2020 Curriculum Handbook

2020

YEAR 8 - 12 CURRICULUM HANDBOOK

A MESSAGE FROM THE PRINCIPAL At Adelaide High School we are passionate about learning and assisting students to reach their personal best. This Curriculum Handbook is designed to guide you in your curriculum choices as you move from Year 8 to Year 12.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

It contains information to assist you in making choices which broaden and deepen your educational experience, and to map your pathway within and beyond secondary school. We aim to provide you with important educational stepping stones to lead to success and to a world of choice. The whole purpose behind our curriculum offerings is to ensure your learning experience reflects our school motto: not only for school, but for life.

You will find course descriptors for each year level, vocational education information and an outline of how we cater for individualised learning through acceleration, enrichment and extension.

The Australian Curriculum is the basis of the curriculum in Years 8, 9 and 10. All subjects across all Learning Areas address the General Capabilities and Cross Curriculum Priorities in the Australian Curriculum. The General Capabilities include Literacy, Numeracy, ICT, Critical and Creative Thinking, Personal and Social Capability, Ethical and Intercultural Understandings. The Cross Curriculum Priorities focus on Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, and Sustainability.

The senior secondary curriculum, the SACE (South Australian Certificate of Education), addresses the same Capabilities. When you undertake the SACE, you are required to select from subject outlines and familiarise yourself with the 200-point curriculum structure and the compulsory aspects of the SACE. The compulsory requirements are achievement in literacy, numeracy, the Personal Learning Plan (PLP) and the Research Project. The PLP and the Research Project provide you with new challenges and learning opportunities.

This Handbook is divided into year levels from Year 8 to Year 12 and includes a section on Vocational Education and Training (VET).

It is not uncommon for students at Adelaide High School to study subjects from more than one year level at any given time, and so we have provided course outlines in one book to assist you in planning your pathway. We have a commitment to tailoring student learning to your needs and abilities.

If you are in Year 10, 11 and 12 you are strongly advised to gather information from a range of sources to inform future choices. Speak to your family, your teachers, student counsellors, staff at tafeSA, the universities, Career Centres and other post school education and training providers. Use job and career guides to assist you in planning your pathway through secondary school and beyond, and read the SATAC (South Australian Tertiary Admission Centre) guide carefully.

Finally, I encourage you to be mindful of your personal strengths, past achievements and successes and build upon those. Strike a balance between aiming high and being realistic in your choices.

Most importantly, whatever your year level, apply yourself to the best of your ability, as this is the most certain way to get you to where you wish to go.

Cezanne Green Principal Adelaide High School

CONTENTS

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Motto

Priorities

CURRICULUM STRUCTURE

6

“Non Scholae Sed Vitae” – “Not only for school but for life”

We are committed to:

General Entry Student

6 Arts: Art / Drama / Dance / Music

Vision

1. Wellbeing: A safe and welcoming environment based upon mutual respect.

Special Language Student

8 Cross-Disciplinary 62

Adelaide High school is a dynamic community which is passionate about learning for life.

2. Learning: Engaging and challenging learning experiences through:

Wellbeing: We encourage the social, emotional, intellectual and physical development of all members of our community. Respect, resilience and optimism help us flourish.

Learning: We nurture independent, creative and collaborative learners. Curiosity and innovation motivate us to excel individually and collectively.

Culture: We celebrate diversity, promote intercultural understandings and connect with communities here and across the world. We reflect on our past and learn in the present to shape our future.

SUBJECTS

24

Cricket or Rowing Entry Student

10 Design and Digital Technologies

LEARNING AT ADELAIDE HIGH SCHOOL

12

•R eflective, innovative and contemporary practices

Middle School

12 Health and Physical Education

Senior School

16 Home Economics

•V aried curriculum and co-curricular offerings

INDIVIDUALISED LEARNING

20

Learner Intervention

20 Languages 134

Centre for Hearing Impaired

21 Mathematics 154

Extension, Enrichment and Acceleration

21 Science 166

SPECIAL INTEREST PROGRAMS

22

Special Interest Languages Program

22

Special Interest Cricket Program

22

Special Interest Rowing Program

23

•L earning within and beyond the classroom 3. Culture: Developing compassionate, positive and contributing citizens.

English / EAL

Humanities and Social Sciences

Vocational Education Training (VET)

66 84 94 110 118

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CURRICULUM STRUCTURE GENERAL ENTRY STUDENT

YEAR 8

YEAR 9

YEAR 10

YEAR 11 (STAGE 1)

Mathematics (Full Year)

Mathematics (Full Year)

Mathematics (Full Year)

Mathematics (1 Semester)

English (Full Year)

English (Full Year)

English (Full Year)

Research Project (1 Semester)

Science (Full Year)

Science (Full Year)

Science (Full Year)

English (Full Year)

Language 1 All Students (Full Year) OR Language 2 Optional (Full Year)

Language 1 All Students (Full Year)

Language 1 All Students (Full Year)

Humanities and Social Sciences (1 Semester)

Arts (Drama, Music, Dance or Art) (1 Term) *Arts (Drama, Music, Dance or Art) (1 Term)

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Arts (Drama, Music, Dance or Art) (1 Term)

*Indigenous Studies

Health and Physical Education (1 Semester)

Technology (1 Semester)

Home Economics (1 Term)

(1 Term)

*If students are not studying two languages in Year 8

Humanities and Social Sciences History (1 Semester)

Health and Physical Education (1 Semester)

Humanities and Social Sciences History (1 Semester)

Health and Physical Education (1 Semester)

ELECTIVE SUBJECT 1

ELECTIVE SUBJECT 3

ELECTIVE SUBJECT 1

ELECTIVE SUBJECT 3

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

OR Language 2 Optional Special Entry (Full Year)

OR Language 2 Optional Special Entry (Full Year)

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

OR Language 2 Optional Special Entry (Full Year)

OR Language 2 Optional Special Entry (Full Year)

ELECTIVE SUBJECT 2

ELECTIVE SUBJECT 4

ELECTIVE SUBJECT 2

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

OR Language 2 Optional Special Entry (Full Year)

OR Language 2 Optional Special Entry (Full Year)

YEAR 12 (STAGE 2)

Elective 1 (Full Year)

Elective 1

Elective 2

Elective 2 (Full Year)

Elective 3

Elective 4

Elective 3 (Full Year)

ELECTIVE SUBJECT 4

Elective 5

Elective 6

Elective 4 (Full Year)

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Elective 7

Elective 8

Elective 5 (Full Year)

OR Language 2 Optional Special Entry (Full Year)

OR Language 2 Optional Special Entry (Full Year) Year 9 and 10 Core Subjects

7

CURRICULUM STRUCTURE SPECIAL LANGUAGE STUDENT

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

YEAR 8

YEAR 9

YEAR 10

Mathematics (Full Year)

Mathematics (Full Year)

Mathematics (Full Year)

English (Full Year)

English (Full Year)

English (Full Year)

YEAR 11 (STAGE 1)

YEAR 12 (STAGE 2)

Mathematics (1 Semester) Language 1 (Full Year) Research Project (1 Semester)

Science (Full Year)

Science (Full Year)

Science (Full Year) English (Full Year)

Language 1 (Full Year)

Language 1 (Full Year)

Language 1 (Full Year)

Language 2 (Full Year)

Language 2 (Full Year)

Language 2 (Full Year)

Humanities and Social Sciences (1 Semester)

Arts (Drama, Music, Dance or Art) (1 Term)

Arts (Drama, Music, Dance or Art) (1 Term)

Health and Physical Education (1 Semester)

Technology (1 Semester)

Please note: Special Interest Language students enrolling in 2020 will continue with one language until the end of Year 12.

Humanities and Social Sciences History (1 Semester)

Health and Physical Education (1 Semester)

Humanities and Social Sciences History (1 Semester)

Health and Physical Education (1 Semester)

ELECTIVE SUBJECT 1

ELECTIVE SUBJECT 2

ELECTIVE SUBJECT 1

ELECTIVE SUBJECT 2

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Elective 1 (Full Year) Language 1

Elective 1

Elective 2

Elective 2 (Full Year)

Elective 3

Elective 4

Elective 3 (Full Year)

Elective 5

Elective 6

Elective 4 (Full Year)

Year 9 and 10 Core Subjects

9

CURRICULUM STRUCTURE CRICKET OR ROWING ENTRY STUDENT

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

YEAR 8

YEAR 9

YEAR 10

YEAR 11 (STAGE 1)

Mathematics (Full Year)

Mathematics (Full Year)

Mathematics (Full Year)

Mathematics (1 Semester)

English (Full Year)

English (Full Year)

English (Full Year)

Research Project (1 Semester)

YEAR 12 (STAGE 2)

Elective 1 (Full Year)

English (Full Year) Science (Full Year)

Science (Full Year)

Science (Full Year)

Language 1 (Full Year)

Language 1 (Full Year)

Language 1 (Full Year)

Cricket or Rowing Focus HPE (Full Year)

Cricket or Rowing Focus HPE (Full Year)

Cricket or Rowing Focus HPE (Full Year)

Humanities and Social Sciences History (1 Semester)

Health and Physical Education (1 Semester)

Humanities and Social Sciences History (1 Semester)

Health and Physical Education (1 Semester)

ELECTIVE SUBJECT 1

ELECTIVE SUBJECT 2

ELECTIVE SUBJECT 1

ELECTIVE SUBJECT 2

Humanities and Social Sciences (1 Semester)

Arts (Drama, Music, Dance or Art) (1 Term)

Technology (1 Semester)

Arts (Drama, Music, Dance or Art) (1 Term)

Please note: Students who have entered the school via the Cricket program take part in Cricket as one of their full year subjects until the end of Year 10.

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Health and Physical Education Electives

Please note: Students who have entered the school via the Rowing program take part in Rowing as one of their full year subjects until the end of Year 10.

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Arts, Technology, Humanities and Social Sciences, Cross Disciplinary, Health and Physical Education Electives

Elective 1

Elective 2

Elective 2 (Full Year)

Elective 3

Elective 4

Elective 3 (Full Year)

Elective 5

Elective 6

Elective 4 (Full Year)

Elective 7

Elective 8

Elective 5 (Full Year)

Year 9 and 10 Core Subjects

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LEARNING AT ADELAIDE HIGH SCHOOL MIDDLE SCHOOL JUMP TO Curriculum Structure

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Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154

THE AUSTRALIAN CURRICULUM The Australian Curriculum sets out what all young Australians are to be taught and the expected quality of that learning as they progress through schooling.

At the same time, it provides flexibility for teachers and schools to build on student learning and interest. In 2008, the Australian education ministers agreed that a national curriculum would play a key role in delivering quality education and committed to the development of a Foundation to Year 12 national curriculum.

The Australian Curriculum is the mandated curriculum for Years 8 to 10. The South Australian Teaching for Effective Learning Framework (TfEL) supports the implementation of the Australian Curriculum through a focus on pedagogy in the design of learning and teaching programs responsive to the needs of all learners

Science 166 Vocational Education Training (VET)

180

THE STRUCTURE OF THE AUSTRALIAN CURRICULUM The Australian Curriculum is made up of three interconnected elements: • Learning Areas • General Capabilities • Cross Curriculum Priorities.

The General Capabilities are skills, dispositions, understandings and attributes considered crucial to young people’s successful participation in 21st century life and work. The seven general capabilities include: literacy,

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

numeracy, ICT competence, critical and creative thinking, personal and social, intercultural understanding and ethical understanding.

These General Capabilities will be made explicit in each Learning Area as appropriate.

Three Cross-Curriculum priorities are also embedded within Learning Areas: • Aboriginal and Torres Strait Islander histories and cultures • Asia and Australia’s engagement with Asia • Sustainability.

These are designed to ensure that the Australian Curriculum is relevant and prepares students for active and responsible local and global citizenship. More information can be found at: https://www.australiancurriculum. edu.au/parent-information/

PASTORAL CARE The Pastoral Care program supports the Adelaide High School: • Vision and Priorities of wellbeing, learning and culture • Graduate Qualities Consistent in each year level of the program is: • A focus on positive education • Cybersafety and anti-harassment • Coaching and career education

YEAR 8 At the start of Year 8 the focus of the Year 8 Pastoral Care is wellbeing and transitioning to high school. To achieve this goal the students participate in a range of programs including: • Transition Program (an 8 day program at the start of the new year) • Year 8 camp to Victor Harbor • Peer Leaders program • Anti-Harassment program The Pastoral Care program uses elements of Positive Education to assist students in developing the Adelaide High School Graduate Qualities. These are: • Constructive personal and interpersonal abilities • Entrepreneurship • Citizenship • Active global awareness • Effective communication skills • An ability to work as an effective team member • Self-awareness and an ability to recognise and value the character strengths of others Health and wellbeing are a focus of Pastoral Care. Students participate in the Rock and Water program providing a pathway to self-awareness and increased selfconfidence and social functioning.

The Adelaide High School Turn Your Health Around program is an inter-disciplinary program aimed at increasing student participation in physical activity and healthy eating habits. Students are encouraged to participate in:

• The Premier’s be active Challenge • Turn Your Health Around Program including the Dance Off, Matball Challenge and Paddlewall Challenge • House competitions Students are supported in their learning and wellbeing by two Pastoral Care teachers, Year 11 Peer Leaders, a Prefect and the Middle School House Leaders throughout the year.

YEAR 9 The Year 9 Pastoral Care program focuses on relationship building, wellbeing, Positive Education and the development of the Adelaide High School Graduate Qualities. In particular, the development of the Citizenship Graduate Quality is a focus.

Students are required to perform community service, either through a sporting or community organisation or through the school.

The school has developed many partnerships with organisations to provide opportunities for the students to perform community service. These include: • Adopt-a-Grave program with the West Terrace Cemetery • Canteen service, Library service • Ecovision with the Trees for Life organisation • Preparing meals for the Salvation Army

Another focus of the program is wellbeing and health. Students participate in the Rock and Water program providing a pathway to self-awareness, and increased selfconfidence and social functioning.

The Adelaide High School Turn Your Health Around program is an inter-disciplinary program aimed at increasing student participation in physical activity and healthy eating habits. Students are encouraged to participate in: • The Premier’s be active Challenge • Turn Your Health Around Program including the Dance Off and Paddlewall Challenge • Year 9 Prefects’ Soccer Challenge A highlight of the year is the annual outdoor adventure camp to Woodhouse. The students engage in a range of outdoor activities including mountain bike riding, bushwalking, orienteering and team challenges.

At the end of Semester 2, the students prepare and present the first task of their Personal Leaning Plan, the round table presentation.

Students present their learning on citizenship, learning styles, and literacy and numeracy skills to a panel including two staff members and family members.

Students are supported in their learning and wellbeing by a Pastoral Care teacher, a Prefect and the Middle School House Leaders throughout the year.

13

LEARNING AT ADELAIDE HIGH SCHOOL MIDDLE SCHOOL JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

YEAR 10 The Year 10 Pastoral Care program focuses on the development of wellbeing, Positive Education and the development of the Adelaide High School Graduate Qualities.

Students develop their character strengths and learn to use these to maximise their learning, relationships and wellbeing.

The Year 10 students will participate in resilience training and focus on building ‘grit’.

The SACE unit, Personal Learning Plan, forms the core of the Year 10 Pastoral Care program.

The students focus on the capabilities and a number of topics including Citizenship, Learning, Work, Communication and Personal Development.

Throughout the year the students complete the 4 tasks of the Personal Learning Plan.

This includes assessment tasks based on their goal setting, career investigation, subject selections and pathways.

There is a strong focus on wellbeing in the Year 10 Pastoral Care program. This includes study skills, learning styles and physical and emotional wellbeing.

The Adelaide High School Turn Your Health Around program is an inter-disciplinary program aimed at increasing student participation in physical activity and healthy eating habits. Students are encouraged to participate in the Amazing Race which develops teamwork and communication skills.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Students are supported in their learning and wellbeing by 2 Pastoral Care teachers and the Middle School House Leaders throughout the year.

SUBJECTS FOR YEAR 8

SUBJECTS FOR YEAR 9

SUBJECTS FOR YEAR 10

At Year 8 students will study the following:

At Year 9 students will study the following:

At Year 10 students will study the following:

2 SEMESTERS (FULL YEAR)

2 SEMESTERS (FULL YEAR)

2 SEMESTERS (FULL YEAR)

• English • Mathematics • Science • Language 1 • Language 2 (compulsory for Special Language students, optional for all other students)

• English • Mathematics • Science • Language 1 • Language 2 (compulsory for Special Language students, optional for all other students)

• English • Mathematics • Science • Language 1 • Language 2 (compulsory for Special Language students, optional for all other students)

1 SEMESTER

1 SEMESTER

1 SEMESTER

• Health and Physical Education (Cricket and Rowing Entry students for the full year: see note below) • Arts (for Special Language and Double Language students and three terms for all other students) • Design and Digital Technologies • Humanities and Social Sciences • Home Economics (depending on Language program) • Aboriginal Studies (depending on Language program)

• History • Health and Physical Education (Cricket and Rowing Entry students for the full year: see note below) • Design and Digital Technologies • Arts

• History • Health and Physical Education (Cricket and Rowing Entry students for the full year: see note below) • Design and Digital Technologies • Arts

Students who have entered the school via the Cricket program take part in Cricket as one of their full year subjects.

Students who have entered the school via the Cricket program take part in Cricket as one of their full year subjects.

Students who have entered the school via the Rowing program take part in Rowing as one of their full year subjects.

Students who have entered the school via the Rowing program take part in Rowing as one of their full year subjects.

MIDDLE SCHOOL SUBJECTS The Adelaide High School Middle School curriculum is outlined on the following page.

Students who have entered the school via the Cricket program take part in Cricket as one of their full year subjects.

Students who have entered the school via the Rowing program take part in Rowing as one of their full year subjects.

Please note: In many subjects there may be excursions and in-school events to enrich the curriculum content. These may incur an additional cost which is not included in the school fees.

The subject teacher will advise parents/carers and students in writing if this is the case.

15

LEARNING AT ADELAIDE HIGH SCHOOL SENIOR SCHOOL JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

WHAT IS THE SACE? The South Australian Certificate of Education (SACE) is a modern, internationally-recognised secondary school qualification designed to equip you with the skills, knowledge, and personal capabilities to successfully participate in our fast-paced global society.

The SACE has evolved to provide you with more flexibility to choose subjects that reflect your interests, skills, and career goals, using a combination of SACE subjects, vocational education and training (VET), community learning, university, and TAFE studies.

SACE subjects are made up of investigations, performances, and other assessment tasks to demonstrate your skills, knowledge, and personal capabilities throughout the year.

Some subjects will have an endof-year exam worth a maximum of 30% of the overall grade.

COMPULSORY SUBJECTS To complete the qualification, you will need to attain 200 credits from a selection of Stage 1 and Stage 2 subjects. A 10-credit subject is usually one semester of study, and a 20-credit subject is usually over two semesters.

Here’s how it works:

50 credits • The Personal Learning Plan (PLP) (10 credits) • Literacy requirement (20 credits) demonstrated from a range of English subjects at Stage 1 or Stage 2

STUDENT SELECTED SUBJECTS

+ 90 credits Choose and successfully complete a selection of Stage 1 and Stage 2 subjects, recognised VET courses, or community learning.

• Numeracy requirement (10 credits) demonstrated from a range of Mathematics subjects at Stage 1 or Stage 2

+ 60 credits Choose and successfully complete a selection of Stage 2 or VET subjects worth at least 60 credits in total.

Stage 2 subjects are externally assessed by the SACE Board of South Australia.

• The Research Project (10 credits)

PLANNING BEYOND THE SACE The South Australian Tertiary Admissions Centre (SATAC) is responsible for tertiary course applications and selections in South Australia.

SACE completion meets the course admission requirements for most TAFE SA courses, but there are some additional requirements for entry into particular qualification levels.

To be eligible to apply for university, you must: • complete the SACE. • complete at least 90 credits at Stage 2, of which at least 60 credits must be from 20-credit Tertiary Admissions Subjects (TAS)*, and the other 30 credits from TAS, and up to 20 credits of Recognised Studies which will allow you to obtain an Australian Tertiary Admissions Rank (ATAR).

• complete any prerequisites required for your chosen university courses.

• comply with the rules regarding subject combinations and preclusions. *A Tertiary Admissions Subject (TAS) is a SACE Stage 2 subject that has been approved by the universities and TAFE SA as providing suitable preparation for tertiary studies. Almost all SACE subjects are recognised Tertiary Admissions Subjects, except for Community Studies and Modified Subjects.

The SATAC website, individual university websites and the TAFE SA website explain what you’ll need to study specific courses.

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LEARNING AT ADELAIDE HIGH SCHOOL SENIOR SCHOOL JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects

SUBJECTS FOR YEAR 11 (STAGE 1)

At Stage 2 students will study the following:

2 SEMESTERS (FULL YEAR)

2 SEMESTERS (FULL YEAR) CHOICE FROM

Arts 24

Design and Digital Technologies 66 English / EAL

Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

1 SEMESTER • Mathematics (a full year is advised) • Research Project

84

Health and Physical Education 94

180

SUBJECTS FOR YEAR 12 (STAGE 2)

At Stage 1 students will study the following:

• English / EAL

Cross-Disciplinary 62

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CHOICE FROM • Arts • Cross-Disciplinary •D esign, Technology and Engineering • Health and Physical Education • Home Economics •H umanities and Social Sciences • Languages • Mathematics • Science •V ocational Education and Training

• Arts • Cross-Disciplinary • Design, Technology and Engineering • English / EAL • Health and Physical Education • Home Economics • Humanities and Social Sciences • Languages • Mathematics • Science • Vocational Education and Training

Please note: In many subjects there may be excursions and in-school events to enrich the curriculum content. These may incur an additional cost which is not included in the school fees.

The subject teacher will advise parents/carers and students in writing if this is the case.

19

INDIVIDUALISED LEARNING JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

LEARNER INTERVENTION The Learner Intervention team at Adelaide High School offers strategic and targeted learning opportunities to students for both intervention and stretch.

The team works in collaboration with teachers to provide quality differentiated teaching and learning opportunities in the classroom setting for all students.

A school-based Speech Pathologist supports the Learner Intervention team to deliver quality planning, programming and resources that are founded in best and evidence-based practice for literacy improvement at all levels of ability.

Students with disabilities have access to a wide range of interventions aimed at meeting individual needs through individualised and tailored learning programs that enable them to access learning on the same basis as their peers.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

The Learner Intervention team works in partnership with students, their families and other schoolbased intervention teams to ensure access to the most appropriate and timely interventions.

Interventions can include small group learning programs as well as strategic in class interventions with Learning Intervention Officers. Programs can include; Macqlit - a systematic reading intervention program, QuickSmart Numeracy - aimed at developing student fluency in core numerical operations and strong conceptual understanding, MotiVate for social skills development, as well as other small group interventions as required.

CENTRE FOR HEARING IMPAIRED

EXTENSION, ENRICHMENT AND ACCELERATION

Adelaide High School offers students with a hearing loss access to tailored, specialised programs which meet each of their individual needs.

Our aim is to enrich the learning of each student to ensure the best learning experience possible.

This begins in classes where teachers use rich data to analyse learning and differentiate the curriculum for individuals.

Students have access to a range of subjects and are integrated with their peers. Students are supported in a range of ways including in class support, intensive small group programs and have access to Teachers of the Deaf and Bilingual School Staff who understand the impact of hearing loss in the classroom.

Students at times are also offered a line off for additional support which works on targeting specific areas to ensure classroom success. These areas are literacy and language support for all subject areas, numeracy and social skills development. Support lines are staffed with teachers and SSOs who have expert knowledge in these areas.

The ALEAP program is a comprehensive and far-reaching program that caters for students who would benefit from enrichment and extension. It allows the students to remain with their age group while being accelerated in their learning, fostering wellbeing.

Students with high intellectual potential and advanced learning skills in certain subjects can be identified by subject teachers.

Parents and students will be involved in discussions regarding possible options and parent approval will be sought before a student is placed in an acceleration, extension or enrichment course.

As part of the transition to high school, students with high intellectual potential and appropriate skills are identified and encouraged to apply for the Adelaide Learning, Enrichment and Acceleration Program (ALEAP).

180

21

SPECIAL INTEREST PROGRAMS JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts

24

Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

SPECIAL INTEREST LANGUAGES PROGRAM

SPECIAL INTEREST CRICKET PROGRAM

Across Australia, this program is unique to Adelaide High School.

The program seeks to foster high level and deep language learning in connection with our vision for global citizenship and international understanding. Communication and understanding in Languages broadens and deepens learners’ capabilities in:

Adelaide High School is committed to providing all students with an opportunity to learn, develop and excel in the game of cricket.

• Literacy • Numeracy • Intercultural understanding • Personal and social interaction • Creativity and critical thinking • Ethical understanding • ICT These Capabilities underpin the development of future pathways in global contexts.

Students apply and are selected for this program in the final year of primary school. Currently, students enrolled prior to 2020 study two languages offered by the school for 3 years from Years 8 – 10 and then are encouraged to continue one language into the Senior School, at least to Stage 1 in Year 11.

From 2020, students who enter Special Interest Languages will study two languages offered by the School from Years 8-10 (3 calendar years) and then must continue at least one of the two into the Senior School to graduation at Stage 2 level.

Lessons and training sessions focus on the development and application of cricket skills – batting, bowling and fielding, with fitness and conditioning also being important aspects of the program.

Practical sessions are designed to challenge participants and teach them to play with confidence and belief. Students have access to accredited coaches as well as turf, indoor and hard wicket playing and training facilities.

Students also participate in an accreditation pathway achieving their Senior First Aid, Level 0 and 1 Coaching, and Level 1 Umpiring qualifications during Years 8 -10.

As well as covering the requirements of the Australian Curriculum: Health and Physical Education at the relevant year levels, students also study cricketspecific content. As specialist sport entrants, they can enhance their practical skills through deep understanding of theoretical concepts specific to cricket.

Adelaide High School liaises closely with SACA in terms of access to grade cricket clubs and the High-Performance Pathway.

Students who enter the Special Interest Cricket program will study Cricket as a subject from Years 8-10. Cricket is offered as an optional subject in Stage 1.

The Cricket Program is also available, by application, to all students who are enrolled at Adelaide High School and who have a passion for cricket.

SPECIAL INTEREST ROWING PROGRAM Adelaide High School is committed to providing all students with an opportunity to learn, develop and excel in rowing.

The AHS Rowing program is part of a holistic education experience and aims to teach the values of determination, resilience and perseverance. This is achieved by allowing students to challenge themselves in a safe and supportive environment.

Lessons and training sessions focus on the development and application of rowing skills, fitness and coaching and competition strategies.

AHS Rowing has an extensive fleet of boats in all classes and rowers learn boat handling and rowing skills in both scull and sweep boats and improve their general fitness. Students also have access to fitness facilities and ergometer machines.

