Curriculum Handbook 2019

Michael Black Assistant Principal: Data Management / Timetable / Senior School Focus Nicole Bryant Assistant Principal: Curriculum/SACE/ Senior School Focus Michael Gurr Assistant Principal: Middle School Curriculum / Year 7- 8 Transition / Middle School Focus Mark McLeod Assistant Principal: Professional Development / Quality Assurance / Middle School Management 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 2018

Adelaide High School Year 8 - 12 Curriculum Handbook 2019

For further information contact

2019

YEAR 8 - 12 CURRICULUM HANDBOOK

1

PRINCIPAL’S MESSAGE

Adelaide High School Year 8 - 12 Curriculum Handbook 2019

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.

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, vocation education information and 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 and Cross Curriculum Priorities include Literacy, Numeracy, ICT, Critical and Creative Thinking, Personal and Social Competence, Moral and Ethical Behaviours 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) is based on the following Capabilities: Communication, Citizenship, Personal Development, Work and Learning. 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 the Job Guide to assist you in planning your pathway through secondary school and beyond, and in Years 11 and 12 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 Motto - “Non Scholae Sed Vitae” – “Not only for school but for life”

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

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.

Priorities We are committed to: 1. Wellbeing: A safe and welcoming environment based upon mutual respect.

2. Learning: Engaging and challenging learning experiences through:

• Reflective, innovative and contemporary practices

• Varied curriculum and co-curricular offerings

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

CONTENTS

Section 2 - Cross-Disciplinary

23

YEAR 9 SUBJECT DESCRIPTORS

Innovation Studies

23

Personal Learning Plan

23 23

A Message from the Principal

1

School Vision and Priorities

1

Section 1 - Arts

16

SAPOL Youth Leadership

Whole School Curriculum Overview

5

Art A & B

16

Section 3 - English/Literacy

24

Dance

16

Drama A & B

16

Section 4 - Health and Physical Education

24

Extension, Enrichment and Acceleration 10 Learning Support

Music Performance

16

Health & Physical Education

24

Music Technology

16

Outdoor Education

24

Section 2 - English/Literacy

16

Physical Education A & B

24

Fitness & Coaching

24

Physical Education - Cricket

25 25 25

Middle Years Curriculum

10 10

YEAR 8 Transition Program

11

Section 3 - Health & Physical Education

17

Pastoral Care Program

11

Health & Physical Education

17

Physical Education - Rowing

Subject Choice for Year 8

11

Physical Education A & B

17

Physical Education - Cricket

17

Section 5 - Humanities and Social Sciences

Physical Education - Rowing

17

History 25

Section 4 - Humanities and Social Sciences

18

YEAR 8 SUBJECT DESCRIPTORS

Civics and Business

25

Section 6 - Languages

26

Section 1 - Arts

12

History

18

Art

12

Section 7 - Mathematics

26

Civics and Business

18

Drama

12

Mathematics 10 (Extended)

26

Music

12

Section 5 - Languages

18

Mathematics 10 (Core)

26 26

12

18

Essential Mathematics

Section 2 - English/Literacy

Section 6 - Mathematics

18

26

12

Section 7 - Science

Section 8 - Science

Section 3 - Health and Physical Education

Section 8 - Design and Technology

19

Section 9 - Design and Technology

26

12

Design & Technologies Construction

19

Computer Aided Design & Graphics

26

Health and Physical Education - Cricket 12

Digital Technologies Communication

19

Construction 01 - Rapid Prototyping

27

Health and Physical Education - Rowing 13

Fabric and Textiles

19

Construction 02 - Wood

27

19

Digital Photography

27

Digital Systems & Control

27

Home Economics

27

Fabric & Textiles

27

20

Food Technology

27

Subject Choice for Year 10

20

27

The SACE - An Introduction

21

Food Processing (VET Integrated Pathway) Information Processing & Publishing

27

Health and Physical Education

Section 4 - Humanities and Social Sciences

13

History

13

Geography

13

Civics and Citizenship

13

Economics and Business

13

Aboriginal Studies

13

Section 5 - Languages

13

Section 6 - Mathematics

14

Section 7 - Science

14

Section 8 - Design and Technology

14

Design and Technology

14

Home Economics

14

YEAR 9 Pastoral Care Program

15

Subject Choice for Year 9

15

Food Technology

YEAR 10 Pastoral Care Program

YEAR 10 SUBJECT DESCRIPTORS Section 1 - Arts

21

Art A & B

21

Dance 21

VOCATIONAL EDUCATION AND TRAINING (VET) Automotive, Certificate I Automotive – Vocational Preparation

29

Automotive, Certificate II Automotive – Servicing Technology

29

Barista Short Course

29

Business, Micro-Business, Certificate III

29

Business, Partial Certificate III

30

Business, Certificate III

30

Digital Art

22

Design A & B

22

Design C - Product Innovation

22

Drama A & B

22

Media - Multimedia

22

Music Performance

22

Music Technology and Technical Production

22

Construction, Certificate II Construction/ 30 Doorways to Construction

Theatre Production, Design & Management

23

Construction, Certificate II Construction Pathways

30

3 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

How do I get the SACE?

38

Section 4 - English

School Assessment

39

English 53

What you need to know about the SACE Board

39

Essential English

Higher Education Entrance

40

Qualifying for University Entry

40

Section 5 - Health and Physical Education

55

Precluded Combinations

41

Fitness & Coaching Principles

55

SACE Stage 1 and 2 Subjects

42

Health

55

31

SACE Course Planner

44

Food & Hospitality

55

Engineering, Certificate II

31

Counselling Sheet

45

Food Processing Pathway VET Course 55

Event Management (Partial Certificate III in Hospitality)

31

First Aid Short Course

32

Fitness, Certificate III

32

Hair and Fashion Styling Pathway, Certificate III in Make-Up

32

Hairdressing, Certificate II

33

Hospitality, Certificate III in Hospitality

33

Section 1 - Arts

Hospitality, Partial Certificate III in Hospitality

33

Art - Painting & Drawing

Hospitality, Certificate II Kitchen Operations

33

Individual Support, Certificate III in Individual Support

33

Make Up, Certificate III Make Up

33

Make Up, Partial Certificate III in Make Up

34

Make Up, Certificate II Retail Make Up

34

Media, Game Design: 3D Character Design and Digital Effects

34

Music, Certificate III in Music Industry

34

Plumbing Pathways, Certificate II Metal Roofing and Cladding

Construction, Partial Certificate III Construction/Doorways to Construction Plus

30

Digital Photography and Lighting (Partial Certificate III in Visual Arts)

30

Early Childhood Education and Care, Partial Certificate III

31

Early Childhood Education and Care, Full Certificate III

31

Electro-technology, Certificate II

53 54

English as an Additional Language (EAL) 54

Outdoor Education

56

Physical Education A

56

Physical Education B

56

Workplace Practices – Specialist Sport

57

Section 6 - Humanities and Social Sciences

57

46

Aboriginal Studies

57

46

Australian and International Politics

57

Art - General Art

46

Economics 58

Design A & B

46

History 58

Dance

47

Legal Studies A

58

Design C - Product Innovation

47

Legal Studies B

58

47

Philosophy

59

48

Society and Culture

59

Theatre Production Design & Management

48

Section 7 - Languages

59

Drama A & B

48

Chinese Background Speakers

59

Music Performance

48

French

60

Music Technology

49

German 60

34

Section 2 - Business, Enterprise and Technology

49

Italian

60

Italian Beginners

60

Plumbing, Certificate I in Construction/ Doorways 2 Construction – Plumbing

34

Accounting

49

Japanese

61

Business & Enterprise

49

Modern Greek

61

Plumbing, partial Certificate III in Roof Plumbing/Doorways 2 Construction – Plumbing Plus

35

Digital Technologies A (Programming and Data Analytics)

50

Spanish

61

Section 8 - Mathematics

62

Essential Mathematics

62

General Mathematics

62

Mathematical Methods

63

Specialist Mathematics

63

Responsible Service of Alcohol (RSA) Short Course

35

Scientific Studies: Stage 2

35

White Card Training for the Construction Industry – Short Course

35

OVERVIEW OF THE SACE AND COURSE SELECTION Steps in Selecting a Course

36

Further Information and Help

36

International Education

36

Useful Websites

37

The SACE at Adelaide High School

38

Compulsory Requirements

38

STAGE 1 SUBJECTS SACE STAGE 1 SUBJECT DESCRIPTORS

Digital Art Moving Image Media

Chinese 59

Digital Technologies B 50 (Programming and Creativity & Innovation) Information Processing & Publishing

50

Design & Technology - Options

51

Computer Aided Design (CAD)

51

Digital Photography

51

Section 9 - Sciences

63

Digital Systems & Control

51

Biology

63

51

Chemistry

63

Fabric, Textiles, Fashion, & Design

52

Earth and Environmental Science

64

Rapid Prototyping

52

Nutrition 64

Section 3 - Cross-Disciplinary Studies

52

Community Studies

52

Innovation Studies

52

Integrated Learning

53

Research Project

53

Furniture Construction A & B

Physics

65

Psychology

65

Continued next page

STAGE 2 SUBJECTS SACE STAGE 2 SUBJECT DESCRIPTORS

Section 5 - Health and Physical Education

74

Child Studies

74

Food & Hospitality

74

Health

74

Outdoor Education

75

Section 1 - Arts

66

Physical Education

75

Visual Art (Art or Design)

66 66

Section 6 - Humanities and Social Sciences

76

Creative Arts - Creative Art

66

Economics

76

- Design and Design Innovation

66

Legal Studies

76

- Digital Art

66

Modern History

76

- Moving Image Media

66

Philosophy

76

Drama

67

Society and Culture

77

Music Explorations

67

Section 7 - Languages

77

Music Studies

67

Chinese Continuers

77

Performance – Ensemble

68

Chinese Background

77

Performance – Solo

68

French Continuers

78

Section 2 - Business, Enterprise and Technology

68

German Continuers

78

Italian Beginners

78

Accounting

68

Italian Continuers

79

Business and Enterprise

68

Japanese Continuers

79

Information Processing & Publishing

69

Modern Greek Continuers

79

Design & Technology

69

Spanish Continuers

80

Communication Products - Digital Photography

69

Section 8 - Mathematics

80

Communication Products - Computer Aided Design (CAD)

70

Essential Mathematics

80

General Mathematics

80

Material Products - Furniture Construction

70

Mathematical Methods

81

Specialist Mathematics

81

Material Products - Textiles & Fashion

70

System and Control Products - Digital Systems and Control

70

Section 9 - Sciences

81

Biology

81

System and Control Products - Rapid Prototyping

71

Chemistry

82

Earth and Environmental Science

82

Digital Technologies

71

Section 3 - Cross-Disciplinary Studies

71

Community Studies

71

Integrated Learning

71

Research Project

72

Section 4 - English

72

Essential English

72

English Literary Studies

72

English 73 English for EAL

73

English as an Additional Language (EAL) 74

Nutrition 82 Physics

82

Psychology

83

5 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

WHOLE SCHOOL CURRICULUM OVERVIEW YEARS 8 TO 10 AND THE AUSTRALIAN CURRICULUM We are committed to offering students the most appropriate pathway for their learning.

All students in Years 8 to 10 will engage in learning for the 21st century and the Australian Curriculum across all Learning Areas.

The Australian Curriculum is designed to help all young Australians to become successful learners, confident and creative individuals, and active and informed citizens. It sets the goal for what all students should learn as they progress through their school life.

YEAR 10: TRANSITIONING INTO THE SACE Year 10s will undertake the compulsory aspects of the school program (languages) and Australian Curriculum at Year 10 level.

Students will select subjects from the Year 10 offerings and will be offered a range of Year 11 semester subjects which are part of the SACE. All Year 10 students will study the Personal Learning Plan (PLP), a compulsory aspect of the SACE. The compulsory units of Year 10 in the Australian Curriculum include: • 2 semesters of English • 2 semesters of Maths for all students, and an additional 1 semester for students who wish to undertake Maths Methods and Specialist Maths in Year 11 • 2 semesters of Science • 2 or 4 semesters of Languages, depending on Special Interest Languages status. A number of Year 10 students continue with their study of two languages even if they are not enrolled through the Special Language process.

• Home Economics (Food and Nutrition, Fabrics and Textiles) • Design and Technology • Multimedia • The Arts • Possible Cert III pathways Students in Year 10 who require a modified course will be able to engage in a SACE Modified Curriculum, assisting them to complete their SACE and engage in a curriculum which is tailored to suit their needs. The SACE modified course is only available to students with an identified intellectual disability.

ACCELERATION: YEARS 8, 9 AND 10 IN TWO YEARS As a school with Associate SHIP (Ignite) status due to our Special Interest Language Program, we enrol a number of students each year who are gifted and who we accelerate. Many students are accelerated, through negotiation with parents and students, in one or more subjects. Students entering Year 8 who are gifted are identified and encouraged to apply for the Adelaide Learning, Enrichment and Acceleration Program, ALEAP. The ALEAP program is a comprehensive and far reaching program that caters for students who require acceleration in more than one Learning Area.

It allows the students to remain with their age group while being accelerated in their learning, fostering wellbeing. Students in the ALEAP program will complete Years 8, 9 and 10 in two years. Students in the ALEAP program negotiate their Individual Learning Plans and in their third year of school elect to undertake the study of choice subjects at Year 10 or Year 11 level.

THE SACE 90 credits form the ATAR for university entrance. These 90 credits can be formed by: • undertaking 4 x 20 credit subjects and the Research Project • studying a 5th subject at 10 credits (one semester only) or 20 credits (full year).

If students choose the first option, maximising their result in the Research Project is of great importance, however if they choose the second option they then give themselves greater flexibility in how the 90 point ATAR will be formed. Note that it still remains true that to achieve the SACE students must obtain a Cor better in literacy, numeracy, PLP and the compulsory Research Project within the required 200 credits.

YEAR 12 Students will be offered the possibility to undertake 9 or 10 units of study at Year 12 level, allowing an additional 1 or 2 units to maximise their ATAR combination. or Students and their parents/carers declare they wish the student to undertake the study of 8 semesters only and understand that their ATAR will be calculated from the 8 semesters and the Research Project.

YEAR 11 Students will undertake 12 semesters of SACE Stage 1 or 2, comprising: • The Research Project and 10 semesters of Stage 1 subjects and possibly one semester of a Stage 2 subject or

• 1 semester of History

• Undertake a Stage 2 Cross Disciplinary subject, or a further Stage 1 subject.

(There are a number of Stage 2 subjects that have exit points after Semester 1, or the school will develop some Cross Disciplinary subjects of either 10 or 20 credits that are of TAS (Tertiary Admissions Subject) status).

Students study 7 units each semester.

Students will be given the choice of undertaking Stage 1 units of one semester duration in the following areas:

Year 11 students can choose when they study the Research Project (Stage 1 or 2), understanding the implications of studying it in Year 12.

• 1 semester of Health and Physical Education

• HPE (PE, Health or Outdoor Education) • SAPOL Leadership Course (2 semesters) • Humanities and Social Sciences

CURRICULUM OVERVIEW Middle School

Transition to SACE

Senior School

Year 8

Year 9

Year 10

Stage 1

Stage 2

Arts

Arts

Arts

Arts

Arts

Art Drama Music

Art A & B Dance Drama A & B Music Performance Music Technology

Art A & B Dance Digital Art Design A and B Design C - Product Innovation Drama A & B Media - Multimedia Music Performance Music Technology and Technical Production Theatre Production, Design & Management

Dance Design A & B Design C - Product Innovation Digital Art Drama A and B General Art Moving Image Media Music Performance Music Technology Painting & Drawing Theatre Production Design & Management

Creative Art Design & Design Innovation Digital Art Moving Image Media Music Explorations Music Studies Performance - Ensemble Performance - Solo Visual Art (Art or Design)

English

English

English

English

English

English

English

English

Essential English English as an Additional Language (EAL)

Essential English English English for EAL English Literary Studies English as an Additional Language (EAL)

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health and Physical Education

Health & Physical Education (HPE) HPE - Cricket HPE - Rowing

HPE Physical Education A&B PE - Cricket PE - Rowing

HPE Outdoor Education PE - Cricket PE - Rowing Physical Education A&B

Fitness & Coaching Principles Food & Hospitality Food Processing Pathway (VET Course) Health Outdoor Education Physical Education A, B Workplace Practices – Specialist Sport

Child Studies Food & Hospitality Health Physical Education Outdoor Education

7 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Middle School

Transition to SACE

Senior School

Year 8

Year 9

Year 10

Stage 1

Stage 2

Humanities and Social Sciences

Humanities and Social Sciences

Humanities and Social Sciences

Humanities and Social Sciences

Humanities and Social Sciences

History Geography Civics and Citizenship Economics and Business Aboriginal Studies

History Civics and Business

History Civics and Business

Aboriginal Studies Australian and International Politics History Economics Legal Studies A & B Philosophy Society & Culture

Economics Legal Studies Modern History Philosophy Society & Culture

Science

Science

Science

Science

Science

Science

Science

Science

Biology Chemistry Earth and Environmental Science Nutrition Physics Psychology

Biology Chemistry Earth and Environmental Science Nutrition Physics Psychology

Languages

Languages

Languages

Languages

Languages

Auslan Chinese French German Italian Japanese Modern Greek Cont.

Spanish

Chinese Background Chinese Continuers French German Italian Japanese Modern Greek Background Modern Greek Cont.

Spanish

Chinese Background Chinese Continuers French Continuers German Continuers Italian Continuers Italian Beginners Japanese Continuers Modern Greek Background Modern Greek Cont.

Spanish Continuers

Chinese Background Chinese Continuers French Continuers German Continuers Italian Continuers Italian Beginners Japanese Continuers Modern Greek Cont.

Spanish Continuers

Chinese Background Chinese Continuers French Continuers German Continuers Italian Continuers Italian Beginners Japanese Continuers Modern Greek Cont.

Spanish Continuers

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics

Mathematics Modified Mathematics Core Mathematics Extended

Essential Mathematics Mathematics Core Mathematics Extended

Essential Mathematics General Mathematics Mathematical Methods Specialist Mathematics

Essential Mathematics General Mathematics Mathematical Methods Specialist Mathematics

In the second semester of Year 10, students may choose (with teacher recommendation) Stage 1 units from: HPE (PE, Health, Home Economics - Food and Hospitality, Fabrics and Textiles, or Outdoor Education), Business, Enterprise and Technology, Humanities and Social Sciences, The Arts and Certificate III Pathways. SAPOL is a full year course gaining 20 SACE points.

CURRICULUM OVERVIEW Middle School

Transition to SACE

Senior School

Year 8

Year 9

Year 10

Stage 1

Stage 2

Technology

Technology

Technology

Business, Enterprise & Technology

Business, Enterprise & Technology

Design Technologies

Design Technologies • Construction

Design Technologies • Construction 01 • Construction 02

Accounting

Accounting

Business & Enterprise

Business & Enterprise

Design and Technology • CAD • Digital Photography • Digital Systems & Control • Furniture Construction • Rapid Prototyping • Textiles, Fabric, Fashion and Design

Design and Technology • CAD • Digital Photography • Digital Systems & Control • Furniture Construction • Rapid Prototyping • Textiles & Fashion

Digital Technologies Home Economics

Digital Technologies • Photography • Computer Aided Design (CAD) • Digital Systems (Electronics and Game Design) • Simple Programming (Coding and Robotics) Home Economics • Fabric and Textiles • Food Technology

Digital Technologies • CAD & Graphics • Digital Photography • Digital Systems & Control Home Economics • Fabric & Textiles • Food Technology • Food Processing (VET Integrated Pathway) (Please note that Home Economics continues in the Health and Physical Education Learning Area in Stage 1 and 2.)

Digital Technologies A (Programming and Data Analytics)

Information Processing & Publishing Digital Technologies

Digital Technologies B (Programming and Creativity & Innovation)

Information Processing & Publishing

Information Processing & Publishing

Cross-disciplinary Studies

Cross-disciplinary Studies

Cross-disciplinary Studies

Innovation Studies

Community Studies

Community Studies

Personal Learning Plan

Innovation Studies

Integrated Learning

SAPOL Youth Leadership

Integrated Learning

Research Project

Research Project

9 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Middle School Year 8

Year 9

Transition to SACE

Senior School

Year 10

Stage 1

Stage 2

Vocational Education Automotive, Certificate I Automotive – Vocational Preparation Automotive, Certificate II Automotive – Servicing Technology Barista Short Course Business, Micro-Business, Certificate III Business, Certificate III Business, partial Certificate III Construction, Certificate II Construction / Doorways to Construction Construction, Certificate II Construction Pathways Construction, Partial Certificate III Construction / Doorways to Construction Plus Digital Photography and Lighting (Partial Certificate III in Visual Arts) Early Childhood Education and Care, full Certificate III Early Childhood Education and Care, Partial Certificate III Electro-technology, Certificate II Engineering, Certificate II Event Management (Partial Certificate III in Hospitality) First Aid Short Course Fitness, Certificate III Hair and Fashion Styling Pathway, Certificate III in Make-Up Hairdressing, Certificate II Hospitality, Certificate III in Hospitality Hospitality, Partial Certificate III in Hospitality Hospitality, Certificate II Kitchen Operations Individual Support, Certificate III in Individual Support Make Up, Certificate III Make Up Make Up, Partial Certificate III in Make Up Make Up, Certificate II Retail Make Up Media, Game Design: 3D Character Design and Digital Effects Music, Certificate III in Music Industry Plumbing Pathways, Certificate II Metal Roofing and Cladding Plumbing, Certificate I in Construction / Doorways 2 Construction – Plumbing Plumbing, partial Certificate III in Roof Plumbing / Doorways 2 Construction – Plumbing Plus Responsible Service of Alcohol (RSA) Short Course Scientific Studies: Stage 2 White Card Training for the Construction Industry – Short Course International Program

International Program

International Program

Study Abroad Program (3,6,9,12 months)

ISEC (Intensive Secondary English Course) Study Abroad Program (3,6,9,12 months) International Student Program

International Student Program

MIDDLE YEARS CURRICULUM AT ADELAIDE HIGH SCHOOL

EXTENSION, ENRICHMENT AND ACCELERATION AT ADELAIDE HIGH SCHOOL

The Middle Years is a time where students study a range of subjects and have the opportunity to choose within the eight Learning Areas as they progress through Years 8, 9 and 10. Our curriculum at Adelaide High School is developed using the Australian Curriculum. The eight Learning Areas are:

Our aim is to enrich the learning of each student to ensure growth in each class.

As an Associate SHIP (Ignite) school, we offer a wide variety of programs in which students may become involved. Students are identified to take part in enrichment, acceleration and extension programs.

These may be offered to students off-line, during lunch or after school, or on-line.

If programs are run on-line, they will take the place of other subjects offered on the timetable. Students are selected to take part in acceleration, extension and enrichment courses by a combination of the following:

• English or EAL • Mathematics • Languages • Science • Arts • Health and Physical Education (HPE) • Humanities and Social Sciences • Technology As the Special Interest Language School, students who are part of the Special Interest Language program are required to study two languages offered in our curriculum until at least the end of Year 10. All students have the opportunity to study two languages other than English if they wish and the study of one language other than English is compulsory for all other students until the end of Year 10. Students may choose from: • Auslan • Chinese (Background or Second Language) • French • German • Italian • Japanese • Modern Greek • Spanish Students who have entered the school via the Cricket program take part in HPE Cricket as one of their subjects, and are also expected to study at least one language other than English.

Students who have entered the school via the Rowing program take part in HPE -­Rowing as one of their subjects, and are also expected to study at least one language other than English.

• Teacher recommendation • House Manager recommendation • Learner Intervention Coordinator recommendation • Parent recommendation • Leadership person responsible for Middle School recommendation • Student nomination (self) If a student has been identified, parents and students will be involved in discussion and parent approval will be sought before a student is placed in an acceleration, extension or enrichment course. In the second semester of Year 10, students may choose Stage 1 units from: HPE (PE, Health, Home Economics - Food and Hospitality, Fabrics and Textiles, or Outdoor Education), SAPOL, Economics and Business, Enterprise and Technology, Humanities and Social Sciences, The Arts and Certificate III Pathways.

Students having an extensive home background or prior education in one or more of the languages are advised to seek acceleration to an appropriate level course.

The Australian Curriculum for Languages provides for the possibility of courses in Chinese for Background and First Language students.

As part of the Year 8 entry program, students with high intellectual potential and appropriate skills will be identified and in discussion with their parents, be offered an accelerated Middle School program (ALEAP).

After 2 years these Year 8 students will have completed the Years 8, 9 and 10 curriculum in a range of Learning Areas. At this time students, parents and teachers will decide if the student continues to be accelerated into Stage 1 (with teacher recommendation), or if the student consolidates and deepens his or her learning in key areas, and/or is able to study some elective subjects at Stage 1.

LEARNING SUPPORT FURTHER INFORMATION: DR LIZ HORROCKS, COORDINATOR, LEARNER INTERVENTION

Adelaide High School provides for students with disabilities. By working in partnership with parents, teachers and service providers, the school ensures that students with disabilities have access to an appropriate, broad and balanced curriculum and participate in the full range of educational activities as agreed through the negotiated education planning process.

Students with disabilities have physical, intellectual or sensory impairments and/or disabilities in communication and language.

These students will have been tested and referred for Special Education support by the Psychologists - Education Services or Speech Pathology Service and will have a Negotiated Education Plan (NEP).

Students with specific learning difficulties may access additional support either as individuals or as part of a small group according to need and availability of staff.

A Cross-age Tutoring Program is available for students identified as requiring support.

The Middle School Special Needs Committee coordinates the type of support that a student may need. Modified curriculum may be accessed in the senior years for students assessed as eligible.

11

YEAR EIGHT

Adelaide High School Year 8 - 12 Curriculum Handbook 2019

TRANSITION PROGRAM During the beginning of Term 1 students will be involved in a transition program designed to assist in the transition from primary school to secondary school. The focus of this program is on relationship building, allowing the students to feel comfortable in the school environment and preparation for learning. During the first seven days students take part in a range of activities, including: • Familiarisation with the school including the location of rooms, timetables and daily routines.

• Familiarisation of the Library.

PASTORAL CARE PROGRAM

SUBJECT CHOICE FOR YEAR 8

FURTHER INFORMATION: MR M GURR OR MR M MCLEOD, ASSISTANT PRINCIPALS, MIDDLE SCHOOL

At Year 8 students will study the following:

Year 8s are involved in a comprehensive Pastoral Care program. The program begins on the Year 7 Transition Day when the Year 7s meet their Pastoral Care teachers and classmates. All Year 8 Pastoral Care Groups have two Pastoral Care teachers to support the students in their transition from primary school to secondary school. Pastoral Care sessions are held daily with an extended session on Wednesdays to cater for the program detailed below. Students compile a Graduate Qualities folder which is a collection of activities during the year which forms the body of evidence for the Year 10 SACE subject the Personal Learning Plan and evidence of the Adelaide High School Graduate Qualities.

An integral part of the Pastoral Care program is the Turn Your Health Around program. This program focuses on healthy lifestyles including eating practices and physical activity.

The Pastoral Care program Year 8 - 12 is based around the “Graduate Qualities” and the development of citizenship both locally and globally.

• Familiarisation of the school’s ICT facilities.

Other activities offered as part of the Pastoral Care program include:

• Introduction to the Turn Your Health Around program.

• An anti-harassment program conducted by the Year 11 Peer Leaders.

• Peer Leaders Program run by Year 11 students.

• Rock and Water program on self esteem, harassment and bullying. The program complements the work done by the Peer Leaders.

• Introduction to Rowing program.

• Resource Based Learning activities.

• Introduction to the Rock and Water program.

• Introduction to the co-curricular program and selection of activities.

• Commencement of Pastoral Care Program.

Participation in a residential camp The students are also encouraged to take part in a 3 day Aquatics camp at Victor Harbor. The camp is an essential part of the Transition Program. It provides students with the opportunity to develop relationships with staff, students and further develop aquatics skills.

