production.
The focus capabilities for this subject are communication and personal development.
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.
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.
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 design practitioners.
Stage 2 Visual Arts - Art
Length of Course: 2 semesters (20 credits)
Prerequisites:
A satisfactory pass in grade and attitude in 1 or 2 units of Stage 1 Visual Arts - Art.
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 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%)
Stage 2 Visual Arts - Design
Length of Course: 2 semesters (20 credits)
Prerequisites:
A satisfactory pass in grade and attitude in 1 or 2 units of Stage 1 Visual Arts - Design.
In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts.
The broad area of Design 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%)
NOTE: For those students wishing 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.
ENDEAVOUR COLLEGE
85 Mawson Lakes Boulevard
Mawson Lakes SA 5085
T 8368 3311
E admin@endeavour.sa.edu.au
W www.endeavour.sa.edu.au CRICOS 02402K