Students who enter the Special Interest Rowing program will study Rowing as a subject from Years 8-10. Rowing is offered as an optional subject in Stage 1.

The Rowing Program is also available, by application, to all students who are enrolled at Adelaide High School and who have a passion for rowing.

An Introduction to Rowing Program, which forms part of the Year 8 Transition Program, gives all Year 8 students the opportunity to ‘come n try’ rowing with their Pastoral Care Group at the beginning of the school year.

Interested students can then join the Rowing Program.

As well as covering the requirements of the Australian Curriculum: Health and Physical Education at the relevant year levels, students also study rowingspecific content. As specialist sport entrants, they can enhance their practical skills through deep understanding of theoretical concepts specific to rowing.

23

ARTS: ART / DRAMA / DANCE / MUSIC

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Learning at Adelaide High School

12

Art

Art A

Art A

Art A

Visual Arts - Art

Individualised Learning

20 Art B

Art B

Art B

Visual Arts - Design

Design A

Design A

Design B

Design B

Product Innovation

Product Innovation

Digital Art

Digital Art

Media - Multimedia

Moving Image Media

Drama A

Drama A

Drama A

Drama B

Drama B

Drama B

Theatre Production, Design & Management

Theatre Production, Design & Management

Dance A

Dance A

Dance A

Dance B

Dance B

Dance B

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Drama

Humanities and Social Sciences 118

Creative Arts

Drama

Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

Dance

180

Music

Dance

Music Performance A

Music Performance A

Music Performance A

Music Performance Ensemble

Music Performance B

Music Performance B

Music Performance B

Music Performance - Solo

Music Explorations

Music Explorations

Music Explorations

Music Studies Music Explorations

Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

25

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 8 /YEAR 9 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ART

DANCE

DRAMA

MUSIC

ART A

Level: 8 Length: 10 weeks Contact person: Kerry Skinner

Level: 8 Length: 10 weeks Contact person: Kerry Skinner

Level: 8 Length: 10 weeks Contact person: Kerry Skinner

Level: 8 Length: 10 weeks Contact person: Kerry Skinner

Level: 9 Length: Semester Contact person: Kerry Skinner

Content: In Year 8 students study Art through the making and responding strands. They develop basic visual communication through the interpretation and generation of ideas based upon observation, aesthetic sensitivity and understanding of Art and Design skills. They will learn that Visual Art has many forms.

It exists in both the students’ environment as well as in other societies and cultures. They will increase their capabilities by generating creative ideas in expression and communication in a range of art units.

Content: The course aims for students to experience a range of genres in dance, compose their own dance works and perform in a showcase.

Students develop their knowledge and understanding of the skills of dance practice by focusing on body articulation, weight transfer and body awareness.

Content: The course aims for students to develop their knowledge and understanding of character development, play-building, voice and movement skills, stage craft, drama terminology and problem solving. Students will develop their confidence and collaborate with others in small and large ensembles. Students are provided opportunities to perform in class and to the community.

Content: Students learning Music listen, perform and compose.

They learn about the elements of Music comprising rhythm, pitch, dynamics, expression, form and structure. Students develop aural skills to identify and interpret the elements of Music.

These skills are essential for making and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft.

Content: This general art course aims for students to learn about and explore traditional, contemporary and evolving visual conventions used in artworks of diverse styles and composition.

Students will develop skills in:

They explore the elements of dance using space, time and dynamics. Students develop their knowledge in safe dance practice and injury prevention through practical classes. Students will develop their confidence and collaborate with others in small and large ensembles.

Making in Art:

Making in dance:

• Painting and Drawing • 3D Studies • ICT Processes • Design/Printmaking

• Dance skills • Improvisation • Composition • Performance

Responding in Art:

Responding in dance:

•R eflection of own and others’ work •R eflection and analysis of a contemporary/historical art practitioner and art movement

• Reflection of own and others’ work • Reflection and analysis of a contemporary dance work

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Making in Drama: • Improvisation • Devising and creating • Performing • Directing Responding in Drama: • Reflections • Analysing own and others’ drama work Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

For students who learn an instrument/voice, performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes: Making in Music: • Composition/arranging • Interpreting/improvisation • Performance Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: Instrument hire is available from the school for a limited range of instruments. Current cost is $150 per year hire fee, plus $50 deposit.

These may include developing skills in combinations of conventions such as visual elements, design principles, composition and style.

Students analyse and respond to their own and other practitioners’ artworks. As audience members they learn how to view, manipulate, reflect on, analyse, enjoy, appreciate and evaluate art.

Students learn how to manipulate and adapt a wide range of physical materials and technologies through the development of knowledge and skills in Visual Arts. Areas of work cover 2D and 3D processes.

Making in Art: Students may select to develop skills in one or more of the following mediums: • Drawing • Painting • Sculpture • Ceramics • Design • Emerging media (digital) (continued over page)

27

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 9 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ART A (continued)

ART B

ART B (continued)

DANCE A

DANCE B

Responding to Art:

Level: 9 Length: Semester Contact person: Kerry Skinner

Responding to Art:

Level: 9 Length: Semester Contact person: Kerry Skinner

Level: 9 Length: Semester Contact person: Kerry Skinner

Content: The course aims for students to experience a range of genres in Dance, compose their own dance works and perform in a showcase.

Students develop their knowledge and understanding of the skills of Dance practice by focusing on body articulation, weight transfer and body awareness.

Content: The course aims for students to experience a range of genres in Dance, compose their own dance works and perform in a showcase.

Students develop their knowledge and understanding of the skills of Dance practice by focusing on body articulation, weight transfer and body awareness.

They explore the elements of Dance using space, time and dynamics. Students develop their knowledge in safe dance practice, anatomy, nutrition and injury prevention. Students will develop their confidence and collaborate with others in small and large ensembles.

They explore the elements of Dance using space, time and dynamics. Students develop their knowledge of dance companies in Australia. Students will develop their confidence and collaborate with others in small and large ensembles.

Making in Dance:

• Dance skills • Improvisation • Composition • Performance

• Historical or cultural art movement enquiry and analysis task • Reflecting on own learning through art annotation/journal writing using the 4 steps of criticism Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Content: This general art course aims for students to learn about and explore traditional, contemporary and evolving visual conventions used in artworks of diverse styles and composition.

These may include developing skills in combinations of conventions such as visual elements, design principles, composition and style.

Students analyse and respond to their own and other practitioners’ artworks. As audience members they learn how to view, manipulate, reflect on, analyse, enjoy, appreciate and evaluate art.

Students learn how to manipulate and adapt a wide range of physical materials and technologies through the development of knowledge and skills in Visual Arts. Areas of work cover 2D and 3D processes.

Making in Art: Students may select to develop skills in one or more of the following mediums: • Drawing • Painting • Sculpture • Ceramics • Design • Emerging media (digital)

• Historical or cultural art movement enquiry and analysis task • Reflecting on own learning through art annotation/journal writing using the 4 steps of criticism Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

• Dance skills • Improvisation • Composition • Performance Responding in Dance:

Making in Dance:

Responding in Dance:

• Review writing • Analysis of dance in Australia

• Review writing • Analysis of Australian dance companies

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

29

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 9 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DRAMA A

DRAMA B

MUSIC EXPLORATIONS

MUSIC PERFORMANCE A

Level: 9 Length: Semester Contact person: Kerry Skinner

Level: 9 Length: Semester Contact person: Kerry Skinner

Level: 9 Length: Semester Contact person: Kerry Skinner

Level: 9 Length: Semester Contact person: Kerry Skinner

Content: The course aims for students to continue to develop their knowledge and understanding of character development, playbuilding, voice and movement skills, stage craft, Drama terminology and problem solving.

Students will draw on drama from a range of cultures, times and locations as they analyse and experience Drama. Students will develop their confidence and collaborate with others in small and large ensembles. Students are provided opportunities to perform in class and to the community.

Content: The course aims for students to continue to develop their knowledge and understanding of character development, playbuilding, voice and movement skills, stage craft, Drama terminology and problem solving.

Students will draw on drama from a range of cultures, times and locations as they analyse and experience Drama. Students will develop their confidence and collaborate with others in small and large ensembles. Students are provided opportunities to perform in class and to the community.

Content: This is a semester course which focuses on the development of electronic music production.

Students will develop an understanding of composition and arranging through use of ICT composition skills in Soundtrap/ Mixcraft/Garage Band and notation software Noteflight/ MuseScore/Sibelius. Learning an instrument is encouraged to provide full engagement and an expanded understanding of compositional techniques.

Making in Drama

Making in Drama:

• Improvisation • Devising and creating • Performing • Directing

• Improvisation • Devising and creating • Performing • Directing

Content: Students learning Music listen, perform and compose. They learn about the elements of music comprising of rhythm, pitch, dynamics, expression, form and structure with a focus on music composition. Students develop aural skills to identify and interpret the elements of music. These skills are essential for making and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft. Performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes:

Responding in Drama

Responding in Drama:

• Reflections •A nalysing own and others’ drama work

• Reflections • Analysing own and others’ drama work

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students are offered technical opportunities to work collaboratively with school performances/productions.

Content includes: Making in Music: • Composition/arranging • Interpreting • Performance Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 20 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

Making in Music: • Composition/arranging • Interpreting/improvisation • Performance Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

31

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 9 / YEAR 10 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

MUSIC PERFORMANCE B Level: 9 Length: Semester Contact person: Kerry Skinner

Mathematics 154

Content: Students learning Music listen, perform and compose. They learn about the elements of music comprising of rhythm, pitch, dynamics, expression, form and structure with a focus on historical music. Students develop aural skills to identify and interpret the elements of music. These skills are essential for making and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft. Performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes:

Science 166

Making in Music:

Vocational Education Training (VET)

• Composition/arranging • Interpreting/improvisation • Performance

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

ART A Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 20 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

ART B

Level: 10 Length: Semester Contact person: Kerry Skinner

Areas of work cover 2D and 3D processes including selection of the following media:

Level: 10 Length: Semester Contact person: Kerry Skinner

Content: Through Visual Arts, students learn to reflect critically on their own experiences and responses to the work of artists, craftspeople and designers and to develop their own arts knowledge and preferences. They learn with growing sophistication to express and communicate experiences through and about visual arts.

Making in Art:

Content: Through Visual Arts, students learn to reflect critically on their own experiences and responses to the work of artists, craftspeople and designers and to develop their own arts knowledge and preferences. They learn with growing sophistication to express and communicate experiences through and about visual arts.

Making in Visual Arts involves students making representations of their ideas and intended meanings in different forms. Students select the visual effects they want to create through problem-solving and making decisions.

They develop knowledge, understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions in two-dimensional (2D), threedimensional (3D) and fourdimensional (4D) forms.

In developing knowledge and skills in Visual Arts, students learn to manipulate and adapt a wide range of physical materials and technologies.

• Drawing • Painting • Sculpture • Ceramics • Design • Emerging media (digital) Responding to Art: • Contemporary/historical or cultural art movement enquiry and analysis task • Reflecting on own learning through art annotation/journal writing using the 4 steps of criticism Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Making in Visual Arts involves students making representations of their ideas and intended meanings in different forms. Students select the visual effects they want to create through problem-solving and making decisions.

They develop knowledge, understanding and skills as they learn and apply techniques and processes using materials to achieve their intentions in two-dimensional (2D), threedimensional (3D) and fourdimensional (4D) forms.

In developing knowledge and skills in Visual Arts, students learn to manipulate and adapt a wide range of physical materials and technologies.

Areas of work cover 2D and 3D processes including selection of the following media: (continued over page)

33

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 10 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ART B (continued)

DANCE A

DANCE B

DESIGN A

Making in Art:

Level: 10 Length: Semester Contact person: Kerry Skinner

Level: 10 Length: Semester Contact person: Kerry Skinner

Level: 10 Length: Semester Contact person: Kerry Skinner

Content: Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style as selected in collaboration with teacher and students. Students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in the dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times.

Content: Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style as selected in collaboration with teacher and students. Students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in the dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times.

Content: Students who elect Design A gain an introduction to the Design Process, focussing on creatively solving problems in relation to communication design and product design.

Making in Dance:

• Dance Skills • Improvisation • Composition • Performance

• Drawing • Painting • Sculpture • Ceramics • Design • Emerging media (digital) Responding to Art: • Contemporary/historical or cultural art movement enquiry and analysis task • Reflecting on own learning through art annotation/journal writing using the 4 steps of criticism Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

• Dance skills • Improvisation • Composition • Performance Responding in Dance:

Making in Dance:

Responding in Dance:

• Review writing • Dance history and the development of dance

• Composition folio • Analysis of a dance work • Dance Literacy task – performance.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

This course is suited to any student who enjoys working with computers and is interested in pursuing a career in graphic design, animation graphics, advertising or any other designrelated career.

In all Design courses, students will: develop and demonstrate knowledge and use of the Design Process:

Responding to Design: • Evaluate both their own and the work of others • Reflecting own learning through art annotation/journal writing using the Design Process • Analysing the work of other contemporary and historical designers Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

• Brief • Investigation • Concept design • Innovation • Production • Evaluation Students will develop skills in: Making in Design: • Develop problem solving skills • Use effective ICT processes Photoshop, Illustrator, and other emerging programs • Design graphics/objects utilising technology and hand-made skills • Create finished works of design

35

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 10 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN B Level: 10 Length: Semester Contact person: Kerry Skinner Content: Students who elect Design B gain an introduction to the Design Process, focussing on creatively solving problems in relation to product design and environmental design.

This course is suited to any student who enjoys working with computers and is interested in pursuing a career in architecture, engineering, or any other designrelated career.

In all Design courses, students will: develop and demonstrate knowledge and use of the Design Process: • Brief • Investigation • Concept Design • Innovation • Production • Evaluation Students will develop skills in: Making in Design: • Develop problem solving skills •U se effective ICT processes Photoshop, Illustrator, and other emerging programs •D esign objects utilising technology and hand-made skills • Develop problem solving skills • Create finished works of design

Responding to Design: • Reflecting own learning through design annotation/journal writing using the Design Process • Analysing the work of contemporary and historical designers • Evolution of a product enquiry task Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

DIGITAL ART

DRAMA A

DRAMA B

Level: 10 Length: Semester Contact person: Kerry Skinner

Level: 10 Length: Semester Contact person: Kerry Skinner

Level: 10 Length: Semester Contact person: Kerry Skinner

Content: Digital Art gives students the ability to gain expertise in the area of computer graphics. It involves students undertaking studies in 2 and 3D graphic applications.

Students develop technology skills in the use of the digital camera, 3D printer and other computer hardware. Students can create works of art using various software programs, including InDesign, Illustrator, Photoshop, and 3D applications. Students will be expected to produce drawings and sketches that will complement their computer work.

Content: At Year 10, students will continue to develop and refine their expressive skills across a range of forms and styles. The Year 10 course comprises:

Content: At Year 10, students will continue to develop and refine their expressive skills across a range of forms and styles. The Year 10 course comprises:

Making in Drama:

Making in Drama:

• Scripted performance • Group devised performance • Skills workshops

• Scripted performance • Group devised performance • Skills workshops

Responding in Drama:

Responding in Drama:

• Review writing • Production report • Research and analyse drama styles and practitioners

• Review writing • Production report • Research and analyse drama styles and practitioners

Students will: • Visualise ideas using the computer as a media source and tool.

• Identify and write comments about their work.

• Collect examples of computer generated images.

• Write comments about the use of the computer and related technologies in society with particular relevance to the graphic arts.

• Begin to understand the relevance of the computer in the visual arts.

• Learn to understand the terminology related to the use of computers in the graphic arts.

• Understand the use of various software programs within the graphics industry.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

37

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 10 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

MEDIA - MULTIMEDIA

MUSIC EXPLORATIONS

Level: 10 Length: Semester Contact person: Kerry Skinner

Level: 10 Length: Semester Contact person: Kerry Skinner

Content: Students are provided the opportunity to:

Preferred background/ prerequisite: Students should have completed one semester of Music Explorations or Performance in Year 9.

•U se computers and video cameras to develop original text, audio, images, videos and animation.

•D esign and create interactive multimedia and web content.

•M ake and respond to media arts independently and in small groups.

•E xplore media arts as an art form through representation, manipulation of genre and media conventions and analysis of media artworks.

•D evelop skills and knowledge in the use of multimedia authoring software •A nalyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: This is a semester course which focuses on the development of music technology and technical production. Students will develop an understanding of sound and lighting technologies, and composition through use of ICT skills in Soundtrap/Mixcraft/ Garage Band.

Learning an instrument is encouraged to provide full engagement and an expanded understanding of compositional techniques.

Students will develop skills in technical production such as: • Live sound mixing • Studio Recording • Theatre lighting design and operation • Video soundtrack composition Opportunities to work collaboratively with school performances/productions are encouraged. Content includes: Making in Music: • Composition/arranging • Interpreting • Recording

MUSIC EXPLORATIONS (continued) Responding in Music: • Listening • Analysing • Reflection ASSESSMENT: Students are assessed using the Australian Curriculum Achievement Standards.

MUSIC PERFORMANCE A Level: 10 Length: Semester Contact person: Kerry Skinner Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Year 9. If this was not completed, students can enter via an audition.

Content: Students learning Music listen, perform and compose. They learn about the elements of Music comprising of rhythm, pitch, dynamics, expression, form and structure. Students develop aural skills to identify and interpret the elements of music with a focus on music composition. These skills are essential for making and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft. Performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes:

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 30 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

Making in Music • Composition/arranging • Interpreting/improvisation • Performance Responding in Music • Listening • Analysing • Reflection

39

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 10 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

MUSIC PERFORMANCE B Level: 10 Length: Semester Contact person: Kerry Skinner Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Year 9. If this was not completed, students can enter via an audition.

Content: Students learning Music listen, perform and compose. They learn about the elements of Music comprising of rhythm, pitch, dynamics, expression, form and structure with a focus on historical music. Students develop aural skills to identify and interpret the elements of music.

These skills are essential for making and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft. Performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes:

PRODUCT INNOVATION Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 30 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

Level: 10 Length: Semester Contact person: Kerry Skinner Content: This course is aimed at students who have an interest in developing original works of design using modelling software, 3D printing and laser cutting technology.

Students will be introduced to specific software programs related to product design and the built environment. They will participate in a number of skill building assignment tasks that will give them an insight into prototyping.

This course is suited to any student who enjoys working with computers and is interested in pursuing a career in animation, design, architecture, engineering, fashion and related accessories, design or any other area of design innovation.

In all Design courses, students will develop and demonstrate knowledge and use of the Design Process. They will learn how to write a brief, experiment, research and show problem solving skills.

Making in Design:

• Composition/arranging • Interpreting/improvisation • Performance

• Develop skills in Photoshop, Illustrator, and other emerging programs.

• Use effective ICT processes.

• Design objects utilising technology - laser cutting and 3D printing.

• Create finished works of design.

• Listening • Analysing • Reflection

• Evaluate both their own and the work of others.

• Reflect on own learning through art annotation/journal writing using the 4 steps of criticism.

• Analyse the work of other contemporary designers.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Level: 10 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Content: Students participate in the development and presentation of finished or realised creative arts products. They learn the processes of Theatre Production from the initial idea to the final presentation. Individuals will focus on the development of communication, learning, and personal development. At the completion of the course student’s knowledge of technical theatre, design and publicity will have increased.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Product Assessment Type 2: Folio

Students will develop skills in:

Making in Music

Responding in Music

Responding to Art:

THEATRE PRODUCTION, DESIGN AND MANAGEMENT

41

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ART A Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better at Year 10 in another Arts subject or on approval in individual cases.

Content: 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 technical 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 the initiation and development of ideas, problem solving, experimentation, and investigation in a diversity of media, processes, and techniques, students demonstrate a range of technical skills and aesthetic qualities.

ART B Development and application of technical skills with media, materials, and technologies to communicate visual ideas in resolved works of art.

• Knowledge and Understanding Knowledge of core visual arts concepts, forms, styles, and conventions and understanding of visual arts in different cultural, social, and/or historical contexts.

• Analysis and Response Analysis and interpretation of works of art from different contexts.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Practical Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better at Year 10 in another Arts subject or on approval in individual cases.

Content: 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 technical 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 the initiation and development of ideas, problem solving, experimentation, and investigation in a diversity of media, processes, and techniques, students demonstrate a range of technical skills and aesthetic qualities.

Students will develop skills in:

Students will develop skills in:

•P ractical Application

• Practical Application

Documentation of creative visual thinking and/or problemsolving processes.

Documentation of creative visual thinking and/or problem-solving processes.

DANCE A Development and application of technical skills with media, materials, and technologies to communicate visual ideas in resolved works of art.

• Knowledge and Understanding Knowledge of core visual arts concepts, forms, styles, and conventions and understanding of visual arts in different cultural, social, and/or historical contexts.

• Analysis and Response Analysis and interpretation of works of art from different contexts.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Practical Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: Previous experience is desirable.

Content: Students develop creative, technical, and physical understanding, and an appreciation of dance as an art form. Students learn in theory and practice through the study of technique, composition, choreography, performance, and critical analysis. Dance offers opportunities for the development of students’ creativity, selfdiscipline, self-esteem, personal identity, and confidence. This is achieved through experiences that encourage collaboration and creative problem-solving, the acquisition of skills, knowledge, and understanding, and the development of aesthetic awareness. Dance allows students the opportunity to explore a range of global dance traditions, influences, and perspectives, and to examine dance in social, political, and cultural contexts, both past and present.

• Dance Literacy • Creative Explorations • Dance Contexts Assessment tasks will differ in Stage 1 Dance A and Dance B to suit the needs of the cohort, allowing students to study Dance for one semester or a full year. (continued over page)

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ARTS: ART / DRAMA / DANCE / MUSIC YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DANCE A (continued)

DANCE B

DANCE B (continued)

DESIGN A

Assessment: Students are assessed using the SACE Performance Standards.

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

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

Assessment: Students are assessed using the SACE Performance Standards.

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

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

Assessment Type 1: Technique Assessment Type 2: Composition Assessment Type 3: Performance Assessment Type 4: Response Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Special requirements: Students must study at least one semester of Dance at Stage 1 to be able to enrol in Stage 2 Dance.

Preferred background/ prerequisite: Previous experience is desirable.

Content: Students develop creative, technical, and physical understanding, and an appreciation of dance as an art form. Students learn in theory and practice through the study of technique, composition, choreography, performance, and critical analysis. Dance offers opportunities for the development of students’ creativity, selfdiscipline, self-esteem, personal identity, and confidence. This is achieved through experiences that encourage collaboration and creative problem-solving, the acquisition of skills, knowledge, and understanding, and the development of aesthetic awareness. Dance allows students the opportunity to explore a range of global dance traditions, influences, and perspectives, and to examine dance in social, political, and cultural contexts, both past and present.

• Dance Literacy • Creative Explorations • Dance Contexts Assessment tasks will differ in Stage 1 Dance A and Dance B to suit the needs of the cohort, allowing students to study Dance for one semester or a full year.

Assessment Type 1: Technique Assessment Type 2: Composition Assessment Type 3: Performance Assessment Type 4: Response Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Special requirements: Students must study at least one semester of Dance at Stage 1 to be able to enrol in Stage 2 Dance.

Preferred background/ prerequisite: A “C” grade or better at Year 10 in another Arts subject or on approval in individual cases.

Content: This course develops visual thinking for designers and is based around the development and formulation of a design brief related to one area of design: graphic, product or architectural design. The cyclic design process includes research, analysis, the initiation and development of concepts, the exploration of possibilities, the testing and refining of ideas or concepts, the practising of technical skills, and evaluation, before the design outcome is resolved.

Design concepts are created through visual thinking and the development of skills. These proficiencies can include drawings, sketches, diagrams, graphical representations, media or materials studies, concept representations, modelling, prototypes, photographs, photocopies of images, digital graphics and audiovisual digital recording techniques.

Resolutions will be accompanied by written or recorded annotations to document the thinking.

Students will develop skills in: •P ractical Application Documenting all conceptualisation, development, and resolution of imaginative or personally relevant design ideas.

•K nowledge and Understanding Contemporary/historical or cultural design contexts enquiry and analysis.

•A nalysis and Response Understanding and reflection of own learning through design annotation/journal.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Practical Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

45

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN B Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better at Year 10 in another Arts subject or on approval in individual cases.

Content: This course develops visual thinking for designers and is based around the development and formulation of a design brief related to one area of design: graphic, product or architectural design. The cyclic design process includes research, analysis, the initiation and development of concepts, the exploration of possibilities, the testing and refining of ideas or concepts, the practising of technical skills, and evaluation, before the design outcome is resolved.

Design concepts are created through visual thinking and the development of skills. These proficiencies can include drawings, sketches, diagrams, graphical representations, media or materials studies, concept representations, modelling, prototypes, photographs, photocopies of images, digital graphics and audiovisual digital recording techniques.

Resolutions will be accompanied by written or recorded annotations to document the thinking.

DIGITAL ART Students will develop skills in: • Practical Application Documenting all conceptualisation, development, and resolution of imaginative or personally relevant design ideas.

• Knowledge and Understanding Contemporary/historical or cultural design contexts enquiry and analysis.

• Analysis and Response Understanding and reflection of own learning through design annotation/journal.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Practical Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

DRAMA A

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

• Evaluation

Preferred background/ prerequisite: A “C” grade or better at Year 10 in another Arts subject or on approval in individual cases.

Assessment: Students are assessed using the SACE Performance Standards.

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

Content: Students participate in the development and the presentation of finished or realised creative arts products with an emphasis in computer related technologies and processes. This Creative Arts subject will focus on the development of software and hardware skills and allow the student to work as a graphic designer/artist. The focus capabilities for this subject are communication, learning, and personal development.

Students will develop skills in: • Practical Exploration Development and application of practical skills, techniques, and processes • Knowledge and Understanding Knowledge of creative arts media, materials, techniques, processes, and technologies, and understanding of their possible applications • Inquiry and Exploration

Critical reflection on personal creative arts ideas, processes, and products

Assessment Type 1: Product Assessment Type 2: Folio Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: Previous experience is desirable.

Content: Students learn by participating in creative problem-solving; generating, analysing, and evaluating ideas; developing personal interpretations of texts; learning to set goals and working collaboratively to achieve them; rehearsing, workshopping, and improvising solutions; as well as presenting their product or performance.

Students have the opportunity to develop their curiosity and imagination, creativity, individuality, personal identity, self-esteem, and confidence. They also have opportunities to improve their skills in experimentation, communication, self-discipline, collaboration, teamwork, and leadership. Students learn to acknowledge and respect diversity and different perspectives on the world.

Students analyse texts and other materials, performances, and their own learning. (continued over page)

Exploration and analysis of creative arts media, materials, techniques, processes, and technologies within and/or across creative arts forms

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ARTS: ART / DRAMA / DANCE / MUSIC YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DRAMA A (continued)

DRAMA B

DRAMA B (continued)

MOVING IMAGE MEDIA

MUSIC EXPLORATIONS

Drama involves working collaboratively to manipulate words and images to create meaning that is shared with an audience.