• Leadership opportunities in House Assemblies.

• Attendance at performances on harassment and bullying.

• Premier’s be active Challenge.

• Subject counselling for Year 9.

• SRC elections.

• Guest presentations by community groups.

• Stress management.

• Cybersafety.

• Class and House challenges such as Paddlewall and Dance Off. Other activities are negotiated between individual Pastoral Care Groups and their Pastoral Care teachers.

• English

full year

• Mathematics

full year

• Science

full year

• Language 1

full year

• Language 2 full year (compulsory for Special Language students, optional for all other students).

• Health & Physical Education

1 semester

• Arts 1 semester (for Special Language and Double Language students and three terms for all other students).

• Design & Technology

1 semester

• Humanities & Social Sciences 1 semester • Home Economics 1 semester (depending on Language program).

• Aboriginal Studies 1 term (depending on Language program).

Subjects offered in the Arts include: • Art • Drama • Music Students who have entered the school via the Cricket program take part in HPE Cricket as one of their subjects.

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

YEAR 8 SUBJECT DESCRIPTORS

SECTION 2 ENGLISH/LITERACY

SECTION 1 ARTS

The Year 8 curriculum is built around the three interrelated strands of Language, Literature and Literacy. Our teaching and learning programs balance and integrate the three strands. Along with these strands, there is a focus on developing student knowledge, understanding and skills in reading, viewing, writing, speaking, listening and creating. Therefore Year 8 students engage in developing expression, grammar, punctuation, spelling and clarity of ideas.

Students are exposed to a range of texts, both shared and independent, including novels, plays, poetry, short stories and films, as well as extracts and examples from electronic and print media. Students are provided with opportunities to develop their ICT skills and use various ICT programs.

Oral language assessment is a significant part of the course. Students are supported to express their own ideas, both orally and in writing, in a clear and logical manner.

In-class activities will require students to work individually and in groups. English aims to build on students’ abilities so they can successfully access all parts of the school curriculum.

FURTHER INFORMATION: MR G COX

Art In Year 8 students study art through the making and responding strands.

They study media usage in painting and drawing, ICT processes, 3D studies, design and printmaking. 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 visual art has many forms and it exists in both the students’ environment, in other societies and cultures. They will grow their ability to generate creative ideas by expressing and communicating them using various art and design media through a range of art units.

Drama At Year 8 it is a priority that students understand Drama as useful and creative work that is achieved through the development of the following skills:

FURTHER INFORMATION: MS SHANNAHAN

• collaborative learning skills

SECTION 3 HEALTH AND PHYSICAL EDUCATION

• physical and mental qualities

FURTHER INFORMATION: MR M WOOLFALL

• group or ensemble • problem solving

• confidence in self and others • Elements of Drama -theatre craft, Drama terminology and ICT processes.

To this end, Drama at Year 8 focuses on the creation of vivid dramatic images.

Throughout the course students will engage in individual and group work. Students will develop their performance work through the application of the Australian Curriculum General Capabilities and further skills in literacy and research. Refer to individual teacher programs for details.

Health and Physical Education 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.

Topics taught are: (40% of the course) • Nutrition and Physical Activity • Personal growth and development • Student Graduate Qualities

Music

• Being Healthy - Smoking/Alcohol

Students gain a general overview of Music, basic reading of Music and the use of musical instruments, tools and ICT processes. Basic performance and instrumental skills, with an overview of Music and its place in society occur. Students who study Music have the added opportunity to work with specialist instrumental teachers and to become involved in the school’s choir, concert and stage bands.

• Puberty and Sexuality Practical activities include: (60% of the course) • Hitting/Racquet sports • Evasion/Kicking • Running/Jumping • Cultural Games

Health and Physical Education - Cricket FURTHER INFORMATION: MR P HOPTON

Preferred Background/Prerequisite Cricket is offered as a specialist sports program at Years 8, 9 and 10 with an option to do Stage 2 Workplace Practices at a Year 11/12 level. Students who wish to participate in this program must have been identified through the Special Entry selection process or have been identified as having potential through the School Sports Program and/or the Physical Education Program.

Description Students entering this program will experience a range of practical and classroom topics including: • Laws/History/Spirit of the Game • Skill Development – Inseason and Preseason Phase • Fielding and Fitness Development – Preseason Phase • Leadership and Sports Psychology • Goal Setting • Nutrition & Lifestyle Choices • Coaching Accreditation and Peer Coaching • Event Management • Positive Psychology They will have unique opportunities to link with CricketSA and participate in multiple knockout competitions, whilst also receiving individual skill development sessions as part of their practical lessons. Students will study the theory topics of the Year 8 Health and Physical Education course with a cricket emphasis including Turn Your Health Around, SHINE Sexual Education and Smoking and Alcohol education. The class uses CricketSA’s Adelaide Oval Indoor Centre, our new training facility and turf wickets at Park 25 and Adelaide High School.

Assessment All students must complete a range of practical and theoretical tasks. These tasks will include journals, performance checklists, a variety of assignment work and completion of accreditation through CricketSA and other sporting bodies.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

13 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Health and Physical Education ­- Rowing FURTHER INFORMATION: MR M WOOLFALL

Preferred Background/Prerequisite Rowing is offered as a specialist program at Years 8, 9 and 10. Students who wish to participate in this program must have been identified through the Special Entry selection process or have a keen interest in rowing.

History The time period under investigation is from c. 650 – 1750 AD. Students will learn and develop skills of historical enquiry, source analysis, causes of change and continuity.

All students in Year 8 study at least one language other than English as part of their curriculum.

Geography

The language courses follow 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 focus of the Geography unit is:

• History of Rowing

Students will examine, at a variety of scales how landscapes fundamentally affect the ways in which people live and also how landscapes are modified and managed.

• Coxswains • Psychology of Rowing • Skill Development • Sports Injuries Assessment All students must complete a range of practical and theoretical tasks. These tasks will include journals, performance checklists and a variety of assignment work.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

SECTION 4 HUMANITIES AND SOCIAL SCIENCES FURTHER INFORMATION: MR A GARLICK

Humanities and Social Sciences Humanities and Social Sciences incorporates four strands: • History • Geography • Civics and Citizenship • Economics and Business

FURTHER INFORMATION: MS H MANNING-BENNETT

Students will undertake an overview of this period before embarking on a number of depth studies.

Description Students entering this program will study the theory topics of the Year 8 Health and Physical Education course with a rowing emphasis. They will also experience a range of rowing specific practical and theory topics including: • Fitness for Rowing

SECTION 5 LANGUAGES

• The nature of landscapes and the forces, processes and factors which shape them physically.

• People’s perception and use of these landscapes.

The Languages offered are:

Civics and Citizenship

• Chinese

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.

• French

Economics and Business Students will explore the role and how markets work within Australia. They will also investigate the rights, responsibilities and opportunities that arise for businesses, consumers and governments and the influence this has on the ways individuals work now and into the future.

Assessment in Humanities and Social Sciences will utilise ICTs and include tests, assignments, essays, oral presentations, multimedia, group tasks and practical activities.

Aboriginal Studies This is a one term subject which focuses on providing students with knowledge and understanding of Australian Indigenous language and culture.

Topics include: • Native Title • Stolen Generations • Famous Australians, e.g., Charles Perkins, David Unaipon • Languages Revival and Reclamation Assessment will consist of a film response, resource based learning and report writing.

• German • Italian • Japanese • Modern Greek • Spanish • Auslan (please see separate subject descriptor over the page) Students engage in a range of learning and assessment activities using the 4 macro skills: speaking, reading, writing and listening and are provided with opportunities to develop these using ICT, resource based learning and a variety of methodologies.

Students have the opportunity to participate in the National ACER tests and are also encouraged to submit entries for competitions by language specific associations. Special Interest Language students are strongly encouraged to participate in co-curricular activities associated with languages.

Acceleration into other year levels occurs for identified students. This is done through discussion and negotiation with students, parents, language teachers and the Assistant Principal of Languages. Students who are native speakers of Chinese or who have a strong home background are encouraged to consider acceleration to a level of Chinese beyond Year 8. They may also wish to study languages other than Chinese if already engaged in learning Chinese at community school.

Language students are strongly encouraged to host students from sister schools and to take part in study tours and exchanges.

Themes covered in courses may include: • Self and family • School life and daily routine • Numbers and expressions of time • People, places and food • Expressing likes and dislikes • Customs, legends and mythology of different cultures • Use of ICT in target languages

Auslan FURTHER INFORMATION: MS T MCKINNA

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 will be introduced at Year 8 level in 2019 following the Australian Auslan Curriculum. 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.

In 2020, Auslan will be offered in Year 8 and Year 9, with continued implementation in the following years.

SECTION 6 MATHEMATICS

SECTION 7 SCIENCE FURTHER INFORMATION: MS K ANDRIOPOULOS

Science at Year 8 is divided into 3 major interrelated Strands.

(1) Science Understanding (2) Science as a Human Endeavour (3) Science Inquiry Skills Science Understanding The Science Understanding Strand is divided into 4 Sciences: • Biological: Cells are the basic units of living things and have specialised structures and functions.

Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce.

• Chemical: The properties of the different states of matter can be explained in terms of the motion and arrangement of particles.

Students with different abilities are catered for by extension material and extra support.

Students complete a variety of tasks during the year, including research assignments, projects, tests, common tests, practical and problem solving activities and computer and calculator problems.

Home Economics Year 8 Home Economics introduces students to a general insight into Home Economics through 4 areas of investigation.

These areas of investigation are: Food Technology, Fabrics and Textiles and lastly, Healthy Lifestyles and Innovation.

Food Technology focuses on Work Health and Safety, as well as an introduction to food and nutrition for healthy lifestyles.

The practical sessions in Food Technology involve individual work as well as collaborative group work.

Fabrics and Textiles is an introduction into 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.

Differences between elements, compounds and mixtures can be described at a particle level.

Healthy Lifestyles is a course that looks at health and wellbeing.

Chemical change involves substances reacting to form new substances.

Innovation aims to provide students with the opportunity to put the learnings into innovative practice.

• Earth and Space: Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales.

• Physical: Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems.

FURTHER INFORMATION: MR T PETTAS

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.

Access to learning support materials, lesson tasks, feedback and assessment results will be administered via the DayMap Learner Management System. Students are highly advised to bring their laptops to each lesson.

SECTION 8 DESIGN AND TECHNOLOGY FURTHER INFORMATION: MR J DIMITRIOU

Design and Technology Design and Technology in Year 8 is compulsory. All Year 8 students must complete the Achievement Standards across Band 7-8 from the Australian (Technologies) Curriculum.

Assessment outcomes will address the strands of ‘Knowledge and Understanding’ and ‘Processes and Production Skills’ through both the Design and Technologies and Digital Technologies Australian Curriculum.

Safety and safe working methods and procedures are integral to learning in Design and Technology.

15

YEAR NINE

Adelaide High School Year 8 - 12 Curriculum Handbook 2019

PASTORAL CARE PROGRAM FURTHER INFORMATION: MR GURR, ASSISTANT PRINCIPAL/MR MCLEOD, ASSISTANT PRINCIPAL

Pastoral Care at Year 9 is based on positive education and the Adelaide High School Graduate Qualities.

As part of the Pastoral Care program, students are supported in completing 12 hours of community service. Students can complete this independently or through school initiatives including the Adopt a Grave program, Ecovision and the Zonta SA - an organisation which assists with the assembling of birthing kits for women in developing countries.

Activities offered as part of the Pastoral Care program include: • Positive Education.

• Assemblies.

• Positive relationships, resilience and communication course run by Rock and Water.

• Course Counselling for Year 10.

• Turn Your Health Around program.

• Attendance at performances on harassment and bullying.

• Inter-House competitions to build House spirit, such as the Year 9 Dance Off and Paddlewall Challenge.

• Premier’s be active Challenge.

SUBJECT CHOICE FOR YEAR 9 The Year 9 course is set out below.

Students seeking assistance with subject selection should consult: • Pastoral Care teachers

• Design & Technologies Construction • Digital Technologies Communication • Design & Technologies • Fabric & Textiles • Food Technology

• Their House Manager

Health and Physical Education

• The Assistant Principal for their House or Mr McLeod or Mr Gurr, Assistant Principals -­Middle School

• Physical Education A

• Mr Mena or Ms LeDolédec -­ Wellbeing Leaders

Humanities and Social Sciences

• Physical Education B

• Civics and Business

In Year 9, students have the opportunity of more choice in their curriculum. Special Interest Language students are required to continue with their study of two languages other than English and all other students are required to continue with the study of at least one language other than English.

NOTES: Subjects shown as `A & B’ in this booklet (e.g. Art A & B) are offered as two separate semesters.

This means that you can take either A or B, or both.

At Year 9 students study the following: • English

full year

• Mathematics

full year

• Science

full year

• Language 1

full year

• Language 2 full year (compulsory for all Special Language students) • History

1 semester

• Health & PE

1 semester

• Design & Technology

1 semester

Students who have entered the school via the Cricket program take part in PE - Cricket as one of their subjects. Students who have entered the school via the Rowing program take part in PE - Rowing as one of their subjects.

There is a range of subjects which students may choose from under a number of Learning Areas. They are as follows:

Arts • Art A • Art B • Dance • Drama A

• Year 9 Camp: 2-day camp at Woodhouse.

• Drama B

• Study Skills.

• Music Performance

• Wellbeing Program.

• Music Technology

The Year 9 Pastoral Care program concludes with the students presenting a Round Table Presentation to their teachers and parents. This focusses on the students’ learning, literacy and numeracy and their community service.

Design & Technology

There may be a limit to the number of students able to take some subjects.

YEAR 9 SUBJECT DESCRIPTORS SECTION 1 ARTS Art A & B FURTHER INFORMATION: MR G COX

A general experience course where students work as artists/designers, crafts-persons and consumers/critics.

Areas of work cover 2D and 3D processes including: drawing, painting, print-making, sculpture, ceramics and design.

Appreciation in the form of thinking, talking and writing about art and design is an expectation of the course. Students will be encouraged to evaluate work of their own and others. Computer technologies may be used as a media tool within this course.

Students will further develop their skills, techniques and use ICT processes to develop artworks.

It is possible to do 2 semesters of Art, i.e. Art A and Art B.

Dance

Assessment Skill development tasks 20% Movement compositions 20% Presentation/Performances 40% Theoretical Concepts, Folio/Research etc 20%

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

Drama A & B FURTHER INFORMATION: MR G MAHER/MR G COX/ MR D TYLER/MS L SMYTHE/MR P VOLKOV

Students will further develop skills and concepts introduced at Year 8. The emphasis will be on the development of non-naturalistic drama and an appreciation of different perspectives and values in the Arts.

Students will develop greater complexity in analysis and diversity in performance techniques, ICT processes and forms.

Students also acquire an understanding of the Arts in other cultures and an historical perspective.

Students may choose Drama as a whole year subject or for one semester.

Students may hire wind and classical string instruments from the school ($150 per year plus $50 deposit). Students are expected to have their own guitars and drum kits (practice pads). A minimum of 20 minutes practice a day is a requirement of instrumental tuition. Students will be expected to join an appropriate school ensemble when they are able such as Concert Band, Stage Band, Jazz Band, Greek Band, Adelaide Vocal or Orchestra.

Students will study AMEB Grade 1 theory (Semester 1) and AMEB Grade 2 Theory (Semester 2). Students will develop Music ICT skills through use of Sibelius and Mixcraft software to record and create compositions and arrangements. Students will develop analysis, aural, listening and research skills.

This course is a pathway to Stage 2 Music Performance and Musicianship

Music Technology (1 Semester) This is a semester course which focuses on the development of electronic music production. Students will develop an understanding composition and arranging through the following forms: • Loop based composition and songwriting (Mixcraft or Garage Band) • Recording techniques and skills (Mixcraft or Garage Band)

FURTHER INFORMATION: MR G COX

Whole year students must choose Drama A in Semester 1 then Drama B in Semester 2.

• Music notation and MIDI composition (Sibelius)

Preferred Background/Prerequisite No previous experience required.

Single semester students may choose Drama A in EITHER Semester 1 OR Semester 2.

• Video soundtrack composition (Mixcraft or Garage Band)

Description The course aims for students to experience many facets of dance as a performing art, in a way that is current and relevant. Students learn and develop the fundamentals of dance technique, exploring their own creativity and personal style through movement composition tasks using the elements of dance and various choreographic devices. Students will develop their confidence and communicate choreographic intent through performance.

They will have opportunities to enjoy dance as an audience member and comment constructively on the work of others using appropriate terminology. The practical component will consist of jazz/contemporary technique, composition and performance.

The theoretical topics include the analysis of a range of dance from contemporary and past times, including Australian dance and dance in international contexts. Students will also explore choreography, and develop an awareness of dance-related occupations and the tools required for staging a production.

Music

Students choosing this subject are encouraged to learn an instrument but will not have access to instrumental lessons through the school. Students wishing to learn instruments at school must choose Music Performance.

FURTHER INFORMATION: MR T MOORS/ MR C PILIOURAS/MS C ALDOUS

Students will have the choice of one of the following:

Music Performance (Full Year) This is a full year course with a possible exit point at the end of Semester 1.

Music Performance incorporates solo and ensemble performance development, music theory and aural skills, music in context and Music ICT. Students must begin/continue learning an instrument from those listed below. The following lessons are provided free of charge by DECD Instrumental Music Service: Flute, Clarinet, Alto Saxophone, Tenor Saxophone, Trumpet, Trombone, Strings *Percussion (Drum Kit), *Guitar, Bass Guitar, *Voice. (*Limited availability) Private Piano lessons are available at the school but at the students own cost.

This course is a pathway to Stage 2 Music Technology and Music Individual Study.

SECTION 2 ENGLISH/LITERACY FURTHER INFORMATION: MS S SHANNAHAN

The Year 9 curriculum is built around the three interrelated strands of Language, Literature and Literacy. Our teaching and learning programs balance and integrate the three strands. Along with these strands is the focus on developing student knowledge, understanding and skills in reading, viewing, writing, speaking, listening and creating.

Year 9 English continues to build upon the concepts taught in Year 8. Year 9 students focus on developing expression, cohesion,

17 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

grammar, punctuation, spelling and clarity of ideas. Students will engage in both shared and independent texts including novels, plays, poetry, short stories and films, as well as extracts and examples from electronic and print media for both enjoyment and analysis. Students are supported so that they further develop the skills and understandings required to produce and respond to a variety of different genres.

Students are provided with opportunities to develop their ICT skills and use various ICT programs. Oral language assessment is a significant part of the course. Students are supported to express their own ideas, both orally and in writing, in a clear and logical manner. In-class activities will require students to work individually and in groups.

English aims to build on students’ abilities so they can successfully access all parts of the school curriculum.

and understanding of Physical Education in a series of PE theory topics (40% of the course).

This subject is designed to prepare students for senior physical education and emphasises how physical activity contributes to a healthy lifestyle.

Physical Education A Practical activities offered are: • Badminton, baseball, football codes and softcrosse Theory topics taught are: • Body in Action, Drugs in Sport and Fitness and Nutrition.

Practical activities offered are: • Basketball, hockey, soccer and wall handball

SECTION 3 HEALTH AND PHYSICAL EDUCATION

• Psychology and Performance, Sport and Society, and Sports Injuries in Sport.

Health & Physical Education

FURTHER INFORMATION: MR P HOPTON

FURTHER INFORMATION: MR M WOOLFALL

Preferred Background/Prerequisite Cricket is offered as a specialist sports program at Years 8, 9 and 10 with an option to do Stage 2 Workplace Practices at a Year 11/12 level. Students who wish to participate in this program must have been identified through the Special Entry selection process or have been identified as having potential through the School Sports Program and/or the Physical Education Program.

Major theoretical topics include: (40% of the course) • Body Image

Assessment All students must complete a range of practical and theoretical tasks. These tasks will include journals, performance checklists, a variety of assignment work and completion of accreditation through CricketSA and other sporting bodies.

Physical Education B

Theory topics taught are:

Studies in the Health and Physical Education area focus on the significance of personal decisions and behaviours, as well as community structures and practices that promote health and physical activity.

All Year 9 students undertake this subject.

The theory consists of some advanced nutrition and performance principles, sports psychology and a Yoga and Pilates course. Students in Year 9 will also achieve their Senior First Aid certificate as part of the program. The class uses CricketSA’s Adelaide Oval Indoor Centre, our new training facility and turf wickets at Park 25 and Adelaide High School.

Physical Education ­- Cricket

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Physical Education ­- Rowing FURTHER INFORMATION: MR M WOOLFALL

Preferred Background/Prerequisite Rowing is offered as a specialist program at Years 8, 9 and 10.

Students who wish to participate in this program must have been identified through the Special Entry selection process or have a keen interest in rowing.

Description Students entering this program will experience a range of practical and classroom topics including:

• Sex Education ­- Contraception

Description Students entering this program will study a range of cricket specific practical and theory topics including:

• Outdoor Pursuits

• Laws/History/Spirit of the Game

• Training Principles

• Skill Development – Inseason and Preseason Phase

• Body systems

• Volleyball

• Fielding and Fitness Development – Preseason Phase

• Skill Development

• Netball

• Leadership and Sports Psychology

• Tennis/Table Tennis

• Goal Setting/Positive Psychology

• Touch

• Advanced Nutrition & Performance

• Outdoor Pursuits

• Coaching Accreditation and Peer Coaching

Physical Education A & B

• Event Management

• Goal Setting, Time Management and Resilience

Practical activities undertaken include: (60% of the course)

FURTHER INFORMATION: MR M WOOLFALL

Students can elect to do a 1 semester course in either Physical Education A or Physical Education B or complete both over 2 semesters.

In both courses students will develop their skills in a range of practical activities (60% of the course) and their knowledge

• History of Rowing • Fitness for Rowing

• Psychology of Rowing • Training and fitness program development Assessment All students must complete a range of practical and theoretical tasks. These tasks will include journals, performance checklists and a variety of assignment work.

• Senior First Aid & Sports Injuries • Yoga and Pilates/Gymnastics • Level 1 Coaching Accreditation - CricketSA They will have unique opportunities to link with CricketSA and participate in multiple knockout competitions, whilst also receiving individual skill development sessions as part of their practical lessons.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

SECTION 4 HUMANITIES AND SOCIAL SCIENCES History FURTHER INFORMATION: MR A GARLICK

This one semester History course covers modern history from approximately 1500 to 1918. Students will further develop the skills they learned in Year 8 and apply them to new events and places.

Students will start with an overview of the period before studying three depth studies: Movement of Peoples, Making a Nation and World War 1.

Forms of assessment will utilise ICTs and include tests, assignments, essays, oral presentations, group tasks and practical activities.

Civics and Business FURTHER INFORMATION: MR A GARLICK

This one semester 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.

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.

Assessments will be based on civics and citizenship key enquiry questions and economics and business related contemporary issues, events and/or case studies covering a range of contexts such as personal, local, national, regional and global.

further develop their linguistic skills and cultural understandings. The language courses follow 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 Languages offered are: • Chinese - Background Speakers and Continuers • French • German • Italian • Japanese • Modern Greek - Background Speakers and Continuers

Languages FURTHER INFORMATION: MS H MANNING-BENNETT

All students in Year 9 study at least one language other than English as part of their curriculum. The Year 9 Language programs build on the foundations established in Year 8. In these programs students

FURTHER INFORMATION: MR T PETTAS

Mathematics Core and Extended The following topics are covered: • Working with Number • Algebraic Manipulation • Pythagoras’ Theorem • Business Mathematics • Products and Factorisation • Statistics and Probability • Coordinate Geometry • Problem Solving • Length, Area, Volume • Deductive and Transformation Geometry • Similarity

• Spanish

Modified Mathematics

Students engage in a range of learning and assessment activities using the 4 macro skills: speaking, reading, writing and listening and are provided with opportunities to develop these using ICT, resource based learning and a variety of other methodologies.

Consists of the more elementary sections of the above topics, plus revision and consolidation of basic operations and concepts.

Students have the opportunity to participate in the National ACER tests and Special Interest Language students are strongly encouraged to take part in these tests.

Students are also encouraged to submit entries for the annual Modern Language Teacher Competitions.

SECTION 7 SCIENCE

Acceleration into other year levels occurs for identified students. This is achieved through discussion and negotiation with students, parents, Language teachers and the Assistant Principal of Languages.

(1) Science Understanding

Language students are encouraged to host students from sister schools and to take part in study tours and exchanges.

Themes covered in courses may include: • Self and others • School life and sports

SECTION 5 LANGUAGES

SECTION 6 MATHEMATICS

• Historical aspects of countries • Time, weather and locations • Shopping and outings • Leisure activities

FURTHER INFORMATION: MS K ANDRIOPOULOS

Science at Year 9 is divided into 3 major interrelated Strands.

(2) Science as a Human Endeavour (3) Science Inquiry Skills Science Understanding The Science Understanding Strand is divided into 4 Sciences: • Biological: Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment.

Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems.

• Chemical: All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms.

Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed.

19 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Chemical reactions, including combustion and the reactions of acids, are important in both nonliving and living systems and involve energy transfer.

• Earth and Space: The theory of plate tectonics explains global patterns of geological activity and continental movement.

• Physical: Energy transfer through different mediums can be explained using wave and particle models.

SECTION 8 DESIGN AND TECHNOLOGY FURTHER INFORMATION: MR J DIMITRIOU

Students study at least one semester of Digital Technologies Communication and/or Design & Technologies Construction.

The following semester courses use the `Design Process’ to investigate, devise, produce and evaluate products and processes. The emphasis is on practical experimentation and application of engineering skills. All of the subjects in this section focus on developing the principles and skills relevant for students in this 21st Century.

Assessment outcomes will address the strands of `Knowledge and Understanding’ and `Processes and Production Skills’ through Achievement Standards from the Australian (Technologies) Curriculum.

Access to learning support materials, lesson tasks, feedback and assessment results will be administered via the DayMap Learner Management System. Students are highly advised to bring their laptops to each lesson.

Design & Technologies Construction Students design and construct products using various materials timber, acrylic, sheet metal (tin, colorbond) etc. Students design, prototype or construct products using simple construction methods, hand tools and machines. Students will plan to incorporate various materials and methods when fabricating their projects to help them develop important skills such as; project 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).

Digital Technologies Communication Students explore digital media and devices and learn to effectively document and communicate information both text and photographically across digital devices and systems. Students will be working 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 better learn to visualise, design, prototype and document evidence of their concepts and designs. Students will engineer, design and create 3D models that can be produced using devices as 3D printers and laser cutters (rapid prototyping).

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

Fabric and Textiles FURTHER INFORMATION: MR J DIMITRIOU

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. Students may need to supply their own fabric and commercial pattern where directed.

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

Food Technology FURTHER INFORMATION: MR J DIMITRIOU

The Food and Nutrition course includes: • 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 followed with critical evaluation and recommendations for the future.

YEAR TEN

trained. Students will be involved in House assembles and Inter-House competitions to build House spirit

Arts

Students are involved in House assemblies and inter-House competitions to build House spirit.

• Art A

In Week 4 of Term 4 Year 10 students graduate into their Senior Pastoral Care groups. In the remaining weeks of the school year, Year 10 students are mentored

by Stage 1 students and inducted into the Senior School.

Students may choose at least one of the following: • Art B • Dance • Design A • Design B • Design C - Product Innovation • Digital Art • Drama A • Drama B

PASTORAL CARE PROGRAM FURTHER INFORMATION: MR GURR, ASSISTANT PRINCIPAL/MR M MCLEOD, ASSISTANT PRINCIPAL

Year 10 students participate in a daily Pastoral Care session with their Pastoral Care teacher to organise their daily timetable, sporting and routine matters.

Pastoral Care sessions are important for the wellbeing of Year 10 students and aim to support them in their learning. Positive Education and the Adelaide High School Graduate Qualities are the basis of the weekly program. The program is supported with a range of specialist presentations and activities. These sessions are followed up by class discussions in Pastoral Care time and include: • Cybersafety presentation • Small decision making presentations • House Cup activities • Course Counselling • Wellbeing activities

SUBJECT CHOICE FOR YEAR 10

• Media - Multimedia

The Year 10 course is set out below.