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

Drama involves working collaboratively to manipulate words and images to create meaning that is shared with an audience.

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

• Responding to Drama • Performance • Creative Synthesis

Preferred background/ prerequisite: Previous experience is desirable.

• Responding to Drama • Performance • Creative Synthesis

Assessment tasks will differ in Stage 1 Drama A and Drama B to suit the needs of the cohort, allowing students to study Drama for one semester or a full year.

Content: Students learn by participating in creative problem-solving; generating, analysing, and evaluating ideas; developing personal interpretations of texts; learning to set goals and working collaboratively to achieve them; rehearsing, workshopping, and improvising solutions; as well as presenting their product or performance.

Assessment tasks will differ in Stage 1 Drama A and Drama B to suit the needs of the cohort, allowing students to study Drama for one semester or a full year.

Preferred background/ prerequisite: A “C” grade or better at Year 10 in Multimedia, other Creative Arts subjects or on approval for individual cases.

Preferred background/ prerequisite: Students should have completed one semester of Music Performance /Explorations in Year 10.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Performance Assessment Type 2: Folio Assessment Type 3: Investigation and Presentation

Students have the opportunity to develop their curiosity and imagination, creativity, individuality, personal identity, self-esteem, and confidence. They also have opportunities to improve their skills in experimentation, communication, self-discipline, collaboration, teamwork, and leadership. Students learn to acknowledge and respect diversity and different perspectives on the world.

Students analyse texts and other materials, performances, and their own learning.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Performance Assessment Type 2: Folio Assessment Type 3: Investigation and Presentation

Content: Students will participate in the development and presentation of finished or realised creative arts products. Students in Moving Image Media will learn the processes of film making using a variety of technologies. The focus capabilities for this subject are communication, learning, and personal development.

This is a film making course where digital media is used to record moving images and digital editing software is used to produce the final product. Students will use programs including Sony Vegas, Adobe Production Premium CS3, Flash and Photo Story. Students will study the processes of film production, establishing the criteria that constitutes “good” technique and put these into practice in a variety of examples and contexts.

This may include short “genre” experiments, a documentary and a short drama.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Product Assessment Type 2: Folio

Content: This is a semester course which focuses on the development of music technology and technical production. Students will develop an understanding of sound recording technologies, and composition through use of ICT skills in Soundtrap/Mixcraft/Garage Band/Protocols.

Learning an instrument is encouraged to provide full engagement and an expanded understanding of compositional techniques.

Students will develop skills in music and technical production.

• Live sound mixing (performance) • Studio Recording • MIDI and/or Loop Composition • Written commentary/evaluation in response to own works Opportunities to work collaboratively with school performances/productions are encouraged. Content includes: Understanding in Music: • Knowledge and development of musical elements • Creative communication of musical ideas (continued over page)

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ARTS: ART / DRAMA / DANCE / MUSIC YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Creating in Music:

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

MUSIC EXPLORATIONS (continued)

180

• Composition/arranging • Interpreting/improvisation • Performance Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Creative Works Assessment Type 2: Musical Literacy

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

MUSIC PERFORMANCE A Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Year 10. If this is not completed, students can enter via an audition.

Content: Students learning Music listen, perform and compose. They learn about the elements of music comprising of rhythm, pitch, dynamics, expression, form and structure. Students develop aural skills to identify and interpret the elements of music. These skills are essential for understanding, creating and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft. Performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes: Understanding in Music: • Knowledge and development of musical elements • Creative communication of musical ideas

MUSIC PERFORMANCE A (continued) Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Creative Works Assessment Type 2: Musical Literacy Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 45 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

MUSIC PERFORMANCE B Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Year 10. If this is not completed, students can enter via an audition.

Content: Students learning Music listen, perform and compose. They learn about the elements of music comprising of rhythm, pitch, dynamics, expression, form and structure. Students develop aural skills to identify and interpret the elements of music. These skills are essential for understanding, creating and responding to a range of music through composing and performing. Students develop Music ICT skills through use of Musition, Auralia, Noteflight and Soundtrap/Mixcraft. Performances are held throughout the year allowing students the opportunity to grow as a performer and share their experiences in music.

Content includes: Understanding in Music: • Knowledge and development of musical elements • Creative communication of musical ideas

Creating in Music:

Creating in Music:

• Composition/arranging • Interpreting/improvisation • Performance

• Composition/arranging • Interpreting/improvisation • Performance

Responding in Music: • Listening • Analysing • Reflection Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Creative Works Assessment Type 2: Musical Literacy Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 45 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

51

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 11 (STAGE 1) \ YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

PRODUCT INNOVATION Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner

• Analysis and Response

Preferred background/ prerequisite: A “C” grade or better at Year 10 in another Arts subject or on approval in individual cases.

Assessment: Students are assessed using the SACE Performance Standards.

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

Content: This creative focused course aims to develop student’s entrepreneurial and technical skills of emerging technology in laser cutting and 3D printing.

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

Students will develop skills in: •P ractical Application

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Documentation of creative visual thinking and/or problem-solving processes.

Development and application of technical skills with media, materials, and technologies to communicate visual ideas in resolved works of design.

•K nowledge and Understanding Knowledge of core design concepts, forms, styles, and conventions and understanding of design in different cultural, social, and/or historical contexts.

Analysis and interpretation of works of design from different contexts.

Assessment Type 1: Folio Assessment Type 2: Practical Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

THEATRE PRODUCTION, DESIGN AND MANAGEMENT Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Kerry Skinner Content: Students participate in the development and presentation of finished or realised creative arts products. They learn the processes of Theatre Production from the initial idea to the final presentation. Individuals will focus on the development of communication, learning, and personal development. At the completion of the course student’s knowledge of technical theatre, design and publicity will have increased.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Product Assessment Type 2: Folio

CREATIVE ARTS Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better at Stage 1 in Art, Design, Product Innovation or Creative Arts, or on approval in individual cases.

Content: Students undertake a specialised study within or across one or more of the arts disciplines.

They actively participate in the development and presentation of creative arts products. These may include musicals, plays, concerts, visual art, craft, design works, digital media, film and video, public arts projects, community performances, presentations and installations, and vocal groups or other ensembles.

Students analyse and evaluate creative arts products in different contexts and from various perspectives and gain an understanding and appreciation of the ways in which creative arts contribute to and shape the intellectual, social, and cultural life of individuals and communities.

• Inquiry and Exploration Exploration and analysis of creative arts media, materials, techniques, processes, and technologies within and/or across creative arts forms.

• Evaluation Critical reflection on personal creative arts ideas, processes, and products.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment 70% • Assessment Type 1: Product • Assessment Type 2: Inquiry External Assessment (30%) • Assessment Type 3: Practical Skills Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Students will develop skills in: • Practical Exploration Development and application of practical skills, techniques, and processes.

• Knowledge and Understanding Knowledge of creative arts media, materials, techniques, processes, and technologies, and understanding of their possible applications.

53

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DANCE Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better in at least one semester of Stage 1 Dance.

Content: Students develop creative, technical, and physical understanding, and an appreciation of Dance as an art form. Students learn in theory and practice through the study of technique, composition, choreography, performance, and critical analysis. Dance offers opportunities for the development of students’ creativity, selfdiscipline, self-esteem, personal identity, and confidence. This is achieved through experiences that encourage collaboration and creative problem-solving, the acquisition of skills, knowledge, and understanding, and the development of aesthetic awareness. Dance allows students the opportunity to explore a range of global dance traditions, influences, and perspectives, and to examine dance in social, political, and cultural contexts, both past and present.

Assessment: Students are assessed using the SACE Performance Standards.

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

DRAMA School Assessment (70%) • Assessment Type 1: Skills Development • Assessment Type 2: Response External Assessment (30%) • Assessment Type 3: Performance Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better in Stage 1 Drama.

Content: Students learn by participating in creative problem-solving; generating, analysing, and evaluating ideas; developing personal interpretations of texts; learning to set goals and working collaboratively to achieve them; rehearsing, workshopping, and improvising solutions; as well as presenting their product or performance.

Students have the opportunity to develop their curiosity and imagination, creativity, individuality, personal identity, self-esteem, and confidence. They also have opportunities to improve their skills in experimentation, communication, self-discipline, collaboration, teamwork, and leadership. Students learn to acknowledge and respect diversity and different perspectives on the world.

Students analyse texts and other materials, performances, and their own learning.

Drama involves working collaboratively to manipulate words and images to create meaning that is shared with an audience.

MUSIC EXPLORATIONS Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Group Presentation • Assessment Type 2: Folio • Assessment Type 3: Interpretative Study External Assessment (30%) • Assessment Type 4: Performance

Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner Preferred background/ prerequisite: Students should have completed one semester of Music Performance/Explorations in Year 11. If this is not completed, students can enter via an audition.

Content: Through synthesising and applying their understanding of musical elements, students learn to manipulate sound and create musical works that express their ideas and emotions.

The study of music enables students to appreciate the world in unique ways, through aesthetic treatments of sound across cultures, times, places, and contexts. It forms a vital part of the transmission of histories, knowledge, and stories among generations.

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. These performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music. (continued over page)

55

ARTS: ART / DRAMA / DANCE / MUSIC YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

MUSIC EXPLORATIONS (continued)

MUSIC PERFORMANCE ENSEMBLE

MUSIC PERFORMANCE ENSEMBLE (continued)

They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

Level: Stage 2 Length: Year (10 SACE Credits) Contact Person: Kerry Skinner

Assessment: Students are assessed using the SACE Performance Standards.

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

Through their learning, students engage with, gain insights into, and are inspired by the transformative powers of music.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Musical Literacy •A ssessment Type 2: Explorations External assessment (30%) •A ssessment Type 3: Creative Connections

Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Stage 1. If it is not completed, students can enter via audition.

Content: Through synthesising and applying their understanding of musical elements, students learn to manipulate sound and create musical works that express their ideas and emotions.

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. These performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music.

They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

School assessment (70%) • Assessment Type 1: Performance • Assessment Type 2: Performance and Discussion External assessment (30%) • Assessment Type 3: Performance Portfolio Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 60 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

MUSIC PERFORMANCE - SOLO Level: Stage 2 Length: Year (10 SACE Credits) Contact Person: Kerry Skinner Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Stage 1. If this is not completed, students can enter via audition.

Content: Through synthesising and applying their understanding of musical elements, students learn to manipulate sound and create musical works that express their ideas and emotions.

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. These performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music.

They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

Through their learning, students engage with, gain insights into, and are inspired by the transformative powers of music.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) •A ssessment Type 1: Performance •A ssessment Type 2: Performance and Discussion External assessment (30%) •A ssessment Type 3: Performance Portfolio Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 60 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: Instrument hire is available from the school for a limited range of instruments. Current cost is $150 per year hire fee, plus $50 deposit.

Through their learning, students engage with, gain insights into, and are inspired by the transformative powers of music.

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6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

MUSIC STUDIES

VISUAL ARTS: ART

Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner

of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner

Preferred background/ prerequisite: Students should have completed one semester of Music Performance in Stage 1. If this is not completed, students can enter via audition.

Through their learning, students engage with, gain insights into, and are inspired by the transformative powers of music.

Preferred background/ prerequisite: A “C” grade or better at Stage 1 in Art, Design, Product Innovation or Creative Arts, or on approval in individual cases.

Content: Through synthesising and applying their understanding of musical elements, students learn to manipulate sound and create musical works that express their ideas and emotions.

The study of music enables students to appreciate the world in unique ways, through aesthetic treatments of sound across cultures, times, places, and contexts. It forms a vital part of the transmission of histories, knowledge, and stories among generations.

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. These performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music.

They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Creative Works • Assessment Type 2: Musical Literacy External assessment (30%) • Assessment Type 3: Examination Special requirements: Students enrolled in Music are required to begin/continue instrumental music lessons on their chosen instrument through either on-site Department for Education Instrumental Music Service lessons or private lessons in their own time. A minimum of 60 minutes practice a day is required. It is expected that students join an appropriate school ensemble.

Additional charges: A subject charge may apply to this subject in addition to the Adelaide High School Materials and Services Charges. Instrument hire is available from the school for a limited range of instruments.

Current cost is $150 per year hire fee, plus $50 deposit.

Content: This subject covers all aspects of Art/Design media and will allow students to work in multiple areas within the Arts. This can include areas such as painting and drawing, printmaking, 2D and 3D studies, design, laser cutting and 3D printing. Students will complete two practical pieces of artwork using developed skills together with a critical analyse in their supporting folios. Opportunities will exist for the development of problem-solving skills and a deeper understanding of the range of expressive forms used by various artists both in Australia and globally in the Visual Study.

• Inquiry and Exploration Producing the final resolved practical work or works of art or design involves the application of technical skills.

ASSESSMENT: School Assessment (70%) • Assessment Type: Visual Thinking Folio • Assessment Type 2: Practical Resolution External Assessment (30%) • Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Students will develop skills in: • Practical Exploration Documenting all conceptualisation, development, and resolution of imaginative or personally relevant visual ideas.

• Knowledge and Understanding Contemporary/historical or cultural art contexts enquiry and analysis.

• Analysis and Synthesis Understanding and reflection of own learning through art annotation/Journal.

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6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

VISUAL ARTS: DESIGN Level: Stage 2 Length: Year (20 SACE Credits) Contact Person: Kerry Skinner Preferred background/ prerequisite: A “C” grade or better at Stage 1 in Art, Design, Product Innovation or Creative Arts, or on approval in individual cases.

Content: This subject covers all aspects of Art/Design media and will allow students to work in multiple areas within the Arts. This can include areas such as painting and drawing, printmaking, 2D and 3D studies, design, laser cutting and 3D printing. Students will complete two practical pieces of artwork using developed skills together with a critical analyse in their supporting folios. Opportunities will exist for the development of problem-solving skills and a deeper understanding of the range of expressive forms used by various artists both in Australia and globally in the Visual Study.

• Inquiry and Exploration Producing the final resolved practical work or works of art or design involves the application of technical skills.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Visual Thinking Folio • Assessment Type 2: Practical Resolution External Assessment (30%) • Assessment Type 3: Visual Study Additional charges: A consumables/excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Students will develop skills in: •P ractical Exploration Documenting all conceptualisation, development, and resolution of imaginative or personally relevant visual ideas.

•K nowledge and Understanding Contemporary/historical or cultural art contexts enquiry and analysis.

•A nalysis and Synthesis Understanding and reflection of own learning through art annotation/journal.

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CROSS-DISCIPLINARY

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

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Learning at Adelaide High School

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Individualised Learning

20

YEAR 10

Personal Learning Plan

Special Interest Programs 22 Subjects 24

Youth Leadership

Arts 24 Cross-Disciplinary 62

84

Health and Physical Education 94 Home Economics

Integrated Learning

Integrated Learning

PERSONAL LEARNING PLAN (PLP) Level: 10 (Stage 1) Length: Semester (10 SACE credits) Contact person: Cass Mewett Content: PLP is a compulsory SACE subject undertaken in Year 10 at Adelaide High School. The subject is run in the Pastoral Care Program as well as our PLP week.

Students will also explore the 7 SACE capabilities which will be revisited in other subjects such as the Research Project.

110

Humanities and Social Sciences 118

Assessment: Students are assessed using the SACE Performance Standards.

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

Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

Research Project

YEAR 12

PLP helps students to plan personal and learning goals for now and in the future, explore career and other future pathways.

Design and Digital Technologies 66 English / EAL

YEAR 11

Assessment Type 1: Folio Assessment Type 2: Review

180

YOUTH LEADERSHIP Level: 10 (Stage 1) Length: Semester (10 SACE credits) Contact person: Cass Mewett Preferred background/ prerequisite: There are no pre-requisites for this course, however as the course is restricted to 21 students, priority will be given to students wanting to develop their skills in leadership, citizenship, personal development and communication.

Content: The course has a strong focus on personal development with leadership, teamwork, communication and organisation as key areas. Projects based on citizenship and community development form the basis of the learning for the year. Students are encouraged to co-design their learning and tasks to meet their individual goals.

Assessment Type 1: Practical Exploration Assessment Type 2: Connections Assessment Type 3: Personal Venture.

Special requirements: Students need to commit to 2 camps throughout the year and to learning activities which sometimes occur outside of class times.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charge.

Students will participate in a first aid course and outdoor education lessons including 2 camps. Many of the tasks undertaken are in conjunction with community groups including The Smith Family, Vinnies and Adelaide Metro/DPTI. Assessment: Students are assessed using the SACE Performance Standards.

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

Australian Curriculum SACE

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CROSS-DISCIPLINARY JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects 24 Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

INTEGRATED LEARNING

RESEARCH PROJECT

INTEGRATED LEARNING

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 2 Length: Year (20 SACE credits) Contact Person: Cass Mewett

Content: Integrated Learning is a subject which enables students to make links between aspects of their lives and their learning.

Content: Students choose a research question which is based on an area of interest to them. They explore and develop one or more capabilities in the context of their research. The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries. The Research Project provides a valuable opportunity for students to develop and demonstrate skills essential for learning and living in a changing world. It enables students to develop vital skills of planning, research, synthesis, evaluation, and project management. The Research Project enables students to explore an area of interest in depth, while developing skills to prepare them for further education, training, and work. Students develop their ability to question sources of information, make effective decisions, evaluate their own progress, be innovative, and solve problems.

Integrated Learning programs are written in negotiation with the student according to the interests and the needs of the student.

Topics studied in this course can include but are not limited to: • Sport, health and fitness • Teenage health and wellbeing • The environment • Media • Beauty and wellbeing • Getting job ready • Performance • Cultural awareness • Entrepreneurship Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Practical Exploration Assessment Type 2: Connections Assessment Type 3: Personal Venture

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: Research Outcome External Assessment (30%) • Assessment Type 3: Evaluation

Content: Integrated Learning is a subject framework which enables students to make links between aspects of their lives, their learning, about themselves and their capabilities.

Schools design Integrated Learning programs for a specific purpose, product or outcome according to the needs and interests of students.

Topics studied in this course can include but are not limited to: • Sport, health and fitness • Teenage health and wellbeing • The environment • Media • Beauty and wellbeing • Getting job ready • Performance • Cultural awareness • Entrepreneurship Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Practical Inquiry • Assessment Type 2: Connections External assessment (30%) • Assessment Type 3: Personal Endeavour

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DESIGN AND DIGITAL TECHNOLOGIES

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6

Learning at Adelaide High School

12

Individualised Learning

20

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Design and Digital Technologies

Design Technologies: Construction

Design Technologies: Construction

Design, Technology and Engineering: Construction

Design, Technology and Engineering: Construction

Design Technologies: Rapid Prototyping

Design, Technology and Engineering: Rapid Prototyping

Design, Technology and Engineering: Rapid Prototyping

Digital Technologies: CAD

Design, Technology and Engineering: CAD

Design, Technology and Engineering: CAD

Digital Technologies: Digital Systems

Design, Technology and Engineering: Digital Systems

Design, Technology and Engineering: Digital Systems

Digital Technologies: Photography

Design, Technology and Engineering: Photography

Design, Technology and Engineering: Photography

Information Processing and Publishing

Information Processing and Publishing

Information Processing and Publishing

Digital Technologies A

Digital Technologies

Special Interest Programs 22 Subjects Arts 24 Digital Technologies: Communication

Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

Digital Technologies B

180

Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

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6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN AND DIGITAL TECHNOLOGIES

DIGITAL TECHNOLOGIES: COMMUNICATION

DESIGN TECHNOLOGIES: CONSTRUCTION

DIGITAL TECHNOLOGIES: CAD

DESIGN TECHNOLOGIES: CONSTRUCTION

Level: 8 Length: Semester Contact person: John Dimitriou

Level: 9 Length: Semester Contact person: John Dimitriou

Level: 9 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Content: Design Technologies (10 weeks) focuses on Work Health and Safety, as well as developing skills in construction and making.

Students will have the opportunity to use specialised workspaces to learn to construct with specialised machines, tools and equipment.

Students are challenged to produce practical solutions through STEM based challenges as well as negotiated tasks.

Content: Students explore digital media and devices. They learn to effectively document and communicate information graphically, photographically and in text across digital devices and systems.

Content: Students design and construct products using various materials (timber, acrylic, sheet metal etc). They design, prototype or construct products using simple construction methods, hand tools and machines.

Content: Using the industry standard Autodesk Inventor program, students can create 3D part and assembly models and print them using Australian Standard AS1100.

Content: Students design, prototype and construct products using various materials (timber, acrylic, sheet metal etc) using simple construction methods, hand tools and machines.

Digital Technologies (10 weeks) introduces students to the Digital Systems that will affect them.

Students will have the opportunity to learn: •B asic programming to design and create a game •H ow to improve their photography skills using their smartphone • About binary and algorithms Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students will work in small groups as part of peer instruction and collaborative learning teams to use specialised software like Autodesk Inventor. This software, together with other visualising and communication applications, will enable students to visualise, design, prototype and document evidence of their concepts and designs.

Students will engineer, design and create 3D models using devices such as 3D printers and laser cutters (rapid prototyping).

Other contexts can include coding and game design, assembling simple circuit boards (electronics) and simple programming (robotics).

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students will plan to incorporate various materials and methods when fabricating their projects to help them develop important skills such as: • Project planning and management • Understanding materials and process • Collaborative group work • Communication and problem solving Traditional hand tools will be available together with industrial workshop machines and new technologies for prototyping (3D printing, CNC milling and laser cutting).

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Advanced topics include animations and exploded views, material analysis and mechanical simulations.

Students engage in special projects including the internationally renowned “F1 in Schools” competition.

This incorporates Computer Numerically Controlled (CNC) and computer aided manufacture.

Students doing this course will have the opportunity to engineer, plan, design and prototype with technologies including 3D printing and CNC devices.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students will incorporate various materials and methods when fabricating their projects to help them develop important skills such as: • Project planning and management • Understanding materials and process • Collaborative group work • Communication and problem solving Traditional hand tools will be available together with industrial workshop machines and new technologies for prototyping (3D printing, CNC milling and laser cutting).

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

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DESIGN AND DIGITAL TECHNOLOGIES YEAR 10 / YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DIGITAL TECHNOLOGIES: DIGITAL SYSTEMS

DIGITAL TECHNOLOGIES: PHOTOGRAPHY

DESIGN TECHNOLOGIES: RAPID PROTOTYPING

INFORMATION PROCESSING AND PUBLISHING

DESIGN, TECHNOLOGY AND ENGINEERING: CAD

Level: 10 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Content: This course introduces students to how digital systems and networks influence us and how they will affect our society in the future.

Content: Students are guided in learning in-camera techniques with not only professional D-SLR cameras but are also guided in getting the most from their own personal smartphone camera.

Content: Rapid prototyping and new emerging design and innovation prototyping technologies have revolutionised how engineers and designers now plan and design for the 21st century. Students will incorporate various materials and methods when fabricating their projects to help them develop important skills such as:

Content: Students learn skills in word processing, desktop publishing and keyboarding for effective digital communication.

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou

Digital systems and the control of these systems can be categorised into hardware and software.

Students will have the opportunity to explore and develop projects using software to program and code.

This can include projects such as game design and edutainment products through to programming simple robots. Within the hardware category, students can use simple kits and/or devices to engineer simple control products.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students are introduced to current post-production enhancement techniques. They use Adobe CC Suite with related software to enhance and improve photos.

Students edit photos to demonstrate accepted photographic composition rules by applying filters and photographic conventions with the aim to produce high quality photographic images for reproduction and exhibition.

Students publish their photos using online applications and services.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

• Project planning and management • Understanding materials and process • Collaborative group work • Communication and problem solving Students will have the opportunity to engineer, plan, design and prototype with technologies including 3D printing, Computer Numerically Controlled devices, laser engraving and cutting.

They have the opportunity to work in small collaborative learning teams on negotiated and teacher directed projects. They will use new and emerging technologies to engineer, test, develop and prototype products based on identified needs, problems or challenges. This project based learning and enquiry enables students working in collaborative teams to learn to better project manage interdisciplinary STEM projects.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students apply effective communication design principles to produce documents for digital and paper publication.

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students:

Desktop Publishing gives students the opportunity to learn and apply skills for effective published documents.

• Learn to create a design brief that provides the basis for the development of potential solutions to design problems.

The students will primarily use Microsoft’s Office Suite and Adobe Illustrator to complete a variety of creative documents that may include examples such as brochures, magazine covers, newsletters, CD covers, party invitations, party hats, party sweet bags and name tags.

• Review design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.

• Consider the practical implication of these issues on society or design solutions.

• Use new and evolving technologies.

• Apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution. (continued over page)

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6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN, TECHNOLOGY AND ENGINEERING: CAD (continued)

DESIGN, TECHNOLOGY AND ENGINEERING: CONSTRUCTION

•L earn to use the industry standard Autodesk Inventor software to design, create, model and assemble 3-dimensional objects.

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou

•G enerate and interpret drawings completed to AS110 drawing standards and have the opportunity to complete extension topics that include exploded views and structural testing.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Specialised Skills Task Assessment Type 2: Design Process and Solution

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • Learn to create a design brief that provides the basis for the development of potential solutions to design problems.

• Review design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.

• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.

• Consider the practical implication of these issues on society or design solutions.

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

• Use new and evolving technologies.

DESIGN, TECHNOLOGY AND ENGINEERING: CONSTRUCTION (continued) • Focus on framing construction techniques.

• Develop knowledge and skills in material preparation, joining and assembling using both traditional and contemporary jointing methods related to simple items or furniture.

The course aims to encourage girls to become more involved in using construction technologies.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Specialised Skills Task Assessment Type 2: Design Process and Solution

DESIGN, TECHNOLOGY AND ENGINEERING: DIGITAL SYSTEMS Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • Learn to create a design brief that provides the basis for the development of potential solutions to design problems.

• Review design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.

• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.

• Use software to code and program as well as hardware devices (digital and programmable control devices) to design and make products.

• Have the opportunity to explore and develop projects using software to program and code.

This can include game design, web design, edutainment products or programming simple robots.

• W ithin the hardware category, students can use simple kits and/or devices to engineer simple control products.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Specialised Skills Task Assessment Type 2: Design Process and Solution

• Consider the practical implication of these issues on society or design solutions.

• Use new and evolving technologies.

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

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DESIGN AND DIGITAL TECHNOLOGIES YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN, TECHNOLOGY AND ENGINEERING: PHOTOGRAPHY

DESIGN, TECHNOLOGY AND ENGINEERING: RAPID PROTOTYPING

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: •L earn to create a design brief that provides the basis for the development of potential solutions to design problems.

•R eview design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.

•A nalyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.

•C onsider the practical implication of these issues on society or design solutions.

• Learn in-camera techniques with not only professional D-SLR cameras, but are guided in getting the most from their own personal smartphone camera.

• Are introduced to current post-production enhancement techniques. They use Adobe CC Suite with related software to enhance and improve photos.

• Edit photos to demonstrate accepted photographic composition rules by applying filters and photographic conventions with the aim to produce high quality photographic images for reproduction and exhibition.

• Students publish their photos using online applications and services.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Specialised Skills Task Assessment Type 2: Design Process and Solution

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • Learn to create a design brief that provides the basis for the development of potential solutions to design problems.

• Review design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.

• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.

• Consider the practical implication of these issues on society or design solutions.

•U se new and evolving technologies.

• Use new and evolving technologies.

•A pply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution.

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

• Use new emerging technologies to engineer, test, develop and prototype solutions based on identified needs, problems and challenges.

The course aims to encourage innovation through integration of STEM disciplines and seeks to provide more opportunities for young women to engage in Engineering.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Specialised Skills Task Assessment Type 2: Design Process and Solution

DIGITAL TECHNOLOGIES A Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou Content: In Digital Technologies students create practical, innovative solutions to problems of interest.

By extracting, interpreting, and modelling real-world data sets, students identify trends and examine sustainable solutions to problems in, for example, business, industry, the environment, and the community.

They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability.

Students: • Apply computational thinking skills to explore problems and possible solutions.

• Develop and apply programming skills in creating digital solutions.

• Analyse patterns and relationships in data sets and/or algorithms and draw conclusions.

• Develop and apply programdesign skills to create and evaluate digital solutions.

• Research and discuss ethical considerations in digital technologies.

• Work individually and collaboratively. (continued over page)

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DIGITAL TECHNOLOGIES A (continued)

Learning at Adelaide High School

12

In Digital Technologies A, students will focus on:

Individualised Learning

20

• Programming and data analytics

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DIGITAL TECHNOLOGIES B Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou

Humanities and Social Sciences 118

Content: In Digital Technologies students create practical, innovative solutions to problems of interest.

By extracting, interpreting, and modelling real-world data sets, students identify trends and examine sustainable solutions to problems in, for example, business, industry, the environment, and the community.

They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability.

Languages 134

Students:

Mathematics 154 Science 166

• Apply computational thinking skills to explore problems and possible solutions.

Vocational Education Training (VET)

• Develop and apply programming skills in creating digital solutions.

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

180

•L earning the use of MySQL, HTML and PHP to construct web-based solutions to identified problems Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Project Skills Assessment Type 2: Digital Solution

• Analyse patterns and relationships in data sets and/or algorithms and draw conclusions.

• Develop and apply programdesign skills to create and evaluate digital solutions.

• Research and discuss ethical considerations in digital technologies.

• Work individually and collaboratively.

DIGITAL TECHNOLOGIES B (continued) In Digital Technologies B, students will focus on: • Programming and creativity through innovation • Learning the use of HTML and JavaScript to construct webbased solutions to identified problems Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Project Skills Assessment Type 2: Digital Solution

INFORMATION PROCESSING AND PUBLISHING Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou Content: Information Processing and Publishing focuses on the use of technology to design and implement information-processing solutions. This subject emphasises the acquisition and development of practical skills in identifying, choosing, and using the appropriate computer hardware and software for communicating in a range of contexts. It focuses on the application of practical skills to provide creative solutions to textbased communication tasks.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Practical Skills Assessment Type 2: Product and Documentation Assessment Type 3: Issues Analysis

Students: • Select and use appropriate hardware and software in the completion of text-based communication tasks.

• Apply manipulative skills appropriate to the use of information-processing hardware and software.

• Apply acquired skills to produce text-based information accurately.

• Understand and apply the design process and layout principles to text-based tasks.

• Evaluate a text-based product and the design process used.

• Understand, analyse, and evaluate the impact of social and/or ethical issues related to information-processing and publishing technologies.

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DESIGN AND DIGITAL TECHNOLOGIES YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN, TECHNOLOGY AND ENGINEERING: CAD Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Design, Technology and Engineering subject in Stage 1.

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

• Learn to use the industry standard Autodesk Inventor software to design, create, model and assemble 3-dimensional objects.

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

• Generate and interpret drawings completed to AS110 drawing standards and have the opportunity to complete extension topics that include exploded views and structural testing.

Students:

Assessment: Students are assessed using the SACE Performance Standards.

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

• I nvestigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution.

•P lan, develop and test design concepts and communicate potential features and solutions to a problem or challenge.

•A pply knowledge and understanding of skills, processes, engineering procedures, and techniques using technology to realise the solution.

School assessment (70%) • Assessment Type 1: Specialised Skills Task • Assessment Type 2: Design Process and Solution External assessment (30%) • Assessment Type 3: Resource Study

DESIGN, TECHNOLOGY AND ENGINEERING: CONSTRUCTION Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Design, Technology and Engineering subject in Stage 1.

Content: In Design, Technology and Engineering, students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • Investigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution.

• Plan, develop and test design concepts and communicate potential features and solutions to a problem or challenge.

• Apply knowledge and understanding of skills, processes, engineering procedures, and techniques using technology to realise the solution.

•E valuate the solution with reference to the design brief and reflect on processes used in design development and realisation.

• Evaluate the solution with reference to the design brief and reflect on processes used in design development and realisation.

•A nalyse ethical, legal, economic and/or sustainability issues related to technology, materials selected, processes used and/or solution design.

• Analyse ethical, legal, economic and/or sustainability issues related to technology, materials selected, processes used and/or solution design.

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

• Use new and evolving technologies.

• Focus on framing construction techniques.

• Develop knowledge and skills in material preparation, joining and assembling using both traditional and contemporary jointing methods related to simple items or furniture.

The course aims to encourage girls to become more involved in using construction technologies.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Specialised Skills Task • Assessment Type 2: Design Process and Solution External assessment (30%) • Assessment Type 3: Resource Study

DESIGN, TECHNOLOGY AND ENGINEERING: DIGITAL SYSTEMS Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Design, Technology and Engineering subject in Stage 1.

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • Investigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution.

• Plan, develop and test design concepts and communicate potential features and solutions to a problem or challenge.

• Apply knowledge and understanding of skills, processes, engineering procedures, and techniques using technology to realise the solution.

• Evaluate the solution with reference to the design brief and reflect on processes used in design development and realisation. (continued over page)

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DESIGN AND DIGITAL TECHNOLOGIES YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

DESIGN, TECHNOLOGY AND ENGINEERING: DIGITAL SYSTEMS (continued) •A nalyse ethical, legal, economic and/or sustainability issues related to technology, materials selected, processes used and/or solution design.

•A pply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution.

•U se software to code and program as well as hardware devices (digital and programmable control devices) to design and make products.

•H ave the opportunity to explore and develop projects using software to program and code.

This can include; game design, web design, edutainment products or programming simple robots.

•W ithin the hardware category, students can use simple kits and/or devices to engineer simple control products.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) •A ssessment Type 1: Specialised Skills Task •A ssessment Type 2: Design Process and Solution External assessment (30%) •A ssessment Type 3: Resource Study

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DIGITAL TECHNOLOGIES Level: Stage 2 Length: Semester (20 SACE credits) Contact person: John Dimitriou Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking Digital Technologies A or B in Stage 1.

Content: In Digital Technologies, students create practical, innovative solutions to problems of interest.

By extracting, interpreting, and modelling real-world data sets, students identify trends and examine sustainable solutions to problems in, for example, business, industry, the environment, and the community.

They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability.

Students: • Apply computational thinking skills, including abstraction, to approach, identify, deconstruct, and solve problems of interest.

• Analyse data sets related to problems of interest to identify patterns and/or trends, draw conclusions, and make predictions.

• Apply iterative projectdevelopment techniques to manage and evaluate proposed digital solutions to problems of interest.

DIGITAL TECHNOLOGIES (continued)

DESIGN, TECHNOLOGY AND ENGINEERING: PHOTOGRAPHY

• Apply design and programming skills to create and document digital solutions.

Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou

• Research and discuss ethical considerations in digital technologies.

Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Design, Technology and Engineering subject in Stage 1.

• Work individually and collaboratively to create and explain digital solutions.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Project Skills 50% • Assessment Type 2: Collaborative Project 20% External Assessment (30%) • Assessment Type 3: Individual Digital Solution

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • Investigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution.

• Plan, develop and test design concepts and communicate potential features and solutions to a problem or challenge.

• Apply knowledge and understanding of skills, processes, engineering procedures, and techniques using technology to realise the solution.

• Evaluate the solution with reference to the design brief and reflect on processes used in design development and realisation.

• Analyse ethical, legal, economic and/or sustainability issues related to technology, materials selected, processes used and/or solution design.

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

• Learn in-camera techniques with not only professional D-SLR cameras but are guided in getting the most from their own personal smartphone camera.

• Are introduced to current post-production enhancement techniques. They use Adobe CC Suite with related software to enhance and improve photos.

• Edit photos to demonstrate accepted photographic composition rules by applying filters and photographic conventions with the aim to produce high quality photographic images for reproduction and exhibition.

• Students publish their photos using online applications and services.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Specialised Skills Task • Assessment Type 2: Design Process and Solution External assessment (30%) • Assessment Type 3: Resource Study

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DESIGN AND DIGITAL TECHNOLOGIES YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN, TECHNOLOGY AND ENGINEERING: RAPID PROTOTYPING Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Design, Technology and Engineering subject in Stage 1.

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • I nvestigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution.

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

• Use new emerging technologies to engineer, test, develop and prototype solutions based on identified needs, problems and challenges.

The course aims to encourage innovation through integration of STEM disciplines and seeks to provide more opportunities for young women to engage in Engineering.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%)

•P lan, develop and test design concepts and communicate potential features and solutions to a problem or challenge.

• Assessment Type 1: Specialised Skills Task • Assessment Type 2: Design Process and Solution

•A pply knowledge and understanding of skills, processes, engineering procedures, and techniques using technology to realise the solution.

External assessment (30%)

•E valuate the solution with reference to the design brief and reflect on processes used in design development and realisation.

•A nalyse ethical, legal, economic and/or sustainability issues related to technology, materials selected, processes used and/or solution design.

• Assessment Type 3: Resource Study

INFORMATION PROCESSING AND PUBLISHING Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking Information Processing and Publishing in Stage 1.

Content: Information Processing and Publishing focuses on the use of technology to design and implement information-processing solutions. This subject emphasises the acquisition and development of practical skills in identifying, choosing, and using the appropriate computer hardware and software for communicating in a range of contexts. It focuses on the application of practical skills to provide creative solutions to textbased communication tasks.

• Evaluate text-based products and the design process used.

• Understand, analyse, and evaluate the impact of social, ethical, and/or legal issues related to information-processing and publishing technologies.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Practical Skills • Assessment Type 2: Issues Analysis External Assessment (30%) •A ssessment Type 3: Product and Documentation

Students: • Understand, select, and use appropriate hardware and software for the completion of text-based communication tasks.

• Apply manipulative and organisational skills to the use of information-processing technology.

• Apply layout and design principles to the production of text-based documents or presentations.

• Understand and apply the design process in planning and producing text-based products.

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ENGLISH / ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

English

English

English

English as an Additional Language1

English as an Additional Language1

Essential English

Essential English

English

English

English - Pre-Literary Studies2

English Literary Studies

Special Interest Programs 22 Stage 1 and 2 EAL: Students must apply and meet the criteria to undertake SACE EAL. Students must be identified as EAL and have no more than 5 years of full-time schooling instruction in English.

1

Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

2

tage 1 Pre-Literary Studies: S Teacher recommendation only.

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

85

ENGLISH / ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) YEAR 8 / YEAR 9 / YEAR 10 / YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ENGLISH

ENGLISH

ENGLISH

ENGLISH

Level: 8 Length: Year Contact person: Sandra Greenan

Level: 9 Length: Year Contact person: Sandra Greenan

Level: 10 Length: Year Contact person: Sandra Greenan

Content: The English curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

Content: The English curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

Content: The English curriculum is built around the three interrelated strands of language, literature and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating.

Level: Stage 1 Length: Year (20 SACE credits per semester) Contact person: Sandra Greenan

The curriculum is facilitated through genuine real-world contexts, encouraging students to understand and apply their learning in meaningful ways.

Explicit literacy skills are taught and underpin the concepts studied such as:

The curriculum is facilitated through genuine real-world contexts, encouraging students to understand and apply their learning in meaningful ways.

Explicit literacy skills are taught and underpin the concepts studied such as:

The curriculum is facilitated through genuine real-world contexts, encouraging students to understand and apply their learning in meaningful ways.

Explicit literacy skills are taught and underpin the concepts studied such as:

• Storytelling • Persuasive writing and speaking • Text analysis • Critical reading • Creative thinking • Information literacy

• Identity and community • Persuasive writing and speaking • Media analysis • Narrative and short story writing • Text analysis • Critical reading • Creative thinking • Poetry

• Vignette writing • Media analysis • Text response • Critical reading • Comparative text response • Exposition writing • Poetry • Drama texts

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Special requirements: Based on EAL needs, students may be placed in a specific English/Literacy class to support their learning requirements.

Special requirements: Based on EAL needs, students may be placed in a specific English/Literacy class to support their learning requirements.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Special requirements: Based on EAL needs, students may be placed in a specific English/Literacy class to support their learning requirements.

Preferred background/ prerequisite: “B” grade or higher in Year 10 English.

Content: In English, students analyse the interrelationship between author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Assessment Type 3: Intertextual Study

Students are expected to: • 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 when comparing texts.

• Apply clear and accurate communication skills.

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ENGLISH / ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) YEAR 11 (STAGE 1) / YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ENGLISH AS AN ADDITIONAL LANGUAGE Level: Stage 1 Length: Year (20 SACE credits per semester) Contact person: Sandra Greenan Preferred background/ prerequisite: English as an Additional Language in the SACE is designed for students who speak English as a second or additional language or dialect, and whose English language proficiency is restricted.

All students who want to enrol in this course will be required to apply for eligibility.

Content: This subject focuses on the development and use of skills and strategies in communication, comprehension, language and text analysis, and creating texts.

Through studying a variety of oral, written, and multimodal texts, students develop the following skills: •A n understanding of text structures, language features and the purpose, audience and contexts of texts •C onfidence in creating texts for different purposes in both real and implied contexts •A n understanding of sociocultural and sociolinguistic aspects of English, through their study of texts and language

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Responding to Texts Assessment Type 2: Interactive Study Assessment Type 3: Language Study

ENGLISH – PRE-LITERARY STUDIES Level: Stage 1 Length: Year (20 SACE credits per semester) Contact person: Sandra Greenan Preferred background/ prerequisite: “B” grade or higher in Year 10 English and teacher recommendation.

Content: Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts.

Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts.

Students develop an understanding of the power of language to represent ideas, events, and people in particular ways, as well as how texts challenge or support cultural perceptions.

Creative writing in various genres, including script and poetry, account for half of the assessment.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Assessment Type 3: Intertextual Study

ESSENTIAL ENGLISH

ENGLISH

Level: Stage 1 Length: Year (20 SACE credits per semester) Contact person: Sandra Greenan

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Sandra Greenan

Content: This subject focuses on the development of students’ skills in communication, comprehension, language and text analysis, and creating texts.

In this subject, students are expected to: • Develop communication skills through reading, viewing, writing, listening, and speaking.

• Comprehend information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imagined contexts.

• Identify and analyse how the structure and language of texts varies for different purposes, audiences, and contexts.

• Express information, ideas, and perspectives using a range of textual conventions.

• Create oral, written, and/or multimodal texts appropriate for purpose and audience in real and/or imagined contexts.

Assessment: Students are assessed using the SACE Performance Standards.

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

Preferred background/ prerequisite: “B” grade or higher in Stage 1 Essential English, or “C” grade or higher in Stage 1 English.

Content: Students will undertake three aspects within this course: 1. Responding to Texts 2. Creating Texts 3. Comparative Analysis In this subject, students are expected to: • 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 when comparing texts.

• Apply clear and accurate communication skills. (continued over page)

Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts

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ENGLISH / ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22

Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%)

Subjects

English / EAL

ENGLISH (continued)

180

•A ssessment Type 1: Responding to Texts •A ssessment Type 2: Creating Texts External assessment (30%) •A ssessment Type 3: Comparative Analysis

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ENGLISH AS AN ADDITIONAL LANGUAGE

ENGLISH AS AN ADDITIONAL LANGUAGE (continued)

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Sandra Greenan

School assessment (70%)

Preferred background/ prerequisite: Students must have completed Stage 1 English EAL or apply for eligibility.

• Assessment Type 2: Responses to Texts

Content: This subject focuses on the development and use of skills and strategies in communication, comprehension, language and text analysis, and text creation.

Through studying a variety of oral, written, and multimodal texts students continue to develop the following skills: • An understanding of the relationship between the structures and features and the purpose, audience, and context of texts • An understanding and analysis of how information, ideas, and opinions in texts are identified and evaluated via personal, social, and cultural perspectives • Confidence in creating texts for different purposes in both real and imagined contexts • An understanding of sociocultural and sociolinguistic aspects of English, through their study of texts and language.

Assessment: Students are assessed using the SACE Performance Standards.

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

• Assessment Type 1: Academic Literacy Study

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

ENGLISH LITERARY STUDIES Level: Stage 2 Length: Year (20 SACE credits) Contact person: Sandra Greenan Preferred background/ prerequisite: Successful completion of Stage 1 Pre-Literary Studies or Stage 1 English and teacher recommendation.

Content: Students will undertake three aspects within this course: 1. Responding to Texts 2. Creating Texts 3. External Assessment In this subject, students are expected to:

• Express ideas in a range of modes to create texts that engage the reader, viewer, or listener.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Responding to Texts • Assessment Type 2: Creating Texts External assessment (30%) • Assessment Type 3: Text Study

• Understand the relationship between author, text, and context.

• 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, support, and justify a critical interpretation of a text.

• Develop analytical responses to texts by considering other interpretations.

• Create oral, written, and/ or multimodal texts that experiment with stylistic features by using and adapting literary conventions.

91

ENGLISH / ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ESSENTIAL ENGLISH Level: Stage 2 Length: Year (20 SACE credits) Contact person: Sandra Greenan Preferred background/ prerequisite: Students must have successfully completed a Stage 1 English course.

Content: Students will undertake three aspects within this course: 1. Responding to Texts 2. Creating Texts 3. Language Study

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Responding to Texts • Assessment Type 2: Creating Texts External assessment (30%) • Assessment Type 3: Language Study

In this subject, students are expected to: •E xtend communication skills through reading, viewing, writing, listening, and speaking.

•C onsider and respond to information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imaginative contexts.

•E xamine the effect of language choices, conventions, and stylistic features in a range of texts for different audiences.

•A nalyse the role of language in supporting effective communication.

•C reate oral, written, and multimodal texts that communicate information, ideas, and perspectives for a range of purposes.

93

HEALTH AND PHYSICAL EDUCATION

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health

Health

Physical Education A

Physical Education A

Physical Education A

Physical Education

Physical Education B

Physical Education B

Physical Education B

Cricket

Cricket

Cricket

Cricket

Rowing

Rowing

Rowing

Rowing

Outdoor Education

Outdoor Education

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118

Outdoor Education

Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

95

HEALTH AND PHYSICAL EDUCATION YEAR 8 / YEAR 9 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CRICKET Level: 8 Length: Year (incorporating the semester of compulsory 8HPE) Contact person: Phil Hopton

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: Students who wish to participate in this program must have been identified through the Special Interest Cricket program selection process. Other students may be considered for the subject by contacting Mr Hopton and completing the required application process.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Content: Students entering this program will experience a range of practical and classroom topics including:

HEALTH AND PHYSICAL EDUCATION

ROWING

CRICKET

Level: 8 Length: Semester Contact person: Phil Hopton

Level: 8 Length: Year (incorporating the semester of compulsory 8HPE) Contact person: Dylan Harvey

Level: 9 Length: Year (incorporating the semester of compulsory 9HPE) Contact person: Phil Hopton

Content: This course is designed to help students develop an understanding of themselves, provide information on how to make personal decisions and promote awareness of the importance of healthy behaviours and physical activity.

Students engage in physical activity to learn in, through and about movement alongside a contemporary health curriculum.

Preferred background/ prerequisite: Students who wish to participate in this program must have been identified through the Special Interest Rowing program selection process. Other students may be considered for the subject by contacting Mr Harvey and completing the required application process.

Preferred background/ prerequisite: Students who wish to participate in this program must have been identified through the Special Interest Cricket program selection process. Other students may be considered for the subject by contacting Mr Hopton and completing the required application process.

Content: They will also experience a range of rowing specific practical and theory topics which may include:

Content: Students entering this program will experience a range of practical and classroom topics including:

Movement and Physical Activity

• History of rowing • Fitness for rowing • Coxswains • Psychology of rowing • Skill development • Sports injuries

• Laws/History/Spirit of the game • Skill development: in-season and preseason phases • Fielding and fitness development: preseason phase • Leadership and sports psychology • Goal setting • Advanced nutrition and performance • Coaching accreditation and peer coaching • Biomechanics and video analysis • Exercise physiology • Level 1 Coaching Accreditation – Cricket SA

Topics may include: Personal, Social and Community Health

• Laws/History/Spirit of the game •S kill development: in-season and preseason phases • Fielding and fitness development: preseason phase •L eadership and sports psychology • Goal setting • Nutrition and lifestyle choices •C oaching accreditation and peer coaching

• Personal growth and development (Student Graduate Qualities) • Sexuality (SHINESA Program) • Risk taking behaviours • Invasion games • Striking and fielding games • Net and wall games • Individual pursuits

Students entering this program will study the Health topics from the Year 8 Health and Physical Education course.

They will have unique opportunities to link with Cricket SA and receive individual skill development sessions as part of their practical lessons.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students entering this program will study the Health topics from the Year 8 Health and Physical Education course.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

They will have unique opportunities to link with Cricket SA and receive individual skill development sessions as part of their practical lessons. (continued over page)

97

HEALTH AND PHYSICAL EDUCATION YEAR 9 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118

CRICKET (continued) Students entering this program will study the Health topics from the Year 9 Health and Physical Education course.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

HEALTH AND PHYSICAL EDUCATION Level: 9 Length: Semester Contact person: Phil Hopton Content: This course is designed to help students develop an understanding of themselves, provide information on how to make personal decisions and promote awareness of the importance of healthy behaviours and physical activity.

Students engage in physical activity to learn in, through and about movement alongside a contemporary health curriculum.

Topics may include: Personal, Social and Community Health

Mathematics 154

• Body image • Sexuality (SHINESA Program) • Goal setting, time management and resilience • Outdoor pursuits

Science 166

Movement and Physical Activity

Vocational Education Training (VET)

• Invasion games • Net and wall games

Languages 134

180

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

PHYSICAL EDUCATION A

PHYSICAL EDUCATION B

ROWING

Level: 9 Length: Semester Contact person: Phil Hopton

Level: 9 Length: Semester Contact person: Phil Hopton

Content: This course is designed to help students develop skills, understanding and content knowledge in Physical Education.

Data collection and analysis, performance improvement and analysis, sport education and understanding movement concepts through a variety of practical activities and sports.

Content: This course is designed to help students develop skills, understanding and content knowledge in Physical Education.

Data collection and analysis, performance improvement and analysis, sport education and understanding movement concepts through a variety of practical activities and sports.

Level: 9 Length: Year (incorporating the semester of compulsory 9HPE) Contact person: Dylan Harvey

Topics may include:

Topics may include:

• Body in action • Drugs in sport • Fitness and nutrition

• Sport and society • Psychology and performance • Sports injuries

Sports may include:

Sports may include:

• Australian Rules • Badminton • Sofcrosse • Cricket

• Soccer • Hockey • Basketball • Handball

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: Students who wish to participate in this program must have been identified through the Special Interest Rowing program selection process. Other students may be considered for the subject by contacting Mr Harvey and completing the required application process.

Content: Students will experience a range of rowing specific practical and theory topics which may include: • History of rowing • Fitness for rowing • Training principles • Body systems • Coxswains • Psychology of rowing • Skill development • Training and fitness program development Students entering this program will study the Health topics from the Year 9 Health and Physical Education course.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

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Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CRICKET Level: 10 Length: Year (incorporating the semester of compulsory 10HPE) Contact person: Phil Hopton

Students entering this program will study the Health topics from the Year 10 Health and Physical Education course.

Preferred background/ prerequisite: Students who wish to participate in this program must have been identified through the Special Interest Cricket program selection process. Other students may be considered for the subject by contacting Mr Hopton and completing the required application process.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: Students entering this program will experience a range of practical and classroom topics including: • Laws/History/Spirit of the game •S kill development: in-season and preseason phases • Fielding and fitness development: preseason phase • Event management •L eadership and sports psychology • Goal setting •A dvanced nutrition and performance •C oaching accreditation and peer coaching • Biomechanics and video analysis • Exercise physiology •L evel 1 Umpiring Accreditation – Cricket SA

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

HEALTH AND PHYSICAL EDUCATION Level: 10 Length: Semester Contact person: Phil Hopton Content: This course is designed to help students develop an understanding of themselves, provide information on how to make personal decisions and promote awareness of the importance of healthy behaviours and physical activity.

Students engage in physical activity to learn in, through and about movement alongside a contemporary health curriculum.

Topics may include: Personal, Social and Community Health • Drugs in the community • Sexuality (SHINESA Program) • Mental health • Disabilities Movement and Physical Activity • Striking and fielding games • Target games Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

PHYSICAL EDUCATION A

PHYSICAL EDUCATION B

Level: 10 Length: Semester Contact person: Phil Hopton

Level: 10 Length: Semester Contact person: Phil Hopton

Prerequisite/preferred background: Although not compulsory, it is preferred that students have some background by undertaking PE ‘A’ and/or PE ‘B’ at Year 9.

Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking PE ‘A’ and/or PE ‘B’ at Year 9.

Content: This course is designed to help students develop skills, understanding and content knowledge in Physical Education.

Data collection and analysis, performance improvement and analysis, sport education and understanding movement concepts through a variety of practical activities and sports.

Content: This course is designed to help students develop skills, understanding and content knowledge in Physical Education.

Data collection and analysis, performance improvement and analysis, sport education and understanding movement concepts through a variety of practical activities and sports.

Topics may include:

Topics may include:

• Exercise physiology • Fitness analysis • Sports event management

• Skill acquisition • Biomechanics and sport technology • Sports coaching

Sports may include: • Volleyball • Touch • Athletics • Cricket Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Sports may include: • Basketball • European Handball • Soccer • Tennis • Baseball Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

They will have unique opportunities to link with Cricket SA and receive individual skill development sessions as part of their practical lessons.

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

OUTDOOR EDUCATION Level: 10 Length: Semester Contact person: Phil Hopton

Special requirements: Sound and safe bike riding skills are essential.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Arts 24

Content: The course is practically oriented with students expected to attend the 2-day cycling camp, 2 day bushwalk and the Indoor Climbing course.