• Music Technology and Technical Production

Students seeking assistance with subject selection should consult: • Pastoral Care teachers

Technology

• The Assistant Principal for their House or Mr McLeod or Mr Gurr, Assistant Principals - Middle School

Students may choose at least one of the following:

• Mr Mena or Ms LeDolédec - Wellbeing Leaders

• Construction 01 – Rapid Prototyping

The curriculum at Year 10 offers a wide range of choice for students. There are opportunities to undertake some SACE subjects.

• Digital Photography

Special Language students are required to continue with their study of two languages other than English and all other students with at least one language other than English.

• English

full year

• Mathematics

full year

• Science

full year

• Language 1

full year

• Safe driving presentations

• HPE

1 semester

The Personal Learning Plan (PLP), which is a compulsory 10-credit subject of the SACE, is facilitated through the Pastoral Care program. The course details are highlighted previously.

• History

1 semester

Information about the South Australian Certificate of Education (SACE) is also presented to Year 10s during Pastoral Care and Year 10 students are counselled by their teachers to choose appropriate subject selections and pathways for Years 11 and 12.

Cross-Disciplinary

The following are semester units students may choose from to complete their Year 10 curriculum pattern.

All students will undertake the PLP and may choose at least one of the following: • Innovation Studies • SAPOL Youth Leadership

Humanities and Social Sciences Students may choose: • Civics and Business

• CAD & Graphics • Construction 02 – Wood • Digital Systems and Control • Fabric and Textiles • Food Technology • Information Processing and Publishing

Health and Physical Education Students may choose from the following:

Students study:

• Anti-Harassment presentations

The Year 11 Peer Leaders program and the Prefect system are introduced to Year 10s in Term 4 and successful candidates are

• Theatre Production, Design and Management

• Their House Manager

• Language 2 full year (Compulsory for Special Language students)

• Positive Psychology

• Music Performance

• Physical Education A • Physical Education B • SAPOL Youth Leadership • Outdoor Education • PE - Cricket • PE - Rowing • Fitness & Coaching Principles Students who have entered the school via the Cricket program take part in PE Cricket as one of their subjects. Students who have entered the school via the Rowing program take part in PE - Rowing as one of their subjects.

NOTES: Subjects shown as `A & B’ in this booklet (e.g. Art A & B) are offered as two separate semesters. This means that you can take either A or B, or both. There may be a limit to the number of students able to take some subjects.

21 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION (SACE) AN INTRODUCTION Students in Year 10 at Adelaide High School gain credit for the Personal Learning Plan, a compulsory subject in the SACE. Some students may choose Stage 1 subjects whilst in Year 10.

The Compulsory Requirements of the SACE Requirements

Credits

Year 10 Personal Learning Plan (Stage 1 compulsory subject/course)

10

Year 11 (Stage 1) Literacy (from a range of English subjects and courses) Numeracy (from a range of mathematical subjects and courses) (Stage 1 compulsory subject/ course) Year 11 or 12 (Stages 1 or 2) Other subjects or courses of the student’s choice Year 12 (Stage 2) Research Project (compulsory subject/course) Other Stage 2 Subjects and Courses* (Stage 2 compulsory subject/ course) Total

20

10

up to 90 10

80 or more

200

* Most students will complete subjects or courses worth more than 70 credits at Stage 2.

How do I get the SACE? Every subject you complete successfully will earn you `credits’. Gain 200 of these in the right mix of subjects and courses and you will achieve the SACE. To give you some idea how much work is involved, a full semester (six months) of study in one subject will be worth 10 credits.

You’ll also receive a grade for each subject - from an A to an E. For the compulsory subjects, you’ll need to get a C grade or better to complete the SACE. At Stage 1 (Year 11), teachers at your school will mark all your subjects.

At Stage 2 (Year 12), 30 per cent of your work in each subject - such as exams, practical projects and presentations - will

be marked by experts outside your school.

The rest of your work will be assessed by teachers at your school, with their marks double-checked by experts outside your school. All of this is to make sure everyone is marked according to the same standards.

When you’ve finished your SACE, you’ll receive a certificate which records your achievements. You’ll be able to access information about your achievements online in both Stage 1 and Stage 2.

The table above shows what will be required as a minimum to achieve the SACE. However, many students will choose to study more subjects than the minimum required at Stage 2.

Compulsory subjects and minimum requirements To summarise, the SACE has four compulsory parts - the Personal Learning Plan, the Research Project, and a choice of English and Mathematics subjects or courses. You’ll need to achieve a C grade or better in each to gain your SACE. At Stage 1, you’ll need to satisfactorily complete at least 20 credits from a range of English subjects or courses. Likewise, you’ll need to satisfactorily complete at least 10 credits from a range of Stage 1 Mathematics subjects or courses.

Your choices Beyond the compulsory subjects, the SACE includes a wide range of other subjects and courses. Subjects are generally offered by the SACE Board and courses are offered by other organisations, such as TAFE, and recognised by the SACE Board to count towards the SACE. Schools will also be able to tailor subjects - based on models set by the SACE Board - to meet the needs of the local community.

Vocational Education and Training (VET) The SACE can be tailored to each student’s needs and interests, including those who prefer hands-on learning or work outside of the classroom. You’ll be able to gain credit for a wide range of learning activities, including undertaking VET and for some part-time work. To gain credit for part-time work you’ll need to produce evidence that shows how your job has helped you to build skills and knowledge.

A school-based apprenticeship can count towards the SACE. This means you can gain on-the-job skills while working towards both the SACE and a recognised VET qualification. Trade training requires strong literacy and numeracy skills. The SACE will help you to meet these requirements.

In the SACE you will be able to undertake VET options at both Stage 1 and Stage 2.

Some of the VET options offered at Stage 2 will enable students to work towards a Certificate III qualification while completing the SACE. You could be well on the way to gaining a VET qualification by the time you have finished school.

YEAR 10 SUBJECT DESCRIPTORS SECTION 1 ARTS Art A & B FURTHER INFORMATION: MR G COX

This course aims to develop creativity and a range of skills through 2D and 3D studies. Students are provided with learning opportunities in drawing, painting and print-making.

Students: • use skills and techniques to produce refined artworks.

• generate and develop ideas through observation, research and imagination to express ideas and feelings.

• explore the visual arts of other cultures and art movements.

• develop analytical skills in verbal, written and electronic formats.

Dance FURTHER INFORMATION: MR G COX/ MS S PANJWANI

Preferred Background / Prerequisite Some previous Dance experience preferred.

Content Students work collaboratively to create performance works and are expected to contribute to their development. Theoretical topics include the elements of dance technique, and safe dance practice along with an overview of the historical beginnings of contemporary and modern dance pioneers who introduced new ideas and practices to the art form. Dance in Asian cultures is studied to gain an appreciation of the diversity and global nature of dance. The four components of the course are technique, composition, performance and theoretical studies.

Assessment Assessment Components: • Dance technique • Movement compositions • Presentation/ performance • Theoretical studies- written assignments, research project, folios.

PLEASE NOTE: a consumables/ excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Digital Art FURTHER INFORMATION: MR M MCLEOD

Computer 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, scanner and other computer hardware. They create works of art using various software programs, including Indesign, IMovie, Illustrator, Photoshop, and 3D applications. Students will be expected to produce drawings and sketches that will complement their computer work.

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.

Design A & B FURTHER INFORMATION: MR G COX

Students who elect Design A & B gain an introduction to the design process, focussing on creatively solving problems in relation to Communication Design, Product Design and Environmental Design. Students are led through the design process, i.e.

• brief considerations • ideas • realisation • research • refinement • evaluation.

In all Design courses, students will: • develop and demonstrate knowledge and use of the design process.

• learn how to write a brief.

• experiment, research and show problem solving skills.

• continue to develop skills, techniques and media usage relevant to design work.

• demonstrate refining skills.

• understand rendering techniques.

• evaluate both their own and the work of others.

• use relevant ICT processes.

Design C - Product Innovation FURTHER INFORMATION: MR G COX

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 & related accessories, Design or any other area of Design Innovation.

Drama A & B FURTHER INFORMATION: MR G MAHER/MR G COX/ MR D TYLER/MS L SMYTHE/MR P VOLKOV

At Year 10, the course comprises four aspects. Students: • Develop a Group Devised Production according to a negotiated theme, topic or theatrical style. The craft of acting is explored in a systematic way. There is opportunity for both on and offstage roles.

• Study two pre 20th Century theatrical eras, taken from Medieval Mystery and Morality plays, the Elizabethans, the Commedia Della Arte, Vaudeville and the Music Hall. Styles of theatre, methods of staging and aspects of technical theatre are the focus of their investigation.

• Study Theatre criticism and analysis through viewing live performance and writing responses.

• In addition students prepare and present a solo performance.

• Students will use relevant ICT processes.

Media - Multimedia FURTHER INFORMATION: MR M DARLEY

Multimedia is a practical course based on the Media Arts 9/10 Australian Curriculum Standard. It involves students in: • Creating multimedia applications.

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

• Designing and creating interactive multimedia and web content.

• Creating original multimedia solutions to satisfy the needs of clients in real world scenarios.

• Making and responding to media arts independently and in small groups.

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

• Developing skills and knowledge in the use of multimedia authoring software such as Flash, Sony Vegas and Dreamweaver.

• Analysing how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute.

Music FURTHER INFORMATION: MS C PILIOURAS/ MR T MOORS/MS C ALDOUS

Students will have the choice of one of the following:

Music Performance (Full Year) This is a full year course with a possible exit point at the end of Semester 1.

Music Performance incorporates solo and ensemble performance development, music theory and aural skills, music in context and Music ICT. Students must continue learning an instrument and are required to practice for 30 minutes per day. Students are required to present one solo performance per term and they will also be assessed on their contributions to class and co-curricular ensembles.

Students will study AMEB Grade 3 theory.

Music ICT skills will be further developed through use of Sibelius and Mixcraft software to record and create compositions and arrangements. Students will continue to develop analysis aural, listening and research skills.

This course is a pathway to Stage 2 Music Performance and Musicianship.

Music Technology and Technical Production (1 Semester) This is a semester course which focuses on the development of Electronic Music Production and Technical Production.

Students will develop an understanding composition and arranging through the following forms: • Loop based composition and song writing (Mixcraft or Garage Band) • Recording techniques and skills (Mixcraft or Garage Band) • Music notation and MIDI composition (Sibelius)

23 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

• Video soundtrack composition (Mixcraft or Garage Band) Students will also develop skills in the area of Technical Production including the following: • Live sound mixing • Studio Recording • Theatre lighting design and operation Students choosing this subject are encouraged to learn an instrument but will not have access to instrumental lessons through the school. Students wishing to learn instruments at school must choose Music Performance.

This course is a pathway to Stage 2 Music Technology and Music Individual Study.

Theatre Production, Design & Management FURTHER INFORMATION: MR G MAHER

Preferred Background/Prerequisite An interest in Theatre and Musical Production is encouraged. This course is suitable for students who wish to gain a better understanding of the production process and awareness of what happens behind the scenes. The class will be vertically grouped and will be offered to students in Years 10 - 11.

Description Students will participate in the development and presentation of finished or realised creative arts products. Students will learn the processes of Theatre Production from the initial idea to the final presentation.

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

Preferred Background/Prerequisite A student who is creative, self-directed and open to new challenges. An application for selection may be required.

Description This program is run in conjunction with the University of Adelaide through their eChallenge initiative. The eChallenge is an entrepreneurship program where students will learn how to take an idea from concept to prototype with the support of an AHS teacher, University academic staff, mentors and other industry leaders.

In addition to the subject at school, part of the course is delivered at the University of Adelaide on a Tuesday evening from 4pm to 7pm.

Content Within this 10-credit Stage 2 Integrated Learning course, students will be expected to: • Work collaboratively in a group to create, develop, assess and action ideas • Participate in an ideas Expo to validate the groups’ concept and obtain market research • Pitch the group’s idea to a panel of university and industry leaders Assessment The course is assessed through the Stage 2 Integrated Learning curriculum of the SACE. Students demonstrate evidence of their learning through the following assessment types: School Assessment 70% Practical 30% Group Activity 20% Folio and Discussion 20%

Content The students will research off-stage roles.

To increase student knowledge of technical theatre, design and publicity, the course will provide a general overview of the roles to allow students to choose an area in which they will receive specific instruction.

Group cooperation and teamwork are the essential skills that will be targeted as well as the ability to communicate. Students will make use of computer technology and be required to respond in both written and oral forms. The written tasks are designed to enable students to complete the new literacy requirements.

External Assessment 30% Project 30%

SECTION 2 CROSS-DISCIPLINARY

• Goal setting

Innovation Studies 10-Credit SACE subject

• Career Investigation

FURTHER INFORMATION: MR M GURR/ MS N BRYANT

Personal Learning Plan (PLP) FURTHER INFORMATION: MR M GURR

The Personal Learning Plan (PLP) is a subject integral to the SACE. It is designed to assist students in making informed decisions about their personal development, education and training. A key component of the PLP is planning for a program of learning from the Middle School through to completion of SACE and further study and community life. Students will complete four tasks during Year 10 for their PLP: • Résumé and Job Application • Mock Interview The PLP aims to involve students in a program of learning so that they develop knowledge and skills that will enable them to:

• Identify appropriate future options • Choose appropriate subjects and course for their SACE • Review strengths and areas for development, including literacy, numeracy and information and communication technology skills • Identify goals and plans for improvement • Monitor their actions and review and adjust plans as needed to achieve goals This knowledge and these skills form the basis of the PLP Performance Standards.

All students must complete 10 credits of the PLP to successfully complete the SACE.

SAPOL Youth Leadership (SAPOL) 20-Credit SACE subject FURTHER INFORMATION: MR M GURR

Preferred Background/Prerequisite There are no preferred knowledge or prerequisites for this course, which can complement a Year 10 course selection.

However, Year 10 students cannot elect SAPOL and Year 10 Outdoor Education.

As the course is restricted to 20 places, potential students are required to submit an application for selection to be a part of this course. Students wanting to develop their leadership skills and to make a commitment to volunteering in the community will be given priority.

Description During this year long Youth Challenge course, conducted in partnership with a range of community organisations, students will participate in a number of camps and programs including the Cancer Council’s Relay for Life, The Smith Family, Adelaide Metro Railways, as well as a Senior First Aid Certificate.

There is a cost for the program to cover the First Aid course and the camps the students participate in.

Content This course has a focus on personal development with leadership, teamwork, communication and organisation as key areas. Community development and partnerships and Outdoor Education are also foci with several camps scheduled throughout the year. Students are given the opportunity to mentor students and use their leadership skills to organise and implement a community project.

Assessment The course is taught through the Integrated Learning Curriculum of the SACE. The students are able to negotiate aspects of their assessment within these guidelines. Students demonstrate evidence

of their learning through the following three assessment types: Practical, Group Activity and Folio and Group Discussion.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

SECTION 3 ENGLISH/LITERACY FURTHER INFORMATION: MS S SHANNAHAN

The Year 10 curriculum is built around the three interrelated strands of Language, Literature and Literacy. Our teaching and learning programs balance and integrate the three strands. Along with these strands there is a focus on developing student knowledge, understanding and skills in reading, viewing, writing, speaking, listening and creating. Year 10 English continues to build upon the concepts taught in Year 8 and 9. Year 10 students interact individually and in groups with literature and everyday texts in various forms and contexts including the local community. Students will engage in both shared and independent texts including novels, plays, poetry, short stories and films, as well as extracts and examples from electronic and print media for both enjoyment and analysis. Students are supported to further develop the skills and understandings required to produce and respond to different genres and express their own ideas, both orally and in writing, in a clear and logical manner. Students are provided with opportunities to develop their ICT skills and use various ICT programs.

Oral language assessment is a significant part of the course. English aims to build on students’ abilities so they can successfully access all parts of the school curriculum.

English or ESL is a compulsory SACE subject in which students must achieve a ‘C’ grade or better in 2 semesters, totalling 20 credits.

SECTION 4 HEALTH AND PHYSICAL EDUCATION Health & Physical Education FURTHER INFORMATION: MR M WOOLFALL

This is a compulsory semester course incorporating aspects of both PE and Health with practical and theoretical components.

Examples of the theory topics covered are: (40% of the course)

• Positive Mental Health: Being comfortable with yourself and being able to cope with the stress of daily life.

• Disabilities: Developing an understanding of the different types of disabilities and their sporting context. Issues analysis of disability and sport.

• Drugs in the Community: Developing an understanding that abuse and misuse of any drug represents a major health problem with implications for individuals and society.

• STIs / Relationships and Decision Making: Developing strategies to resist peer pressure. Relationships and peer pressures. STIs: signs/symptoms/ prevention.

The practical topics include: Badminton, Archery, Golf and Disabilities.

Some practical topics are chosen in negotiation with the class and may include traditional sports, fitness and recreational activities. (60% of the course)

Outdoor Education FURTHER INFORMATION: MR M WOOLFALL

This is a one semester course. The course is practically oriented with students expected to attend the 2 day cycling camp, 2 day bushwalk and the Indoor Climbing course.

There will be some costs involved relating to the practical activities - transportation, hire of equipment, camping fees etc. While owning a mountain bike is not essential, access to one would be preferable. There will be a cost involved in this course to cover camp and equipment expenses.

PLEASE NOTE: Sound and safe bike riding skills are essential.

Course Outline: Mountain Biking • Care of Bike • Road Safety • Basic repairs • Fitness - rides on Linear Park Bikeway • Cooking using a trangia • Tent pitching • Mountain bike cycling skills for riding over a variety of terrains Indoor Climbing • Safety and equipment • Bouldering • Belay set up and method • Climbing techniques Bushwalking • Basic Navigation/Map reading/Orienteering • Minimal Impact camping strategies • First Aid • Equipment use/Selection/Care of • Safety issues • Menu planning and cooking • Bushwalking carrying a rucksack

This is one component of the SAPOL Youth Leadership Course. Students cannot do both SAPOL and Outdoor Education.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Physical Education A & B FURTHER INFORMATION: MR M WOOLFALL

Students can elect to do a 1 semester course in either Physical Education A or Physical Education B or complete both over 2 semesters.

In both courses students will build on what they have learnt in Year 9 and develop their skills in a range of practical activities (60% of the course) and their knowledge and understanding of Physical Education in a series of PE theory topics (40% of the course).

This subject is especially designed to prepare students for senior physical education with a focus on skill acquisition and critical thinking.

Physical Education A Practical activities offered are: • Athletics, cricket, touch football and volleyball Theory topics are: • Exercise Physiology, Fitness Analysis and Sports Event Management Physical Education B Practical topics offered are: • Baseball, basketball, handball and tennis Theory topics are: • Skill learning and Biomechanics, Sport and Technology and Sports Coaching

Fitness & Coaching 10-Credit SACE subject FURTHER INFORMATION: MR WOOLFALL/ MS SEVERIN

Description This one semester subject unit is being offered to develop skills and understanding of fitness, coaching and training techniques with an emphasis on cricket and rowing.

This course will complement the rowing, cricket and physical education programs offered and will provide students with essential pre-requisite knowledge and skills required for further study in sport or physical education.

The core will look at the common skills and techniques of cricket and rowing,

25 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

provide knowledge of essential strength and conditioning, and will include common areas of coaching philosophy which may lead to possible accreditation as a sports coach.

Elective topics and practical activity will focus on the individual sports of cricket and rowing. This course is only available to Year 10 and Year 11 students.

Existing members of the cricket and rowing programs are encouraged to enrol.

Assessment Practical Units (60%) • Rowing or Cricket Theory Units (40%) Units studied may include: • Energy Systems • Training methods • Skill acquisition • Fitness • Coaching techniques

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Physical Education - Cricket FURTHER INFORMATION: MR P HOPTON

Preferred Background/Prerequisite Cricket is offered as a specialist sports program at Years 8, 9 and 10 with an option to do Stage 2 Workplace Practices at a Year 11/12 level. Students who wish to participate in this program must have been identified through the Special Entry selection process or have been identified as having potential through the School Sports Program and/or the Physical Education Program.

Description Students entering this program will study a range of cricket specific practical and theory topics including: • Laws/History/Spirit of the Game • Skill Development – Inseason and Preseason Phase • Fielding and Fitness Development – Preseason Phase • Event Management • Leadership and Sports Psychology • Goal Setting/Positive Psychology • Advanced Nutrition & Performance • Coaching Accreditation and Peer Coaching • Biomechanics & Video Analysis • Exercise Physiology • Level 1 Umpiring Accreditation - CricketSA They will have unique opportunities to link with CricketSA and participate in multiple knockout competitions, whilst also receiving individual skill development sessions as

part of their practical lessons. The theory component will begin to introduce some more advanced concepts such as biomechanics, advanced nutrition, exercise physiology and performance habits. Students also have an opportunity to develop their event management and coaching skills, whilst also achieving their umpiring accreditation.

The class uses CricketSA’s Adelaide Oval Indoor Centre, our new training facility and turf wickets at Park 25 and Adelaide High School.

Assessment All students must complete a range of practical and theoretical tasks. These tasks will include journals, performance checklists, a variety of assignment work and completion of accreditation through CricketSA and other sporting bodies.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Physical Education - Rowing FURTHER INFORMATION: MR M WOOLFALL

Preferred Background/Prerequisite Rowing is offered as a specialist program at Years 8, 9 and 10. Students who wish to participate in this program must have been identified through the Special Entry selection process or have a keen interest in rowing.

Description Students entering this program will experience a range of practical and classroom topics including: • History of Rowing • Body systems • Fitness for Rowing • Psychology of Sport Performance • Development of Training Sessions • Methods of Training • Principles of Training Assessment All students must complete a range of practical and theoretical tasks. These tasks will include journals, performance checklists and a variety of assignment work.

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

SECTION 5 HUMANITIES AND SOCIAL SCIENCES History FURTHER INFORMATION: MR A GARLICK

In this compulsory one semester unit, students will study world and Australian history from 1918 to 2000. Students will further refine the skills they have learned and developed during Years 8 and 9. Student inquiry will focus on the changing nature of global conflicts, the impact of World War 2 on the modern world and the impact of global changes and events on Australian society.

Following an overview of the period, students will investigate World War 2, Rights and Freedoms from 1945 to the present and Popular Culture.

Students will be provided with learning experiences that will enable them to develop the skills of chronological sequencing, using historical terms and concepts, undertaking historical inquiry using relevant sources, including ICT, analysing sources, identifying and analysing different perspectives of the past and effective communication of ideas, opinions and explanations.

Individual and collaborative assessment tasks will include tests, assignments, essays, oral presentations and practical activities incorporating the use of ICTs.

Civics and Business FURTHER INFORMATION: MR A GARLICK

Description This one semester program gives students the opportunity to further 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 Forms of assessment will be based around key enquiry questions in the fields of civics and citizenship and economics and business.

SECTION 6 LANGUAGES

SECTION 7 MATHEMATICS

FURTHER INFORMATION: MS H MANNING-BENNETT

FURTHER INFORMATION: MR T PETTAS

All students in Year 10 study at least one language other than English as part of their curriculum.

Mathematics 10 (Extended)

The Year 10 Language programs build on the foundations established in Years 8 and 9. In these programs students further develop their linguistic skills and cultural understandings. The language courses follow 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 Languages offered are: • Chinese Background Speakers • Chinese Continuers • French • German • Italian • Japanese • Modern Greek Background Speakers • Modern Greek Continuers • Spanish • Italian Beginners (SACE Unit) Students engage in a range of learning and assessment activities using the 4 macro skills: speaking, reading, writing and listening and are provided with opportunities to develop these using ICT, resource based learning and a variety of other methodologies.

Students have the opportunity to participate in the National ACER tests and Special Interest Language students are strongly encouraged to take part in these tests.

Students are also encouraged to submit entries for the annual Modern Language Teacher Competitions.

Acceleration into other year levels occurs for identified students. This is done through discussion and negotiation with students, parents, Language teachers and the Assistant Principal of Languages.

Language students are encouraged to host students from sister schools and to take part in study tours and exchanges.

Themes covered in courses may include: • Historical aspects of the countries where the language is spoken • World of work • Creative writing in the language • Family customs and rituals • The future • Travel

The course will cover the following topics: • Indices • Radicals • Pythagoras • Algebra • Measurement • Coordinate Geometry • Trigonometry • Statistics • Quadratics • Congruence and Similarity • Circles • Simultaneous Equations • Relations and Functions • Exponentials and Logarithms • Polynomials • Probability • Conics This course runs for 3 semesters preparing students for Mathematical Methods and Specialist Mathematics in Year 11.

Mathematics 10 (Core) The course will cover the following topics: • Algebra • Pythagoras • Measurement • Statistics • Indices • Coordinate Geometry • Trigonometry • Financial • Mathematics • Probability • Matrices This course runs for 2 semesters preparing students for General Mathematics in Year 11.

Essential Mathematics Year 10 students seeking to do a modified program will be offered an opportunity to complete a Stage 1 maths unit. The course will run over a year and concentrate on delivering a range of numeracy skills dealing with everyday life.

SECTION 8 SCIENCE FURTHER INFORMATION: MS K ANDRIOPOULOS

Science at Year 10 is divided into 3 major interrelated Strands.

(1) Science Understanding (2) Science as a Human Endeavour (3) Science Inquiry Skills Science Understanding The Science Understanding Strand is divided into 4 Sciences:

• Biological: The transmission of heritable characteristics from one generation to the next involves DNA and genes.

The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence.

• Chemical: The atomic structure and properties of elements are used to organise them in the Periodic Table.

Different types of chemical reactions are used to produce a range of products and can occur at different rates. Earth and Space: The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe.

• Global systems: including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere.

• Physical: Energy conservation in a system can be explained by describing energy transfers and transformations.

The motion of objects can be described and predicted using the laws of physics.

SECTION 9 DESIGN AND TECHNOLOGY FURTHER INFORMATION: MR J DIMITRIOU

The following semester courses use the `Design Process’ to investigate, devise, produce and evaluate products and processes. The courses in this section, where possible, are underpinned by engineering practices. The aim is to help students develop the relevant skills expected for the interdisciplinary nature of 21st-century STEM (Science Technology Engineering and Maths) project based learning and enquiry. Students learn and develop communication and other engineering approaches to problem solving, highlighting the importance of engineering in the 21st-century and its considerations such as economics, ethics, environmental impacts, and sustainability.

Assessment outcomes will address the strands of `Knowledge and Understanding’ and `Processes and Production Skills’ through Achievement Standards from the Australian (Technologies) Curriculum.

Access to learning support materials, lesson tasks, feedback and assessment results will be administered via the Learner Management System DayMap. Students are highly advised to bring their laptops to each lesson.

Computer Aided Design [CAD] & Graphics Using the industry standard Autodesk Inventor program, students can create 3D part and assembly models and print them, using Australian Standard (AS1100).

27 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

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 CNC (Computer Numerically Controlled) and computer aided manufacture.

Construction 01 - Rapid Prototyping Rapid prototyping (RP) and new emerging design and innovation prototyping technologies have revolutionized how engineers and designers now plan and design for the 21st century. Students doing this course will have the opportunity to engineer, plan, design and prototype with technologies including 3D printing, Computer Numerically Controlled devices, laser engraving and cutting.

Students have the opportunity to work in small collaborative learning teams on negotiated and teacher directed projects.

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

Construction 02 - Wood Students doing this course in Semester 1 will focus on framing construction techniques.

It develops knowledge and skills in material preparation, joining and assembling using both traditional and contemporary jointing methods related to simple household furniture. The course aims to encourage girls to become more involved in Construction Technology.

In Semester 2 students doing this course have the opportunity (resources and expertise permitting) to learn more sophisticated skills of cutting, bending and shaping wood to make products such as a ukulele.

Construction material is supplied but students may need to purchase some additional items to complete a working prototype.

Digital Photography Students focus on; in-camera techniques and D-SLR camera use, together with post production enhancement techniques.

Adobe CC Suite with related software is used to enhance photos by making adjustments to colour balance, levels, contrast and to crop. 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 produce and E-Portfolio by publishing their photos using online applications and services. This is a good foundation course

for students interested in undertaking Bachelor of Media at Adelaide University, Digital Photography at UniSA, Bachelor of Arts at Flinders University or a Certificate course in Photography through TAFE or another Registered Training Organisation.

Digital Systems & Control Digital systems have become so widely used and integrated in our lives that they will become more and more crucial in the future.

This course introduces students to how digital systems and networks impact on us and how they will impact on our society in the future. Digital systems and the control of these systems can be categorised into the categories of 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. In the hardware category students can use simple electronic kits to engineer simple control products. Please note that some additional kits requested by students may incur a cost.

Home Economics

Students can select one semester only. They can choose between Food Technology and Food Processing (VET Integrated Pathway).

Food Processing (VET Integrated Pathway) 10 Stage 1 Credits FURTHER INFORMATION: MS L D’ALOIA

This semester course provides the opportunity for students to achieve 10 SACE Stage 1 credits, as two units of competency from Certificate II Food Processing have been integrated into the program. This initiative offers options for future career pathways. By sourcing local ingredients, students will learn the art of preserving fruits and vegetables, producing such items as jams, sauces and chutneys.

The course covers food preparation techniques, nutrition and diet, as well as cultural influences on contemporary cuisine.

FURTHER INFORMATION: MR J DIMITRIOU

Fabric & Textiles 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. Students may need to supply their own fabric and commercial pattern where directed.

Basic and creative construction techniques will be explored and applied to the articles researched and designed by students.

Topics include; • Safety and equipment • Skills and techniques • Fabric technology • Fashion and trends

Food Technology Practical work is a strong feature of this course, which includes the following: • Investigation of food preparation techniques and how they can address current dietary trends.

• Examination of cultural impacts on the local cuisine.

• Study of the meal pattern and the range of dishes available for individual courses.

Students will develop a range of preparation skills using an extensive variety of ingredients. They will then work towards the creative presentation of dishes.

PLEASE NOTE: Home Economics continues in the Health and Physical Education Learning Area in Stage 1 and 2.

PLEASE NOTE: a consumables fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

PLEASE NOTE: Home Economics continues in the Health and Physical Education Learning Area in Stage 1 and 2.

Information Processing & Publishing FURTHER INFORMATION: MR J DIMITRIOU

This is a one-semester course. Students will learn skills in word processing and desktop publishing (one term each).

Information Processing is a practical course in which the fundamental principle is effective communication. Students learn skills in word processing, desktop publishing and keyboarding. The application of sound design skills in the area of documents is an important part of the course.

Desktop Publishing is designed to give students desktop publishing skills that can be used at school, tertiary education or in the workplace. The students will primarily use Microsoft’s Office Suite to complete a variety of creative document layout tasks including folded brochures, magazine covers, newsletters, CD covers, party invitations, party hats, party sweet bags and name tags.

VOCATIONAL EDUCATION AND TRAINING Students are able to gain SACE and VET accreditation by studying Vocational Education Training, an internationally recognised term used to describe the education and training accreditation which help prepare people for work. VET courses are available to Adelaide High School students in Years 10 – 12 though our membership of Eastern Adelaide Schools Cluster.

Our students can also access VET courses offered through the Inner Southern Curriculum Alliance, various trade training centres, tafeSA and a range of 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.

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.

The most popular Certificate III levels courses accessed by Adelaide High School students over the past few years have been Certificate III Fitness, Certificate III Hospitality, Certificate III Business and Certificate III Early Childhood Education and Care. However, as it takes a lot of time to complete this level of training, it is often best commenced at Years 10 or 11. A few courses require three semesters of training and / or the completion of extensive Structured Work Placement.

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 (Years 11 and 12) 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. Training that occurs after school can be a preferred option for such students.

Ms D’Aloia, to ensure they have covered the required Workplace Safety training and submit the required insurance paperwork to her well in advance of the commencement date.

VET courses run either for the semester or full year, but they are taught by trainers with considerable industry knowledge and experience, who are passionate about their field. Successful completion of VET can assist high school students looking to secure an apprenticeship and/or part time work.

Courses run only if minimum numbers are reached and, in some cases, if funding is available to contribute to the cost of running the courses. Potential students are thus required to choose a full cohort of school subjects during the subject selection process. Upon VET course confirmation by the RTO, enrolled VET students are advised to consult their House Manager to investigate the possibility of dropping a noncompulsory 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 Resource Centre during their allocated noncontact time, whereas senior students can either choose to work at home, or at school.

Students are strongly advised usually to attempt one VET course at a time, so that they can manage their school studies, their VET load and other commitments.

Pre-vocational courses are quite popular amongst Year 10 students, especially for students considering the Construction industry or sectors within it. The short course, White Card Training for the Construction Industry, can also be a good introduction for students considering this industry.

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. If there is a variation to that, you will be informed. Semester length courses cost approximately $900 per semester, depending on the course selected, whereas full year courses cost considerably more. Very few courses attract a degree of government funding if eligibility criteria are satisfied, and, once again, you will be informed if you are eligible to apply for it.

There are also other short courses on offer throughout the year. The most popular ones are First Aid, Barista (coffee making) and Responsible Service of Alcohol (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 please take the time to discuss your plans with Ms D’Aloia. Only students who are over 17 years of age (and preferably 18 years or about to turn 18 years) can enrol in RSA.

VET courses are mostly offered after school and off-campus at a number of RTOs. Very few courses have prerequisites, but all require regular, full attendance and the completion of set work to a satisfactory standard. Some courses also require the completion of Structured Work Placement, for which the students need to liaise with the school’s Student Pathways Coordinator,

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

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time employment. Students can make an appointment to discuss the matter with the regional Apprenticeship Broker, who visits our school upon request. Please note that Certificate III Retail Operations, which a few students are offered through their part time job, only attracts Stage 1 credits.

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. Students who wish to enrol in training will need to provide me with a printout from the site, which states their full name and newly generated USI number.

Proposed 2018 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 2017 have been included in this booklet. The latest Eastern Adelaide Regional cluster VET offerings can be viewed at http://www.easc.org.au/ However, if you wish to investigate VET training that is not listed here, visit RTO websites or contact Ms D’Aloia.

A reminder that courses run 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 changes 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.

PLEASE NOTE: A course fee will apply to VET courses in addition to the Adelaide High School Materials and Services Charges. Payment is required as part of the enrolment process. Semester length courses can cost $900 while full year courses can cost around $1800.

CERTIFICATE I AUTOMOTIVE – VOCATIONAL PREPARATION AUR10112 Length of course: one semester, one day per week Venue: Quality Automotive, 85 Grand Junction Road, Rosewater Accreditation: 20 SACE credits at Stage 1 This course prepares students for and inducts them into the Automotive Industry, offering entry-level training 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.

CERTIFICATE II AUTOMOTIVE – SERVICING TECHNOLOGY AUR20512 Length of course: three semesters, one day per week Venue: Quality Automotive, 85 Grand Junction Road, Rosewater Accreditation: up to 55 SACE credits at Stage 2 This course offers students the opportunity to enrol each semester. Completion of three semesters equates to a full Certificate II in Automotive Servicing Technology.

Continuing students from the Certificate I in Automotive Servicing Technology will need to only 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 both theory and practical assignments.

BARISTA SHORT COURSE FROM CERTIFICATE III IN HOSPITALITY SIT30713 Length of course: 7 hours (one day) Venue: Queensford College, Level 11/90 King William Street, Adelaide Accreditation: no SACE credits, unless the student is undertaking Hospitality training This 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, and care and preventative maintenance of machinery. This short course is popular for students looking for part time work or those simply wanting to learn how to make the perfect espresso.

CERTIFICATE III MICROBUSINESS (FULL YEAR) Length of course: one semester or one year, one night per week Venue: Queensford College, Level 11 / 90 King William Street, Adelaide Accreditation: The course attracts 55 SACE credits at Stage 2.

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. Structured Work Placement is recommended but not a compulsory component of this course. 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.

PARTIAL CERTIFICATE III IN BUSINESS BSB30115 (ONE SEMESTER) AND CERTIFICATE III BUSINESS BSB30115 (FULL YEAR)

CERTIFICATE II CONSTRUCTION PATHWAYS CPC20211

Length of course: one semester for the partial or one year for the full certificate, one night per week

Venue: tafeSA, Tonsley Campus, 1284 South Road, Clovelly Park

Venue: Queensford College, Level 11/90 King William Street, Adelaide

Accreditation: 50 credits at Stage 1

Accreditation: The semester course attracts 35 SACE credits at Stage 2. The full year course attracts 70 SACE credits at Stage 2.

This course will give students a foundation to be successful in their chosen career/s.

Students will not only learn how to create documents, databases and spreadsheets, they will 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.

CERTIFICATE II CONSTRUCTION/ DOORWAYS TO CONSTRUCTION SHB30215 Length of course: full year, one day per week Venue: Pasadena Trade Training Centre OR Grand Junction Trade Training Centre OR Rosewater Trade Training Centre Accreditation: up to 45 SACE credits at Stage 1 This is an introductory Construction course, which 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.

Length of course: full year, one day per week

Successful completion of this introductory Construction 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.

PARTIAL CERTIFICATE III CONSTRUCTION/ DOORWAYS TO CONSTRUCTION PLUS CPC30211 Length of course: full year, one day per week Venue: Pasadena Trade Training Centre OR Grand Junction Trade Training Centre OR Rosewater Trade Training Centre Accreditation: up to 30 SACE credits at Stage 2 This is a general Construction course 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.

DIGITAL PHOTOGRAPHY AND LIGHTING (PARTIAL CERTIFICATE III IN VISUAL ARTS CUV30111) (PHOTOIMAGING STREAM) Length of course: one night per week for one semester Venue: Marden Senior College, Marden Road, Marden Semester Accreditation: 20 SACE credits at Stage 2 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.

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PARTIAL CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE (ONE SEMESTER) AND CERTIFICATE III IN EARLY CHILDHOOD EDUCATION AND CARE (FULL YEAR)

CERTIFICATE II ELECTROTECHNOLOGY UEE22011

Length of course: one semester for the partial or one year for the full certificate, one night per week

Accreditation: 50 credits at Stage 1

Venue: Queensford College, Level 11/90 King William Street Adelaide Accreditation: Semester: 70 SACE credits at Stage 2, Full year: 115 credits at Stage 2.

Students need to obtain a DCSI working with children check and completed First Aid when commencing this course. There is a cost incurred in requesting this clearance and the process can take several weeks.

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 throughout the course in both practical and theoretical aspects, Work placement is essential: 120 hours for the full Certificate and 60 hours for partial completion.

Length of course: full year, one day per week Venue: tafeSA, Tonsley Campus, 1284 South Road, Clovelly Park

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.

CERTIFICATE II ENGINEERING MEM20105 Length of course: three semesters, one day per week Venue: The Engineering Academy at the Rosewater Trade Training Centre, corner Symon Street and Russell Street, Rosewater.

Accreditation: 40 credits at Stage 1, possibly with some scope to earn some Stage 2 accreditation 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.

EVENT MANAGEMENT PARTIAL CERTIFICATE III IN HOSPITALITY SIT30713 Length of course: Semester 1, one night per week Venue: Salford College, The Hotel Grand Chancellor, 65 Hindley Street, Adelaide SA 5000 Accreditation: Partial Certificate (1st Semester) 5 SACE credits at Stage 1 and 25 SACE credits at Stage 2 This program provides students with the skills and knowledge in three event management units which form part of the Certificate III in Hospitality. Students will also gain skills in providing service to customers, communication and showing social and cultural sensitivity. Further study in this area could lead towards work in events in a range of industries including the tourism and travel, hospitality, sport, cultural and community sectors. This could include working for event management companies, event venues, or organisations that organise their own events.

Work could be undertaken in an office environment where the planning of events takes place, on-site at venues where events are staged or a combination of both.

Students have the option of completing further units or the full Certificate III in Hospitality by continuing in Semester 2.

FIRST AID SHORT COURSE Length of course: a full day, with some prior learning activities Venue: Queensford College, Level 11/90 King William Street, Adelaide or through SportSA Accreditation: no SACE credits, unless the student is undertaking Fitness training.

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 the participant with the knowledge and skill to confidently recognise and respond to an emergency situation requiring first aid.

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; Cardio-Pulmonary 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.

FITNESS – CERTIFICATE III IN FITNESS SIS30310 Length of course: 3 terms

CERTIFICATE III IN MAKEUP (HAIR AND FASHION STYLING PATHWAY) SHB30215

Venue: SportSA, Next Generation Gym, Memorial Drive, North Adelaide.

Length of course: full year, one day per week and one night after school

Accreditation: 70 SACE credits at Stage 2

Venue: Colour Cosmetica Academy, 20-32 Union Street, Adelaide SA 5000

Note that it may also be possible to access this course, with differing SACE credits on offer, at Queensford College.

Certificate III in Fitness will enable students to enter the Fitness Industry as a Fitness Instructor or Gym Instructor. Each student completes industry approved fitness theory, which is current, comprehensive and will provide a solid foundation for 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.

This course offers an excellent introduction to a career in the Fitness Industry. It is designed for school students to allow theory concepts to be learnt during the course to assist with online assessments. Students will be required to complete approximately three hours of additional study each week in the students own time. As part of the Certificate III in Fitness, students must complete a total of 15 units of competency including 10 core units and 5 elective units. The completion of the First Aid short course is also an additional requirement of this qualification.

Accreditation: 85 SACE credits at Stage 2 This course trains people who wish to be employed as Makeup Artists to design and apply makeup for a range of purposes and occasions across the Beauty, Fashion, Media and Entertainment industries.

Successful graduates will be responsible for their own outputs, obtaining capacities to work cooperatively with a range of industry associates, including photographers, fashion stylists, hair stylists and media production staff. Work that is typically conducted from an effective graduate is in designing and applying makeup - preparing the skin, concealing, selecting and applying diverse techniques for foundations, colours, levels and applications, abilities in the art of contouring, face powder practices, blushers and cheek designs, lip designs, eye designs, lash and eyebrow designs, focusing for different makeup contexts and treatments in the areas of photography, remedial camouflage, innovative airbrush activities and polished creative makeup.

Graduates will have the skills and knowledge to work as part of a team or on a freelance basis, in settings such as makeup studios, retail cosmetics counters, fashion and media sets, photography studios and show production works for fashion shows and events. Graduates will also gain insights into what is fashion styling, have knowledge of the various aspects of the job, fashion styling career, essential research, fashion awareness, fashion styling, preparing for a photoshoot, working in a team and the photoshoot in production. Successful graduates will also develop skills in classic and creative long hair styling designs and techniques, having knowledge in hairstyling theory, practical skills in thermal styling, wet styling and long hairstyling, ranging from the classic bridal to editorial high end fashion long hair styling and design. Skills to be covered also include how to market a small business, identify resources needed and monitor and manage small business operations.

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CERTIFICATE II IN HAIRDRESSING SIH20111 Length of course: 32 weeks, one night after school Venue: Colour Cosmetica Academy, 20-32 Union Street, Adelaide SA 5000 Accreditation: 50 SACE credits at Stage 1 (At the time of printing this course is Work Ready funded for students who meet the criteria.)

Certificate II in Hairdressing is an introductory to the full qualification of Hairdressing. It is designed for direction into the Hairdressing industry. Covering all essential elements for Salon business, how to build professional relationships, networking, building a clientele, how to work with client’s needs, hair care, hair theory, professional draping shampooing and scalp massage, blowdry, long hair braiding and classic creative power drying, classic hair colour and removal, rinsing and neutralising chemically restructured hair. Students participate in theory and practical work sessions.

PARTIAL OR FULL CERTIFICATE III HOSPITALITY SIT30713 Length of course: 1 semester for partial Certificate.

Semester 2 is needed for the full Certificate.

One night per week.

Venue: Salford College, The Hotel Grand Chancellor, 65 Hindley Street, Adelaide SA 5000 Accreditation: 5 SACE credits at Stage 1 and 20 SACE credits at Stage 2 If topping up from Event Management in Semester 2, thus completing the certificate – 20 SACE credits at Stage 2.

Accreditation for a full year: 5 SACE credits at Stage 1 and 40 SACE credits at Stage 2 Note that it may also be possible to access this course, with differing SACE credits on offer at Queensford College.

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, tourism services, and visitor information.

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 is required each semester. This would be undertaken in various hospitality settings, such as restaurants, hotels, motels, catering operations and cafes.

CERTIFICATE II KITCHEN OPERATIONS SIT201416 Length of course: full year, one day per week Venue: Hamilton Senior College Accreditation: up to 40 SACE credits at Stage 1 This course is designed to provide students with an insight into aspects of the hospitality industry, in particular the kitchen environment. This qualification will include experiences in formal training via theory, practical exercises, and work placement.

By completing this qualification, students will have the ability to gain both skills and knowledge to assist them in either finding employment within the Hospitality Industry or to complete higher level qualifications.

CERTIFICATE III IN INDIVIDUAL SUPPORT CHC33015 – AGEING AND DISABILITY STREAMS CHC33015 Length of course: one year, one night per week Venue: Queensford College, Level 11/90 King William Street, Adelaide

Accreditation: 95 SACE credits at Stage 2.

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.

CERTIFICATE III MAKEUP SHB30215 Length of course: 32 weeks, two days per week Venue: Media Make Up Academy, 27 James Place, Adelaide Accreditation: 75 SACE credits at Stage 2 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, Fashion Industry including Runways, Photoshoots and events. This course includes a series of professional photo shoot, which allows 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 industry. This is a compulsory requirement of the qualification.

PARTIAL CERTIFICATE III IN MAKE-UP SHB30215 Length of course: 18 weeks after school or one day per week for a semester Venue: Colour Cosmetica Academy, 20-32 Union Street, Adelaide SA 5000 Semester Accreditation: 20 SACE credits at Stage 2 This course is designed as a standalone course, but it is also a pathway to completing a full Certificate III in Make Up or Certificate III in Beauty Services. Successful graduates will develop skills and techniques employed for makeup applications in day, evening, catwalk/editorial and basic creative makeup artistry. It focuses on cosmetic product information, infection control principles and practices, tools of trade, colour theory, client consultation, creating the canvas, preparing the skin, concealing, selecting and applying diverse techniques for foundations, colours, levels and applications, abilities in the art of contouring, face powder practices, blushers and cheek design, lip designs, eye designs, lash and eyebrow designs focusing for different make up contexts and treatments in the areas of everyday makeup, special events, high fashion, photography and remedial camouflage. Awareness will also cover the makeup image, a future in makeup, the evolutionary timeline and the ever changing era of makeup.

CERTIFICATE II RETAIL MAKE UP SHB20116 Length of course: 3 terms, one day per week Venue: Media Make Up Academy, 27 James Place, Adelaide Accreditation: 35 SACE credits at Stage 1 Course participants will gain the practical skills and knowledge to work as a Retail consultant / Salesperson in either a department store, make up boutique, pharmacy or salon. Participants will be required to complete an Industry Practice Log Book, which will take approximately 30 hours that may be outside of contact hours.

MEDIA, GAME DESIGN – 3D CHARACTER DESIGN AND DIGITAL EFFECTS (PARTIAL CERTIFICATE III SCREEN AND MEDIA CUA31015) Length of course: one night per week for one semester Venue: Marden Senior College, 1-37 Marden Road, Marden/ Open Access College Accreditation: 25 SACE credits at Stage 2 This program introduces you 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 industry oriented software. Students who also attend for a full day, in addition to this training, if done in Semester 1, are able to gain Certificate III Screen and Media.

CERTIFICATE III IN MUSIC INDUSTRY/SONG-WRITING AND PERFORMING ORIGINAL SONGS CUA33015 Length of course: 32 weeks, one day per week Venue: St Paul’s Creative Centre, 200 Pulteney Street, Adelaide Accreditation: 75 credits at Stage 2 Students need to have completed Certificate II Music Industry in order to be able to do this course. Each week, over the full year, the students write original songs, rehearse and record a demo. This is ideal for students who use digital audio workstation’s (DAW) for song writing as well as traditional methods. Focusing on contemporary EDM and hip hop, rock, pop, folk, punk, students examine the different styles of contemporary music and their relevance, learn structured methods, exploring creativity, set up and use a small P.A., rehearsal techniques and preparing for performances.

PLUMBING PATHWAYS, CERTIFICATE II METAL ROOFING AND CLADDING CPC20812 Length of course: one day per week for the year Venue: Grand Junction Trade Training Centre Accreditation: up to 60 credits (the actual credits granted depend on the units of competency completed by the student towards the qualification).

Successful course completion will provide students with the practical skills and knowledge that will support further studies and further employment opportunities within the plumbing sector or the construction industry. This qualification provides an introduction to the Construction Industry, its culture, essential workplace safety requirements, the industrial and work organisation structure, communication skills, work planning, and basic use of tools and materials. This qualification is built around plumbing project units that integrate the skills and embed facets of employability skills in context. Students are able to advance to Certificate III Construction Plumbing Services and look for apprenticeships.

PLUMBING, CERTIFICATE I IN CONSTRUCTION, DOORWAYS 2 CONSTRUCTION – PLUMBING CPC10111 Length of course: full year, one day per week Venue: Unley High School Accreditation: 40 credits at Stage 1 This qualification will focus on the introductory skills a Plumbing Apprentice would require.

It has been designed by the Master Plumbers Association of South Australia and is offered in conjunction with Unley High School.

Students will learn skills that have industry relevance and will also undertake their ‘White Card’ as part of the course.

35 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

PLUMBING, PARTIAL CERTIFICATE III IN ROOF PLUMBING, DOORWAYS 2 CONSTRUCTION – PLUMBING PLUS CPC32612

SCIENTIFIC STUDIES, STAGE 2, WHICH INCLUDES CIVIL AVIATION SAFETY AUTHORITY (CASA), RECREATIONAL PILOT’S LICENCE

WHITE CARD TRAINING FOR THE CONSTRUCTION INDUSTRY – SHORT COURSE

Length of course: full year, one day per week

Length of course: 30 weeks

Venue: Unley High School

Venue: Glenunga International High School, L’Estrange Street, Glenunga OR Australian Science and Mathematics School, Flinders University, Sturt Road, Bedford Park

Venue: Rosewater Trade Training Centre, corner Symon Street and Russell Street, Rosewater.

Accreditation: 30 credits at Stage 2 This course is a continuation of Certificate I in Plumbing. The course has been developed in conjunction with the Master Plumbers Association of South Australia and aims to provide 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.

RESPONSIBLE SERVICE OF ALCOHOL (RSA) SHORT COURSE FROM CERTIFICATE III HOSPITALITY SIT30713 Length of course: 7 hours Venue: Queensford College, Level 11/90 King William Street, Adelaide Accreditation: no SACE credits, unless the student completes further training in Hospitality 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.

Accreditation: 20 Stage 2 credits This is a Stage 2 subject and not a VET course. It covers the theory component of the CASA Recreational Pilot’s Licence.

Students will be examined in Basic Aeronautical Knowledge under the guidance of the Murray Bridge Flying School. Learning to fly provides the individual with a better understanding of Physics, Mathematics and Geography. This course helps to provide self-discipline and teaches the importance of leadership, planning, communication and people skills. It also develops decision making ability, how to interpret human factors and make risk assessments.

Practical flying lessons are encouraged but not obligatory and require parent consent. This course is ideal for students who wish to gain entry to the RAAF, to fly for a commercial airline or to pursue an interest in other careers in Aviation.

Length of course: 7 hours

Accreditation: no SACE credits, unless the student goes on to undertake more training in the trades.

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 is offered once a term, but is included in several of the trades courses, so check with the VET Coordinator.

OVERVIEW OF THE SACE AND COURSE SELECTION STEPS IN SELECTING A COURSE Consider • your ambitions, capabilities, performance and future career options • sources of help/information (see below).

FURTHER INFORMATION AND HELP Counselling You will be involved in an extensive counselling program to assist you in the selection of your set of subjects. This counselling will include consideration of your current results, teacher recommendations and your future aspirations. During counselling, please be ready to discuss your tertiary ambitions so prerequisite and assumed knowledge of your preferred tertiary courses can be taken into account in your subject selection.

Community Resources Career Reference Centres, the SACE Board, tertiary institution information services, employers, professional associations, family and friends.

INTERNATIONAL EDUCATION Adelaide High School has a commitment to international education. There are a number of programs which the school takes part in, such as: • Cultural exchanges (both short and long term)

Check

You are also encouraged to make use of the following people and resources:

• One Year Study Abroad programs

• which subjects lead on to your choices for further study. The choices you make in Stage 1 will affect Stage 2 (Year 12) choices

School Staff

• ISEC (Intensive Secondary English Courses)

Ms N Bryant Assistant Principal, Curriculum/SACE/ Senior School Focus

Students coming to Adelaide High School from other countries are able to participate in the above programs, depending on their visa status and educational requirements.

International students have the possibility to select from the subjects offered within the Adelaide High School curriculum which best suit their course requirements and proficiency in English. Adelaide High School offers English as an Additional Language (EAL) as a subject in the senior school at Stage 1 and Stage 2.

• preferred background and prerequisites for individual subjects • the description of content and assessment of the subjects you are considering • you have chosen subjects which will challenge you and stimulate your development.

Make sure • the subjects you have chosen meet the SACE pattern • you have checked the school’s timetable structure to see that it is possible to take your preferred combination of subjects • you have chosen a set of subjects that will lead into your preferred option for further study or a career • you have read the detailed information on tertiary entrance requirements in the ‘SATAC Tertiary Entrance 2019, 2020, 2021’ booklet available from the SATAC website in July.

Complete • SACE Course Planner (see page 44), and Counselling Sheet (see page 45) making full use of the information you have gathered.

Choose wisely • You must base your subject choices on as much information as possible. You are responsible for your choices - it is up to you to do the research.

PLEASE NOTE: Formation of classes cannot occur if there is insufficient demand for a specific subject. In such instances students will need to select an alternative subject.

In general, a minimum of twelve students is needed to conduct a class.

Mr M McLeod Assistant Principal, Professional Development/Quality Assurance/Middle School Management Mr M Darley Assistant Principal, ICT/ICT Curriculum/ Learner Management Systems Mr M Black Assistant Principal, Timetabling/Senior School Management/Data Management/PLP Mr M Gurr Assistant Principal, Middle School Curriculum/Year 7-8 Transition/Middle School Management Mr P Wilson Assistant Principal, Languages/Global Education/CIS Accreditation Mr T Warren Senior School House Manager Mr G Richardson Senior School House Manager Ms K Andriopoulos Senior School House Manager Mr C Menzies Senior School House Manager Ms M LeDolédec Wellbeing Leader Mr M Mena Wellbeing Leader Ms L D’Aloia Student Pathways Coordinator

School Resources Tertiary institution handbooks, The Job Guide, work done as part of your Personal Learning Plan, ‘SATAC Tertiary Entrance 2019, 2020, 2021’ information and contact teachers identified after each subject descriptor in the handbook.

• Long term International Student Programs

A recommendation from the EAL staff is necessary to undertake the study of either of these subjects. EAL support is also offered to students in a study period and, where appropriate or possible, support is also offered across the curriculum.

At Adelaide High School there are a number of support staff International Students can contact when they need support and assistance. The school has two Student Counsellors who can assist with many issues, either personal or scholastic.

Students can also seek advice from the EAL staff, Mr Wilson, Assistant Principal of Languages and Global Education, the House Managers and Mr Menzies, Manager of International Programs.

Adelaide High has International relationships with schools in Japan, Greece, France, Germany, Spain, Italy and China. There are a number of exchange students at the school each year.