Cross-Disciplinary 62

Mountain Biking

Special Interest Programs 22 Subjects

Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

• Care of bike • Road safety • Basic repairs •F itness - rides on Linear Park Bikeway • Cooking using a trangia • Tent pitching •M ountain bike cycling skills for riding over a variety of terrains Indoor Climbing • Safety and equipment • Bouldering • Belay set up and method • Climbing techniques Bushwalking •B asic navigation/Map reading/Orienteering •M inimal impact camping strategies • First aid • Equipment use • Safety issues • Menu planning and cooking • Bushwalking carrying a rucksack Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

ROWING

CRICKET

Level: 10 Length: Year (incorporating the semester of compulsory 10HPE) Contact person: Dylan Harvey

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Phil Hopton

Preferred background/ prerequisite: Students who wish to participate in this program must have been identified through the Special Interest Rowing program selection process. Other students may be considered for the subject by contacting Mr Harvey and completing the required application process.

Preferred background/ prerequisite: Completion of Year 8-10 Cricket subjects.

Content: This subject incorporates the semester of compulsory 8HPE. Students experience a range of rowing specific practical and theory topics which may include: • History of rowing • Body systems • Fitness for rowing • Psychology of sport performance • Development of training sessions • Training methods and training principles Students entering this program will study the Health topics from the Year 10 Health and Physical Education course.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Content: Students demonstrate application and development of their knowledge, concepts and skills in cricket by undertaking a number of practical inquiry activities.

These activities follow and extend on the specialist cricket curriculum undertaken in Year 10, with a focus on cricket practical skills.

This will link and develop the SACE capabilities within the cricket students.

Assessment Type 1: Practical Exploration Assessment Type 2: Connections Assessment Type 3: Personal Venture Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Topics may include: • Practical Exploration: Cricket performance and one of the following: cricket umpiring or cricket coaching • Connections: Collaborate, reflect on and run a sporting competition (Sport Education Model) • Personal Venture: Reflection and investigation task regarding physical activity and participation rates Assessment: Students are assessed using the SACE Performance Standards.

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

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Learning at Adelaide High School

12

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20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

HEALTH

OUTDOOR EDUCATION

PHYSICAL EDUCATION A

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Phil Hopton

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Phil Hopton

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Phil Hopton

Content: This subject is about allowing students to make informed decisions about health matters, leading to individual action and participation in community initiatives. It develops skills in communication, decision making and social living. Its emphasis is on changing health-related behaviour through increased awareness and understanding.

Preferred background/ prerequisite: Preference will be given to those students who have completed Outdoor Education or Youth Leadership at Year 10 or those students who have participated in the Duke of Edinburgh Award Scheme, Scouts, Guides or similar activities.

Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Year 10 HPE subject.

Students complete the study of at least one core topic Ways of defining health, and one option topic - Mental and emotional health.

Students must also complete homework tasks that support the development of their health literacy and numeracy.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Issues Response Assessment Type 2: Group Activity Assessment Type 3: Investigation

Content: In Outdoor Education students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities.

Students reflect on environmental practices and are introduced to employment options in outdoor and environmental fields.

Topics include: • Environment and conservation • Planning and management • Outdoor activities (Bushwalking/ Kayaking/Rockclimbing) • Outdoor journey Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Practical Assessment Type 2: Folio Assessment Type 3: Report Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

PHYSICAL EDUCATION B Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Performance Improvement Assessment Type 2: Physical Activity Investigation

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Phil Hopton Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Year 10 HPE subject.

Content: Content will be covered through the three focus areas of in movement, through movement and about movement. The focus areas provide the narrative for the knowledge, skills and capabilities that students develop. Learning is delivered through an integrated approach in which opportunities are provided for students to undertake and learn through a wide range of authentic physical activities (eg sports, themebased games, laboratories and fitness and recreational activities).

Students explore movement concepts and strategies through these activities to promote participation and performance outcomes.

Content: Content will be covered through the three focus areas of in movement, through movement and about movement. The focus areas provide the narrative for the knowledge, skills and capabilities that students develop. Learning is delivered through an integrated approach in which opportunities are provided for students to undertake and learn through a wide range of authentic physical activities (e.g. sports, themebased games, laboratories and fitness and recreational activities.

Students explore movement concepts and strategies through these activities to promote participation and performance outcomes.

The use of technology is integral to the collection of data such as video footage, heart rates, fitness batteries, and game statistics.

Students apply their understanding of movement concepts to evaluate the data and reflect on ways in which performance can be achieved.

The use of technology is integral to the collection of data such as video footage, heart rates, fitness batteries, and game statistics.

Students apply their understanding of movement concepts to evaluate the data and reflect on ways in which performance can be achieved.

Topics may include: • Exercise physiology • Biomechanics

(continued over page)

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Topics may include:

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Individualised Learning

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

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Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

PHYSICAL EDUCATION B (continued)

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• Applied exercise physiology • Skill acquisition • Psychology of sport Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Performance Improvement Assessment Type 2: Physical Activity Investigation

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

ROWING

ROWING (continued)

HEALTH

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Dylan Harvey

Assessment Type 1: Practical Exploration Assessment Type 2: Connections Assessment Type 3: Personal Venture

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Phil Hopton

Preferred background/ prerequisite: Completion of Year 8-10 Rowing subjects.

Content: Students demonstrate application and development of their knowledge, concepts and skills in rowing by undertaking a number of practical inquiry activities. These activities follow and extend on the specialist rowing curriculum undertaken in Year 10, with a focus on rowing practical skills.

This will link and develop the SACE capabilities within the rowing students.

Topics may include: • Practical Exploration: Rowing performance and rowing coaching, reflection on practical rowing performance(s) within a season • Connections: Collaborate, reflect on and run a sporting competition (Sport Education Model) • Personal Venture: Reflection and investigation task regarding physical activity and participation rates Assessment: Students are assessed using the SACE Performance Standards.

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

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Content: This course is designed to help students develop skills and attitudes that will assist them in their personal growth, yet at the same time develop an understanding of factors affecting their wellbeing in a changing world.

They will be challenged to clarify their values and identify what is important in their lives and, if necessary, re-evaluate their priorities.

Students will become aware of the dynamic interaction they have with the complex economic, physical, socio-cultural and spiritual environments, and how these influence their personal decisions.

Assessment Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment 70% • Assessment Type 1: Group Investigation and Presentation • Assessment Type 2: Issues Analysis • Assessment Type 3: Practical Activity External Assessment 30% • Assessment Type 4: Investigation

Students study at least one core concept and undertake three option studies.

Previous topics included: Core Concept 2: The social and economic determinants of health Option Study 1: Health promotion in the community Option Study 3: Sexuality and health Option Study 4: Health and relationships Option Study 5: Risks and challenges to health

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6

Learning at Adelaide High School

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Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

OUTDOOR EDUCATION Level: Stage 2 Length: Year (20 SACE credits) Contact person: Phil Hopton Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking Stage 1 Outdoor Education.

Content: In this subject, students are expected to: •D emonstrate skills in planning and implementing humanpowered outdoor journeys, or journeys that use natural forces.

• I nvestigate, critically analyse, and communicate information about the natural environment and outdoor journeys in a variety of ways and contexts.

•D emonstrate initiative, selfreliance, leadership, and a sense of responsibility towards other people in a natural environment.

•C hoose, apply, and evaluate personal and group risk and safety management practices.

• I dentify and apply the appropriate skills to minimise the impact of human-powered journeys, or journeys that use natural forces, on natural environments.

• I nvestigate, critically analyse, and reflect on the activities and strategies needed to achieve the sustainable use of natural environments, including, for example, Indigenous perspectives reflect on the personal, group, social, and

PHYSICAL EDUCATION environmental outcomes of participation in an outdoor journey.

Topics include: • Environmental studies • Planning and management practices • Outdoor journeys • Sustainable environmental practices • Leadership and planning • Self-reliant expedition Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: Group Practical • Assessment Type 3: Self-reliant Practical External Assessment (30%) • Assessment Type 4: Investigation Special requirements: For successful completion of this course the students will need to complete all four camps over the course of the year.

Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Phil Hopton Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking Stage 1 Physical Education.

Content: Content will be covered through the three focus areas of in movement, through movement and about movement. The focus areas provide the narrative for the knowledge, skills and capabilities that students develop. Learning is delivered through an integrated approach in which opportunities are provided for students to undertake and learn through a wide range of authentic physical activities (e.g. sports, themebased games, laboratories and fitness and recreational activities.

Students explore movement concepts and strategies through these activities to promote participation and performance outcomes.

The use of technology is integral to the collection of data such as video footage, heart rates, fitness batteries, and game statistics.

Students apply their understanding of movement concepts to evaluate the data and reflect on ways in which performance can be achieved.

Topics include: • Energy sources affecting physical performance • Effects of training on physical performance • Biomechanics and technology • Learning theories • Psychology of sporting performance • Barriers to physical activity Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Diagnostics • Assessment Type 2: Improvement Analysis External Assessment (30%) • Assessment Type 3: Group Dynamics Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Food and Textile Technologies, Healthy Lifestyle and Innovation

Food Technology and Nutrition

Food Technology and Nutrition

Food and Hospitality

Food and Hospitality

Fabric and Textiles Technology

Fabric and Textiles Technology

Design, Technology and Engineering: Textiles

Design, Technology and Engineering: Textiles

Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

Child Studies

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

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Learning at Adelaide High School

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Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

FOOD AND TEXTILE TECHNOLOGIES, HEALTHY LIFESTYLE AND INNOVATION Level: 8 Length: Semester Contact person: John Dimitriou Content: Food Technology focuses on Work Health and Safety, as well as an introduction to food and nutrition for healthy lifestyles. The practical lessons in Food Technology involve individual work as well as collaborative group work.

Fabrics and Textiles is an introduction to the sewing component of the course.

Students learn how to master the use of the sewing machine by designing and constructing a simple article using the Design Cycle.

Healthy Lifestyles is a course which looks at health and wellbeing.

Innovation aims to provide students with the opportunity to put their learnings into innovative practice.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

FABRIC AND TEXTILES TECHNOLOGY

FOOD TECHNOLOGY AND NUTRITION

FABRIC AND TEXTILES TECHNOLOGY

FOOD TECHNOLOGY AND NUTRITION

Level: 9 Length: Semester Contact person: John Dimitriou

Level: 9 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Level: 10 Length: Semester Contact person: John Dimitriou

Content: The Fabric and Textile Technology course is focused on skill development.

Content: The Food Technology and Nutrition course includes:

Content: Students will have the opportunity to make a wide variety of articles (simple and/or commercial) appropriate to their skill level.

Content: Students will develop a range of food preparation skills using an extensive variety of ingredients to create contemporary and traditional dishes.

Practical work is a strong feature of this course and students will have the opportunity to make a wide variety of articles (simple and/ or commercial) appropriate to their skill level.

Basic construction techniques will be explored and applied to the articles researched and designed by students.

Topics studied include: • Safety and equipment • Skills and techniques • Working with commercial patterns • Natural and synthetic fibres Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: Students may want to purchase their own fabric and/or commercial pattern if the ones provided are not suitable for their preference.

• Food preparation • Investigation of Dietary Guidelines and their relation to healthy eating • Analysis of food labelling, additives and packaging requirements • Recycling and the environment • Examination of how food is a feature of social occasions Students will have the opportunity to investigate a wide range of issues related to the above topics.

They will design and create a variety of products which will be followed by critical evaluation and recommendations for the future.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students plan, design and create their own articles from available or sourced fabric and commercial patterns.

Basic and creative construction techniques will be explored and applied to the articles to be created.

Topics include: • Safety and equipment • Skills and techniques • Fabric technology • Fashion and trends Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students learn and develop techniques for the creative presentation of contemporary dishes and current dietary trends.

Students examine the cultural impact of various foods on the local cuisine and study the range of dishes available for contemporary tastes and menus.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Additional charges: Students may want to purchase their own fabric and/or commercial pattern if the ones provided are not suitable for their preference.

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN, TECHNOLOGY AND ENGINEERING: TEXTILES

FOOD AND HOSPITALITY

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: John Dimitriou

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Phil Hopton

Content: In Design, Technology and Engineering students use the design and realisation process to engineer solutions for the development of products or systems.

Students: •L earn to create a design brief that provides the basis for the development of potential solutions to design problems.

•R eview design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.

•A nalyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.

•C onsider the practical implication of these issues on society or design solutions.

•U se new and evolving technologies.

•A pply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution.

• Use a range of manufacturing technologies, machines and systems to design and create fashion solutions with material textiles.

• Examine the factors that influence choices on individuals, families and communities.

• Negotiate to create and construct articles/garments.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Specialised Skills Task Assessment Type 2: Design Process and Solution Additional charges: Students may want to purchase their own fabric and/or commercial pattern if the ones provided are not suitable for their preference.

Preferred background/ prerequisite: Although not compulsory, it is advisable that students have some background by undertaking Food Technology and Nutrition in Year 10.

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.

Students: • Apply knowledge and problemsolving skills to practical activities in food and hospitality and to reflect on processes and outcomes.

• Develop and implement practical skills, including management skills, in an individual or a collaborative context.

CHILD STUDIES • Make and justify decisions about issues related to food and hospitality.

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Phil Hopton

• Select and use appropriate technology to prepare and serve food, applying safe foodhandling practices.

Content: Stage 2 Child Studies focuses on children’s growth and development from conception to 8 years. Students critically examine attitudes and values about parenting/caregiving and gain an understanding of the growth and development of children. This subject enables students to develop a variety of research, management, and practical skills. Childhood is a unique, intense period of growth and development. Children’s lives are affected by their relationships with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location; and educational opportunities.

• Investigate and reflect on contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings.

• Work individually and collaboratively to prepare and present activities that support healthy eating practices.

• Reflect on the impact of technology on food and hospitality.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Practical Activity Assessment Type 2: Group Activity Assessment Type 3: Investigation Additional charges: A subject charge will apply this subject in addition to the Adelaide High School Materials and Services Charges.

This subject comprises all five areas of study.

• Contemporary and future issues • Economic and environmental influences • Political and legal influences • Sociocultural influences • Technological influences Assessment Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Practical Activity • Assessment Type 2: Group Activity External Assessment (30%) • Assessment Type 3: Investigation

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Learning at Adelaide High School

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Individualised Learning

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DESIGN, TECHNOLOGY AND ENGINEERING: TEXTILES

FOOD AND HOSPITALITY

Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou

Level: Stage 2 Length: Year (20 SACE credits) Contact person: John Dimitriou

• Make and justify decisions about issues related to food and hospitality.

Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking Food and Hospitality in Stage 1.

• Select and use appropriate technology to prepare and serve food, applying safe foodhandling practices.

Preferred background/ prerequisite: Although not compulsory, it is preferred that students have some background by undertaking any Design, Technology and Engineering subject in Stage 1.

Content: In Design, Technology and Engineering, students use the design and realisation process to engineer solutions for the development of products or systems.

Students: • I nvestigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution.

•P lan, develop and test design concepts and communicate potential features and solutions to a problem or challenge.

•A pply knowledge and understanding of skills, processes, engineering procedures, and techniques using technology to realise the solution.

•E valuate the solution with reference to the design brief and reflect on processes used in design development and realisation.

•A nalyse ethical, legal, economic and/or sustainability issues related to technology, materials selected, processes used and/or solution design.

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

• Use new and evolving technologies.

• Use a range of manufacturing technologies, machines and systems to design and create fashion solutions with material textiles.

• Examine the factors that influence choices on individuals, families and communities.

• Negotiate to create and construct articles/garments.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Specialised Skills Task • Assessment Type 2: Design Process and Solution External assessment (30%) • Assessment Type 3: Resource Study Additional charges: Students may want to purchase their own fabric and/or commercial pattern if the ones provided are not suitable for their preference.

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.

Students: • Apply knowledge and problemsolving skills to practical activities in food and hospitality and to evaluate processes and outcomes.

• Apply management, organisational, and problemsolving skills to demonstrate an understanding of contemporary issues in the food and hospitality industry.

• Investigate, critically analyse, and evaluate contemporary trends and/or issues related to food and hospitality.

• Work individually and collaboratively to prepare and present activities to support healthy eating practices.

• Evaluate the impact of technology, and/or sustainable practices or globalisation, on the food and hospitality industry.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Practical Activity • Assessment Type 2: Group Activity External Assessment (30%) • Assessment Type 3: Investigation Additional charges: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Humanities and Social Sciences

History

History

History

Modern History

Aboriginal Studies

Civics, Citizenship, Economics and Business

Civics, Citizenship, Economics and Business

Australian and International Politics

Innovation Studies

Economics

Economics

Legal Studies A

Legal Studies

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

Legal Studies B

110

Humanities and Social Sciences 118

Philosophy

Philosophy

Society and Culture

Society and Culture

Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

Aboriginal Studies

180

Australian Curriculum SACE

Accounting

Accounting

Business Innovation

Business and Enterprise

Arrows are only an indication of pathways. Please check prerequisites.

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6

Learning at Adelaide High School

12

Individualised Learning

20

HUMANITIES AND SOCIAL SCIENCES

ABORIGINAL STUDIES

Level: 8 Length: Semester Contact person: Cass Mewett

Level: 8 Length: 10 Weeks Contact person: Cass Mewett

Special Interest Programs 22

Content: Humanities and Social Sciences incorporates four strands:

Subjects

• History

Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

The time period investigated is from c. 650 – 1750 AD. Students will learn and develop skills of historical enquiry, source analysis, causes of change and continuity. Students will undertake an overview of this period before embarking on several depth studies.

• Geography The focus of the Geography unit is: - The nature of landscapes and the forces, processes and factors which shape them physically - People’s perception and use of these landscapes Students will examine how landscapes fundamentally affect the ways in which people live and also how landscapes are modified and managed.

•C ivics and Citizenship Students investigate the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy. They will learn about how laws are made and the types of laws used in Australia.

•E conomics and Business Students will explore the role of markets and how they work within Australia.

They will also investigate the rights, responsibilities and opportunities that arise for businesses, consumers and governments and the influence these have on the ways individuals work now and into the future.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: Aboriginal Studies focuses on providing students with knowledge and understanding of Australian Indigenous language and culture.

Topics include: • Native Title • Stolen Generations • Famous Australians, eg Charles Perkins, David Unaipon • Languages Revival and Reclamation Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

CIVICS, CITIZENSHIP, ECONOMICS AND BUSINESS Level: 9 Length: Semester Contact person: Cass Mewett Content: • Civics and Citizenship The Civics and Citizenship component of the course is designed to build students’ understanding of Australia’s political system and how it enables change. It also explores interactions within the global economy, looking at economics and business concepts.

Students examine government and decision-making processes.

They investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.

• Economics and Business

HISTORY Level: 9 Length: Semester Contact person: Cass Mewett Content: This course focuses on the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’. Students will study a range of depth studies based on: • Industrial Revolution • Movement of Peoples • World War One Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Students are introduced to the concept of an ‘economy’ and explore what it means for Australia to be part of the Asia region and the global economy.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

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HUMANITIES AND SOCIAL SCIENCES YEAR 10 / YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

CIVICS, CITIZENSHIP, ECONOMICS AND BUSINESS Level: 10 Length: Semester Contact person: Cass Mewett Content: Students develop their understanding of economics and business concepts by considering Australia’s economic performance and standard of living. Students also develop an understanding of Australia’s system of government through comparison with another system of government in the Asian region. Students examine Australia’s role within the international context, such as its involvement with the United Nations.

Students look into the ways governments manage economic performance to improve living standards, along with the reasons why economic performance and living standards differ within and between economies. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

HISTORY

INNOVATION STUDIES

ABORIGINAL STUDIES

ACCOUNTING

Level: 10 Length: Semester Contact person: Cass Mewett

Level: 10 (Stage 1) Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Content: This course is run in conjunction with the University of Adelaide as the Shark Tank eSchool program.

Content: Learning from and with Aboriginal peoples, communities, and other sources of Aboriginal voice underpins the learning in this subject. It enables students to access a range of Aboriginal viewpoints and develop respect for and awareness of the diversity of the experiences of Aboriginal peoples and communities.

Content: Students develop critical thinking and problem-solving skills to devise accounting solutions in a range of familiar and unfamiliar contexts and apply communication skills to collect and analyse financial and nonfinancial information for a range of stakeholders. They explore the changing forms of accounting information and examine the use of digital and emerging technology.

Content: This course focuses on the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context.

Students will undertake several depth studies which include: • World War Two • Rights and Freedoms • Pop Culture Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

The Shark Tank eSchool program has been designed to take students on a journey from understanding entrepreneurship to developing the entrepreneurial mindsets of entrepreneurs, developing their own business ideas to pitching and presenting their business ideas to a panel of judges at the venture showcase.

The program offers a step-bystep process and guide to entrepreneurial start-up and innovation and the building of entrepreneurial teams. The themes of each module have been carefully selected to ensure that students are actively learning and engaged in new venture start-up activities.

Please note that the assessment counts towards both the SACE and a unit of work for a University course.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Business Skills Assessment Type 2: Business Pitch

Students develop their understanding of Aboriginal narratives and accomplishments as told by Aboriginal peoples.

Through their understanding of the connections between past and present, students deconstruct and analyse experiences that are of significance to Aboriginal peoples and communities Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Accounting Skills Assessment Type 2: Accounting Inquiry

Assessment Type 1: Learning Journey Activities Assessment Type 2: Creative Production Additional charges: An excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charge.

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6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

AUSTRALIAN AND INTERNATIONAL POLITICS Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett Content: Politics is the study of power at all levels of society. By analysing power and political systems, students can recognise potential sources of empowerment and become informed, active citizens.

Students explore how power can be perceived as a form of control, empowerment, domination, and injustice. They learn that the power to make decisions is determined and negotiated at all levels of society, but that the capacity to influence decision-making is not shared equally by all members of societies.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Source Analysis Assessment Type 3: Investigation

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

BUSINESS INNOVATION

ECONOMICS

HISTORY

LEGAL STUDIES A

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Content: In Stage 1 Business Innovation students develop the knowledge, skills, and understandings to engage in today’s business world. Students are immersed, as entrepreneurs, in the process of finding and solving customer problems through innovation and planning tools.

Content: The study of Economics enables students to understand how an economy operates, the structure of economic systems, and the way in which economic systems function. Central to the study of Economics is the economic problem and the related concepts of scarcity, opportunity cost, and interdependence. Economic systems are continually evolving in response to the economic problem to determine what goods and services to produce, how these goods and services are produced, and for whom they are produced.

Content: The study of History gives students the opportunity to make sense of a complex and rapidly changing world by connecting the past and the present. Through the study of past events, actions, and phenomena students gain an insight into human nature and the ways in which individuals and societies function.

Content: Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context.

Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition.

Topics studied in this course may include:

By studying Economics, students develop an understanding of different economic systems and institutions and learn to assess the degree to which these systems and institutions help satisfy people’s needs and wants.

Students become aware that economic decisions are not value free and have outcomes which may be inconsistent with social, moral, and ethical values.

Assessment: Students are assessed using the SACE Performance Standards.

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

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about strengths and weaknesses of the Australian legal system.

Students consider how, and to what degree, these weaknesses may be remedied.

Students develop financial awareness and decision-making skills. Students consider the opportunities and challenges associated with start-up and existing businesses in the modern, connected world. They consider how digital and emerging technologies present opportunities to enhance business models and analyse the responsibilities and impact of proposed business models on communities.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Business Skills Assessment Type 2: Business Pitch

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Folio Assessment Type 3: Issues Study

• Revolutions • Vietnam War • Apartheid

Assessment Type 1: Historical Skills Assessment Type 2: Historical Study

Topics include: • Law and society • People, structures, and processes • Law-making • Justice and society Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Issues Study Assessment Type 3: Presentation

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HUMANITIES AND SOCIAL SCIENCES YEAR 11 (STAGE 1) / YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

LEGAL STUDIES B Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett Preferred background/ prerequisite: Legal Studies A Content: Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context.

Legal Studies provides students with a sound understanding of the structures of the Australian legal system and demonstrates how that system responds and contributes to social change while acknowledging tradition.

By analysing the Australian legal system, students consider how diverse groups in society, including Indigenous Australians, influence and are influenced by the legal system.

Legal Studies provides insight into law¬making and the processes of dispute resolution and administration of justice.

By examining the system of constitutional government in Australia, students recognise the rights and responsibilities of individuals, groups, and institutions. Through the examination of their own values and attitudes, students have an opportunity to reflect critically on values inherent in the Australian legal system.

Topics include: • Young people and the law • Motorists and the law • Relationships and the law Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Issues Study Assessment Type 3: Presentation

PHILOSOPHY

SOCIETY AND CULTURE

ACCOUNTING

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Cass Mewett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

Content: Philosophy involves the rational investigation of questions about existence, knowledge and ethics, to which there are no simple answers. Consequently, philosophical problems tend to provoke disagreement and foster a variety of views and theories. Investigation of these problems through the study of Philosophy requires skills of critical reasoning, developed through an understanding of reasoning and the foundations of argument analysis.

Content: Students explore and analyse the interactions of people, societies, cultures and environments.

They learn how social, political, historical, environmental, economic and cultural factors affect different societies, and how people function and communicate in and across cultural groups.

Philosophy promotes respect for intellectual integrity as a human value and develops students’ skills to engage in philosophical argument. Students build their capacity to be creative and independent critical thinkers who can articulate and justify philosophical positions and argue reasoned action.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Folio Assessment Type 2: Issues Analysis Assessment Type 3: Issues Study

Through their study of Society and Culture, students develop the ability to influence their own futures by developing skills, values and understandings that enable effective participation in contemporary society.

Topics for Society and Culture may include: • Youth homelessness • Asylum seekers and refugees • Climate change • Domestic violence • Cyber bullying ASSESSMENT: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Sources Analysis Assessment Type 2: Group Activity Assessment Type 3: Investigation

Preferred Background/ Prerequisite: Stage 1 Accounting Content: In Accounting students develop and extend their understanding of the underpinning accounting concepts and conventions used to understand and classify financial transactions within a business. Through the learning in the focus area of managing financial sustainability, students develop and apply their knowledge of accounting processes to prepare and report accounting information to meet stakeholder needs. Students transfer this knowledge to scenarios and consider the influence of local and global perspectives on accounting practices.

Topics which will be studied throughout this course include: • Understanding accounting concepts and conventions • Managing financial sustainability • Providing accounting advice Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: (continued over page)

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Learning at Adelaide High School

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Individualised Learning

20

ACCOUNTING (continued)

BUSINESS AND ENTERPRISE

ECONOMICS

School Assessment (70%)

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

Preferred background/ prerequisite: Stage 1 Business and Enterprise

Preferred background/ prerequisite: Stage 1 Economics

Content: Business and Enterprise focuses on learning about the successful management of business and enterprise issues in personal, business, and social contexts, locally, nationally, and globally.

Content: Studying Economics enables students to understand how an economy operates, the structure of economic systems, and the way in which they function. Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants.

Special Interest Programs 22

•A ssessment Type 1: Accounting Concepts and Solutions •A ssessment Type 2: Accounting Advice

Subjects

External Assessment (30%)

Arts 24

•A ssessment Type 3: Examination

Cross-Disciplinary 62 Design and Digital Technologies 66

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Additional charges: Purchase of an Accounting Workbook supports this subject.

Languages 134

Students gain an understanding of business operations and practice, develop an awareness of business, financial, and technological skills, participate in planning, developing, and controlling business activities, and evaluate decisions on business practices. Students have the opportunity to reflect on current issues in business and enterprise, and make informed decisions.

Mathematics 154

Topics which will be studied throughout this course include:

English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118

Science 166 Vocational Education Training (VET)

180

• The business environment • Human resource management • Marketing • Ethical business practice based on the triple bottom line • Starting your own business Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: Practical • Assessment Type 3: Issues Study

Students research, analyse, evaluate, and apply economic models which are expressed in graphical and/or diagrammatic form. They evaluate issues for individuals and groups in local, national, and global settings.

They learn how some of these issues affect their lives and how they can use the knowledge and skills of economics to inform their participation in society.

Topics which will be studied throughout this course include: • The Economic problem • Microeconomics • Macroeconomics • Globalisation • Poverty and inequality

LEGAL STUDIES Assessment: Students are assessed using the SACE Performance Standards.

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

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

School Assessment (70%)

Content: Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context.

• Assessment Type 1: Skills and Applications Tasks • Assessment Type 2: Folio External Assessment (30%) • Assessment Type 3: Examination

Preferred background/ prerequisite: Stage 1 Legal Studies

Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition.

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about strengths and weaknesses of the Australian legal system.

Students consider how, and to what degree, these weaknesses may be remedied.

Topics which will be studied throughout this course include: • The Australian Legal System • Constitutional Government • Law-making • Justice systems (continued over page)

External Assessment (30%) • Assessment Type 4: Report

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Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects

LEGAL STUDIES (continued)

MODERN HISTORY

MODERN HISTORY (continued)

PHILOSOPHY

Assessment: Students are assessed using the SACE Performance Standards.

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

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

Topics which will be studied throughout this course include:

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

School Assessment (70%)

Content: In Modern History students investigate the growth of modern nations at a time of rapid global change. Students engage in a study of one nation, and of interactions between or among nations.

Arts 24

• Assessment Type 1: Folio • Assessment Type 2: Inquiry

Cross-Disciplinary 62

External Assessment (30%)

Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

•A ssessment Type 3: Examination

Preferred background/ prerequisite: Stage 1 History

In their study of one nation, students investigate the social, political, and economic changes which shaped the development of that nation. They develop insights into the characteristics of a modern nation, and the crises and challenges which have confronted it. Students also consider the ways in which the nation has dealt with internal divisions and external challenges, and the paths which it has taken.

Students also explore relationships among nations and groups, examine some significant and distinctive features of the world since 1945, and consider their impact on the contemporary world.

Students investigate the political and economic interactions of nations and the impact of these interactions on national, regional, and/or international development.

They consider how some nations, including some emerging nations, have sought to impose their influence and power, and how others have sought to forge their own destiny.

• Germany 1918-48 • The Changing World Order 1945Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School assessment (70%) • Assessment Type 1: Historical Skills • Assessment Type 2: Historical Study External assessment (30%) • Assessment Type 3: Examination

Preferred background/ prerequisite: Stage 1 Philosophy Content: Students learn that philosophy is part of life: it shapes the way people think, what they consider to be of value, what they take as being the truth, and how they engage with others and the world around them. Historically and now, philosophers have been recognised as teachers of wisdom whose contributions have helped to form society and its visions for the future.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Argument Analysis • Assessment Type 2: Issues Analysis External Assessment (30%) • Assessment Type 3: Issues Study

Philosophy involves the rational investigation of questions about existence, knowledge, and ethics, to which there are no simple answers. Consequently, philosophical problems tend to provoke disagreement and foster a variety of views and theories about the nature of the world and what ought to be done. Investigation of these problems requires skills of critical reasoning, developed through an understanding of reasoning and the foundations of argument analysis.

Topics which will be studied throughout this course include: • Philosophical inquiry skills • Key areas of philosophical study (ethics, epistemology, and metaphysics)

131

HUMANITIES AND SOCIAL SCIENCES YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

SOCIETY AND CULTURE Level: Stage 2 Length: Year (20 SACE credits) Contact person: Cass Mewett

• Globalisation • A question of rights • People and power

Content: Society and Culture gives students critical insight into the significance of factors such as gender, ethnicity, racism, class, and power. Students develop the skills to critically analyse a range of viewpoints about peoples, societies, and issues and understand diversity within and across societies. Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic, and cultural factors.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: Interaction External Assessment (30%) • Assessment Type 3: Investigation

Students develop the skills and experience to understand how individual and group involvement can influence change, and to consider the consequences of a range of possible social actions.

They learn to challenge their own thinking and develop skills in presenting opinions supported by evidence.

Students will study two topics based on student interest. The topics include: • Cultural diversity • Youth culture • Work and leisure • The material world • Social ethics •C ontemporary contexts of Aboriginal and Torres Strait Islander Peoples • Technological revolutions • People and the environment

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LANGUAGES

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Auslan

Auslan

Auslan

Auslan (2021)

Auslan (2022)

Chinese Continuers

Chinese Continuers

Chinese Continuers

Chinese Continuers

Chinese Continuers

Chinese Background

Chinese Background

Chinese Background

Chinese Background

French Continuers

French Continuers

French Continuers

French Continuers

French Continuers

German Continuers

German Continuers

German Continuers

German Continuers

German Continuers

Italian Continuers

Italian Continuers

Italian Continuers

Italian Continuers

Italian Continuers

Japanese Continuers

Japanese Continuers

Japanese Continuers

Japanese Continuers

Japanese Continuers

Spanish Continuers

Spanish Continuers

Spanish Continuers

Spanish Continuers

Spanish Continuers

Modern Greek Continuers

Modern Greek Continuers

Modern Greek Continuers

Modern Greek Continuers

Modern Greek Continuers

Modern Greek Background

Modern Greek Background

Modern Greek Background

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

135

LANGUAGES YEAR 8

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

AUSLAN

CHINESE CONTINUERS

FRENCH CONTINUERS

GERMAN CONTINUERS

ITALIAN CONTINUERS

Level: 8 Length: Year Contact person: Amy Geue

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Content: The Chinese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Preferred background/ prerequisite: Beginner or early beginner

Preferred background/ prerequisite: Beginner or early beginner

Preferred background/ prerequisite: Beginner or early beginner

Content: The French language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The German language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The Italian language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: Auslan (Australian Sign Language) is the language used by the Deaf community in Australia.

Skills in Auslan will allow students to interact with each other and Deaf members of the school and community.

Auslan is part of the Australian Curriculum and has a number of different learning pathways.

Students will develop the skills to communicate in Auslan with Auslan users and develop an awareness of the Deaf community, identity and culture. They will develop fingerspelling skills and an understanding of Auslan grammar while building on their overall sign knowledge.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

137

LANGUAGES YEAR 8 / YEAR 9

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

JAPANESE CONTINUERS Level: 8 Length: Year Contact person: Helen Manning-Bennett Preferred background/ prerequisite: Beginner or early beginner Content: The Japanese language course follows the Australian Curriculum. ‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

MODERN GREEK BACKGROUND

MODERN GREEK CONTINUERS

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Entry will be through assessment by the teacher of Greek.

Preferred background/ prerequisite: No or limited prior knowledge of Modern Greek is required to start this course.

Content: The Modern Greek language course follows the Australian Curriculum. ‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The Modern Greek language course follows the Australian Curriculum. Communication and Understanding are the two key Strands. Communication involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

Understanding develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Topics are taught thematically based on the Australian Curriculum. Students have the ability to sit the internationally recognised Proficiency Exams and have a number of opportunities to experience the Greek Culture and community.

SPANISH CONTINUERS

AUSLAN

Level: 8 Length: Year Contact person: Helen Manning-Bennett

Level: 9 Length: Year Contact person: Amy Geue

Preferred background/ prerequisite: Beginner or early beginner Content: The Spanish language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: Year 8 Auslan Content: Auslan (Australian Sign Language) is the language used by the Deaf community in Australia.

Skills in Auslan will allow students to interact with each other and Deaf members of the school and community.

Auslan is part of the Australian Curriculum and has a number of different learning pathways.

Students will develop the skills to communicate in Auslan with Auslan users and develop an awareness of the Deaf community, identity and culture. They will develop fingerspelling skills and an understanding of Auslan grammar while building on their overall sign knowledge Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

139

LANGUAGES YEAR 9

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

CHINESE CONTINUERS

CHINESE BACKGROUND

FRENCH CONTINUERS

GERMAN CONTINUERS

ITALIAN CONTINUERS

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Year 8 Chinese

Preferred background/ prerequisite: Entry will be through assessment by the teacher of Chinese.

Preferred background/ prerequisite: Year 8 French

Preferred background/ prerequisite: Year 8 German

Preferred background/ prerequisite: Year 8 Italian

Content: The French language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The German language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The Italian language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The Chinese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The Chinese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

141

LANGUAGES YEAR 9 / YEAR 10 JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JAPANESE CONTINUERS Level: 9 Length: Year Contact person: Helen Manning-Bennett Preferred background/ prerequisite: Year 8 Japanese Content: The Japanese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

MODERN GREEK BACKGROUND

MODERN GREEK CONTINUERS

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Entry will be through assessment by the teacher of Greek.

Preferred background/ prerequisite: Year 8 Modern Greek Continuers course

Content: The Modern Greek language course follows the Australian Curriculum. ‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The Modern Greek language course follows the Australian Curriculum. ‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Topics are taught thematically based on the Australian Curriculum. Students have the ability to sit the internationally recognised Proficiency Exams and have a number of opportunities to experience the Greek Culture and community.

Topics are taught thematically based on the Australian Curriculum. Students have the ability to sit the internationally recognised Proficiency Exams and have a number of opportunities to experience the Greek Culture and community.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

SPANISH CONTINUERS

AUSLAN

Level: 9 Length: Year Contact person: Helen Manning-Bennett

Level: 10 Length: Year Contact person: Amy Geue

Preferred background/ prerequisite: Year 8 Spanish Content: The Spanish language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: Year 9 Auslan Content: Auslan (Australian Sign Language) is the language used by the Deaf community in Australia.

Skills in Auslan will allow students to interact with each other and Deaf members of the school and community.

Auslan is part of the Australian Curriculum and has a number of different learning pathways.

Students will develop the skills to communicate in Auslan with Auslan users and develop an awareness of the Deaf community, identity and culture. They will develop fingerspelling skills and an understanding of Auslan grammar while building on their overall sign knowledge Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

143

LANGUAGES YEAR 10

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

CHINESE CONTINUERS

CHINESE BACKGROUND

FRENCH CONTINUERS

GERMAN CONTINUERS

ITALIAN CONTINUERS

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Year 9 Chinese Continuers course

Preferred background/ prerequisite: Year 9 Chinese Background level or similar. Entry may also be through assessment by the teacher of Chinese.

Preferred background/ prerequisite: Year 9 French

Preferred background/ prerequisite: Year 9 German

Preferred background/ prerequisite: Year 9 Italian

Content: The French language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The German language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Content: The Italian language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The Chinese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The Chinese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

145

LANGUAGES YEAR 10 / YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

JAPANESE CONTINUERS Level: 10 Length: Year Contact person: Helen Manning-Bennett Preferred background/ prerequisite: Year 9 Japanese Content: The Japanese language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

MODERN GREEK BACKGROUND

MODERN GREEK CONTINUERS

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Year 9 Modern Greek Background level or similar. Entry may also be through assessment by the teacher of Modern Greek.

Preferred background/ prerequisite: Year 9 Modern Greek Continuers

Content: The Modern Greek language course follows the Australian Curriculum. ‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Topics are taught thematically based on the Australian Curriculum. Students have the ability to sit the internationally recognised Proficiency Exams and have a number of opportunities to experience the Greek Culture and community.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The Modern Greek language course follows the Australian Curriculum. ‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

Topics are taught thematically based on the Australian Curriculum. Students have the ability to sit the internationally recognised Proficiency Exams and have a number of opportunities to experience the Greek Culture and community.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

SPANISH CONTINUERS

CHINESE BACKGROUND

Level: 10 Length: Year Contact person: Helen Manning-Bennett

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Year 9 Spanish

Preferred background/ prerequisite: Year 10 Chinese Background

Content: The Spanish language course follows the Australian Curriculum.

‘Communication’ and ‘Understanding’ are the two key Strands. ‘Communication’ involves using the language for communicative purposes and includes the Substrands: Socialising, Informing, Creating, Translating and Reflecting.

‘Understanding’ develops skills with understanding language and culture and includes the Substrands: Systems of Language, Language variation and change, the Role of language and culture.

The Background Speakers level languages are designed for students who have a background in the language and who have had more than 1 year’s education in a country where the language is spoken.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

147

LANGUAGES YEAR 11 (STAGE 1) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CHINESE CONTINUERS

FRENCH CONTINUERS

GERMAN CONTINUERS

ITALIAN CONTINUERS

JAPANESE CONTINUERS

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Year 10 Chinese. An Eligibility Form must be filled in and strict criteria apply.

Preferred background/ prerequisite: Year 10 French

Preferred background/ prerequisite: Year 10 German

Preferred background/ prerequisite: Year 10 Italian

Preferred background/ prerequisite: Year 10 Japanese

Content: Stage 1 French at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Content: Stage 1 German at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Content: Stage 1 Italian at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Content: Stage 1 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes:

Themes:

Themes:

Themes:

• The Individual • The French-speaking Communities • The Changing World

• The Individual • The German-speaking Communities • The Changing World

• The Individual • The Italian-speaking Communities • The Changing World

• The Individual • The Japanese-speaking Communities • The Changing World

The students interact with others to share information, ideas, opinions and experiences.

They create texts in the specific language to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

The students interact with others to share information, ideas, opinions and experiences.

They create texts in the specific language to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

The students interact with others to share information, ideas, opinions and experiences.

They create texts in the specific language to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

The students interact with others to share information, ideas, opinions and experiences.

They create texts in the specific language to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

Content: Stage 1 Chinese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual •T he Chinese-speaking Communities • The Changing World The students interact with others to share information, ideas, opinions and experiences.

They create texts in the specific language to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

149

LANGUAGES YEAR 11 (STAGE 1) / YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

MODERN GREEK CONTINUERS Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett Preferred background/ prerequisite: Year 10 Modern Greek (Continuers or Background) Content: The Continuers level languages are designed for students who have studied the language for 400 to 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge.

Students interact with others to share information, ideas, opinions and experiences. They create texts in language to express information, feelings, ideas and opinions.

They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

SPANISH CONTINUERS

CHINESE BACKGROUND

CHINESE CONTINUERS

FRENCH CONTINUERS

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Year 10 Spanish

Preferred background/ prerequisite: Stage 1 Chinese Background

Preferred background/ prerequisite: Stage 1 French

Content: Stage 1 Spanish at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

The Chinese Background Speakers course is designed for students who have a background in the language and who have had more than 1 year’s education in a country where the language is spoken.

Preferred background/ prerequisite: Stage 1 Chinese Continuers. An Eligibility Form must be filled in and strict criteria apply.

Themes: • The Individual • The Spanish-speaking Communities • The Changing World The students interact with others to share information, ideas, opinions and experiences.

They create texts in the specific language to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis Assessment Type 4: Investigation

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

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: In-depth Study External Assessment (30%) • Assessment Type 3: Examination

Content: Stage 2 Chinese at Continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2.

The three prescribed themes are: • The Individual • The Chinese-speaking Communities • The Changing World Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: In-depth Study External Assessment (30%) • Assessment Type 3: Examination

Content: Stage 2 French at Continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2.

The three prescribed themes are: • The Individual • The French-speaking Communities • The Changing World Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: In-depth Study External Assessment (30%) • Assessment Type 3: Examination

151

LANGUAGES YEAR 12 (STAGE 2) JUMP TO Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

GERMAN CONTINUERS

ITALIAN CONTINUERS

JAPANESE CONTINUERS

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett

Preferred background/ prerequisite: Stage 1 German

Preferred background/ prerequisite: Stage 1 Italian

Preferred background/ prerequisite: Stage 1 Japanese

Content: Stage 2 German at Continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2.

Content: Stage 2 Italian at Continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2.

Content: Stage 2 Japanese at continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2.

The three prescribed themes are:

The three prescribed themes are:

The three prescribed themes are:

• The Individual •T he German-speaking Communities • The Changing World

• The Individual • The Italian-speaking Communities • The Changing World

• The Individual • The Japanese-speaking Communities • The Changing World

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

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

School Assessment (70%)

School Assessment (70%)

School Assessment (70%)

•A ssessment Type 1: Folio •A ssessment Type 2: In-depth Study

• Assessment Type 1: Folio • Assessment Type 2: In-depth Study

• Assessment Type 1: Folio • Assessment Type 2: In-depth Study

External Assessment (30%)

External Assessment (30%)

External Assessment (30%)

•A ssessment Type 3: Examination

• Assessment Type 3: Examination

• Assessment Type 3: Examination

MODERN GREEK CONTINUERS Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett Preferred background/ prerequisite: Stage 1 Modern Greek Content: The Continuers level languages are designed for students who have studied the language for 400 to 500 hours by the time they have completed Stage 2, or who have an equivalent level of knowledge.

Students interact with others to share information, ideas, opinions and experiences. They create texts in language to express information, feelings, ideas and opinions.

They analyse texts to interpret meaning, and examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: In-depth Study External Assessment (30%) • Assessment Type 3: Examination

SPANISH CONTINUERS Level: Stage 2 Length: Year (20 SACE credits) Contact person: Helen Manning-Bennett Preferred background/ prerequisite: Stage 1 Spanish Content: Stage 2 Spanish at continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2.

The three prescribed themes are: • The Individual • The Spanish-speaking Communities • The Changing World Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Folio • Assessment Type 2: In-depth Study External Assessment (30%) • Assessment Type 3: Examination

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YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Mathematics

Mathematics (Modified)

Essential Mathematics

Essential Mathematics

Essential Mathematics

Mathematics (Core)

Mathematics (Core)

General Mathematics

General Mathematics

Mathematics (Extended)

Mathematics (Extended)

Mathematical Methods

Mathematical Methods

Specialist Mathematics

Specialist Mathematics

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

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Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

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Health and Physical Education 94 Home Economics

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MATHEMATICS

MATHEMATICS (CORE)

MATHEMATICS (EXTENDED)

MATHEMATICS (MODIFIED)

ESSENTIAL MATHEMATICS

Level: 8 Length: Year Contact person: Tony Pettas

Level: 9 Length: Year Contact person: Tony Pettas

Level: 9 Length: Year Contact person: Tony Pettas

Level: 9 Length: Year Contact person: Tony Pettas

Content: Year 8 Mathematics covers topics from the 5 strands: number, measurement, spatial and geometrical reasoning, pattern and algebraic reasoning, and exploring, analysing and modelling data. Extension activities and extra support are provided for those who require them.

Students complete a variety of tasks during the year, including research assignments, projects, tests, common tests, practical and problem solving activities.

Technology, where applicable, is embedded through the use of calculators to consolidate concepts and to provide further opportunities for students to investigate mathematical phenomena.

Preferred background/ prerequisite: This course is intended for students who have successfully completed Year 8 Mathematics at a “C” or low “B” grade.

Preferred background/ prerequisite: This course is intended for students who have successfully completed Year 8 Mathematics at a high “B” or “A” grade.

Preferred background/ prerequisite: This course is intended for students with developing numeracy skills.

Level: 10 (Stage 1: 10 SACE credits) Length: Year Contact person: Tony Pettas

Content: The content of the course is developed from the Australian Curriculum Strands covering working with number, algebraic manipulation, pythagoras theorem, product and factorisation, measurement, business mathematics, statistics and probability, coordinate geometry, similarity and deductive and transformation geometry.

This course will provide students with the necessary skills to enter Year 10 Core Mathematics.

Students will also gain skills in the practical use of mathematics, in particular the trade and business sectors of society.

Content: The content of the course is developed from the Australian Curriculum Strands covering working with number, algebraic manipulation, pythagoras’ theorem, product and factorisation, measurement, business mathematics, statistics and probability, coordinate geometry, similarity and deductive and transformation geometry. Students will gain skills in the theoretical concepts of mathematics and focus on their higher order thinking skills in solving complex problems.

Technology, where applicable, is embedded through the use of graphic calculators to consolidate concepts and to provide further opportunities for students to investigate mathematical phenomena.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

This course will provide students with the necessary skills to enter Year 10 Extended Mathematics (3 units).

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The content of the course is developed from the Australian Curriculum Strands covering number, algebra, measurement, business mathematics, statistics and probability, coordinate geometry and geometry at an elementary level. Students will be able to learn life skills that involve the use of numeracy.

Students will be able to apply their mathematical knowledge to everyday situations.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: This course is for students who have completed the Year 9 Modified course or who have not completed the Year 9 Core course to a satisfactory level. Year 10 students aiming to cease doing Mathematics in senior school are also recommended for this course.

Content: The content of the course predominantly covers number, algebra, measurement, business mathematics, statistics and probability, coordinate geometry and geometry at an elementary level. Students will be able to learn life skills that involve the use of numeracy. The course will run over a year and concentrate on delivering a range of numeracy skills dealing with everyday life.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Folio Special requirements: Students who complete this course will achieve 10 Stage 1 SACE credits including the compulsory Numeracy unit. This is a terminating course and does not lead into any Stage 1 Mathematics units.

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Health and Physical Education 94 Home Economics

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MATHEMATICS (CORE)

MATHEMATICS (EXTENDED)

GENERAL MATHEMATICS

Level: 10 Length: Year Contact person: Tony Pettas

Level: 10 Length: 3 semesters Contact person: Tony Pettas

Preferred background/ prerequisite: This course is for students who have completed Year 9 Core Mathematics at a “C”, “B” or “A” grade.

Preferred background/ prerequisite: This course is for students who have completed Year 9 Extended Mathematics at a “B” or “A” grade.

Level: Stage 1 Length: 1 or 2 Semesters (10 or 20 SACE credits) Contact person: Tony Pettas

Content: The content of the course predominantly covers indices, algebra, pythagoras theorem, trigonometry, measurement, statistics and probability, coordinate geometry, financial mathematics and matrices.

This course will lead into Stage 1 General Mathematics and will provide students with skills to deal with applications of mathematics in the real world.

Technology, where applicable, is embedded through the use of graphic calculators to consolidate concepts and to provide further opportunities for students to investigate mathematical phenomena.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Content: The content of the course predominantly covers indices, radicals, algebra, pythagoras theorem, trigonometry, measurement, circles, statistics and probability, coordinate geometry, similarity and congruence, quadratics, simultaneous equations, relations and functions, exponentials and logarithms, polynomials, and conics. This course will provide students with the necessary skills to enter Stage 1 Methods and Specialist courses. Students will gain skills in the theoretical concepts of mathematics and focus on their higher order thinking skills in solving complex problems.

Technology, where applicable, is embedded through the use of graphic calculators to consolidate concepts and to provide further opportunities for students to investigate mathematical phenomena.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: An average of a “B” grade or better in common tests and assessments in Year 10 Core Mathematics plus teacher’s recommendation.

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

The content of the course covers linear and exponential functions, network and matrices, measurement, investment and borrowings, statistics, numeric trigonometry and matrices.

This course will provide students with the necessary skills to enter Stage 2 General and Essential Mathematics. Students will gain knowledge of mathematics and focus on their higher order thinking skills in solving practical problems.

Technology, where applicable, is embedded through the use of graphic calculators to consolidate concepts and to provide further opportunities for students to investigate mathematical phenomena.

ESSENTIAL MATHEMATICS Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Mathematical Investigation Special requirements: Students are advised to complete 2 semesters if they intend to do Stage 2 General or Essential Mathematics.

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Tony Pettas Content: The content of the course predominantly covers number, algebra, measurement, business mathematics, statistics and probability, coordinate geometry and geometry at an elementary level. Students will be able to learn life skills that involve the use of numeracy. The course will run for one semester and concentrate on delivering a range of numeracy skills dealing with everyday life.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Folio Special requirements: Students who complete this course will achieve 10 Stage 1 SACE credits including the compulsory Numeracy unit. This is a terminating course and does not lead into any Stage 2 Mathematics units.

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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MATHEMATICAL METHODS

SPECIALIST MATHEMATICS

Level: Stage 1 Length: 3 Semesters (30 SACE credits) Contact person: Tony Pettas

concepts and to provide further opportunities for students to investigate mathematical phenomena.

Preferred background/ prerequisite: An average of a “B” grade or better in common tests and assessments in Year 10 Extended Mathematics plus teacher’s recommendation.

Assessment: Students are assessed using the SACE Performance Standards.

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

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

The content of the course covers trigonometry, deductive geometry, statistics and counting, relations and functions, growth and decay, polynomials, and numeric trigonometry, matrices, real and complex numbers and introduction to differential calculus.

This course will provide students with the necessary skills to enter Stage 2 Mathematical Methods.

Students will gain knowledge in the theoretical concepts of mathematics and focus on their higher order thinking skills in solving complex problems.

Technology, where applicable, is embedded through the use of graphic calculators to consolidate

Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Mathematical Investigation

Level: Stage 1 Length: 4 Semesters (40 SACE credits) (Three of these units are Mathematical Methods units) Contact person: Tony Pettas Preferred background/ prerequisite: An average of a “B” grade or better in common tests and assessments in Year 10 Extended Mathematics plus teacher’s recommendation.

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

The content of the course covers series and sequences, vectors, trigonometric functions, trigonometry, deductive geometry, statistics and counting, relations and functions, growth and decay, polynomials, and numeric trigonometry, matrices, real and complex numbers and introduction to differential calculus. This course will provide students with the necessary skills to enter Stage 2 Methods and Stage 2 Specialist Mathematics. Technology, where applicable, is embedded through the use of graphic calculators to consolidate concepts and to provide further opportunities

ESSENTIAL MATHEMATICS for students to investigate mathematical phenomena.

Students will gain skills in the theoretical concepts of mathematics and focus on their higher order thinking skills in solving complex problems.

This course is particularly suited for students who seek an Engineering pathway.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Mathematical Investigation

Level: Stage 2 Length: Year (20 SACE Credits) Contact person: Tony Pettas Preferred background/ prerequisite: An average of a “C” grade or better in exams and assessments in Stage 1 General Mathematics plus teacher’s recommendation.

Content: Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students apply their mathematics to diverse settings, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts.

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

This subject is intended for students planning to pursue a career in a range of trades or vocations.