37 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

USEFUL WEBSITES

CAREER PLANNING INFORMATION

http://www.adelaidehs.sa.edu.au

Australia’s Career Information and Exploration Service www.myfuture.edu.au (The information is also available in Arabic, Mandarin and Vietnamese)

THE SACE BOARD

Skills SA Career Development Web Portal (DEFEST) www.skills.sa.gov.au/careerdevelopment

ADELAIDE HIGH SCHOOL

http://www.sace.sa.edu.au

SATAC http://www.satac.edu.au/

VET INFORMATION East Adelaide School’s Cluster’s VET offerings http://www.easc.org.au/ School-Based Apprenticeship information accessible through the Western Adelaide Trade School website http://www.wats.sa.edu.au/ apprenticeships.htm Unique Student Identifier http://usi.gov.au

This portal provide users with a range of career development resources and services and provides links to over 70 websites related to career development, employment and training, further and higher education, career services and employment statistics.

South Australia Works www.saworks.sa.gov.au/careerssa contains information about the careers development services provided by to unemployed and underemployed people and those returning to the workforce.

TERTIARY SA tafeSA http://www.tafesa.edu.au/ Flinders University http://www.flinders.edu.au/ University of Adelaide http://www.adelaide.edu.au/ University of SA https://www.unisa.edu.au/ Torrens University http://www.torrens.edu.au/course-guides-list

TERTIARY COURSES AVAILABLE THROUGHOUT AUSTRALIA Victoria http://www.vtac.edu.au/ New South Wales http://www.uac.edu.au/

There’s more to it http://www.theresmoretoit.com.au highlights some of the career opportunities available in South Australia in the growth industries of Defence, Resources, Construction, ICT, Electro-technology and Advanced Manufacturing.

Queensland http://www.qtac.edu.au/home

Graduate Careers Australia http://www.graduatecareers.com.au/ research/researchreports/wheregradsgo/ commongraduateoccupations/

Tasmania http://www.utas.edu.au/

Department of Jobs and Small Business (Australian Government) https://www.employment.gov.au/ Department of Jobs and Small Business (Australian Government): Job Jumpstart https://jobjumpstart.employment.gov.au/ Find out where grads go Job Guide http://education.gov.au/job-guide SYC (Service to Youth Council) http://www.syc.net.au/ New Apprenticeship Scheme http://www.australianapprenticeships.gov.au/

Western Australia https://www.tisc.edu.au/ Northern Territory http://ntu.edu.au

THE SACE AT ADELAIDE HIGH SCHOOL

Students in Year 10 at Adelaide High School gain credit for the Personal Learning Plan.

THE COMPULSORY REQUIREMENTS OF THE SACE Requirements Year 10 Personal Learning Plan (Stage 1 compulsory subject/course) Year 11 (Stage 1) Literacy (from a range of English subjects and courses) Numeracy (from a range of mathematical subjects and courses) (Stage 1 compulsory subject/ course) Year 11 or 12 (Stages 1 or 2) Other subjects or courses of the student’s choice Year 12 (Stage 2) Research Project (Stage 2 compulsory subject/ course) Other Stage 2 Subjects and Courses* Total

The Research Project is a compulsory subject designed to give you the opportunity to study an area of interest in depth. The Stage 2 subject - essentially a major project - will be worth 10 credits. It will allow you to use your creativity and initiative, while developing the research and presentation skills you’ll need in further study or work.

Credits

Your research project can take many forms, for example:

10

• community-based projects, such as developing a parenting course or a youth leadership program

20

10

• technical or practical activities, such as designing or repairing a ride-on lawn mower, or building a robot • work-related research, such as improving work rosters at a certain workplace or investigating jobs • subject-related research, such as a historical investigation or a scientific study.

You may have your Research Project count towards your Australian Tertiary Admissions Ranking (ATAR), in which case you must complete the required writing component.

up to 90

HOW DO I GET THE SACE? 10

80 or more 200

* Most students will complete subjects or courses worth more than 70 credits at Stage 2.

Compulsory subjects To summarise, the SACE has four compulsory parts - the Personal Learning Plan, the Research Project, and a choice of English and Mathematics subjects or courses. You’ll need to achieve a C grade or better in each to gain your SACE. The Personal Learning Plan is a compulsory requirement at Stage 1.

At Stage 1, you’ll need to satisfactorily complete at least 20 credits from a range of English subjects or courses. Likewise, you’ll need to satisfactorily complete at least 10 credits from a range of Stage 1 Mathematics subjects or courses.

Every subject you complete successfully will earn you `credits’. Gain 200 of these in the right mix of subjects and courses and you’ll achieve your SACE. To give you some idea how much work is involved, a full semester (six months) of study in one subject will be worth 10 credits.

You’ll also receive a grade for each subject - from an A to an E. For the compulsory subjects, you’ll need to get a C grade or better to complete the SACE. At Stage 1 (Year 11), teachers at your school will mark all your subjects.

At Stage 2 (Year 12), 30 per cent of your work in each subject - such as exams, practical projects and presentations - will be marked by experts outside your school.

The rest of your work will be assessed by teachers at your school, with their marks double-checked by experts outside your school. All of this is to make sure everyone is marked according to the same standards.

When you’ve finished your SACE, you’ll receive a certificate which records your achievements. You’ll be able to access information about your achievements online in both Stage 1 and Stage 2.

The table above shows what will be required as a minimum to achieve the SACE. However, many students will choose to study more subjects than the minimum required at Stage 2.

39 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Your choices

A Very High Achievement

Scaling

Beyond the compulsory subjects, the SACE will include a wide range of other subjects and courses. Subjects are generally offered by the SACE Board and courses are offered by other organisations, such as TAFE, and recognised by the SACE Board to count towards the SACE. Schools will also be able to tailor subjects - based on models set by the SACE Board - to meet the needs of the local community.

B High Achievement

Scaling is a process that compares and adjusts raw scores across subjects at Stage 2 in order to calculate tertiary entrance points. Some thoughts to bear in mind about scaling:

Vocational Education and Training (VET) The SACE can be tailored to each student’s needs and interests, including those who prefer hands-on learning or work outside of the classroom. You’ll be able to gain credit for a wide range of learning activities, including undertaking a trade, studying at TAFE or other registered training organisations, and for some part-time work.

To gain credit for part-time work you’ll need to produce evidence that shows how your job has helped you to build skills and knowledge.

An apprenticeship can count towards the SACE. This means you can gain on-thejob skills while working towards both the SACE and a recognised VET qualification.

Trade training requires strong literacy and numeracy skills. The SACE will help you to meet these requirements.

In the SACE you will be able to undertake VET options at both Stage 1 and Stage 2.

Some of the VET options offered at Stage 2 will enable students to work towards a Certificate III qualification while completing the SACE. You could be well on the way to gaining a VET qualification by the time you have finished school.

SCHOOL ASSESSMENT At Stage 1 and 2, as an indication of your performance, you will be awarded a grade, A-E, at the end of each assessment period during the year. This is to give you an indication of your achievement in this subject.

While the grading system used for the school assessment is similar to that used by the SACE Board for Stage 2 results, there is a difference. The SACE Board grade and the school assessment grade measure different things. The school grade is a diagnostic tool, which measures strengths and weakness in a particular subject area. The SACE Board grade is an accreditation towards the South Australian Certificate of Education.

C Competent Achievement D Marginal Achievement E Unsatisfactory

Summative and Formative Assessment Summative assessment forms the basis of both your SACE and school assessment.

Summative assessment is a term used to describe an assessment activity which measures achievement at the end of a section of work.

Formative assessment describes the work or tasks undertaken to guide further learning and to prepare you for summative assessment. Teachers of all SACE subjects will provide you with plans of the summative assessment program you will be undertaking.

You must plan your work carefully, organising completion of tasks to meet all due dates.

The school and the SACE Board have strict policies on the deadlines for summative work.

Copies of these policies will be distributed to you at the beginning of the year.

WHAT YOU NEED TO KNOW ABOUT THE SACE BOARD The SACE Board is responsible for the curriculum and assessment at Stage 1 and Stage 2 of the SACE. Some of the important things you need to know about the SACE Board are:

Keeping Your Personal Details Accurate and Up-to-Date The SACE Board issues you with a SACE Registration Slip during your first year in the SACE. Your personal details shown on this slip, such as address, date of birth, surname and given names, must be accurate and up-to-date. Please inform the SACE Coordinator if any personal details change.

The Registration Slip also shows your SACE registration number, which you will need to quote in any correspondence you have with the SACE Board.

Moderation The SACE Board supervises the moderation of all Stage 2 subjects. Moderation involves a range of processes which are used to make the assessments in a particular subject comparable and thus fair for all students, no matter which school or class they are in. Please ask your subject teachers about the particular moderation processes and requirements for individual subjects.

• there is no guarantee that a subject will be scaled up or scaled down in a particular year • all Stage 2 subjects are scaled together • scaling of a subject depends upon the performance of groups of students taking that subject in a particular year, not the performance of an individual student • the combination of subjects taken by a student does not affect the university entrance score received by that student.

Special Provisions The SACE Board’s Special Provisions in assessment and curriculum can, in certain circumstances, help you to complete the requirements of your SACE subjects.

If your studies are interrupted or affected for example, by illness, disability or unexpected family reasons, special arrangements may be made with the SACE Board to help redress the disadvantage you have suffered.

For more details about special provisions, please see Ms Vand’Ellis or Mr Mena.

SACE Board Documentation Any documentation received by you from the SACE Board should be checked carefully to ensure that it is accurate and complete.

At Stage 1 you receive the Statement of Results showing your results at the end of the first semester and at the end of the year.

At Stage 2 your Record of Achievement is forwarded to you directly from the SACE Board.

The results information on these documents will determine your success in gaining the SACE and will be important in the transition from Stage 1 to Stage 2 and from Stage 2 into higher education. The documents will also form a useful part of your job application portfolio. Please store them carefully and securely.

HIGHER EDUCATION ENTRANCE The South Australian tertiary institutions - The University of Adelaide, Flinders University, University of South Australia and TAFE - have quite specific entry requirements, and these vary from course to course. You are advised to study these entry requirements very carefully when making your subject choices for Stage 1 and Stage 2 at this school. Make sure you understand which subjects are prerequisites for the courses and universities of your choice, noting that these may vary within and between universities.

QUALIFYING FOR UNIVERSITY ENTRY 2020 Selection into university courses/programs Selection requirements for 2020 entry to university courses remain the same as for 2019. Selection is based on both eligibility and rank. Eligibility allows you to be considered for selection; rank determines whether you are competitive enough to be selected.

To be eligible for selection into a university course/program in 2020 you must: • qualify for the SACE/NTCET • obtain an Australian Tertiary Admission Rank (ATAR) • meet any prerequisite subject requirements for the course/program

The university aggregate and the Australian Tertiary Admission Rank (ATAR).

Your competitiveness in relation to other applicants for a given university course is based on your Selection Rank which is made up of your ATAR plus any bonuses for which the university deems you eligible.

The ATAR is a rank given to students on a range from 0 to 99.95 and is calculated from your university aggregate.

To obtain a university aggregate and an Australian Tertiary Admission Rank (ATAR) for entry you must: • qualify for the SACE/NTCET • comply with the rules regarding precluded combinations • comply with the rules regarding counting restrictions

• complete at least 90 credits of study in Tertiary Admissions Subjects (TAS) and Recognised Studies at Stage 2 in a maximum of three attempts • of the 90 credits of study a minimum of 60 credits of study must be from 20 credit Tertiary Admissions Subjects (TAS)* and a maximum of 20 credits can be Recognised Studies * Normally 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same area, when studied in pairs, can substitute for a 20 credit subject.

Calculating the university aggregate The university aggregate is calculated from scaled scores. These are the numeric measures of your performance in TAS which are derived from your grades, and are reported to you out of 20.0 for 20 credit subjects and out of 10.0 for 10 credit subjects. Please note that if you do not attempt the publicly assessed component of a TAS (e.g. an examination or final recital), you will be given a scaled score of 0.0.

The university aggregate is calculated from your best scaled scores from a maximum of three attempts, and from the following: • Three 20 credit TAS (including valid pairs); plus • The best outcome from the flexible option, which is the best 30 credits of scaled scores or scaled score equivalents from: - the scaled score of a 20 credit TAS; - half the scaled score of one or more 20 credit TAS; - the scaled score of one or more 10 credit TAS; - scaled score equivalents for Recognised Studies to the value of 10 or the maximum of 20 credits; subject to precluded combination and counting restriction rules. Subjects with scaled scores of 0.0 can be used in the calculation of the university aggregate.

The subjects used in the calculation can only come from a maximum of three attempts which need not be in consecutive years.

Converting the university aggregate to an Australian Tertiary Admission Rank (ATAR) The university aggregate is converted to an ATAR. The ATAR is an indicator of how well a particular student has performed relative to other students.

Reporting the university aggregate and ATAR The university aggregate is reported to students on a score range of 0-90.0 with intervals of 0.1. The ATAR is reported to students on a percentile scale, i.e. on a range 0-99.95 with intervals of 0.05.

The university aggregate and ATAR are reported only to students who quality for the SACE or NTCET. How your university aggregate is calculated

60

30

Three 20 credit scores

Final 30 credits flexible option

Your scaled scores from three 20 credit Tertiary Admissions Subjects (TAS) are used.

Normally, 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same subject area, when studied in pairs, can substitute for a 20 credit subject.

These are called valid airs.

Your score for the flexible option is the best 30 credits of scaled scores or scaled score equivalents from: • the scaled score of a 20 credit TAS; • half the scaled score of one or more 20 credit TAS; • the scaled score of one or more 10 credit TAS; • scaled score equivalents for Recognised Studies to the value of 10 or the maximum of 20 credits.

Your university aggregate is the best possible score calculated from the above options subject to counting restrictions and precluded combinations.

41 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Recognised studies: The SACE Board of South Australia may recognise a range of non-SACE subjects that can count towards the SACE. The universities may also agree to these studies being able to contribute to the calculation of the ATAR. The ViceChancellors of South Australia’s universities have suggested recognised studies could include university subjects, International Baccalaureate subjects, interstate Year 12 subjects and Vocational Education and Training (VET) qualifications. Further information is available on the SACE Board website.

Will subjects be scaled for university selection?

All results (i.e. subject achievement scores) for SACE subjects contributing to a student’s ATAR will continue to be scaled. Scaling is a process which converts students’ subject scores into tertiary entrance points in each of their SACE Stage 2 (Year 12) subjects so that the achievements in different subjects may be compared. This means that when different subjects are used to calculate an ATAR, the process is fair to all students.

Are all subject combinations allowed?

Some combinations of subjects are not allowed to count towards university entrance, generally because the subjects are similar. These are called “precluded combinations” For example, if a student studies English and English Literary Studies only one of these can count towards a student’s ATAR. Also there are limits on how many subjects in the same area can count even if the subjects aren’t precluded combinations. These are called “counting restrictions” Precluded combinations and counting restrictions are listed each year in ‘SATAC Tertiary Entrance 2019, 2020, 2021’ booklet available from the SATAC website in July.

Can “related pairs” of subjects count towards the ATAR? Yes. As happens in the current SACE, two related half-year (10-credit) Stage 2 subjects can be counted as one full-year (20-credit) Stage 2 subject to count towards university entrance and an ATAR. For example, two half-year (10-credit) Stage 2 music subjects may count as a full-year tertiary entrance subject. These are known as “valid pairs” and are listed each year in SATAC’s Tertiary Entrance booklet.

How long will subjects completed as part of the current SACE be able to count towards the ATAR? Current SACE subjects will always be able to count towards a student’s ATAR. However, the ATAR can only be calculated using results from a student’s best three years of Stage 2 SACE studies.

More information The rules for university entry, along with more detail about subject options, will be published in the ‘SATAC Tertiary Entrance 2019, 2020, 2021’ booklet. The school will be able to help you in Years 10, 11 and 12 with updated information about university entry.

TAFE TAFE offers some 420 courses all with different entry points into them. Some are offered through a range of Colleges whilst others are only offered by one College.

Different levels are offered at different Colleges. TAFE offers the following levels of awards: ­ • Certificate in Vocational Education • Certificate 1, 2, 3 & 4 • Associate Diploma • Diploma • Advanced Diploma and Degree.

Some of these levels are offered through SATAC as per University selections, whilst others are applied for directly to the College concerned. Generally SATAC handles the applications for Associate Diploma to Degree courses. Courses often have a number of factors that make up the selection criteria. Counsellors are able to give you the relevant information for courses you may be interested in.

Prerequisites and Assumed Knowledge In the course entry requirements for each University you may find some subjects listed as “prerequisites” and others as “assumed knowledge”. Prerequisites are those subjects which you must take in order to be eligible for a particular course and you must get a score in the C - A Grade in these subjects.

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

University Access and Bonus Point Schemes All three universities in South Australia and Charles Darwin University in the Northern Territory operate schemes designed to provide students from educationally disadvantaged schools or backgrounds with assistance in gaining access to undergraduate courses/programs. In addition, the three universities in South Australia operate subject bonus points schemes for students who have completed particular subjects at SACE/NTCET Stage 2 level.

Consult the ‘SATAC Tertiary Entrance 2019, 2020, 2021’ booklet for information or the websites of the relevant universities.

PRECLUDED SUBJECT COMBINATIONS If two subjects are a precluded combination then they cannot both count in the calculation of your ATAR or TAFE SA Selection Score. For a full list of precluded combinations consult the ‘SATAC Tertiary Entrance 2019, 2020, 2021’ booklet.

NOTE: For students who only wish to complete their SACE Certificate and who are choosing a course that will not qualify them for University entrance, there are NO precluded subject combinations.

Subject Areas in which there are Counting Restrictions for University entrance Agriculture and Horticulture No more than 20 Credits Australian Languages No more than 20 Credits Cross-Disciplinary Studies and Integrated Learning No more than 20 Credits Design and Technology (Communication Products, Material Products, Digital Systems and Control, and the former subject Design and Technology Studies) No more than 20 Credits Mathematics No more than 40 Credits Music No more than 40 Credits * Where there is both a 10 and 20 credit offering of the same subject, these are precluded against each other. For example, 2CVA10 Creative Arts and 2CVA20 Creative Arts is a Precluded Combination.

SACE STAGE 1 & 2 SUBJECTS

Below is a list of the SACE Board subjects that are offered at Adelaide High School.

Stage 1 subjects

Stage 2 subjects

Arts Dance

Creative Art

Design A & B

Design and Design Innovation

Design C - Product Innovation

Digital Art

Digital Art

Moving Image Media

Drama A & B

Music Explorations

General Art

Music Studies

Moving Image Media

Performance - Ensemble

Music Performance

Performance - Solo

Music Technology

Visual Art (Art or Design)

Painting & Drawing Theatre Production Design & Management Business, Enterprise and Technology Business and Enterprise

Business and Enterprise

Accounting

Accounting

Design & Technology • Computer Aided Design (CAD) • Digital Photography • Digital Systems & Control • Furniture Construction • Fabrics, Textiles, Fashion and Design • Rapid Prototyping

Design & Technology • Computer Aided Design (CAD) • Digital Photography • Digital Systems & Control • Furniture Construction • Textiles and Fashion • Rapid Prototyping

Digital Technologies A (Programming & Data Analytics)

Digital Technologies Information Processing & Publishing

Digital Technologies B (Programming & Creativity and Innovation) Information Processing & Publishing Cross-Disciplinary Studies Community Studies

Community Studies

Innovation Studies

Integrated Learning

Integrated Learning

Research Project

Research Project English Essential English

Essential English

English

English

English as an Additional Language

English for EAL English Literary Studies English as an Additional Language

43 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Stage 1 subjects

Stage 2 subjects

Health and Physical Education Health

Health

Food & Hospitality

Child Studies

Food Processing Pathways VET Course

Food & Hospitality

Outdoor Education

Physical Education

Physical Education • Fitness & Coaching Principles • Physical Education A • Physical Education B • Workplace Practices – Specialist Sport

Outdoor Education

Humanities and Social Sciences Aboriginal Studies

Economics

Australian and International Politics

Legal Studies

Economics

Modern History

History

Philosophy

Legal Studies A & B

Society & Culture

Philosophy Society & Culture Languages Beginners Italian

Beginners Italian

Continuers* Chinese, French, German, Italian, Japanese, Modern Greek, Spanish

Continuers* Chinese, French, German, Italian, Japanese, Modern Greek, Spanish

Background Speakers Chinese

Background Speakers Chinese

Mathematics Essential Mathematics

Essential Mathematics

General Mathematics

General Mathematics

Mathematical Methods

Mathematical Methods

Specialist Mathematics

Specialist Mathematics

Sciences Biology

Biology

Chemistry

Chemistry

Earth and Environmental Science

Earth and Environmental Science

Nutrition

Nutrition

Physics

Physics

Psychology

Psychology

* Continuers are students who will have studied 400 - 500 hours of the language by the time they complete Stage 2.

Stage 1 - 20 Credit Subjects Students commit themselves to these subjects for the full year. Withdrawal at the end of Semester One may only occur in special circumstances.

• Essential English • English • English as an Additional Language • Chinese • French • German • Italian • Japanese • Modern Greek • Spanish • Chemistry • Physics • General Mathematics • Mathematical Methods (3 units) • Specialist Mathematics (4 units)

SACE COURSE PLANNER

You must complete the Personal Learning Plan, worth 10 Credits

Credits

10 You must complete at least 20 credits* towards literacy Choose from a range of English/English as a Second Language subjects

Subtotal You must complete at least 10 credits* towards numeracy Choose from a range of mathematics subjects or courses

You must complete other subjects (free choice) worth at least 90 credits* Choose Stage 1 or Stage 2 subjects

Subtotal Choose Stage 2 subjects

TO GAIN THE SACE, YOU MUST EARN 200 CREDITS

Compulsory Stage 1 subjects

Compulsory Stage 2 subjects

Students must achieve either an A, B, C or equivalent in the compulsory subjects to complete the SACE

Free choice subjects (Stage 1 and/or 2) Students must achieve a grade in these subjects

You must complete a major project of extended studies, worth 10 credits Research Project

10 Subtotal

* If your subject choices in a particular section exceed the minimum number of credits required, you should count the extra credits in another relevant section

200 TOTAL

45 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

COURSE AND FUTURE PATHWAYS COUNSELLING YEAR 2017-2019

Action Plan for PLP and Reflection for Future Pathways

Answer the following questions What are my areas of strength? Where would I find evidence of this?

The areas I need to work on are?

What do I intend to do to address these?

My NAPLAN and ACER results indicate

My future pathways include

My proposed Career choices are 1.

2.

3.

What tertiary study, if any, do I need to undertake?

(Include current ATAR for any university course, entry requirements for TAFE or apprenticeships)

Do I need to undertake any prerequisite subjects? What are they?

Which subjects have bonus points attached to them and how do they relate to my course selection?

Proposed Stage 2 (Year 12) subjects

Proposed Stage 1 (Year 11) subjects

Stage 1 or 2 subjects that I have already completed

STAGE 1 SUBJECTS STAGE 1 SUBJECT DESCRIPTORS

critically analyse works of Art in both written and oral form. 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.

analyse works of Art in both written and oral form. 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.

Assessment The creative arts process comprises four interrelated elements common to all creative arts programs: • investigation • development • production • reflection

Assessment Students will undertake a range of activities in Visual Thinking, Practical Resolution and Visual Arts in Context. Students will need to meet Performance Standards in each of the assessed areas to successfully complete Visual Arts subjects.

Students will need to meet Performance Standards in each of the assessed areas to successfully complete Creative Arts subjects. Curriculum is guided by the Creative Arts Subject Outline.

Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Product and Folio. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future Students who choose at least one Stage 1 Visual Arts (Art or Design) subject will be able to undertake Stage 2 Visual Arts as a 10 credit or 20 credit course.

Stage 2 Future Students who successfully achieve a “C” in one or more Stage 1 Creative Arts subject/s will be able to undertake Stage 2 Creative Arts.

Design A & B 10 Credits

CONTACT TEACHER: MR G COX

SECTION 1 ARTS Art - Painting and Drawing 10 Credits Preferred Background/Prerequisite A “C” grade or better at Year 10 in another Arts subject or on approval of individual cases. Students who wish to continue with Creative Arts in Stage 2 must discuss this with the relevant contact person/s.

Description In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio-visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in cultural and historical contexts. The broad area of Art includes both artistic and crafting methods and outcomes, including the development of ideas, research, analysis and experimentation with media and techniques, resolution and production.

Content This subject will concentrate in the area of Painting and Drawing. Students will complete practical work using new and learnt skills in the use of drawing and painting media. Students will need to

Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Folio, Practical and Visual Study.

The study of Visual Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Art - General Art 10 Credits Preferred Background/Prerequisite A “C” grade or better at Year 10 in another Arts subject or on approval of individual cases. Students who wish to continue with Creative Arts in Stage 2 must discuss this with the relevant contact person/s.

Description In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio-visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in cultural and historical contexts. The broad area of Art includes both artistic and crafting methods and outcomes, including the development of ideas, research, analysis and experimentation with media and techniques, resolution and production.

Content This subject covers all aspects of Art media and will allow students to work in areas including: Painting and Drawing, Printmaking, 2 and 3D Studies Students will complete practical work using new and learnt skills in various Art media and techniques. Students will need to critically

CONTACT TEACHER: MR G COX

Preferred Background/Prerequisite A “C” grade or better at Year 10 in another Arts subject or on approval of individual cases. Students who wish to continue with Creative Arts in Stage 2 must discuss this with the relevant contact person/s.

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

Content This course is focused on developing a deeper understanding of Design, problem solving and presentation of ideas in a skilled manner. Students will undertake studies in: Communication, Environmental and Product design aspects. The content of Design A and B will vary dependant on the skill level of the student. Students can choose to undertake a 20 credit (full year) of Design.

Contemporary and Historical Design practice will be explored.

Assessment The creative arts process comprises four interrelated elements common to all creative arts programs: • investigation • development • production • reflection

47 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Students will need to meet Performance Standards in each of the assessed areas to successfully complete Creative Arts subjects. Curriculum is guided by the Creative Arts Subject Outline.

Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Product and Folio. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future Students who successfully achieve a “C” in one or more Stage 1 Creative Arts subject/s will be able to undertake Stage 2 Creative Arts.

CONTACT TEACHER: MR G COX

Dance 10 Credits Preferred Background/Prerequisite Previous experience is a requirement, but this is negotiable. Year 10 students must audition to be placed in SACE Stage 1 Dance.

Description The aim of this course is for the student to gain a practical understanding of dance as a performing art and as an important component of the local and global arts industry. The student develops practical skills through a study of dance technique, applying these skills in composition, choreography, performance and critical analysis.

Content Students develop practical skills through a study of dance technique, applying these in composition and performance. Students will explore a range of approaches to dance making through practical tasks, researching professional choreographers and studying video and live performance. Students will present dance to different audiences, participating in either a performing or off-stage role. They will develop skills in observation and analysis of the various components of a contemporary dance work using arts specific terminology and safe dance practices.

Assessment Students demonstrate evidence of their learning through the following assessment types: • Technique • Composition • Performance or Presentation • Analytical Response Stage 2 Future SACE Stage 2 Dance is a full year subject worth 20 credits.

CONTACT TEACHER: MR G COX

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

Design C - Product Innovation 10 Credits Preferred Background/Prerequisite A “C” grade or better at Year 10 in another Arts subject or on approval of individual cases. Students who wish to continue with Creative Arts in Stage 2 must discuss this with the relevant contact person/s.

Description Students will focus on developing skills in Prototyping and Product Innovation using 3D printing & Laser cutting equipment.

They will use a variety of creative software programs to develop original objects based on their interest.

As part of the course students will create original works of design. They will explore sustainability, Ergonomics, Form & Function, prototyping.

This course is suited to any student interested in pursuing a career in Animation Design, Architecture, Engineering, Jewellery Design or any other area of Design Innovation.

Content This course is focused on developing a deeper understanding of Product Design, developing a deeper understanding of problem solving and the presentation of ideas in a skilled manner. The content of Design C will vary dependant on the skill level of the student.

Stage 2 Future Students who successfully achieve a “C” in one or more Stage 1 Creative Arts subject/s will be able to undertake Stage 2 Creative Arts.