Students who complete this subject with a “C-“ or better will meet the numeracy requirement of the SACE. (continued over page)

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Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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ESSENTIAL MATHEMATICS (continued) Stage 2 Essential Mathematics consists of the following five topics: 1. Scales, plans and models 2. Measurement 3. Business applications 4. Investments and loans 5. Statistics Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) •A ssessment Type 1: Skills and Applications Tasks •A ssessment Type 2: Mathematical Investigation External Assessment (30%) •A ssessment Type 3: Examination

GENERAL MATHEMATICS Level: Stage 2 Length: Year (20 SACE Credits) Contact person: Tony Pettas Preferred background/ prerequisite: An average of a “B” grade or better in exams and assessments in Stage 1 General Mathematics plus teacher’s recommendation.

Content: General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. A problembased approach is integral to the development of mathematical models and the associated key concepts in the topics.

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.

Successful completion of General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics.

Students who complete this subject with a “C–“ or better will meet the numeracy requirement of the SACE. Stage 2 General Mathematics offers students the opportunity to develop a strong understanding of the process of mathematical modelling and its application to problem-solving in everyday workplace contexts.

GENERAL MATHEMATICS (continued) Stage 2 General Mathematics consists of the following six topics: 1. Modelling with linear relationships 2. Modelling with matrices 3. Statistical models 4. Financial models 5. Discrete models 6. Open topic Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Skills and Applications Tasks • Assessment Type 2: Mathematical Investigation External Assessment (30%) • Assessment Type 3: Examination

MATHEMATICAL METHODS Level: Stage 2 Length: Year (20 SACE Credits) Contact person: Tony Pettas Preferred background/ prerequisite: An average of a “B” grade or better in exams and assessments in Stage 1 Mathematical Methods plus teacher’s recommendation.

Content: Mathematical Methods develops an increasingly complex and sophisticated understanding of 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. Students who complete this subject with a “C-“ grade or better will meet the numeracy requirement of the SACE. The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject. This subject can often be a prerequisite subject for a number of tertiary courses.

sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, physical science, and laser physics.

Stage 2 Mathematical Methods consists of the following six topics: •T opic 1: Further differentiation and applications • Topic 2: Discrete random variables • Topic 3: Integral calculus • Topic 4: Logarithmic functions • Topic 5: Continuous random variables and the normal distribution • Topic 6: Sampling and confidence intervals.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Skills and Applications Tasks • Assessment Type 2: Mathematical Investigation External Assessment (30%) • Assessment Type 3: Examination

Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the

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Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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SPECIALIST MATHEMATICS Level: Stage 2 Length: Year (20 SACE Credits) Contact person: Tony Pettas

opportunities to analyse the consequences of more complex laws of interaction.

Preferred background/ prerequisite: An average of a “B” grade or better in exams and assessments in Stage 1 Specialist Mathematics plus teacher’s recommendation.

Specialist Mathematics topics provide different scenarios for incorporating mathematical arguments, proofs, and problem-solving.

Content: 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.

The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject.

Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods.

Students who complete this subject with a “C–“ or better will meet the numeracy requirement of the SACE. The topics in Stage 2 extend students’ mathematical experience and their mathematical flexibility and versatility, in particular, in the areas of complex numbers and vectors. The general theory of functions, differential equations, and dynamic systems provides

Stage 2 Specialist Mathematics consists of the following six topics: • Topic 1: Mathematical Induction • Topic 2: Complex Numbers • Topic 3: Functions and Sketching Graphs • Topic 4: Vectors in Three Dimensions • Topic 5: Integration Techniques and Applications • Topic 6: Rates of Change and Differential Equations.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Skills and Applications Tasks • Assessment Type 2: Mathematical Investigation External Assessment (30%) • Assessment Type 3: Examination

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YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

Science

Science

Science

Biology

Biology

Chemistry

Chemistry

Earth and Environmental Science

Earth and Environmental Science

Nutrition

Nutrition

Physics

Physics

Psychology

Psychology

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66

One semester of Stage 1 equivalent needed for Stage 2 for:

English / EAL

• Biology • Earth and Environmental Science • Nutrition • Psychology

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Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134

Two Semesters of Stage 1 equivalent needed for Stage 2 for: • Chemistry • Physics

Mathematics 154 Science 166 Vocational Education Training (VET)

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Australian Curriculum SACE

Arrows are only an indication of pathways. Please check prerequisites.

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SCIENCE

SCIENCE

SCIENCE

Level: 8 Length: Year Contact person: Lewis Weeden

Additionally, the Year 8 Science course aims to develop the following skills:

Level: 9 Length: Year Contact person: Lewis Weeden

Additionally, the Year 9 Science course aims to develop the following skills:

Level: 10 Length: Year Contact person: Lewis Weeden

Arts 24

Content: Each term of study at Year 8 is dedicated to one of four Science disciplines. These Science disciplines, and their content, are outlined below:

Content: Each term of study at Year 9 is dedicated to one of four Science disciplines. These Science disciplines, and their content, are outlined below:

• Physics:

• Working safely in the laboratory • Practical report writing • Use of scientific equipment such as the microscope and Bunsen burner • Data analysis • Numerical analysis • Research and critical analysis of Science as a Human Endeavour • Teamwork

Content: Each term of study at Year 10 is dedicated to one of four Science disciplines. These Science disciplines, and their content, are outlined below:

Cross-Disciplinary 62

• Working safely in the laboratory • Practical report writing • Use of scientific equipment such as the microscope and Bunsen burner • Data analysis • Numerical analysis • Research and critical analysis of Science as a Human Endeavour • Teamwork

Special Interest Programs 22 Subjects

Design and Digital Technologies 66 English / EAL

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Health and Physical Education 94 Home Economics

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Students will investigate different types of energy and their transformation. Specifically, students will study the roles of Kinetic, Potential and Thermal energy in day-to-day life.

• Chemistry: Students will explore the structure of the atom and how ideas of this structure have developed over time.

Students will investigate the states of matter and changes in these states.

•E arth Science: Students will explore the rock cycle and the three main types of rocks. Students will build skills in rock and mineral identification and examine the role of mining on the Australian economy.

• Biology: Students will study the cell as the most basic unit of life, analyse the roles of organelles and explore human body systems including the reproductive system.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

• Physics: Students understand the mechanisms behind electrical energy and learn to construct and analyse basic circuits.

Students will investigate the role of light and sound in everyday life.

• Chemistry: Students will be given the opportunity to closely analyse exothermic and endothermic chemical reactions, build basic chemical formulae and study the concept of radioactivity and its importance in society.

• Earth Science: Students will explore Earth as an active planet where the shape and movement of continents is determined by tectonic movements that also result in earthquakes and volcanoes.

• Biology: Students will begin to look at the concept of homeostasis in the human body. This will be explored further when students investigate the roles of the nervous and endocrine systems.

Students also study ecology and the processes of photosynthesis and respiration.

Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

• Physics: Students will critically analyse motion and force in everyday life and use Newton’s Three Laws to explain natural phenomena.

• Chemistry: Students will explore properties of elements and how they are arranged in the Periodic Table.

Students will investigate different chemical reactions and how factors can affect the rates of reactions.

• Earth Science: Students will study the formation of the universe by way of the Big Bang Theory and investigate star systems and the star cycle.

Students will investigate issues of global warming and climate change and the various anthropogenic factors that affect this.

• Biology: Students will develop their knowledge around inheritance, genetics and DNA. Students will explore how genetic and environmental factors may change organisms over time and look at the Theory of Evolution. (continued over page)

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Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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SCIENCE (continued)

BIOLOGY

BIOLOGY (continued)

CHEMISTRY

Additionally, the Year 10 Science course aims to develop the following skills:

Level: Stage 1 Length: 1 or 2 Semesters (10 or 20 SACE credits) Contact person: Lewis Weeden

Students taking Biology in Semester 2 will study the following topics:

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Lewis Weeden

• Exchange Surfaces:

Preferred background/ prerequisite: “A” or “B” grade in Year 10 Science plus teacher recommendation.

• Working safely in the laboratory • Practical report writing •U se of scientific equipment such as the microscope and Bunsen burner • Data analysis • Numerical analysis •R esearch and critical analysis of Science as a Human Endeavour • Teamwork Assessment: Students are assessed using the Australian Curriculum Achievement Standards.

Preferred background/ prerequisite: “A” or “B” grade in Year 10 Science.

Content: In Biology students investigate and learn about the structure and function of a range of living organisms, how they interact with other living things, and with their environments. Students have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society, and on the environment.

Students taking Biology in Semester 1 will study the following topics: • Cells and Microorganisms: Students will investigate the role of the cell and analyse the structures and systems within cells. Students will learn about microorganisms and their importance and use in modern applications.

• Ecosystems: Students investigate diverse ecosystems, explore biotic and abiotic components to dynamic habitats and analyse measurements of certain properties including species interactions and population.

Students will gain a better understanding of how body tissue works to facilitate the movement of important nutrients from one part of the body to the next. Students investigate the role of exchange surfaces such as the nephron and the alveoli in maintaining a healthy internal environment in the human body.

• Infectious Diseases: Students explore the causes and implications of infectious diseases on both local and global communities. Students research historic and contemporary cases, epidemics and outbreaks to analyse key drivers in the spread and control of disease.

Students also study the range of medical innovations available to combat new and existing threats.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks

Content: In Chemistry students investigate properties and uses of materials and the atoms involved, and reactions of these materials.

Students also critically investigate the social and environmental impact of materials and chemical processes.

Through practical tasks, students develop investigation skills and an understanding of the physical world that enables them to be questioning, reflective, and critical thinkers.

Students taking Chemistry will study the following topics across two semesters: • Materials and their atoms • Combining atoms • Molecules • Mixtures and solutions • Acids and bases • Redox reactions Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks

EARTH AND ENVIRONMENTAL SCIENCE Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Lewis Weeden Preferred background/ prerequisite: “C” grade or higher in Year 10 Science.

Content: Students will conduct investigations and gather evidence from fieldwork, experiments and research. They have the opportunity to join in debates on issues about Earth Science, its interaction with the environment and how this affects our own lives, as well as on society in general.

Students acquire knowledge of geological principles and concepts and use that knowledge to deal with life’s questions, issues, opportunities and challenges.

The focus will be on communication, learning and research based on practical experiences with links to the other sciences including Biology, Chemistry and Physics with a view to providing a foundation course leading to Stage 2 Earth and Environmental Science.

The main themes covered provide opportunities for students to explore links between learning in Earth and Environmental Science and the other sciences, and to discuss social, ethical, historical and environmental contexts. At least three topics will be chosen from the following in negotiation with the students: (continued over page)

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84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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EARTH AND ENVIRONMENTAL SCIENCE (continued) • Topic 1: The turbulent Earth •T opic 2: Composition of the geosphere •T opic 3: Processes in the geosphere •T opic 4: The Earth’s atmosphere • Topic 5: Importance of hydrosphere • Topic 6: The biosphere Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks

NUTRITION

NUTRITION (continued)

PHYSICS

PSYCHOLOGY

Level: Stage 1 Length: Semester (10 SACE credits) Contact person: Lewis Weeden

The following is a list of topics that can be studied at Stage 1.

Depending on the cohort, 3-4 of the following topics will be chosen:

Level: Stage 1 Length: Year (20 SACE credits) Contact person: Lewis Weeden

Level: Stage 1 Length: Semester (10 SACE Credits) Contact person: Lewis Weeden

Preferred background/ prerequisite: “C” grade or higher in Year 10 Science.

• Macronutrients and micronutrients • Fresh versus processed foods • Australian Dietary Guidelines and nutrition in the lifestyle • The psychology of food marketing • Indigenous Australians: food changes from the traditional to the contemporary • Contaminated food • Safe food handling

Preferred background/ prerequisite: “A” or “B” grade in Year 10 Science.

Preferred background/ prerequisite: “A” or “B” grade in Year 10 Science.

Content: The study of Physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of the topics listed below. As well as applying knowledge to solve problems, students develop experimental and investigation design, information literacy and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations.

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

Content: Students of Nutrition investigate and learn the role of nutrients in the body using current scientific information, as well as social and environmental issues related to nutrition. Students explore the links between food, health and diet-related diseases by using their scientific knowledge and the skills they acquire in their study of nutrition to carry out and design practical investigations. Students have the opportunity to critically examine factors that influence food choices and reflect on local, national, Indigenous, and/or global issues.

They investigate methods of food production and distribution which impact the quantity and quality of food and then consider how these methods affect the health and individual communities.

Students work individually and collaboratively to reflect on the nature of work in research sciences and, in particular, the field of nutrition.

The study of Nutrition encourages students to think about the role of nutrition in their own futures and assists them to reinforce or modify their own diets and lifestyle habits to maximise positive health outcomes.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks

Students taking Physics will study the following topics across two semesters:

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

• Motion and forces • Electric circuits • Heat • Waves and optics • Energy and momentum • Nuclear physics

The topics covered in Stage 1 Psychology include: • Introduction to Psychology (compulsory) • Social Influence and Interaction • Emotion

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment: Students are assessed using the SACE Performance Standards.

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

Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks

Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks

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84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

BIOLOGY Level: Stage 2 Length: Year (20 SACE credits) Contact person: Lewis Weeden Preferred background/ prerequisite: 2 semesters of any Stage 1 Science course completed to a “B” minimum are required for entry to this course.

Content: The study of Biology allows students to investigate and learn about the structure and function of a range of living organisms, how they interact with other living things, and with their environments.

The beginning of the course focuses on Cell Biology, vital understanding for all branches of Biology. The latter part of the course covers how the human body maintains the perfect internal environment, along with evolution and ecological sciences.

After Stage 2, students can pursue scientific pathways in Biology, for example, in medical research, veterinary science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation, and ecotourism.

Stage 2 Biology is organised around the following four topics: • Cells and the basis of life • DNA and proteins • Homeostasis • Evolution

CHEMISTRY Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Investigations Folio • Assessment Type 2: Skills and Applications Tasks External Assessment (30%) • Assessment Type 3: Examination

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Lewis Weeden Preferred background/ prerequisite: 2 semesters of Stage 1 Chemistry completed to a “B” minimum are required for entry to this course.

Content: In Chemistry students explore organic and inorganic materials, chemical processes and how they can be controlled, and analytical techniques. Students will also investigate how chemistry impacts on their lives, society and the environment.

The beginning of the course focuses on reactions in the environment and techniques to monitor them, such as photochemical smog and acid rain.

Students will also learn how to maximise the product of a chemical reaction, for use in industry production. A focus of the course is also drawing and naming molecule structures for a range of organic compounds.

Throughout the topics, the use of resources such as water, soil, and plastics will be covered.

After Stage 2 students can pursue scientific pathways, including in medical or pharmaceutical research, pharmacy, chemical engineering, and innovative product design.

Stage 2 Chemistry is organised around the following four topics:

• Monitoring the environment • Managing chemical processes • Organic and biological chemistry • Managing resources Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Investigations Folio • Assessment Type 2: Skills and Applications Tasks External Assessment (30%) • Assessment Type 3: Examination

EARTH AND ENVIRONMENTAL SCIENCE Level: Stage 2 Length: Year (20 SACE credits) Contact person: Lewis Weeden Preferred background/ prerequisite: “C” grade or higher in a semester of any Stage 1 Science course is required for entry into this course.

Content: Students consider how humans use the Earth’s resources and the impact of human activities on the environment. They assess the evidence around public debate on social and environmental issues.

The beginning of the course focuses on the four spheres of Earth, how they interact with each other and change over time. The latter part of the course covers the resources of Earth, how they are discovered and extracted, along with the effect of these processes on climate change and effecting the sustainability of the planet.

After Stage 2, students can pursue scientific pathways, for example, in environmental science, geology, meteorology, oceanography, seismology, metallurgy, and scientific research.

Stage 2 Earth and Environmental Science is organised around the following four topics: • Earth systems • Earth resources • Earth’s sustainable future • Climate change (continued over page)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

EARTH AND ENVIRONMENTAL SCIENCE (continued)

Subjects

Assessment: Students are assessed using the SACE Performance Standards.

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

Arts 24

School Assessment (70%)

Special Interest Programs 22

Design and Digital Technologies 66

•A ssessment Type 1: Investigations Folio •A ssessment Type 2: Skills and Applications Tasks

English / EAL

External Assessment (30%)

Cross-Disciplinary 62

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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•A ssessment Type 3: Examination

NUTRITION

NUTRITION (continued)

PHYSICS

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Lewis Weeden

Stage 2 Nutrition is organised around the following five topics:

Level: Stage 2 Length: Year (20 SACE credits) Contact person: Lewis Weeden

Preferred background/ prerequisite: “B” grade or higher in a semester of any Stage 1 Science course is required for entry into this course.

Content: The study of Nutrition involves the investigating and learning about the role of nutrients in the body, as well as social and environmental issues related to nutrition.

By understanding the science of food, students are able to think about the role of nutrition in their own futures and assists them to reinforce or modify their own diets and lifestyle habits to maximise positive health outcomes.

The beginning of the course focuses on the main nutrients required for life, such as the science of absorption and the use of these. After gaining an understanding of the science of food, including production and safety, students are required to analyse and make dietary modifications to reverse dietrelated diseases. There is also a focus on sensory issues, analysis of food in cultural, behavioural, psychological and physical contexts.

After Stage, 2 students can pursue scientific pathways, for example, in dietetics, nutrition, food research and production, health, and sports nutrition.

• The fundamentals of human nutrition • Diet, lifestyle and health • Food selection and dietary evaluation • Food, nutrition and the consumer • Global hunger Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Investigations Folio • Assessment Type 2: Skills and Applications Tasks External Assessment (30%) • Assessment Type 3: Examination

Preferred background/ prerequisite: 2 semesters of Stage 1 Physics completed to a “B” minimum are required for entry to this course.

Content: The study of Physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of motion and relativity, electricity and magnetism, and light and atoms.

Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Investigations Folio • Assessment Type 2: Skills and Applications Tasks External Assessment (30%) • Assessment Type 3: Examination

The beginning of the course focuses on motion and relativity, such as 2D motion, Newton’s Laws, gravity and special relativity.

The latter parts of the course cover electric and magnetic fields, along with the study of light, and the physics of atomic structure.

After Stage 2, students can pursue scientific pathways, for example, in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe.

Stage 2 Physics is organised around the following three topics: • Motion and relativity • Electricity and magnetism • Light and atoms

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Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

PSYCHOLOGY Level: Stage 2 Length: Year (20 credits) Contact person: Lewis Weeden Preferred background/ prerequisite: 2 semesters of any Stage 1 Science course completed to a “B” minimum are required for entry to this course.

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

The beginning of the course is an introduction to the field of Psychology and its uses.

Students will learn about social cognition, how attitudes breeds behaviour and vice versa. The course also covers altered states of awareness, such as sleep and stress, types of learning, and the theories of personality. There is also a focus on the practices of maintaining a healthy mind in oneself, and how to teach this to others.

Topics studied in Stage 2 Psychology include: • Introduction to Psychology • Social cognition • Learning • Personality • Psychobiology of altered states of awareness • Healthy minds Assessment: Students are assessed using the SACE Performance Standards.

Students demonstrate evidence of their learning through the following assessment types: School Assessment (70%) • Assessment Type 1: Investigations Folio • Assessment Type 2: Skills and Applications Tasks External Assessment (30%) • Assessment Type 3: Examination

After Stage 2, students can pursue scientific pathways in the many sub-fields of psychology, such as education, sports, health, and clinical practice. The skills and knowledge of this course also apply well to careers in human resources and social work.

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

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Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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The study of VET or Vocational Education Training for Years 10 – 12 students is optional. VET is an internationally recognised term used to describe the education and training accreditations which help prepare people for work and/ or allow them to explore pathways.

By doing VET courses, students are able to gain accreditation which will help complement their SACE. VET courses are available for purchase to Adelaide High School students in Years 10 – 12 though our membership of Eastern Adelaide Schools Vocational Alliance (EASVA). Established in 2019, it comprises eight Department for Education schools.

The other member schools are Adelaide Botanic High School, Charles Campbell College, Glenunga International High School, Marden Senior College, Marryatville High School, Norwood Morialta High School and Open Access College.

Two schools currently have Associate Memberships: Youth Education Centre and Heathfield High School.

Our students can also purchase VET courses offered through other alliances, various trade-training centres, TAFE SA and a range of private Registered Training Organisations (RTOs). All proposed VET courses are based on training packages from the Australian Quality Training Framework (AQTF), the national set of standards which assures nationally consistent, high-quality VET training and assessment services.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

Certificate I or II level training generally attract Stage 1 credits.

Certificate III level or higher training usually attract Stage 2 credits.

Students who complete those Certificate III level training courses which are listed on the SACE Board’s VET Recognition Register (given that they contain mostly Stage 2 accreditation) can use this to help generate an Australian Tertiary Admissions Rank (ATAR), required for tertiary study entrance.

Only one such Certificate III can contribute to ATAR generation. The number and level of SACE credits listed below are a guide only, as they are subject to change, depending on changes to AQTF training packages. Note that Certificate III Retail Operations, which a few students are offered through their part time job, only attracts Stage 1 credits.

The most popular Certificate III level courses accessed by Adelaide High School students over the past few years have been Certificate III Business, Certificate III Fitness, Certificate III Hospitality and Certificate III Early Childhood Education and Care. A few courses require three semesters of training and/or the completion of extensive Structured Work Placement. As it takes a lot of time to complete this level of training, it is often best commenced at Years 10 or 11.

VET training is usually not tied to a student’s year level. Therefore, Year 10 and Year 11 (Stage 1) students can, in most cases, successfully complete Certificate III level training in the same way that Year 12 (Stage 2) students can.

However, a few courses stipulate only senior students are allowed to enrol. VET students enjoy the practical nature of courses which can give them a taste of particular career pathways and allow them to develop a number of work related skills. Note that when training occurs on a regular day each week, this can impact on a student’s school subjects and other commitments. VET training which occurs after school can be a preferred option for such students.

Payment is required at the school as part of the enrolment process.

An invoice will be generated by the school as soon as an enrolment is finalised. Families will be advised of any variations. Semester length courses cost approximately $900 per semester, depending on the course selected, whereas full year courses cost considerably more.

Very few courses, in fact mainly those suffering areas of industry shortage, attract a degree of government funding if eligibility criteria are satisfied, and, once again, students will be informed if they are eligible to apply for it.

All purchased VET courses are offered off-campus, either after school or during a regular weekly training day. All entry-level courses have prerequisites, such as good literacy and numeracy and a desire to learn about and develop skills in the industry. All courses stipulate that regular, full attendance, full participation and the completion of set work to a satisfactory standard are required. Competency based assessment is used.

Some courses also require the completion of a stated number of hours or shifts of Structured Work Placement in the industry.

Affected students need to liaise with the school’s Student Pathways Leader, Ms D’Aloia, to ensure they have completed the compulsory Workplace Safety training component and submit the required insurance paperwork to her, at least a week before the placement commencement date.

VET courses run either for the semester or full year, but they are taught by trainers with considerable industry knowledge and experience and who are passionate about their field.

Successful completion of VET can assist students looking to secure an apprenticeship and/or part time work and/or to undertake further training in the field.

VET courses run only if minimum numbers are reached and, in some cases, if funding is available to contribute to costs. Potential students are thus required to choose a full cohort of school subjects during the subject selection process. Upon course confirmation by the RTO, enrolled VET students are advised to consult their House Leader to investigate the possibility of dropping a non-compulsory subject in lieu of undertaking VET. This will only occur if parent/carer permission is received via the completion of the Subject Change Form. In this event, for the duration of the purchased course, Year 10 VET students work in the school’s Library during their allocated non-contact time, whereas senior

students can either choose to work at home, or at school.

Students are advised usually to attempt only one VET course at a time so that they can manage their school studies, their VET load and other commitments.

Semester 2 pre-vocational courses are popular amongst Year 10 students, especially for those considering the Construction Industry or sectors within it, such as Engineering (Welding). Other options include Automotive, and Hairdressing and Beauty Therapy.

Short courses are on offer throughout the year. White Card Construction Industry Training, for example, can be a good introduction for students considering entering a trade.

The other main ones are First Aid, Barista (coffee making) and Responsible Service of Alcohol (RSA). (Only students who are over 17 years of age (and preferably 18 years or about to turn 18 years) can enrol in RSA). No SACE credits can be gained by doing a short course, unless they are attached to a certificate of training.

The training given in short courses is included in some VET courses, so take the time to discuss your plans with Ms D’Aloia.

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Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Some senior students prefer to gain SACE credits through the completion of a School Based Apprenticeship, should a vacancy arise in an industry of their choice. Potential school based apprentices have generally completed some VET training and/or work experience in their field of interest and may have a contact that can offer them paid part time employment. Students can make an appointment to discuss the matter with our regional Apprenticeship Broker who can arrange to visit our school upon request and help prepare interested students by perusing their résumé and offering tips and important information.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

All students undertaking nationally recognised training delivered by an RTO, need to have a Unique Student Identifier (USI). Visit http:// usi.gov.au for more information.

All students who wish to enrol in training will need to provide Ms D’Aloia with a printout from the site, which states their full name and USI number, to attach to the completed enrolment paperwork.

PROPOSED 2020 VET COURSES It is impossible to list all VET courses on offer by the myriad of RTOs. The most popular VET courses accessed by Adelaide High School students in 2019 have been included in this booklet.

However, if students wish to investigate VET training that is not listed here, contact Ms D’Aloia.

Courses run only if there are sufficient student numbers and, in some cases, if government funding is received. Note also that any changes to training packages can result in modifications to what providers can offer, necessitating changes to the units of competency being delivered and thus to the number of SACE credits that students can gain.

Senior Adelaide High School students can access SACE subjects offered elsewhere, assuming they have the pre-requisites and high commitment level:

• Stage I Integrated Learning: Animation (10 SACE credits at Stage 1) A one semester course offered through Glenunga International High School.

• Stage 1 Scientific Studies: Aviation (10 SACE credits at Stage 1) A one semester course offered at Glenunga International High School.

• Stage 2 Scientific Studies: Aviation (20 SACE credits at Stage 2) A full year course offered at Glenunga International High School.

• For students who have completed Certificate II Salon Assistant or Certificate II Retail Cosmetics and who are looking to build on their skill set, Stage 2 Journey to Hair and Makeup (40 SACE credits at Stage 2) is an option. It is a full year course offered at Clip Joint Academy. RTO code 2316.

Note: A course fee will apply to purchase VET courses, in addition to the Adelaide High School Materials and Services Charges.

Payment is required at school as part of the enrolment process.

Semester courses can cost around $900, while full year courses can cost in excess of $1,800.