CONTACT TEACHER: MR G COX

Digital Art 10 Credits Preferred Background/Prerequisite A “C” grade or better at Year 10 in another Arts subject or on approval of individual cases. Students who wish to continue with Creative Arts in Stage 2 must discuss this with the relevant contact person/s.

Description 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.

Content Students will gain expertise in the area of computer graphics using a range of software and hardware tools including: Photoshop, Illustrator, Bryce, Corel Painter, scanners, printers, digital cameras and drawing tablets.

The emphasis of this course is to further develop skills in the creation of computer imagery. Students will explore digital art and artists/designers around the world.

Assessment The creative arts process comprises four interrelated elements common to all creative arts programs: • investigation • production • development • reflection

Assessment Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Product, Investigation and Practical Skills. Students will need to meet Performance Standards in each of the assessed areas to successfully complete Creative Arts subjects. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Students will need to meet Performance Standards in each of the assessed areas to successfully complete Creative Arts subjects. Curriculum is guided by the Creative Arts Subject Outline.

Stage 2 Future Students who successfully achieve a “C” in one or more Stage 1 Creative Arts subject/s will be able to undertake Stage 2 Creative Arts.

Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Product and Folio. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

CONTACT TEACHER: MR G COX

Moving Image Media 10 Credits Preferred Background/Prerequisite A “C” grade or better at Year 10 in Multimedia, other Creative Arts subjects or on approval of individual cases. Students who wish to continue with Creative Arts in Stage 2 must discuss this with the relevant contact person/s.

Description 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.

Content 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 The creative arts process comprises four interrelated elements common to all creative arts programs: • investigation • production • development • reflection Students will need to meet Performance Standards in each of the assessed areas to successfully complete Creative Arts subjects. Curriculum is guided by the Creative Arts Subject Outline.

Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Product and Folio. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future Students may choose to explore possibilities within the Creative Arts.

is suitable for students who wish to gain a better understanding of the production process and awareness of what happens behind the scenes. The class may be vertically grouped to include both Year 10 and 11 students.

Description Students will participate in the development and presentation of finished or realised creative arts products. Students will learn the processes of Technical Theatre from the initial idea to the final product.

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

Content The students will research off stage roles.

To increase student knowledge of technical theatre, design and publicity, the course will provide a general overview of the roles to allow students to choose an area in which they will receive specific instruction.

Group cooperation and teamwork are the essential skills that will be targeted as well as the ability to communicate. Students will make use of computer technology and be required to respond in both written and oral forms. The written tasks are designed to enable students to complete the new literacy requirements.

Assessment The creative arts process comprises four interrelated elements common to all creative arts programs: • investigation • production • development • reflection Students will need to meet Performance Standards in each of the assessed areas to successfully complete Creative Arts subjects. Curriculum is guided by the Creative Arts Subject Outline.

Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: Product and Folio. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future This course will be beneficial for those students who wish to be actively involved in Arts Performances.

CONTACT TEACHER: MR G MAHER

CONTACT TEACHER: MR D TYLER

Theatre Production Design & Management 10 Credits Preferred Background/Prerequisite An interest in Theatre and Musical Production is encouraged. This course

Drama A & Drama B or Drama AB 10 or 20 Credits Preferred Background/Prerequisite A “C” grade or better at Year 10 in Drama or English or on approval of individual cases. Students who wish to continue

with Drama in Stage 2 must discuss this with the relevant contact person/s.

Description Stage 1 Drama can be studied as a 10 credit subject or a 20 credit subject.

Drama students participate in the planning, rehearsal, and performance of dramatic work. Students participate in creative problem solving; they generate, analyse, and evaluate ideas. They develop personal interpretations of texts. Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence. The focus capabilities for this subject are communication, citizenship, personal development and learning.

Content Students who undertake Drama will participate in both practical and theoretical components. Students will choose from a variety of tasks and through negotiation with the teacher meet the learning requirements listed below. Students will be required to study text analysis, role preparation, theories and styles in Drama. Drama A and B will vary dependant on the group, skill level and interests of students.

Stage 1 Drama consists of the following three areas of study: • Presentation of Dramatic Works • Dramatic Theory and Practice • Individual Investigation and Presentation.

Assessment Assessment at Stage 1 is school-based and will take part in each of these three areas: Performance, Folio and Individual Enquiry.

Students will need to meet Performance Standards in each of the assessed areas to successfully complete Drama.

The study of Drama will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future Students who choose at least one Stage 1 Drama subject will be able to undertake Stage 2 Drama as a 10 credit or 20 credit course.

CONTACT TEACHERS: MR G MAHER/MR D TYLER/ MS L SMYTHE/MR G COX

Music Performance 20 Credits Preferred Background/Prerequisite A “C” grade or better grade at Year 10 Music or equivalent background in Music Band A and B or by discussion with the relevant contact person/s.

Description Through the study of Music students have the opportunity to engage in musical activities such as performing, composing, researching and developing and applying

49 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

music technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills, and their ability to make informed interpretive and aesthetic judgements.

Study and participation in music draws together students’ cognitive, affective and psychomotor skills, strengthening their ability to manage work and learning, and to communicate effectively and sensitively.

Content This program covers the following areas: • Composing, Arranging, Transcribing, Improvising • Solo and Ensemble Performance • Music In Context • Development of traditional and Jazzrelated Theory and Aural skills Assessment Assessment at Stage 1 is schoolbased. Students demonstrate evidence of their learning through the following assessment types: Skills Presentation, Skills Development and Folio. Students will need to meet the performance standards in each of the assessed areas to successfully complete Music. The study of Music will provide students with the opportunity to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future Music Performance leads to Stage 2 Musicianship and Solo Performance.

Some other combinations are possible but these must be discussed with the relevant contact person/s.

CONTACT TEACHERS: MR C PILIOURAS/ MS C ALDOUS/MR T MOORS

PLEASE NOTE: Students choosing the Music Technology program do not have access to DECD instrumental music lessons because these subjects are technology-based and do not support the instrumental lessons.

Students wishing to study an instrument need to choose Music Performance.

Music Technology 10 Credits Preferred Background/Prerequisite A “C” grade or better in Year 10 Music Industry, Music Band or by discussion with the relevant contact person/s.

Description The intention of this program is to provide students with relevant skills in the areas of Music Technology, Music Production, Recording and Sound Technology.

Content This program will focus on the following areas: • Loop production and compilation • Microphone and recording techniques • Sound theory and digital recording • Production and song analysis • MIDI composition, recording and commands • Production effects and processors • Live sound mixing.

Assessment Assessment at Stage 1 is schoolbased. Students demonstrate evidence of their learning through the following assessment types: Skills Presentation, Skills Development and Folio. Students will need to meet the performance standards in each of the assessed areas to successfully complete Music. The study of Music will provide students with the opportunity to develop a variety of literacy, numeracy and mathematical skills.

Stage 2 Future Music Technology leads to Stage 2 Music Technology and Music Individual Study.

Some other combinations are possible but these must be discussed with the relevant contact person/s.

CONTACT TEACHERS: MR C PILIOURAS/ MS C ALDOUS/MR T MOORS

SECTION 2 BUSINESS, ENTERPRISE AND TECHNOLOGY Accounting 10 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description The study of Accounting gives students opportunities to learn the practical skills needed to manage their own financial affairs and to develop an understanding of the ethical considerations that affect financial decision-making. They develop an understanding of the successful management of financial affairs in business, and gain knowledge and skills related to accounting processes for organisational and business applications. Students also

learn how to interpret financial information and how to convey this information to interested users.

Content Topic: The Environment of Accounting Option Topics: • Personal Financial Management • Business Documents • Keeping Cash Records • Double-entry Recording • Financial Reports • Analysis and Interpretation of Financial Reports • Teacher-developed Topic.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Skills and Applications Tasks • Investigation Stage 2 Future Leads to Stage 2 Accounting CONTACT TEACHER: MS S GARDNER

Business & Enterprise 10 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description 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.

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. They have the opportunity to reflect on current issues in business and enterprise, and make informed decisions.

Students evaluate the impact and effect of business, enterprises, and technology on the well-being and lifestyle of individuals, communities, the economy, and the environment.

The focus capabilities for this subject are communication, citizenship, and learning.

Content For a 10-credit subject, students undertake: • one core topic • two to three option topics

Core Topics: • Core Topic 1: Introduction to Business and Enterprise • Core Topic 2: Business and Enterprise in Practice Option Topics: • Establishing a Business • Business Plans • Business Management and Communication • Financial Planning and Management • Technology for Business • Marketing • Employment Relations • Entrepreneurship: the Enterprising Person • Global Business Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Folio • Practical • Issues Study Stage 2 Future Leads to Stage 2 Business and Enterprise CONTACT TEACHER: MR G GRONTHOS

Digital Technologies A (Programming & Data Analytics) 10 Credits Preferred Background/Prerequisite None Description In Digital Technologies students create practical, innovative solutions to problems of interest. Through the extraction, interpretation, and modelling of real-world data sets, students identify trends to determine ethical, sustainable solutions to problems in, for example, business, industry, the environment, and the community.

Students use computational thinking skills and strategies to identify, deconstruct, and solve problems. They analyse and evaluate data, test hypotheses, make decisions based on evidence, and create solutions.

Through the study of Digital Technologies, students are encouraged to take ownership of problems and design, check, code, and validate their own solutions. In doing so, they develop and extend their understanding of designing and programming, including basic constructs involved in coding, array processing, and modularisation.

Digital Technologies promotes learning through initiative, collaboration, and communication, using project- and inquiry­ based approaches. Students learn the use of MySQL, HTML and PHP to construct webbased solutions to the problems they are set.

Assessment Data Analytics (Collaborative) – Success of ‘Dob in a Litterer’ App Data Analytics (Collaborative) – Investigating a Local Problem Programming (Individual) – ‘Don’t be a Litterer’ Game Programming (Individual) – Solving a Local Issue Stage 2 Future Digital Technologies (new in 2019) CONTACT TEACHERS: MR C MENZIES/ MR J DIMITRIOU

Digital Technologies B (Programming & Creativity and Innovation) 10 Credits Preferred Background/Prerequisite None Description In Digital Technologies, students create practical, innovative solutions to problems of interest. Through the extraction, interpretation, and modelling of rear-world data sets, students identify trends to determine ethical, sustainable solutions to problems in, for example, business, industry, the environment, and the community.

Students use computational thinking skills and strategies to identify, deconstruct, and solve problems. They analyse and evaluate data, test hypotheses, make decisions based on evidence, and create solutions.

Through the study of Digital Technologies, students are encouraged to take ownership of problems and design, check, code, and validate their own solutions. In doing so, they develop and extend their understanding of designing and programming, including basic constructs involved in coding, array processing, and modularisation.

Digital Technologies promotes learning through initiative, collaboration, and communication, using project- and inquiry­ based approaches. Students learn the use of HTML and JavaScript to construct web-based solutions to the problems they are set.

Assessment Exploring Innovation (Collaborative) – Autonomous Vehicles Programming (Individual) – Creating an Automated Vehicle Product Design Plan (Collaborative) – Product Design Plan Programming (Individual) – Creating an Advanced Automated Vehicle Stage 2 Future Digital Technologies (new in 2019) CONTACT TEACHERS: MR C MENZIES/ MR J DIMITRIOU

Information Processing & Publishing 10 Credits Preferred Background/Prerequisite Basic competency in computer operations.

Description Information Processing and Publishing focuses on the use of technology to design and implement information-processing solutions. Topics may include Business Publishing or Personal Publishing.

Students use information-processing and publishing tools in a business or personal context to produce paper-based publications. They use software to develop innovative and creative design solutions that can be used to communicate information or develop promotional options for products and services. Students may use elements and principles of design to produce business publications such as letters, business reports, agendas, minutes of meetings, invitations, menus, advertisements, itineraries, business forms, and brochures.

Students may follow the design process to produce, for personal use, paper-based publications such as essays, letters, reports, flyers, menus, and invitations. They consider issues related to information processing and publishing for personal use and in business environments.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Practical Skills • Issues Analysis • Product and Documentation Stage 2 Future Information Processing & Publishing CONTACT TEACHER: MR J DIMITRIOU

51 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Design & Technology - Options The following three focus areas are offered in six Design & Technology options: Focus Areas Communication Products • Digital Photography • Computer Aided Design (CAD) Material Products • Furniture Construction • Fabrics, Textiles, Fashion and Design Systems & Control Products • Digital Systems and Control • Rapid Prototyping

Computer Aided Design 10 Credits Preferred Background/Prerequisite Year 10 Computer Aided Design or Multi Media is desirable.

Description Students use images, sounds, or other data to design and make products that communicate information.

Content Students learn to use the industry standard Autodesk Inventor software package to model 3 dimensional objects. Both part and assembly modelling are covered in detail and students create duplicates of real objects as well as designing new models.

Students will also generate and interpret drawings completed to AS110 drawing standards and extension topics include exploded views and structural testing.

This subject provides an excellent set of skills that will assist with the completion of Materials Products courses, such as Rapid prototyping and furniture construction, as well as providing a good background for careers in Engineering, Drafting, Design and Computer Graphics.

Assessment Assessment is school based and students evidence their learning through an Evidence Folio (E-Folio) that documents evidence of the: • Skills and Application Tasks • Folio: Development and planning of major product task • Product Stage 2 Future Qualifies for all university and TAFE entry requirements.

CONTACT TEACHER: MR J DIMITRIOU

Digital Photography 10 Credits Preferred Background/Prerequisite Year 10 Digital Photography and knowledge of the ‘Design Process’ is desirable.

Description Students create creative photographic composites using photographic images, sounds, or other data based on a negotiated theme.

Content Students investigate the D-SLR camera and other photographic digital devices (smart phones, tablets). They learn about and test the camera and device’s features to help them with all practical tasks.

Students frame their learning through the use of the ‘Design Process’ which is used to help them develop ideas for their negotiated theme. The practical nature of this course enables students with little or no prior knowledge to engage in this course successfully. The major product comprises 70% of the course whereby students produce a series of 3 photographic composites based on their theme.

Assessment Assessment is school based and students evidence their learning through an Evidence Folio (E-Folio) that documents evidence of the: • Skills and Application Tasks • Folio: Development and planning of major product task • Product Stage 2 Future Leads to Stage 2 Design and Technology Communication Products -­ Digital Photography and qualifies for all university and TAFE entry requirements.

CONTACT TEACHER: MR J DIMITRIOU

Digital Systems & Control 10 Credits Preferred Background/Prerequisite None, although completion of Year 10 Digital Systems and Control is an advantage.

Description Students use software to code and programme as well as hardware devices (digital and programmable control devices) to design and make products. Students demonstrate and apply knowledge and engineering skills associated with communication, project management, problem-solving, use of materials, and processes.

Content 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. In the hardware category students can use simple electronic kits to engineer simple control products. Please note that some additional kits requested by students may incur a cost.

When mentoring programs from universities become available students will have the opportunity to work with mentors from those universities. Examples in the past have included the Peer Mentoring Program from UniSA Mawson Lakes.

Assessment Assessment is school based and students evidence their learning through an Evidence Folio (E-Folio) that documents evidence of the: • Skills and Application Tasks • Folio: Development and planning of major product task • Product Stage 2 Future Leads to Stage 2 Design and Technology System and Control Products - D ­ igital Systems and Control and qualifies for all university and TAFE entry requirements.

It is particularly relevant to students considering Engineering as a future pathway as it has practical application of engineering principles.

CONTACT TEACHER: MR J DIMITRIOU

Furniture Construction A & B 10 or 20 Credits Preferred Background/Prerequisite Any Year 10 Design & Technology construction course and an understanding of the `Design Process’ are desirable.

Choose A or B or both (A is Carcase Construction; B is Frame Construction) Description Students use a range of manufacturing technologies such as tools, machines, equipment, and/or systems to design and make products with resistant materials.

Content A: Carcase Construction: This contemporary (modern) furniture course uses both traditional and knock-down fittings in the construction of storage furniture.

B: Frame Construction: Students produce, using both traditional and knockdown fittings, framed timber furniture suitable for household use.

Products in both A and B use individual briefs and problem solving to develop individual furniture items. Planning, costing, construction and evaluation of finished articles produced are the main features.

There is an emphasis on skill development, and problem solving during construction work.

Assessment Assessment is school based and students evidence their learning through an Evidence Folio (E-Folio) that documents evidence of the: • Skills and Application Tasks • Folio: Development and planning of major product task • Product Stage 2 Future Leads to Stage 2 Design and Technology Material Products - Furniture Construction and qualifies for all university and TAFE entry requirements.

CONTACT TEACHER: MR J DIMITRIOU

Fabrics, Textiles, Fashion & Design 10 Credits Preferred Background/Prerequisite An understanding of the design process is desirable.

Description Students use a range of manufacturing technologies such as machines and equipment and/or systems to design and make products with materials.

The focus of this unit is textiles and fabrics.

Content Students will examine the factors that influence choices about clothing and the impact of these choices on individuals, families and the community.

Practical investigations and related research and analysis form the assessment components.

Study topics include:

Folio (E-Folio) that documents evidence of the: • Skills and Application Tasks • Folio: Development and planning of major product task • Product Stage 2 Future Leads to Stage 2 Material Products Textiles and Fashion.

CONTACT TEACHER: MR J DIMITRIOU

Rapid Prototyping 10 Credits Preferred Background/Prerequisite Any Year 10 Design & Technology construction course and an understanding of the `Design Process’ are desirable.

Description Students use a range of rapid prototyping technologies such as tools, machines, equipment, and/or systems to engineer, design and prototype products.

Content Students will have the opportunity to use new and emerging design innovation technologies to engineer, test, develop and prototype products based on identified needs, problems or challenges. The focus is on interdisciplinary and integration of STEM to help engineer and design products based on current needs, problem or challenges.

Assessment Assessment is school based and students evidence their learning through an Evidence Folio (E-Folio) that documents evidence of the:

• factors that influence clothing choices.

• consumer protection laws and regulations.

A range of articles and garment(s) will be constructed in this practical course.

Students will need to supply their material and patterns.

Assessment Assessment is school based and students evidence their learning through an Evidence

Students decide the focus of their community activity, which begins from a point of personal interest, skill, or knowledge. By setting challenging and achievable goals in a community activity, students enhance their skills and understandings in a guided and supported learning program. They develop their capability to work independently and to apply their skills and knowledge in practical ways in their community.

The focus capabilities for this subject are communication and citizenship.

Content Stage 1 Community Studies can be studied as a 10 credit subject or a 20 credit subject in one or more of the ten areas of study listed below.

Students prepare a contract of work to develop a community activity from any of the following ten areas of study: • Arts and the Community • Business and the Community • Communication and the Community • Design, Construction, and the Community • Environment and the Community • Foods and the Community • Health, Recreation, and the Community

• Skills and Application Tasks

• Science and the Community

• Folio: Development and planning of major product task

• Technology and the Community

• Product Stage 2 Future Leads to Stage 2 Design and Technology System and Control Products - Rapid prototyping and qualifies for all university and TAFE entry requirements.

CONTACT TEACHER: MR J DIMITRIOU

• Work and the Community Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning by completing their contract of work through the following assessment types: • Contract of Work • Community Activity • Folio

• impact of fashion on individuals.

• design and function of clothing and textiles.

Description Community Studies offers students the opportunity to learn in a community context and to interact with teachers, peers, and community members beyond the school environment.

SECTION 3 CROSS - DISCIPLINARY STUDIES Community Studies 10 or 20 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

• Reflection Stage 2 Future Stage 2 Community Studies CONTACT TEACHER: MR A GARLICK

Innovation Studies 10 Credits Preferred Background/Prerequisite A student who is creative, self-directed and open to new challenges. An application for selection may be required.

53 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Description This program is run in conjunction with the University of Adelaide through their eChallenge initiative. The eChallenge is an entrepreneurship program where students will learn how to take an idea from concept to prototype with the support of an AHS teacher, University academic staff, mentors and other industry leaders.

In addition to the subject at school, part of the course is delivered at the University of Adelaide on a Tuesday evening from 4pm to 7pm.

Content Within this 10-credit Stage 2 Integrated Learning course, students will be expected to:

The focus capabilities for this subject are communication, citizenship, personal development, learning, and work.

Content In the 10-credit subject students undertake one or more of the five key areas of study.

In the 20-credit subject students undertake two or more key areas of study. The capabilities form the content of the key areas of study for Integrated Learning.

Key Areas of Study: • Developing the Capability for Communication • Developing the Capability for Citizenship • Developing the Capability for Personal Development

• Work collaboratively in a group to create, develop, assess and action ideas • Participate in an ideas Expo to validate the group’s concept and obtain market research

• Developing the Capability for Work • Developing the Capability for Learning.

The key areas are developed and applied through a practical study. Examples include:

• Pitch the group’s idea to a panel of university and industry leaders

Key Area of Study

Assessment The course is assessed through the Stage 2 Integrated Learning curriculum of the SACE.

• Citizenship

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

• Learning

• Communication

School Assessment Practical Group Activity Folio and Discussion

70% 30% 20% 20%

External Assessment Project

30% 30%

CONTACT TEACHERS: MR M GURR/MS N BRYANT

Integrated Learning 10 or 20 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description Integrated Learning requires students to apply their knowledge and skills to a realworld task, event, learning opportunity, or context, which leads to a specific purpose, product, or outcome. The subject draws links between aspects of students’ lives and their learning and is undertaken by a group of students, or a student or students involved in a community group.

Integrated Learning facilitates collaboration and teamwork. Students learn to plan and organise activities, and to develop their understanding of, and empathy with, others.

• Personal Development • Work Example program focus • Peer Support Program • Living as an Australian • Bushwalking • School Musical • Study Skills Assessment Assessment at Stage 1 is school-based.

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

Students will: • choose a topic of interest: it may be linked to a SACE subject or course, or to a workplace or community context.

• learn and apply research processes and the knowledge and skills specific to their research topic.

• record their research and evaluate what they have learned.

The term `research’ is used broadly and may include practical or technical investigations, formal research, or exploratory enquiries.

Content The content of the Research Project comprises the: • capabilities • research framework Students are expected to: • work independently and with others to initiate an idea, and to plan and manage a research project • demonstrate a chosen capability • analyse information and explore ideas • develop their research • develop and apply specific knowledge and skills • communicate and evaluate their research outcome • evaluate the research processes used and their outcome Assessment School-based Assessment Folio (preliminary ideas and research proposal, research development) Research outcome

70% 30% 40%

External Assessment 30% Evaluation (including written summary) 30% CONTACT TEACHER: MR A GARLICK

• Practical • Group Activity • Folio and Discussion

SECTION 4 ENGLISH

CONTACT TEACHER: MR A GARLICK

Research Project 10 Credits Preferred Background/Prerequisite Knowledge of and experience in Resource Based Learning.

Description The Research Project is a compulsory subject of the South Australian Certificate of Education (SACE). Students must complete the 10-credit Research Project for Stage 2 of the SACE, with a C grade or better. At Adelaide High School, the Research Project can be undertaken at Stage 1 or Stage 2.

PLEASE NOTE: All students MUST complete 20 credits of English subjects at a passing ‘C’ level or better to obtain their SACE. English 10 Credits Preferred Background/Prerequisite A passing grade of ‘C’ or better at Year 10 English.

Description Stage 1 English provides students with opportunities to develop knowledge and understanding of a range of text types in both the analysis of texts and production of texts. There is a degree of choice and text choice for analysis, and modes of presentation.

Students explore the human experience and the world through reading, examining and producing a range of texts and making intertextual connections. In doing so, students come to understand connections between purpose, context, and audience and how these are achieved through language and stylistic choices. Students analyse the ideas, perspectives, and influences expressed in texts and how these shape their own and others’ ideas and perspectives.

Students create imaginative, interpretive, and/or persuasive texts for different purposes, contexts, and audiences in written, oral, and/or multimodal forms.

The course offers flexibility in the assessment of oral presentations in regards to audience size and can be recorded or presented live.

By analysing connections between texts students discover and evaluate similarities and differences and how texts are constructed to influence responses.

Content Stage 1 English is comprised of three assessment types with each one worth at least 20%. In most cases each assessment piece will carry equal value.

• Assessment Type 1: Responding to Texts • Assessment Type 2: Creating Texts • Assessment Type 3: Intertextual Study Assessment Students provide evidence of their learning through four assessments, with at least one assessment from each assessment type.

At least one assessment type will be an oral or multimodal presentation and at least one will be in written form.

Achievement of a ‘C’ or better in two semesters will enable students to fulfil their SACE Literacy Requirement.

Stage 2 Future Stage 2 English Stage 2 English Literary Studies CONTACT TEACHER: MS S SHANNAHAN

Essential English 10 Credits Preferred Background/Prerequisite A passing grade of ‘C’ or better at Year 10 English.

Description Stage 1 Essential English may be studied as a 10-credit or a 20-credit subject.

Decisions about the content of the teaching and learning program center on ways in which students use language to establish and maintain connections with people in different contexts. The program may focus on a single context or a range of contexts for different parts of the program.

The specific contexts chosen for study may be social, cultural, community, workplace, and/or imagined. In planning a teaching and learning program, teachers work with students to support the achievement of their goals.

Content Stage 1 Essential English is comprised of two assessment types with each one worth at least 20%. In most cases each assessment piece will carry equal value.

• Assessment Type 1: Responding to Texts • Assessment Type 2: Creating Texts Assessment Students provide evidence of their learning through four assessments, with at least one assessment from each assessment type.

At least one assessment type will be an oral or multimodal presentation and at least one will be in written form.

Achievement of a ‘C’ or better in two semesters will enable students to fulfil their SACE Literacy Requirement.

Stage 2 Future Stage 2 Essential English CONTACT TEACHER: MS S SHANNAHAN

English as an Additional Language 10 Credits Preferred Background/Prerequisite A passing grade of ‘C’ or better at Year 10 English.

Student eligibility for English as a Second Language subjects in the SACE are provided as a special measure for students who speak English as a second language or as an additional language or dialect and whose knowledge of English is restricted.

A student will be considered eligible for English as a Second Language if they are: – a student for whom English is a second language or an additional language or a dialect, and who either – has not had more than a total of five years of full-time schooling where the medium of instruction was English or

– who has had more than a total of five years of full-time schooling where the medium of instruction was English and whose knowledge of English is restricted.

The SACE Board Application for Eligibility for Enrolment in English as a Second Language must be completed by all students who want to enrol in Stage 2 English as a Second Language.

The application for eligibility requires students to fill out an application form and provide a history of their schooling to determine the number of full-time years of schooling where the medium of instruction was English. Documentation may be required as evidence.

Students who have had more than a total of five years of full-time school where the language of instruction was English will have their English language proficiency assessed at Adelaide High School. The assessment will be made using the SACE Board Eligibility Criteria for Assessment of Restricted Language.

Description This subject focuses on 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, including informational and literary texts, students develop an understanding of text structures and language features. Texts could include, for example, a newspaper article, a podcast, a short story, an extract from a prose text, a scene from a film. Students explore the relationship between these structures and features and the context, purpose, and audience of texts. Information, ideas, and opinions in texts are identified and interpreted.

Students develop confidence in creating texts for different purposes in both real and implied contexts. Students broaden their understanding of sociocultural and sociolinguistic aspects of English, through their study of texts and language.

They develop skills for research and academic study.

Content Stage 1 EAL has three assessment components: • Responding to texts • Interactive Study • Language Study Assessment In Responding to Texts students complete one written response to texts and one oral response to texts. At least one response must be to a literary text.

55 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

The Interactive Study requires students to complete either the interview or the discussion.

Students complete one oral, written, or multimodal in their Language Study.

Achievement of a ‘C’ or better in two semesters will enable students to fulfil their SACE Literacy Requirement.

Stage 2 Future Stage 2 EAL Stage 2 English for EAL CONTACT TEACHERS: MS S SHANNAHAN/ MS C GOULARAS/MR D PLACE/MS J LEE

SECTION 5 HEALTH AND PHYSICAL EDUCATION Fitness & Coaching Principles 10 Credits Preferred Background/Prerequisite Physical Education studied at Year 10, involvement in either the cricket or rowing programs or commitment to the sport, fitness and training VET electives. Existing members of the cricket and rowing programs are encouraged to enrol.

Description Physical Education students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity.

Students explore their own physical capacities and analyse performance, health, and lifestyle issues. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations.

Content This unit is being offered to develop skills and understanding of fitness, coaching and training techniques with an emphasis on cricket and rowing. This course will complement the rowing, cricket and physical education programs offered and will provide students with essential prerequisite knowledge and skills required for further study in sport or physical education.

The core will look at the common skills and techniques of cricket and rowing, provide knowledge of essential strength and conditioning, and will include common areas of coaching philosophy which may lead to possible accreditation as a sports coach.

Elective topics and practical activity will focus on the individual sports of cricket and rowing. This course is only available to Year 10 and Year 11 students.

Assessment Assessment at Stage 1 is school based (Practical 60% and Theory 40%). Students demonstrate evidence of their learning through the following assessment types: • Practical • Folio Stage 2 Future Leads to Stage 2 Physical Education

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

CONTACT TEACHERS: MR WOOLFALL/ MS SEVERIN

Health 10 Credits Preferred Background/Prerequisite None but there is a high literacy focus in the course.

Description 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.

Content 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 Assessment is school-based. Students demonstrate evidence of their learning through the following assessment types: • Issues Response • Group Activity • Investigation Stage 2 Future Leads to Stage 2 Health CONTACT TEACHERS: MR G EVRENIADIS/ MR M WOOLFALL

Food & Hospitality 10 Credits Preferred Background/Prerequisite Some previous knowledge of preparation and presentation techniques will be an advantage.

Description This Food and Hospitality SACE course focusses on the contemporary and changing nature of the food and hospitality industry.

Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, socio-cultural and technological factors at local, national and global levels. Students develop relevant knowledge and skills as consumers and/or industry workers. Students may be required to participate in activities outside school hours both within the school and in the wider community.

Content This subject comprises of five areas of study: • Contemporary and future issues • Economic and environmental influences • Political and legal influences • Socio-cultural influences • Technological influences Assessment The following assessment types enable students to demonstrate their learning in Stage I Food and Hospitality: School Based Assessment Practical Activity Assessment Group Activity

70% 50% 20%

External assessment 30% Investigation 30%

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

CONTACT TEACHERS: MR M WOOLFALL/ MS V NIKIFOROS/MS L KRIARIS

Food Processing Pathway VET Course 20 Stage 1 Credits Semester 2 only Preferred Background/Prerequisite Some previous knowledge of preparation and presentation techniques will be an advantage.

Description This semester long VET course provides the opportunity for students to achieve 20 SACE Stage 1 credits, as four units of competency from Certificate II Food Processing will be covered, in collaboration with tafeSA. This new initiative offers options for future career pathways.

Content Students will learn the art of chocolate tempering and making sweets such as truffles, hard boiled confectionery, fudges and honeycomb crumbles.

The course covers food preparation techniques, nutrition and diet, as well as cultural influences on contemporary cuisine.

Students will partially complete Certificate II in Food Processing, by covering the following units: • FDFOP2064A Provide and apply workplace information/30 hours • FDFOP2061A Use numerical applications in the workplace/30 hours • FDFOP2052A Confectionery: Operate a chocolate tempering process/40 hours • FDFCON20002A Confectionery: Operate a boiled confectionery process/50 hours Assessment Competency based assessment will be used.

CONTACT TEACHERS: MR M WOOLFALL/ MS V NIKIFOROS/MS L KRIARIS

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

Outdoor Education 10 Credits Preferred Background/Prerequisite Preference will be given to those students who have completed Outdoor Education or SAPOL Youth Leadership at Year 10 or to those students who have participated in the Duke of Edinburgh Award Scheme, Scouts or Guides or similar activities.

Assessment Assessment is school-based. Students demonstrate evidence of their learning through the following assessment types: • Practical Activity • Folio • Journal Stage 2 Future Stage 2 Outdoor Education

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Assessment Assessment at Stage 1 is school-based (Practical 60% and Theory 40%). Students demonstrate evidence of their learning through the following assessment types: • Practical • Folio Stage 2 Future Leads to Stage 2 Physical Education.

CONTACT TEACHER: MR M WOOLFALL

CONTACT TEACHER: MR M WOOLFALL

Physical Education A 10 Credits Preferred Background/Prerequisite Successful achievement at Year 10 Physical Education. Students must be prepared to be changed and be actively involved in practical sessions.

Description Physical Education students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity.

Students explore their own physical capacities and analyse performance, health, and lifestyle issues. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations.

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

Description 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.

Practical Skills and Applications: Students complete two or three practicals.

Sports studied may include Badminton, Volleyball, Soccer or Tennis.

There will be a cost involved in this course to cover camp and equipment expenses.

The Nature of Physical Activity: This area of study requires an experimental, analytical approach to physical activity and wellbeing.

Topics may include exercise physiology, coaching principles, body systems, fitness, participation in physical activity.

Content This subject consists of the following four topics: • Environment and Conservation • Planning and Management • Outdoor Activities (Bushwalking and Kayaking) • Outdoor Journey

other drugs, children, corruption, cultural diversity, fitness, disability, equal opportunity, gender, health risk factors, play education, professionalism in sport, safety, risk management, sport in society and sports injuries.

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

Issues Analysis: Students analyse issues that are relevant to local, national or global communities through topics of interest to them. Topics focus on physical activity and could include: alcohol, tobacco and

Physical Education B 10 Credits Preferred Background/Prerequisite Successful achievement at Year 10 Physical Education. Students must be prepared to be changed and be actively involved in practical sessions.

Description Physical Education students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity.

Students explore their own physical capacities and analyse performance, health, and lifestyle issues. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations.

Content Stage 1 Physical Education consists of the following two areas: • Practical Skills and Application • Principles and Issues Practical Skills and Applications: Students complete two or three practicals.

Sports studied may include Basketball, Touch, Netball or Volleyball.

Principles and Issues (consists of the following two areas of study): • The Nature of Physical Activity • Issues Analysis The Nature of Physical Activity: This area of study requires an experimental, analytical approach to physical activity and wellbeing.

Topics may include training principles and methods, human physical performance and participation in physical activity.

Issues Analysis: Students analyse issues that are relevant to local, national or global communities through topics of interest to them. Topics focus on physical activity and could include: alcohol, tobacco and other drugs, children, corruption, cultural

57 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

diversity, fitness, disability, equal opportunity, gender, health risk factors, play education, professionalism in sport, safety, risk management, sport in society and sports injuries.

Assessment Assessment at Stage 1 is school-based (Practical 60% and Theory 40%). Students demonstrate evidence of their learning through the following assessment types: • Practical • Folio Stage 2 Future Leads to Stage 2 Physical Education.

CONTACT TEACHER: MR M WOOLFALL

Workplace Practices – Specialist Sport (Stage 2) 20 Credits (Offered primarily for Year 11 students) Preferred Background/Prerequisite Specialist Sport Cricket and Rowing Years 8-10 and other sport involvement considered.

CONTACT TEACHERS: MR M WOOLFALL/ MR P HOPTON

• Response • Text Production • Reflection.

SECTION 6 HUMANITIES AND SOCIAL SCIENCE Aboriginal Studies 10 Credits Preferred Background/Prerequisite Nil Description In Aboriginal Studies, students draw on elements of sociology, arts, literature, politics, and history. They develop knowledge and understanding of the critical importance of contemporary and historical Aboriginal cultures to Australia’s heritage.

Students develop their knowledge and understanding of the diversity of Aboriginal peoples, the Dreaming, and Aboriginal histories and contemporary cultures.

There will be a cost in this course to cover camp and equipment expenses.

Description This subject has been formed to provide a SACE pathway for Specialist Sport, specifically cricket and rowing, at Adelaide High School but is also open to students with other sporting interests. Students will continue to develop their coaching, event management and skill performance, however gaining a greater insight into issues within their area of interest and identifying potential career pathways and workplace skills.

Content To inform Stage One Aboriginal Studies learning, students examine different perspectives from Aboriginal people, in person and through organisations and other sources. Students analyse terms and concepts such as Aboriginal, Indigenous, invasion, settlement, resistance, and reconciliation to identify why they are perceived differently in time, place, and context.

Content Students undertake a total of eight assessment pieces, over four types listed below. The content delivered will surround the following areas: Work in Australian Society, Finding Employment, Industrial Relations, Negotiated Folio Topic, Coaching & Umpiring, Performance, Reflection on Coaching and Playing and issues investigation within the sporting industry.

In Aboriginal Studies, students engage in intercultural communication and understanding, and build skills to contribute to a more just, equitable, and respectful society.

Assessment The assessment is split into four areas: Investigation, Folio, Performance and Reflection. There will be 8 assessment pieces that form the weighting for each of these sections. For cricket students, their involvement in Five Highs and/or Southern Skies will go towards part of their assessment. For rowing students, their involvement in the Head of the River will go towards part of their assessment.

For other sports, student involvement in major sporting events can also go towards part of their assessment through negotiation with the teacher.

• Aboriginal Lands

Students will focus on at least two of the following areas of study: • Coexistence and Reconciliation

Stage 2 Future Nil CONTACT TEACHER: MS L KRIARIS

PLEASE NOTE: An excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Australian and International Politics 10 Credits Preferred Background/Prerequisite Nil Description 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 apply their understanding of elements of the Australian political system in an international context to examine why conflicts arise and the mechanisms that complex modern societies have developed to negotiate and resolve these conflicts.

Content Throughout the course, students undertake studies from the three core topics: • Topic 1: Power and Decision-making • Topic 2: Community Politics • Topic 3: Government.

Students will also undertake one topic with a global focus. This topic will be negotiated with students but could include Gender, Political Ideologies and Pop Culture, among others.

• Aboriginal Sites

Assessment Assessment at Stage 1 is school based.

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

• Cultural Tourism

• Folio

• Aboriginal People and the Law

• Source Analysis

• Aboriginal Arts and Literature

• Investigation

• Aboriginal Cultures • Aboriginal Languages

• Aboriginal Film • Aboriginal People in the Media.

Assessment Assessment is school based. Students provide evidence of their learning through four or five assessments, with at least one assessment from each of the following assessment types:

Stage 2 Future Leads to Stage 2 Australian and International Politics, Society and Culture, Philosophy, Legal Studies and History.

CONTACT TEACHERS: MS M TREVENA/ MR A GARLICK

Economics 10 Credits

History 10 Credits

Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description The study of History gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and 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. Students research and review sources within a framework of historical inquiry and critical analysis.

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. Students become aware that economic decisions are not value free and have outcomes that may be inconsistent with social, moral, and ethical values.

Students research, analyse, evaluate, and apply economic models that are expressed in graphical and/or diagrammatic form.

They make forecasts about economic change and 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.

The focus capabilities for this subject are communication, citizenship, and learning.

Content The content may be derived from the following topics: • The Economic Problem • Economic Systems • The Market Economy • Government Involvement in the Market Economy • The Circular Flow of Income • Price Stability • Employment and Unemployment • Teacher-developed Topic Assessment At Stage 1, assessment is school based.

Students demonstrate evidence of their learning through the following assessment types: • Folio • Skills and Applications Tasks • Issues Study Stage 2 Future Leads to Stage 2 Economics CONTACT TEACHER: MR G GRONTHOS

Content A 10-credit subject consists of two content studies of a turning point which changed the Modern World. Topics could include: • The Enlightenment • American Revolution • French Revolution • Industrial Revolution • The Age of Imperialism Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Folio • Sources Analysis • Investigation Stage 2 Future Leads to Stage 2 History CONTACT TEACHER: MR A GARLICK

Legal Studies A 10 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description 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.

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.

The focus capabilities for this subject are citizenship, personal development and learning.

Content Students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues.

They use a variety of methods to investigate legal issues, including observing the law in action in courts and through various media.

Topics: Topic 1: Law and Society Topic 2: People, Structures, and Processes Topic 3: Law-making Topic 4: Justice and Society Alternative topics can also be developed.

Assessment Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: • Folio • Issues Study • Presentation Stage 2 Future Leads to Stage 2 Legal Studies CONTACT TEACHER: MS C JESSEN

Legal Studies B 10 Credits Preferred Background/Prerequisite Legal Studies A Description 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 lawmaking 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,

59 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

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.

Content In Stage 1 Legal Studies, students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues. Students use a variety of methods to investigate legal issues, such as observing the law in action in courts and through various media. Topics will include:

• one student-negotiated issues study (from any key area) The 20-credit subject consists of: • Philosophical Issues, Philosophical Inquiry Skills, and Community of Inquiry • two guided ethical issues studies • two student-negotiated issues studies (epistemology and/or metaphysics)

• Young People and the Law

Assessment Assessment at Stage 1 is school based.

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

• Motorists and the Law

• Interaction

• Relationships and the Law.

• Issues Analysis

Students will need to have completed Legal Studies A to undertake Legal Studies B. Assessment Assessment is school based. Students provide evidence of their learning through the following assessment types: • Folio • Issues Study • Presentation Stage 2 Future Leads to Stage 2 Legal Studies CONTACT TEACHER: MS C JESSEN

Philosophy 10 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description 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.

• Issues Study Stage 2 Future Leads to Stage 2 Philosophy CONTACT TEACHER: MR D TYLER

Society and Culture 10 Credits Preferred Background/Prerequisite Satisfactory completion of Year 10 English and/or Humanities and Social Sciences subjects.

Description In Society and Culture students explore and analyse the interactions of people, societies, cultures and environments. They learn how social, political, historical, environmental, economic and cultural factors affect different societies; and how people function and communicate in and across cultural groups.

Through their study of Society and Culture, students develop the ability to influence their own futures, by developing skills, values and understandings that enable effective participation in contemporary society.

The focus capabilities for this subject are citizenship, communication, and learning.

Content In a 10 credit subject, students study two topics: • one topic with a focus on an Australian context • one topic with a focus on a global context.

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 Assessment at Stage 1 is school based.

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

Content The 10-credit subject consists of:

• Investigation

• Sources Analysis • Group Activity

• Philosophical Issues, Philosophical Inquiry Skills, and Community of Inquiry

Stage 2 Future Leads to Stage 2 Society and Culture

• one guided ethical issues study

CONTACT TEACHER: MS L IRVINE

SECTION 7 LANGUAGES Chinese 20 Credits Preferred Background/Prerequisite 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.

Please note that an Eligibility Form must be submitted to the SACE Board to enrol in this course.

Description In Chinese 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 focus capabilities for this subject are communication and citizenship.

Content Stage 1 Chinese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The Chinese-speaking Communities • The Changing World.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis • Investigation CONTACT TEACHERS: MS D MAHMODI/ MS H MANNING-BENNETT

Chinese Background Speakers 20 Credits Preferred Background/Prerequisite 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.

Description In this subject, students develop intercultural communication skills through examining relationships between language, culture, and identity and reflecting on the ways in

which culture is created, expressed and communicated through language. They develop their capability to communicate, interact, and negotiate meanings within and across languages and cultures. Students clarify, extend, and develop their ideas and opinions on the prescribed themes and contemporary issues, and reach reasoned conclusions through critical engagement with a diversity of sources and perspectives.

The focus capabilities for this subject are communication and citizenship.

Content Stage 1 languages at background speakers level consists of themes and/or a number of prescribed contemporary issues.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis CONTACT TEACHERS: MS H MANNING-BENNETT/ MS T CHEN/MS M ZHOU

French 20 Credits Preferred Background/Prerequisite 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.

• Interaction • Text Production • Text Analysis • Investigation CONTACT TEACHERS: MS M LEDOLEDEC/ MS H MANNING-BENNETT

German 20 Credits Preferred Background/Prerequisite 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.

Description In German 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 focus capabilities for this subject are communication and citizenship.

Content Stage 1 German at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The German-speaking Communities

Description In French 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 Changing World

Content Stage 1 French at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

• Investigation

Themes:

Italian 20 Credits

• The Individual • The French-speaking Communities • The Changing World.

Assessment Assessment at Stage 1 is school based.

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

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis

CONTACT TEACHERS: MS M TIMMINS/ MS H MANNING-BENNETT

Preferred Background/Prerequisite 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.

Description In Italian 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 focus capabilities for this subject are communication and citizenship.

Content Stage 1 Italian at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The Italian-speaking Communities • The Changing World.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis • Investigation CONTACT TEACHERS: MS L D’ALOIA/ MS H MANNING-BENNETT/MS J SALEM/ MR A VARRICCHIO

Italian Beginners 20 Credits Preferred Background/Prerequisite The Beginners Level languages are designed for students with little or no previous knowledge and/or experience of the language before undertaking Stage 1, and is designed as a 2-year course of study for students who wish to begin their study of the language at senior secondary level.

It is an intensive and fast-paced course.

Please note that an Eligibility Form must be submitted to the SACE Board to enrol in this course.

Description In this subject students develop the skills of listening, speaking, reading, and writing, and information and communication technologies to create and engage effectively with a range of spoken, written, visual, and multimodal texts in the particular language. They develop and apply linguistic and intercultural knowledge, understanding, and skills by interacting with others and by creating and analysing texts.

61 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

The focus capabilities for this subject are communication and citizenship.

Themes:

Content Students study prescribed themes and topics from the following perspectives:

• The Japanese-speaking Communities

• The Personal World • The Italian-speaking Communities.

Themes: • Relationships • Lifestyles • Experiences.

Students study prescribed topics and subtopics within these themes. These topics provide the contexts for a range of assessments related to the learning requirements of interacting, creating texts, and interpreting texts.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis CONTACT TEACHERS: MS L D’ALOIA/ MS J SALEM/MS H MANNING-BENNETT

Japanese 20 Credits Preferred Background/Prerequisite 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.

Please note that an Eligibility Form must be submitted to the SACE Board to enrol in this course.

Description In Japanese 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 focus capabilities for this subject are communication and citizenship.

Content Stage 1 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

• The Individual • The Changing World.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis • Investigation CONTACT TEACHERS: MS H MANNING-BENNETT MS J MCSPORRAN/MR K KAM

Modern Greek 20 Credits Preferred Background/Prerequisite 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.

Spanish 20 Credits Preferred Background/Prerequisite 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.

Description In Spanish 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 focus capabilities for this subject are communication and citizenship.

Content Stage 1 Spanish at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes:

Description In Modern Greek 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 Individual

The focus capabilities for this subject are communication and citizenship.

• Text Production

Content Stage 1 Modern Greek at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

• Investigation

Themes: • The Individual • The Greek-speaking Communities • The Changing World.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Production • Text Analysis • Investigation CONTACT TEACHERS: MS A AXARLIS/ MS A VASSILIOU/MS H MANNING-BENNETT

• The Spanish-speaking Communities • The Changing World.

Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following assessment types: • Interaction • Text Analysis

CONTACT TEACHERS: MS C RYAN/ MS H MANNING-BENNETT/MS N ENRIQUEZ

SECTION 8 MATHEMATICS Students who achieve a “C” grade or better in a Stage 1 Mathematics subject will meet the compulsory numeracy requirement of the SACE. Subject

Recommended minimum achievement

Target Population

Course description

`Career’ paths on satisfactory completion of the course

Essential Mathematics (10 Credits)

No Prerequisite required

Students needing to improve basic skills in Mathematics

A course which develops fundamental skills of Mathematics applying to real life problems

Stage 2 Essential Mathematics

General Mathematics (20 Credits)

C grade or better in Year 10 Mathematics and teacher recommendation

Students wanting to study Mathematics which will be useful for work or personal finances or Stage 2 General Mathematics and Essential Mathematics

A course which develops fundamental skills in the general application of Mathematics to problems with business or consumer orientation

Stage 2 Mathematics Vocations in business/ commerce, either directly or after more advanced studies

Mathematical Methods (30 Credits)

B grade or better in Year 10 assessments and common tests and teacher recommendation (in extended Year 10 Mathematic classes)

Students intending to study Stage 2 Mathematical Methods

A course which covers a wide range of mathematical content of potential as well as demonstrated applicability where possible

Stage 2 Studies in Mathematics Specialist studies in Mathematics and closely related fields

Specialist Mathematics (10 credits)

B grade or better in Year 10 assessments and common tests and teacher recommendation (in extended Year 10 Mathematic classes)

Students intending to study Stage 2 Specialist Mathematics

A course which covers a wide range of mathematical content of potential as well as demonstrated applicability where possible

Stage 2 Studies in Mathematics Specialist studies in Mathematics and closely related fields such as engineering

Essential Mathematics 10 Credits Preferred Background/Prerequisite No Prerequisite required but teacher’s recommendation will be taken into consideration.

Description Essential Mathematics enables students to build on their knowledge and understanding of mathematical information and its relationship to everyday contexts.

This subject is intended primarily for those students who, through their personal learning plans, have identified numeracy skills as an area for development.

In their study of Essential Mathematics, students discuss and share ideas as they explore, select, and apply a range of mathematical concepts, processes,

and strategies to everyday problems and situations. Students develop their critical thinking skills by making choices to solve problems, and communicating mathematical processes and results with clarity and understanding.

Content Earning and Spending, Statistics, Saving and Borrowing, Geometry and Measurement.

Assessment Assessment is school based. Students demonstrate evidence of their through the following assessment types: • Skills and Applications Tasks • Folio Stage 2 Future Does not lead to any Stage 2 Mathematics.

CONTACT TEACHER: MR T PETTAS

General Mathematics 10 or 20 Credits Stage 1 Mathematics can be studied as a 10 credit subject or a 20 credit subject.

Preferred Background/Prerequisite A ‘C’ grade or better in Year 10 Mathematics and teacher’s recommendation.

Description In the study of mathematics students participate in a wide variety of problemsolving 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 problemsolving with the goal of communicating to others the relationships observed and the problems solved.

63 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Content Consumer Arithmetic, Algebra and Matrices, Shape and Measurement, Univariate data Analysis and the Statistical Investigation Process, Applications of Trigonometry, Linear Equations and their Graphs.

Assessment Assessment is school based. Students demonstrate evidence of their through the following assessment types: • Skills and Applications Tasks • Folio Stage 2 Future Satisfactory preparation for Stage 2 General Mathematics or Essential Mathematics.

CONTACT TEACHER: MR T PETTAS

PLEASE NOTE: Students intending to study General Mathematics or Essential Mathematics at Stage 2 need to choose General Mathematics for a full year at Stage 1.

Mathematical Methods 30 Credits Preferred Background/Prerequisite An average of a ‘B’ grade or better in common tests and assessments in Year 10 Extended Mathematics classes plus teacher’s recommendation.

Description In the study of mathematics students participate in a wide variety of problemsolving 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 problemsolving with the goal of communicating to others the relationships observed and the problems solved.

Content Functions and Graphs, Trigonometric Functions, Counting and Probability, Exponential Functions, Introduction to Differential Calculus, Arithmetic and Geometric Sequences and Series.

Assessment Assessment is school based. Students demonstrate evidence of their through the following assessment types: • Skills and Applications Tasks • Folio

Stage 2 Future General Mathematics, Mathematical Methods CONTACT TEACHER: MR T PETTAS

PLEASE NOTE: Students intending to study Mathematical Methods at Stage 2 need to complete 3 semesters of Mathematical Methods at Stage 1.

Specialist Mathematics 10 Credits Preferred Background/Prerequisite An average of a ‘B’ grade or better in common tests and assessments in Year 10 Extended Mathematics classes, plus teacher’s recommendation.

Description In the study of mathematics students participate in a wide variety of problemsolving 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 problemsolving with the goal of communicating to others the relationships observed and the problems solved.

Content Combinatorics, Vectors in the Plane, Geometry, Trigonometry, Matrices, Real and Complex Numbers including Induction.

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

SECTION 9 SCIENCES Biology 10 or 20 Credits Biology can be taken as a 10 or 20 credit subject.

Preferred Background/Prerequisites A “C” grade or better in Year 10 Science plus teacher recommendation.

Description Science inquiry skills and science as a human endeavour are integral to students’ learning in this subject and are interwoven through their study of science understanding, which is organised into four topics. Through the study of these topics, students develop and extend their understanding of the nature of living things, as well as the interactions of those living things with members of the same species, members of other species, and the environment.

In Biology the students also have the opportunity to join and initiate debates about how biology impacts on their lives, on society, and on the environment.

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

The focus capabilities for this subject are communication and learning.

Content Semester 1 1. Cells and Microorganisms

• Skills and Applications Tasks

2. Biodiversity and Ecosystem Dynamics

• Folio

Semester 2

Stage 2 Future General Mathematics, Mathematical Methods, Specialist Mathematics

3. Multicellular Organisms

CONTACT TEACHER: MR T PETTAS

PLEASE NOTE: Students intending to study Specialist Mathematics at Stage 2 must complete a minimum of 3 semesters of Mathematical Methods and 1 semester of Specialist Mathematics at Stage 1.

4. Infectious Disease CONTACT TEACHERS: MS K ANDRIOPOULOS/ MR S KAPSAMBELIS/MR P HATCLIFFE/ MR L WEEDEN

Chemistry 20 Credits At AHS Chemistry is taken as a 20 credit sequence. Students exiting at the end of Semester 1 may be given 10 credit points.

Preferred Background/Prerequisites An “A” or “B” grade in Year 10 Science plus teacher recommendation. This subject is a prerequisite for Stage 2 Chemistry.

Description The study of chemistry includes an overview of the matter that makes up materials, and the properties, uses, means of production, and reactions of these materials. It also includes a critical study of the social and environmental impact of materials and chemical processes.

Students consider how human beings make use of the earth’s resources and the impact of human activities on the environment.

Through practical studies students develop investigation skills, and an understanding of the physical world that enables them to be questioning, reflective, and critical thinkers.

The focus capabilities for this subject are communication and learning.

Content The design and content of the program is determined at the school level. Examples of areas of learning and topics include: Semester 1 Topic 1: Materials and their Atoms

Properties and uses of materials Atomic Structure Quantities of atoms

Topic 2: Combining Atoms

Types of materials Bonding between atoms Quantities of molecules and ions

Topic 3: Molecules

Molecule polarity Interactions Between Molecules Hydrocarbons Polymers

Semester 2 Topic 4: Mixtures and Solutions

Topic 5: Acids and Bases Topic 6: Redox Reactions

Miscibility and solutions Solutions of ionic substances Quantities in reactions Energy in reactions Acid-base concepts Reactions of acids and bases The pH scale Metal reactivity Concepts of oxidation and reduction Electrochemistry

Assessment Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: • Investigations Folio • Skills and Applications Tasks CONTACT TEACHERS: MR M KIM/MS J JAMES

Earth and Environmental Science 10 Credits Preferred background/prerequisites Satisfactory completion of Year 10 Science.

Description 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.

Content 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: For a 10 credit subject, the areas that are offered include: Topic 1: The Turbulent Earth: a study of natural hazards including earthquakes, tsunamis, volcanic eruptions and meteorite strikes.

Topic 2: Composition of the Geosphere: the study of minerals, rocks, soils and the dating of these.

Topic 3: Processes in the Geosphere: investigates the causes of volcanic and earthquake activity by studying the structure of the Earth.

Topic 4: The Earth’s Atmosphere: a study of the structure of the Earth’s atmosphere as well as human impact.

Topic 5: Importance of Hydrosphere: the structure of the oceans and how the global ocean conveyer belt influences climate around the world.

Topic 6: Biosphere: the fossil evidence for the evolution of life on earth and the various cycles that have helped to sustain life on Earth.

Assessment Assessment in Stage 1 Earth and Environmental Science is school based.

For a 10 credit subject, students should demonstrate evidence of their learning

through the following assessment types: a field investigation or practical report, an issues investigation as well as skills and applications tasks.

CONTACT TEACHERS: MR C LEMAY/ MR H WARNECKE

PLEASE NOTE: An excursion fee may apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Nutrition 10 or 20 Credits Preferred Background/Prerequisite A “C’’ grade or better in Year 10 Science plus teacher recommendation.

Description 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.