Contact person: Livia D’Aloia: livia.daloia@adelaidehs.sa.edu.au

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CERTIFICATE II ANIMAL STUDIES ACM20117 Length: One semester, one day per week (An online option is also available)

Special Interest Programs 22

Venue: TAFE SA, Gilles Plains campus

Subjects

RTO code: 41026

Arts 24

Accreditation: 50 credits at Stage 1

Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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Content: This course is designed to provide students with general animal care information, whilst also providing pathways to further training.

Practical activities will include companion animal handling, basic first aid for animals and simulated work activities.

TAFE SA also offer a short nineweek course (one day per week in Term 4), mainly aimed at Year 10 students. This is an entry-level course into the animal industry.

Students start to gain a theoretical understanding of animal behaviour, health and nutrition and it provides practical activities, including grooming, cleaning and feeding.

No prior experience with animals is required. 10 Stage 1 credits

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CERTIFICATE I AUTOMOTIVE: VOCATIONAL PREPARATION AUR10116

CERTIFICATE II AUTOMOTIVE SERVICING TECHNOLOGY AUR20516

BARISTA SHORT COURSE FROM CERTIFICATE III IN HOSPITALITY SIT30713

PARTIAL CERTIFICATE III BRICK AND BLOCK LAYING CPC30111

Length: One semester, one day per week

Length: Three semesters, one day per week

Length: 7 hours (one day)

Length: One day per week for the year

Venue: Quality Automotive Training, 85 Grand Junction Road, Rosewater

Venue: Quality Automotive Training, 85 Grand Junction Road, Rosewater

RTO code: 6194 Accreditation: 20 SACE credits at Stage 1 Content: This entry-level training course prepares students for and inducts them into the automotive industry. For those seeking to work in any of the automotive sectors, this qualification assists in developing the necessary skills and knowledge required to perform routine activities.

It also provides participants with experience required to apply for apprenticeships. Students will participate in off-job training.

The training involves both theory and practical assignments.

RTO code: 6194 Accreditation: 50 SACE credits at Stage 2 Content: This course offers students the opportunity to enrol for either Semester 1 or 2. Completion of three semesters equates to a full Certificate II in Automotive Servicing Technology. Continuing students, who have secured Certificate I in Automotive Servicing Technology, only need to complete two semesters.

Certificate II in Automotive Servicing Technology prepares and inducts students into the automotive industry.

This qualification covers the skills and knowledge required to perform a range of servicing operations on light vehicles, heavy vehicles within an automotive service or repair business.

This qualification assists in developing the necessary skills and knowledge required to perform routine activities.

It also provides participants with experience required to apply for apprenticeships. Students will participate in off-job training.

The training involves the completion of both theory and practical assignments.

(At the time of publishing this course is partially Work Ready funded for eligible students who meet the criteria.)

Venue: Queensford College, Level 11 / 90 King William Street, Adelaide RTO code: 31736 Accreditation: No SACE credits unless the student is undertaking Hospitality training.

Content: This short course provides participants with the skills and knowledge to extract and serve espresso coffee using a commercial espresso machine.

Other topics covered include storage of coffee, and cleaning, care and preventative maintenance of machinery. This course is popular for students looking for part time work or those simply wanting to learn how to make the perfect espresso.

Venue: Rosewater Trade Training Centre, in collaboration with TAFE SA RTO code: 41026 Accreditation: 40 SACE credits at Stage 2 Content: This course is the final stage in the Doorways 2 Construction Program and is designed to increase knowledge and skills in the field of bricklaying. Successful completion of this course will enhance the graduate’s employment prospects as an apprentice or in finding general employment in the building and construction industry.

A substantial period of work placement is required to ensure that all outcomes are met.

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CERTIFICATE III BUSINESS BSB30115

CERTIFICATE III MICRO-BUSINESS BSB30315

Length: One night per week for three terms

Length: One night per week for three terms

Special Interest Programs 22

Venue: Queensford College, Level 11 / 90 King William Street, Adelaide

Venue: Queensford College, Level 11 / 90 King William Street, Adelaide

Subjects

RTO code: 31736

RTO code: 31736

Arts 24

Accreditation: 70 SACE credits at Stage 2

Accreditation: 55 SACE credits at Stage 2

Content: This course will give students a foundation to be successful in their chosen careers. Students will not only learn how to create documents, databases and spreadsheets, they will also develop the management and organisational skills required to conduct their own business affairs. Within the course, students identify opportunities for personal development and gain a wide range of current, transferable and nationally recognised capabilities for life and further study, including university. Structured Work Placement is recommended but not a compulsory component of this course.

Content: This qualification reflects the role of skilled independent and micro-business contractors who apply a broad range of competencies in varied contexts, using some discretion and judgement and relevant theoretical knowledge. Skills covered include investigating opportunities, developing proposals, organising finances, determining resources and complying with regulatory, taxation and insurance requirements. Training in this area will equip graduates to research the viability of their business idea.

This course is designed for people intending to open their own small business in the near future.

Structured Work Placement is recommended but not a compulsory component of this course.

Curriculum Structure

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Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

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Health and Physical Education 94 Home Economics

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Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

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CERTIFICATE II CONSTRUCTION: DOORWAYS 2 CONSTRUCTION CPC20211

PARTIAL CERTIFICATE III CONSTRUCTION: DOORWAYS TO CONSTRUCTION PLUS CPC30211

Length: One day per week for the year

Length: One day per week for the year

Venue: Grand Junction Trade Training Centre OR Rosewater Trade Training Centre, in collaboration with TAFE SA

Venue: Grand Junction Trade Training Centre OR Rosewater Trade Training Centre, in collaboration with TAFE SA

RTO code: 41026

RTO code: 41026

Accreditation: Up to 45 SACE credits at Stage 1

Accreditation: Up to 30 SACE credits at Stage 2

Content: This is an introductory course which also delivers a White Card qualification. The course assists students to gain skills and knowledge in most areas of the building industry, with a view to forging a career in the building, construction and technology industries. Students learn the culture, essential workplace safety requirements, the industrial and work organisation structure, communication skills, work planning and basic use of tools and materials. Work placement is required for successful completion.

Content: This is ideal for those who have completed Certificate II in Construction: Doorways 2 Construction. The course assists students to develop skills and knowledge in most areas of the building industry. Successful course completion may assist students to gain an apprenticeship and/or employment within the building, construction and technology Industries.

Work placement is required for successful completion.

(At the time of publishing this course is partially Work Ready funded for eligible students who meet the criteria.)

CERTIFICATE II CONSTRUCTION PATHWAYS CPC20211 Length: One day per week for the year Venue: TAFE SA, Tonsley Campus, 1284 South Rd, Clovelly Park RTO code: 41026 Accreditation: 50 SACE credits at Stage 1 Content: Successful completion of this introductory course enables students to purse a pathway in the building, construction and technology industries. Students learn the culture, essential workplace safety requirements, the industrial and work organisation structure, communication skills, work planning and basic use of tools and materials. Work placement is required for successful completion.

(At the time of publishing this course is partially Work Ready funded for eligible students who meet the criteria.)

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Special Interest Programs 22 Subjects

Cross-Disciplinary 62 Design and Digital Technologies 66 84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

Length: One afternoon per week for the year Venue: Glenunga International High School, in collaboration with TAFE SA RTO code: 41026

Arts 24

English / EAL

DESIGN, CERTIFICATE III IN DESIGN FUNDAMENTALS CUV30311

180

Accreditation: 75 SACE credits at Stage 2 Content: This course focuses on developing the skills necessary for graphic design. These skills include understanding the design brief, idea generation and development, and refinement and presentation. Projects may include illustration, pamphlets, packaging, posters and magazine layouts. Computer programs used include Photoshop, Illustrator and InDesign. Students will attend two full day photography workshops where they will learn skills in digital photography for design.

Students may be required to complete an application form as part of the enrolment process.

This certificate may lead to the completion of the Certificate IV in Applied Design and further study in a Diploma in Advertising/Graphic Design or Advanced Diploma in Advertising/Graphic Design at TAFE SA. It may also lead to study in a Bachelor of Visual Communication at the University of South Australia.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

DIGITAL PHOTOGRAPHY AND LIGHTING (PARTIAL CERTIFICATE III IN VISUAL ARTS) CUV30111 (PHOTOIMAGING STREAM) Length: One night per week for one semester Venue: Marden Senior College, Marden Road, Marden RTO code: 40046 Accreditation: 25 SACE credits at Stage 2 Content: This course aims to develop skills and knowledge in the use of a digital single lens reflex camera, file management and image manipulation techniques using Adobe Photoshop. Students will be provided with the opportunity to prepare prints for exhibition.

Students will learn how to operate the camera (aperture, lens focal length, shutter speed, exposure meter techniques, and perspective) experiment with techniques to capture photographic images, review images, restore equipment, clean and maintain and learn to understand about photographers, their work, ideas and techniques.

Processing the photo images will involve correctly setting up the relevant work environment, learning how to document the work progress, explore elements and principles of design and the stage of filing/storage. This course will provide students with practical skills in capturing digital images using both natural daylight and photographic studio flash lighting.

CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE CHC30113 Length: One night per week for the year Venue: Queensford College, Level 11 / 90 King William Street Adelaide RTO code: 31736 Accreditation: 115 SACE credits at Stage 2 Content: Students need to obtain a DCSI ‘Working with Children’ check and complete First Aid when undertaking this course. There is a cost incurred in requesting this clearance and the process can take several weeks. However, the cost of First Aid training is included in the course.

By enrolling in this course, students learn how to care for and work with young children through practical activities and theory based research in a range of areas, including health, communication, and nutrition.

Participants also learn how to work with others in a student friendly, fun and educational environment. Students undertake many workshops in First Aid and Child Protection and learn how to ensure the health and safety of children, develop positive and respectful relationships with children, provide experiences to support children’s play and learning as well as provide care for babies and toddlers.

Assessment is conducted in both practical and theoretical aspects. Work placement of 120 hours is essential.

CERTIFICATE II ELECTROTECHNOLOGY UEE22011

CERTIFICATE II ENGINEERING MEM20413

Length: One day per week for the year

Length: One day per week for the year

Venue: TAFE SA, Tonsley Campus, 1284 South Rd, Clovelly Park

Venue: Rosewater Trade Training Centre, corner Symon Street and Russell Street, Rosewater, in collaboration with TAFE SA

RTO code: 41026 Accreditation: 50 SACE credits at Stage 1 Content: Successful completion of this course enables students to pursue a pathway into one of the following areas: Electrician, Voice and Data Technician, Refrigeration Mechanic and Electronics Technician.

Admission to this course is only available to students who meet the eligibility criteria under Skills for All. The content of this course includes theoretical understandings and practical tasks. Theoretical knowledge includes electrical principles, cable and component identification and practical tasks such as house wiring, light fabrication and circuit construction.

(At the time of publishing this course is partially Work Ready funded for eligible students who meet the criteria.)

RTO code: 41026 Accreditation: 40 SACE credits at Stage 1, possibly with some scope to earn some Stage 2 accreditation Content: This qualification delivers broad-based underpinning skills and knowledge in a range of engineering and manufacturing tasks which will enhance graduates’ entry level employment prospects for apprenticeships, traineeships or general employment in an engineering related workplace. Work placement is required for course completion.

(At the time of publishing this course is partially Work Ready funded for eligible students who meet the criteria.)

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6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22 Subjects Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

CERTIFICATE III IN FITNESS SIS30310 Length: One night per week for three terms Venue: Queensford College, Level 11 / 90 King William Street, Adelaide (practical sessions are held at nearby gyms) RTO code: 31736 Accreditation: 100 SACE credits at Stage 2

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

FIRST AID SHORT COURSE Length: Full day, with some prior learning activities Venue: Queensford College, Level 11 / 90 King William Street, Adelaide RTO code: 31736 Accreditation: No SACE credits, unless the student is undertaking Fitness Training

Content: Certificate III in Fitness will enable students to enter the fitness industry as a Fitness or Gym Instructor. Each student completes industry approved fitness theory which is current, comprehensive and will provide a solid foundation for future success as a Personal Trainer. The course is structured around real life client progression, which gives students a more logical and relevant study path helping them grasp concepts faster.

Content: This unit describes the skills and knowledge required to provide first aid response, life support, management of casualties, the incident and other first aiders until the arrival of medical or other assistance. These skills and knowledge may be applied in a range of situations, including community and workplace settings.

This course is offered as a one day training course which provides participants with the knowledge and skill to confidently recognise and respond to an emergency situation requiring first aid.

This course offers an excellent introduction to a career in the Fitness Industry and is designed to allow students to learn theory concepts to assist with completing online assessments. Students will be required to complete approximately three hours of additional study each week in their own time and some work placement hours in a gym/fitness centre. As part of the Certificate III in Fitness, students must complete a total of 15 units of competency including ten core units and five elective units. The completion of the First Aid short course is also an additional requirement of this qualification and is included in the overall course cost.

The topics covered in this course include: Principles of First Aid including legal issues; Infectious Diseases and Hygiene; Basic Human Anatomy and Physiology; Management of the conscious and unconscious casualties; CardioPulmonary Resuscitation; AED; Airway Management; Bleeding; Shock recognition and treatment; Burns types and treatment; Fractures and soft tissue Injuries; Head Injuries; Eye and Ear Injuries; Chest, Pelvic and Spinal Injuries; Diabetes, Epilepsy, Stroke, Asthma, Anaphylaxis; Heart conditions; Extremes of heat and cold; Poisons, Bites and Stings.

The training is valid for three years.

However, update training for CPR is recommended annually.

HAIRDRESSING, CERTIFICATE II SALON ASSISTANT SHB20216 Length: One day per week for the year Venue: Rosewater Trade Training Centre, in collaboration with TAFE SA RTO code: 41026 Accreditation: 45 SACE credits at Stage 1 (At the time of publishing this course is partially Work Ready funded for eligible students who meet the criteria.)

Content: This course is an introduction to the full hairdressing course. It is designed for direction into the hairdressing industry. It covers all essential primary elements for the salon business, how to build professional relationships, networking, building a clientele, how to work with a client’s needs, hair care, hair theory, professional draping, shampooing and scalp massage, blow-drying, long hair braiding and creative power drying, classic hair colour and removal, and rinsing and neutralizing chemically restructured hair. Students participate in theory and practical work sessions.

This course allows students to subsequently undertake Certificate III Hairdressing or Certificate III in Makeup.

(Note that a similar course is also available at Clip Joint Academy, RTO code: 2316.)

CERTIFICATE III IN HOSPITALITY SIT30616

CERTIFICATE II KITCHEN OPERATIONS SIT201416

Length: One night per week for three terms

Length: One day per week for the full year

Venue: Queensford College, Level 11 / 90 King William Street, Adelaide

Venue: Hamilton Senior College, 815 Marion Rd. Mitchell Park

RTO code: 31736 Accreditation: 5 SACE credits at Stage 1 and 50 SACE credits at Stage 2 Content: The hospitality industry covers a wide range of organisations offering food service and accommodation. The industry is divided into sectors according to the skill-sets required for the work involved. Sectors include accommodation, food and beverage, meeting and events, gaming, entertainment and recreation.

Certificate III in Hospitality provides the skills and knowledge for an individual to be competent in a range of activities and functions requiring basic operational knowledge and practical skills within a hospitality food and beverage environment. 18 shifts (service periods) of Structured Work Placement are required each semester. These 36 shifts in total (which convert to approximately 120 hours) will need to be organised for the school holidays.

The College can assist with finding placements in various hospitality settings such as restaurants, hotels, motels, catering operations and cafes, as long as students submit their résumé and state their availability.

RTO code: 0561 Accreditation: Up to 40 SACE credits at Stage 1 Content: This course gives students an insight into many aspects of the hospitality industry, some experiences in formal training and compulsory work placement.

Topics cover both practical and theoretical aspects of working in this industry. This qualification provides the skills and knowledge for an individual to be competent in a range of kitchen functions and activities that require the application of a limited range of practical skills in a defined context.

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6

CERTIFICATE III IN INDIVIDUAL SUPPORT CHC33015: AGEING

Learning at Adelaide High School

12

Length: One night per week for a year

Individualised Learning

20

Venue: Queensford College, Level 11 / 90 King William Street, Adelaide

Special Interest Programs 22 Subjects

RTO code: 31736

Arts 24 Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Accreditation: 95 SACE credits at Stage 2 Content: This course gives students the skills to understand the important role of workers in the community and/or residential setting. These workers follow an individualised plan to provide person-centred support to people who need assistance due to ageing, disability or some other reason.

Work involves using discretion and judgement in relation to individual support as well as taking responsibility for own outputs. Workers have a range of factual, technical and procedural knowledge, as well as some theoretical knowledge for the concepts and practices required to provide person-centred support.

This course is best suited to mature Year 12 students who wish to work in Individual Support.

Extensive work placement is required: a minimum of 120 hours in a residential care facility.

Essential course requirements include a DCSI clearance, First Aid and Manual Handling training.

An extra fee needs to be paid by prospective students to complete the clearance, but the cost of the other two short courses is included in the course fee.

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CERTIFICATE III INFORMATION, DIGITAL MEDIA AND TECHNOLOGY ICT30115 Length: One afternoon per week for three semesters Venue: Glenunga International High School, in collaboration with TAFE SA RTO code: 41026 Accreditation: 70 SACE credits at Stage 2 Content: Students gain an in-depth exposure to computer hardware and operating systems. Students learn the functionality of hardware and software components, as well as suggested best practices in maintenance and safety issues. Through a mix of lectures, hands-on activities and labs, students learn how to assemble and configure a computer, install operating systems and software, and troubleshoot hardware and software problems. In addition, an overview of networking is included. Students are required to successfully complete a series of online theory and practical tests.

This certificate reflects the role of entry level employees within the IT industry. For higher education bound students, this course will provide some introductory skills related to a computer science or management information systems degree. This course may also lead to a Certificate III – General, Network Applications and Software Development, Certificate IV – Client Support, Multimedia, Network Management and Programming, and Diplomas in Multimedia Integration, Software Development, Network Engineering or Website Development.

CERTIFICATE II RETAIL COSMETICS SHB20116

CERTIFICATE III IN MAKEUP SIB30110

CERTIFICATE III MAKEUP SHB30215

Length: One day per week for three terms

Length: Two days per week for the year

Length: 32 weeks, two days per week

Venue: Media Makeup Academy

Venue: Rosewater Trade Training Centre, in collaboration with TAFE SA

Venue: Media Makeup Academy, 27 James Place, Adelaide

RTO code: 2316 Accreditation: 60 SACE credits at Stage 1 Content: Course participants will gain the practical skills and knowledge to work as a retail consultant/ salesperson in either a department store, makeup boutique, pharmacy or salon. Participants will be required to complete an Industry Practice Log Book, which will take approximately 30 hours which may be outside of contact hours.

(Note that a similar course is also offered at Clip Joint Academy, RTO code: 2316.)

RTO code: 41026 Accreditation: 65 SACE credits at Stage 2 Content: This course is ideal for Year 12 students who have successfully completed Certificate II Retail Cosmetics as this course builds on the skills and knowledge gained during the training.

The students prepare to work as salon assistants, competent in communicating in the workplace, interacting with and providing service to clients and assistance to colleagues. They perform functions under direct supervision as part of a beauty therapy team.

RTO code: 2316 Accreditation: 75 SACE credits at Stage 2 Content: This course is designed for Year 12 students. Course participants will gain the necessary skills and confidence to work as freelance Makeup Artists, providing makeup, airbrush makeup and hairstyling services to clients. Job outcomes include working for clients such as Photography Studios, Bridal and Personal Services, Spa and Salons, the Fashion Industry including runways, photo shoots and events. This course includes a series of professional photo shoots which allow the student to begin developing a professional portfolio.

Work placement is provided in the Media Makeup Retail Store and Student Salon, located at the Academy, as well as in industry.

This is a compulsory requirement of the qualification.

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Adelaide High School Year 8 - 12 Curriculum Handbook 2020

GAME DESIGN: 3D CHARACTER DESIGN AND DIGITAL EFFECTS (PARTIAL CERTIFICATE III SCREEN AND MEDIA CUA31015)

CERTIFICATE III IN MUSIC INDUSTRY / PERFORMANCE CUA30915: SONG WRITING & PERFORMING ORIGINAL MUSIC

CERTIFICATE III IN MUSIC INDUSTRY / PERFORMANCE CUA30915: SONG WRITING & PERFORMING ORIGINAL MUSIC (continued)

PLUMBING, CERTIFICATE I IN CONSTRUCTION: DOORWAYS 2 CONSTRUCTION: PLUMBING CPC10111

PLUMBING, PARTIAL CERTIFICATE III IN ROOF PLUMBING: DOORWAYS 2 CONSTRUCTION: PLUMBING PLUS CPC32612

Length: One night per week for one semester

Length: One day per week for 32 weeks

Length: One day per week for a year

Length: One day per week for the full year

Subjects

Venue: Marden Senior College, 1 – 37 Marden Rd, Marden

Arts 24

RTO code: 40046

Venue: St Paul’s Creative Centre, 200 Pulteney St, Adelaide (MusicSA)

Accreditation: 20 SACE credits at Stage 2

Venue: Unley High School, in collaboration with the Master Plumbers Association of South Australia

Venue: Unley High School, in collaboration with the Master Plumbers Association of South Australia

Cross-Disciplinary 62

The course covers the different styles of contemporary music and their relevance, and students will learn structured methods, exploring creativity, set up and use of a small P.A., rehearsal techniques and preparing for performances.

RTO code: 40070

RTO code: 40070

Accreditation: 40 SACE credits at Stage 1

Accreditation: 30 SACE credits at Stage 2

Content: This qualification can be accessed by senior students, ideally those in Stage 1. It focuses on developing the introductory skills that a plumbing apprentice would require. Students will learn skills that have industry relevance and undertake their ‘White Card’ as part of the course.

Content: This course continues from Certificate I Construction (Plumbing) and so is ideal for Stage 2 students who have completed that qualification. It provides an entry point for students wishing to gain an apprenticeship. The course comprises classroom based study and workshop and outdoor practical activities. This course has a strong emphasis on safety and will give students the necessary skills and knowledge to apply for apprenticeships.

Curriculum Structure

6

Learning at Adelaide High School

12

Individualised Learning

20

Special Interest Programs 22

Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Content: This program introduces students to the world of 3D modelling visual effects and video games.

3D modelling and 3D animation are complex and wildly varying crafts used in countless games, movies and commercials, full of futuristic robots, buildings and spaceships.

This course will aid as a stepping stone to making a career out of 3D animation, to become a modder for your favourite video game.

The course covers 3D modelling, animation and creative thinking processes to achieve a short 3D animation movie using industryoriented software.

Students who also attend for a full day, in addition to this training, if done in Semester 1, are able to gain full Certificate III Screen and Media.

RTO code: 40381 ACCREDITATION: 45 SACE credits at Stage 2 Content: This qualification is delivered

by MusicSA under a third party arrangement with the College of Sound and Music Production (COSAMP). Students will be required to have completed studies at Certificate II level OR have completed Year 10. The course has a twin focus in song writing and music business. As such, students do not need to have formal musical training, but an interest in the music industry is essential, preferably with a view to working in the industry.

Musicians are encouraged to participate, as these skills will help them to pursue their careers as a self-managed artist in the modern music industry as well as enhancing their song writing and performance skills.

Each week students will write original songs and rehearse, culminating in recording a demo for Triple J Unearthed or Unearthed High. The course is ideal for students who use DAW and traditional methods for song writing.

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6

Learning at Adelaide High School

12

RESPONSIBLE SERVICE OF ALCOHOL (RSA) SHORT COURSE (FROM CERTIFICATE III HOSPITALITY SIT30713)

Individualised Learning

20

Length: 7 hours

Adelaide High School Year 8 - 12 Curriculum Handbook 2020

CERTIFICATE III SCREEN AND MEDIA, CU31015 (VISUAL FX)

WHITE CARD TRAINING FOR THE CONSTRUCTION INDUSTRY – SHORT COURSE

Length: One day per week for the year and one evening a week during Semester 1

Length: 7 hours

Venue: Marden Senior College

Subjects

Venue: Queensford College, Level 11 / 90 King William Street, Adelaide

Venue: Rosewater Trade Training Centre, in collaboration with TAFE SA

RTO code: 40046

RTO code: 41026

Arts 24

RTO code: 31736

Accreditation: 70 SACE credits at Stage 2

Accreditation: No SACE credits, unless the student undertakes further training in the trades.

Special Interest Programs 22

Cross-Disciplinary 62 Design and Digital Technologies 66 English / EAL

84

Health and Physical Education 94 Home Economics

110

Humanities and Social Sciences 118 Languages 134 Mathematics 154 Science 166 Vocational Education Training (VET)

180

Accreditation: No SACE credits, unless the student completes further training in Hospitality Content: This short course provides participants (who are 18 years or just under) with the skills and knowledge to satisfy the requirements for responsible service of alcohol under state/ territory legislation. All elements are undertaken in accordance with legal provisions of the relevant liquor legislation and gives accreditation to be a responsible person in a licensed venue. This unit covers the RSA skills and knowledge requirements for South Australia.

Content: This course is ideal for young people who want to be part of Adelaide’s movie scene.

Participants gain basic, fundamental knowledge about Film and VFX (Visual Effects).

This course is an introduction to the basic concepts in VFX, including industry guest workshops that will provide students with insight into the various job roles and skills required. Students will gain experience in the use of Adobe Premier, Adobe After Effects, Adobe Photoshop, Adobe Audition and Maya. These will be used to create videos with effects, including exposure to industry standard software like Nuke and Houdini. Therefore, prospective students need to be confident at using computers.

Content: This course is recommended for students planning a pathway in the trades, or in any job that will require access to building sites.

A Construction Industry White Card is needed for access to building sites, including for work experience and structured workplace learning. This course is a nationally-recognised Workplace Safety qualification, allowing White Card holders to work on building sites across Australia. This short course usually runs once a term, but the training forms part of several trade courses.

(Note that a similar course is also held at the Youth Education Centre, Kilburn, delivered by SYC (Service to Youth Council) RTO code: 40053)

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For further information contact Mark Woolfall Assistant Principal: Curriculum Directions / Data Analysis and Data Literacy Mark.Woolfall@adelaidehs.sa.edu.au Nicole Bryant Assistant Principal: Curriculum / SACE / Senior School Focus Nicole.Bryant@adelaidehs.sa.edu.au Michael Gurr Assistant Principal: Middle School Curriculum / Year 7-8 Transition / Middle School Focus Michael.Gurr@adelaidehs.sa.edu.au Parents are invited to contact Adelaide High School for additional information or to arrange an appointment with the Principal or an Assistant Principal to discuss any concerns and to answer any queries.

Adelaide High School West Terrace, Adelaide South Australia 5000 Phone +61 8 8231 9373 Facsimile +61 8 8212 7827 office@adelaidehs.sa.edu.au www.adelaidehs.sa.edu.au

Department for Education T/A South Australian Government Schools CRICOS provider number 00018A Š Adelaide High School 2019