Content 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: • 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 handing

65 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

• Organic food versus genetically modified food • Sustainable food futures • Water Assessment Assessment at Stage 1 is school based.

Students demonstrate evidence of their learning through the following types of assessment: Assessment Type 1: Practical investigations and issues investigations Assessment Type 2: Skills and Applications Tasks. Assessment included: tests, reports, essay and exam.

Stage 2 Future This subject is a recommended preparation for Stage 2 Nutrition CONTACT TEACHERS: MS J PITSADIOTIS/ MS V MCARDLE

Physics 20 Credits At AHS Physics is taken as a 20 credit sequence. Students exiting at the end of Semester 1 may be given 10 credit points.

Preferred background/prerequisites A “B” grade or better in Year 10 Science plus teacher recommendation. Special consideration will be given to the standard achieved in the Physics section of Year 10 Science. This subject is a prerequisite for Stage 2 Physics.

Description The study of physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of 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.

The focus capabilities for this subject are communication and learning.

Assessment Assessment at Stage 1 is school-based.

Students demonstrate evidence of their learning through the following assessment types: • Investigations Folio • Skills and Applications Tasks CONTACT TEACHERS: MS C BEST/ MR M DUIVESTEYN/MS S PANJWANI/ MR L WEEDEN

Psychology 10 Credits Preferred background/prerequisites An “A” or “B” grade in Year 10 Science.

Description The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives.

Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, relationships, child rearing, employment and leisure.

Stage 1 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By 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.

The focus capabilities for this subject are communication and learning.

Content The 10 credit subject consists of the compulsory topic and two other topics.

Topics: • Introduction to Psychology (compulsory) • Social Influence and Interaction • Emotion Assessment Assessment at Stage 1 is school-based.

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

Content Semester 1:

• Skills and Applications Tasks

1. Motion Under Constant Acceleration

CONTACT TEACHERS: MS K ANDRIOPOULOS/ MS A BANDIERA

2. Forces 3. Energy and Heat Semester 2: 4. Waves 5. Nuclear Models and Radioactivity 6. Electric Circuits

This is the end of the Stage 1 subject descriptors You may now wish to: • make a list of the Stage 1 subjects which you are interested in studying next year.

• consult with various contact teachers to find out more details of specific subjects.

• read your ‘SATAC Tertiary Entrance 2019, 2020, 2021’ booklet to review your tertiary options.

• commence filling in the SACE Course Planner, on page 44.

STAGE 2 SUBJECTS STAGE 2 SUBJECT DESCRIPTORS SECTION 1 ARTS Visual Art (Art or Design) 10 and 20 Credits Preferred Background/Prerequisite A “C” grade or better at Stage 1 in Art, Design, Design C or Digital Art or on approval of individual cases. Students who wish to continue with Visual Art must discuss this with the relevant contact person/s.

Printmaking, 2 and 3D Studies, Design 2 and 3D. Students will complete practical work using new and learnt skills in various Design and Art media and techniques.

Students will need to critically analyse works of Design and Art in both written and oral form. 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. Students will undertake a range of activities in Visual Thinking, Practical Resolution and Visual Arts in Context.

Assessment Assessment at Stage 2 is both internally and externally moderated where students must demonstrate evidence of their learning through the following assessment types: Folio, Practical and Visual Study.

Students will need to meet Performance Standards in each of the assessed areas to successfully complete Art. The study of Art will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

The following assessment types enable students to demonstrate their learning in Stage 2 Visual Arts: School-based Assessment Assessment Type 1: Folio Assessment Type 2: Practical

70% 30% 40%

External Assessment Assessment Type 3: Visual Study

30% 30%

For a 20-credit subject, students should provide evidence of their learning through four to six assessments, including the external assessment component.

Students produce: • two folios • two or three practical works, including a practitioner’s statement for two practical works • one larger visual study.

School-based Assessment Assessment Type 1: Folio Assessment Type 2: Practical

70% 30% 40%

Description In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio-visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in cultural and historical contexts. The broad area of Art and Design includes both artistic and crafting methods and outcomes, including the development of ideas, research, analysis and experimentation with media and techniques, resolution and production.

External Assessment Assessment Type 3: Visual Study

30% 30%

Content This subject covers all aspects of Art media and will allow students to work in areas including: Painting and Drawing,

Creative Arts 10 and 20 Credits

For a 20 credit Stage 2 subject students must provide evidence in learning through 5 assessments including an externally moderated component. Students: • Develop and present two visual art products • Undertake a negotiated Visual Study • Complete two folios of backup work for the Product component.

CONTACT TEACHER: MR G COX

Students can choose to undertake a Creative Arts subject where the emphasis is on: 1. Creative Art 2. Design and Design Innovation 3. Digital Art 4. Moving Image Media Preferred Background/Prerequisite A “C” grade or better in Visual Art, Design, Design C or Digital Art at Stage 1.

Description Students with a background in Art, Design or Digital Art have the opportunity in this subject to negotiate their tasks and create works within the Creative Arts. Students in Creative Arts have the ability to choose any two products from an area of Art, Design or Digital media. Students who choose Visual Art do not have this option.

The creative arts process comprises four interrelated elements including: • investigation • development • production • reflection The creative arts process gives students the ability to explore differing art/design/digital media whilst exploring the work of relevant practitioners.

Content Students will gain expertise in the area of design, art or digital media. Students also can choose from a range of Art media such as painting and printmaking. They will use the design process to create final products.

Students have the ability to use various software and computer technologies. The emphasis of this course is to choose media to develop creative arts products. Students will investigate the work of artists/designers from around the world.

Assessment Assessment at Stage 2 is both internally and externally moderated where students must demonstrate evidence of their learning through the following assessment types: Product, Investigation and Practical Skills.

Students will need to meet the Performance Standards in each of the assessed areas to successfully complete this Creative Arts subject. The study of Creative Arts will provide students with opportunities to develop a variety of literacy, numeracy and mathematical skills.

The following assessment types enable students to demonstrate their learning in Stage 2 Creative Arts.

School-based Assessment Assessment Type 1: Product Assessment Type 2: Investigation

70% 50% 20%

External Assessment Assessment Type 3: Practical Skills

30% 30%

67 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

For a 20-credit subject, it is recommended that students provide evidence of their learning through five assessments, including the external assessment component.

Students: • develop and present two creative arts products • undertake two investigations • undertake one practical skills assessment.

CONTACT TEACHER: MR G COX

Drama 20 Credits Preferred Background/Prerequisite A “C” grade or better at Stage 1 in Drama.

Students to continue with Drama in Stage 2 must discuss this with the relevant contact person/s.

Description Stage 2 Drama combines the practical application of individual and ensemble Dramatic skills. It affords students the opportunity to engage in, analyse and apply knowledge of a wide range of Dramatic experiences.

In this subject, students are expected to: • develop, communicate, and apply knowledge and skills in conceiving, developing, creating, interpreting, evaluating, and presenting dramatic works • demonstrate and communicate knowledge and understanding of the theories, concepts, skills, techniques, and technologies of drama • respond to performed drama and dramatic texts in an analytical and reflective manner, using arts-specific terminology • work both independently and collaboratively to achieve dramatic outcomes

performances (30%) and an Interpretive Study of a Dramatic Innovator (20%).

School-based Assessment 70% Assessment Type 1: Group Presentation 20% Assessment Type 2: Folio 30% Assessment Type 3: Interpretative Study 20% External Assessment Assessment Type 4: Performance

30% 30%

In each 20-credit subject, students should provide evidence of learning through six to eight assessments, including the external assessment component. Students undertake one assessment from Assessment Type 1, at least one report and two reviews from Assessment Type 2, one assessment from Assessment Type 3, and one assessment from Assessment Type 4. Transitory evidence for the school-based assessment, such as performances, presentations, oral presentations, staged readings, round-table presentations, workshops, or discussions, should be recorded on DVD to provide evidence for moderation.

Students undertaking Stage 2 Drama should be willing to commit to the time demands of rehearsal and performance as well as attending some out of hours professional theatre.

CONTACT TEACHERS: MR G MAHER/MR D TYLER/ MS L SMYTHE/MR G COX

Music

• Interpretative Study • Presentation of Dramatic Works.

Assessment The course comprises Performance or an off stage role in a larger Production and in a small group (50%), a Folio of written responses to student and professional

External Assessment Assessment Type 3: Creative Connections (Creative Performance, Composition, Arrangement or Recording with Discussion)

30%

Performance - Ensemble (10 Credits) Performance - Solo (10 Credits)

Description 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.

40%

Students provide evidence of their learning through five assessments, including the external assessment component. Students complete three musical literacy tasks, one portfolio of explorations, one creative connections task.

Music Studies 20 Credits

Music Studies (20 Credits)

Preferred Background/Prerequisite This subject is the continuation of the Music Technology or Music Performance pathway.

Successful completion of Year 11 Music Technology or Performance and or audition and interview process is required.

• Review and Reflection

70% 30%

Music Explorations (20 credits)

• i nvestigate, integrate, analyse, and evaluate information, concepts, and ideas to communicate for dramatic purposes

• Analysis and Creative Interpretation

School-based Assessment Assessment Type 1: Musical Literacy (Composition/ Recording, Analysis and Response) Assessment Type 2: Explorations (Composition/ Recording Portfolio and Commentary)

CONTACT TEACHERS: MR C PILIOURAS/ MR T MOORS/ MS C ALDOUS

Music Explorations 20 Credits

Content Teachers will develop a teaching and learning program based on the following four areas of study:

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Music Explorations

Students may count up to 40 Credits of Stage 2 Music towards their SACE in any combination of the 4 subjects listed below.

• apply knowledge, understanding, and analysis of the interdependent nature of drama and dramatic elements

• communicate and articulate ideas to an audience, through a variety of modes and methods.

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.

Preferred Background/Prerequisite This subject is the continuation of the Music Performance pathway. Successful completion of Year 11 Music Performance and or audition and interview process is required.

Description 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-based Assessment Assessment Type 1: Performance Assessment Type 2: Performance and Discussion

70% 30% 40%

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Music Studies:

External Assessment Assessment Type 3: Performance Portfolio

30% 30%

School-based Assessment • Assessment Type 1: Creative Works (Original Performance, Composition or Arrangement Portfolio with Creator’s Statement) • Assessment Type 2: Musical Literacy (3 tasks which could include Aural, Theory, Harmonisation, Composition and Analysis with Response)

70% 40%

External Assessment • Assessment Type 3: Examination (Musicianship)

30% 30%

Students should provide evidence of their learning through three assessments, including the external assessment component.

CONTACT TEACHERS: MR C PILIOURAS/ MR T MOORS/ MS C ALDOUS

30%

Performance - Solo 10 Credits

Students provide evidence of their learning through five assessments, including the external assessment component.

Students complete one portfolio of creative works, three musical literacy tasks, one examination.

CONTACT TEACHERS: MR C PILIOURAS/ MR T MOORS/ MS C ALDOUS

Performance - Ensemble 10 Credits Preferred Background/Prerequisite This subject is the continuation of the Music Performance pathway.

Successful completion of AMEB Grade 4.

Practical and AMEB Grade 4 Theory or Year 11 Music Band A and B and/or audition and interview process.

Description Stage 2 Music Performance - Ensemble is a 10 credit subject that develops students’ skills on a chosen instrument or their voice and the application of these skills and other musical knowledge in an ensemble.

Content Students develop ensemble performance skills as well as aural perception, musical sensitivity, and an awareness of style, structure, and historical conventions in ensemble performance.

Preferred Background/Prerequisite This subject is the continuation of the Music Performance pathway.

Successful completion of AMEB Grade 4.

Practical and AMEB Grade 4 Theory or Year 11 Music Performance A and B and/or audition and interview process.

Description Stage 2 Music Performance – Solo is a 10 credit subject that develops students’ skills on a chosen instrument or their voice, and the application of these skills, musical understanding, and aesthetic awareness in a solo performance.

SECTION 2 BUSINESS, ENTERPRISE AND TECHNOLOGY Accounting 20 Credits Preferred Background/Prerequisite There are no formal prerequisites. However Accounting SACE Stage 1 is an advantage and it is desirable that students have passed with a C grade or better in a language rich subject at Stage 1.

Description The study of Accounting gives students opportunities to learn the practical skills needed to manage their own financial affairs and to develop an understanding of the ethical considerations that affect financial decision-making. They develop an understanding of the successful management of financial affairs in business, and gain knowledge and skills related to accounting processes for organisational and business applications. Students also learn how to interpret financial information and how to convey this information to interested users.

Content Students study the following three sections: • Section 1: The Environment of Accounting • Section 2: Financial Accounting • Section 3: Management Accounting.

Students also develop skills in preparing and presenting public performances, aural perception and musical sensitivity, and awareness of style, structure, and historical conventions in solo performance. Solo Performance gives students the opportunity to extend their technical and performance skills on their chosen instrument or their voice, and to use this expertise as a means of developing musical expression.

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

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Music Performance- Solo:

CONTACT TEACHER: MS S GARDNER

School-based Assessment Assessment Type 1: Performance Assessment Type 2: Performance and Discussion

70% 30% 40%

External Assessment Assessment Type 3: Performance Portfolio

30% 30%

Students are required to participate in regular rehearsals and performances, some of which may be outside school hours.

Students should provide evidence of their learning through three assessments, including the external assessment component.

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Music Performance - Ensemble:

CONTACT TEACHERS: MR C PILIOURAS/ MR T MOORS/MS C ALDOUS

School-based Assessment 70% Skills and Applications Tasks 50% Report 20% External Assessment 30% Examination 30%

Business and Enterprise 20 Credits Preferred Background/Prerequisite There are no formal prerequisites, however, it is desirable that students have passed with a ‘C’ grade or better in a language rich subject at Stage 1.

Description 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.

Students gain an understanding of business operations and practice, develop an awareness of business, financial, and technological skills, participate in

69 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

planning, developing, and controlling business activities, and evaluate decisions on business practices. They have the opportunity to reflect on current issues in business and enterprise, and make informed decisions. Students evaluate the impact and effect of business, enterprises, and technology on the well-being and lifestyle of individuals, communities, the economy, and the environment.

Content Business and Enterprise comprises a core topic, and seven option topics.

For a 20-credit subject, students complete the study of: • the core topic • two option topics Core Topic The Business Environment • Business in Australia • The Nature and Structure of Business • The Business Enterprise Option Topics • People, Business, and Work • Business and the Global Environment • Business and Finance • Business, Law, and Government • Business and Technology • Business and Marketing • Business Research Task/Practical Application.

Assessment In a 20-credit subject, students demonstrate evidence of their learning through the following assessment types: School-based Assessment 70% Folio 30% Practical 20% Issues Study 20% External Assessment 30% Report 30% CONTACT TEACHER: MR G GRONTHOS

Information Processing & Publishing 20 Credits Preferred Background/Prerequisite There are no formal prerequisites. However, a basic knowledge of computer operations would be desirable.

Description Information Processing and Publishing focuses on the use of technology to design and implement information-processing solutions. The 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 text-based communication tasks.

Students are provided with opportunities to develop an appreciation of the current social, legal, and ethical issues that relate to the processing, management, and communication of text-based information, and to assess their impact on individuals, organisations, and society. Focus areas include Business Documents and Desktop Publishing.

Focus Areas Communication Products

Business Documents Business Documents focuses on the use of the computer as a communication tool for businesses (including clubs, societies, and charitable institutions). They apply the design process and the principles of design and page layout (e.g. the use of fonts, text enhancement, white space, and the placement of text, graphics, columns, and tables) in completing tasks. The tasks may require students to provide original composition, work from oral or written instructions, retrieve prepared drafts, and conform to a given organisational or house style. Tasks may include letters, reports, tables, memoranda, forms, agreements, financial statements, newsletters, programs, and itineraries. These can be disseminated in print or electronic form (e.g. email).

• Digital and Control Systems

Desktop Publishing Desktop Publishing involves the use of a computer and page layout and other software to assemble text and graphics electronically for publishing on paper.

Students apply the design process to develop and present desktop publishing solutions to design briefs. They apply the principles of design and page layout (e.g. the use of fonts, text enhancement, graphics, white space, and colour) in completing tasks. The tasks may require students to provide original composition, work from instructions, and display provided material. Tasks may include programs, leaflets, stationery, posters, brochures, and advertising material.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Assessment Type 1: Practical Skills Assessment Type 2: Issues Analysis

70% 40% 30%

External Assessment Assessment Type 3: Product and Documentation

30% 30%

CONTACT TEACHER: MR J DIMITRIOU

Design & Technology The following three focus areas are offered in four Design & Technology options:

• Digital Photography • Computer Aided Design (CAD) * Precluded combination for 20 credit ATAR. Material Products • Furniture Construction • Textiles and Fashion * Precluded combination for 20 credit ATAR. Systems & Control Products • Rapid Prototyping * Precluded combination for 20 credit ATAR.

PLEASE NOTE: 1. It is precluded by SACE to do more than one subject from any of the 3 focus areas above.

This will result in one of the subjects being precluded in the SACE certificate, i.e. a student cannot enrol to do Furniture Construction and Textiles and Fashion as they are both from the Material Products focus area.

2. Additionally SACE also have a counting restriction for students doing 2 or more Design and Technology 20 credit unit subjects. It is not precluded and students can still get their SACE but one of the subjects will not generate an ATAR score.

Communication Products – Digital Photography 10 and 20 Credits * Precluded combination with Communication Products [CAD] for 20 credit ATAR. Preferred Background/Prerequisite Year 11 Digital Photography and the knowledge of the ‘Design Process’ are desirable. Students demonstrate knowledge and skills associated with using manipulation of digital communication media.

Description Students use symbols, signs, behaviour, speech, images, sound, or other data to design and make products that communicate information. Students demonstrate knowledge and skills associated with using manipulation of communication media, both manual and digital.

Content Extensive use of a Digital Single Lens Reflex (DSLR) camera, together with other digital image capturing devices and image editing and presentation software form the basis for this course.

Students learn to apply camera techniques with image enhancing/editing and compositing techniques using Photoshop and other Adobe CC software. The main practical component of the course, the Major Product, is negotiated by students and can be based on any topic of choice.

Assessment Assessment is both school-based and external. Students demonstrate evidence of their learning through the; School-based Assessment 70% Skills and Material Application Tasks 20% Product 50% External Assessment 30% Folio 30% CONTACT TEACHER: MR J DIMITRIOU

Communication Products – Computer Aided Design (CAD) 10 and 20 Credits * Precluded combination with Communication Products [Digital Photography] for 20 credit ATAR. Preferred Background/Prerequisite Year 10 and/or Year 11 CAD. Description Students will gain skills in using an industry standard Computer Aided Design (CAD) package called Autodesk Inventor to design and model 3 dimensional shapes.

Content Students will be required to use the software to design and model both a minor product and major product. Part and assembly modelling will be thoroughly covered. From these models students will generate a set of drawings completed to AS1100 standards.

Students will also be required to complete an externally assessed design folio for their major project and a number of set skills exercises.

This subject provides practical application and development of skills for students who are interested in a career in engineering.

Assessment Assessment is both school-based and external. Students demonstrate evidence of their learning through the; School-based Assessment 70% Skills and Material Application Tasks 20% Product 50% External Assessment 30% Folio 30% CONTACT TEACHERS: MR T WARREN/ MR J DIMITRIOU

Material Products – Furniture Construction 20 Credits

Assessment Assessment is both school-based and external. Students demonstrate evidence of their learning through the;

* Precluded Combination Material Products [Textiles and Fashion] for 20 Credit ATAR.

School-based Assessment 70% Skills and Material Application Tasks 20% Product 50%

Preferred Background/Prerequisite Prior successful experiences in Design & Technology and success in one construction area at Stage 1 or Year 10 are desirable.

Description Students use range of manufacturing technologies such as tools, machines, and/ or systems to convert resistant materials into useful products. Students demonstrate knowledge and skills associated with using systems, and processes and resistant materials such as solid, veneered and processed wood.

External Assessment Folio

30% 30%

CONTACT TEACHER: MR J DIMITRIOU

System and Control Products – Digital Systems and Control 20 Credits * Precluded combination with System and Control Products [Rapid prototyping] for 20 credit ATAR.

Content Design exercises and briefs, based on the theme of storage, are related to construction of a piece of contemporary furniture.

Preferred Background/Prerequisite Completion of Stage 1 Digital Systems & Control is highly recommended, although not essential.

Issues related to materials or furniture items are researched and analysed for improvement. Timber is the main construction material but others may be combined in the finished products.

Description Students use software to code and programme as well as hardware devices (digital and programmable control devices) to design and make products. Students demonstrate and apply knowledge and engineering skills associated with communication, project management, problem-solving, use of materials, and processes.

Assessment Assessment is both school-based and external. Students demonstrate evidence of their learning through the; School-based Assessment 70% Skills and Material Application Tasks 20% Product 50% External Assessment Folio

30% 30%

CONTACT TEACHER: MR J DIMITRIOU

Material Products – Textiles & Fashion 10 and 20 Credits * Precluded Combination Material Products [Furniture Construction] for 20 Credit ATAR. Preferred Background/Prerequisite Prior successful experiences in Home Economics – Textiles in Year 10 or Stage 1 is preferred.

Description Students use range of manufacturing technologies such as tools, machines to convert materials into useful products.

Students demonstrate knowledge and skills associated with processes and materials such as textiles to design, plan, create and evaluate for fashion and purpose.

Content Design exercises and briefs, based on the theme of fashion are related to construction of contemporary garments. Issues related to materials on Fashion are researched and analysed for improvement.

Content 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. In the hardware category students can use simple electronic kits to engineer simple control products. Students work on developing the skills by completing the skills task together with a material applications report. They then have the opportunity to negotiate their own major product together with a complimentary minor task.

Please note that some additional costs may be incurred depending on the nature and complexity of student’s project.

Assessment Assessment is both school-based and external. Students demonstrate evidence of their learning through the; School-based Assessment 70% Skills and Material Application Tasks 20% Product 50% External Assessment 30% Folio 30% CONTACT TEACHER: MR J DIMITRIOU

71 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

System and Control Products – Rapid Prototyping 20 Credits * Precluded combination with System and Control Products [Digital Systems and Control] for 20 credit ATAR. Preferred Background/Prerequisite Completion of Stage 1 Digital Systems & Control or Stage 1 CAD is highly recommended, although not essential.

Description Students use a range of rapid prototyping processes or systems and technologies both software and hardware (tools, machines, equipment) to engineer, design and prototype products.

Content Students will have the opportunity to use new and emerging technologies to engineer, test, develop and prototype products based on identified needs, problems or challenges.

The focus is on using Computer Aided Manufacture (CAM) with interdisciplinary and integration of STEM to help engineer and design products based on current needs, problem or challenges. Students work on developing the skills by completing the skills task together with a material applications report. They then have the opportunity to negotiate their own major product together with a complimentary minor task.

Please note that some additional costs may be incurred depending on the nature and complexity of a student’s project.

Assessment Assessment is both school-based and external. Students demonstrate evidence of their learning through the; School-based Assessment 70% Skills and Material Application Tasks 20% Product 50%

including relevance, originality, appropriateness, and sustainability.

Students use computational thinking skills and strategies to identify, deconstruct, and solve problems that are of interest to them. They analyse and evaluate data, test hypotheses, make decisions based on evidence, and create solutions. Through the study of Digital Technologies, students are encouraged to take ownership of problems and design, code, validate, and evaluate their solutions. In doing so, they develop and extend their understanding of designing and programming, including the basic constructs involved in coding, array processing, and modularisation.

Stage 2 Digital Technologies consists of the following focus areas which are not intended to be taught independently: • Focus area 1: Computational thinking • Focus area 2: Design and programming • Focus area 3: Data analytics • Focus area 4: Iterative project development Assessment Students should provide evidence of their learning through six assessments, including the external assessment component.

School-based Assessment Assessment Type 1: Project Skills • four project skills tasks

70% 50%

Assessment Type 2: Collaborative Project • one collaborative project

20%

External Assessment Assessment Type 3: Individual Digital Solution • one individual digital solution

30% 30%

CONTACT TEACHERS: MR C MENZIES/ MR J DIMITRIOU

External Assessment 30% Folio 30% CONTACT TEACHER: MR J DIMITRIOU

Digital Technologies 20 Credits Preferred Background/Prerequisite At least one semester of Stage 1 D&T desirable.

Description 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,

SECTION 3 CROSS-DISCIPLINARY STUDIES Community Studies Preferred Background/Prerequisite None.

Description Stage 2 Community Studies can be studied as a 10-credit subject or a 20-credit subject in one or more of the ten areas of study.

Content Students prepare a contract of work to develop a community activity from the following ten areas of study: • Arts and the Community • Business and the Community • Communication and the Community • Design, Construction, and the Community

• Environment and the Community • Foods and the Community • Health, Recreation, and the Community • Science and the Community • Technology and the Community • Work and the Community.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment • Contract of Work • Folio • Presentation External Assessment • Reflection Information on the External Assessment Reflection: The reflection is a piece of writing of up to a maximum of 500 words, or the equivalent in multimedia format, for a 10-credit subject; and up to a maximum of 1000 words, or equivalent in multimedia format for a 20-credit subject.

After completing the community activity and receiving feedback from their community contact and others, students reflect on what they have learnt and the value of their community activity to themselves and to the community. This summary and reflection may be presented in written format, or a combination of written, visual, and oral modes using digital communications.

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

CONTACT TEACHER: MR A GARLICK

Integrated Learning 10 or 20 Credits Preferred Background/Prerequisite Satisfactory Completion of Stage 1 English and/or Humanities and Social Sciences subjects.

Description Integrated Learning requires students to apply their knowledge and skills to a realworld task, event, learning opportunity, or context, which leads to a specific purpose, product, or outcome.

The subject draws links between aspects of students’ lives and their learning and is undertaken by a group of students, or a student or students involved in a community group.

Integrated Learning facilitates collaboration and teamwork. Students learn to plan and organise activities, and to develop their understanding of, and empathy with, others.

The focus capabilities for this subject are communication, citizenship, personal development, learning, and work.

Content In the 10-credit subject students undertake one or more of the five key areas of study.

In the 20-credit subject, students undertake two or more key areas of study. The capabilities form the content of the key areas of study for Integrated Learning.

Key Areas of Study: • Developing the Capability for Communication • Developing the Capability for Citizenship • Developing the Capability for Personal Development • Developing the Capability for Work • Developing the Capability for Learning.

The key areas are developed and applied through a practical study. Examples include: Key Area of Study Example program focus Communication

Young Parenting Program

Citizenship

Moving between Cultures

Personal Community Service Development Work Playground

Construction Learning

An Ecological Study of a Local Area

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment 70% Practical 30% Group Activity 20% Folio and Discussion 20% External Assessment 30% Project 30% Information on the External Assessment Project: Students select an aspect of personal interest from the Integrated Learning program for their focused development.

The project can be presented in the form of an exhibition, video of a dramatic presentation, model, written report or review, website, film, multimodal presentation, or photographic essay.

For a 10-credit subject the project should be a maximum of 1000 words if written or a maximum of 6 minutes if presented in spoken or multimodal form.

For a 20-credit subject the project should be a maximum of 2000 words if written or a maximum of 12 minutes if presented in spoken or multimodal form.

Each student’s project is assessed individually, and is double marked, firstly

by the student’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to the performance standards.

CONTACT TEACHER: MR A GARLICK

Research Project 10 Credits Preferred Background/Prerequisite Knowledge of and experience in Resource Based learning Description The Research Project is a compulsory subject of the South Australian Certificate of Education (SACE). Students must complete the 10-credit Research Project for Stage 2 of the SACE, with a C grade or better. At Adelaide High School, the Research Project can be undertaken at Stage 1 or Stage 2.

Students will: • choose a topic of interest—it may be linked to a SACE subject or course, or to a workplace or community context.

SECTION 4 ENGLISH Essential English 20 Credits Preferred Background/Prerequisite Satisfactory achievement in Stage 1 English 20 credits is assumed.

Description In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts.

Students develop an understanding of and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.

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

• learn and apply research processes and the knowledge and skills specific to their research topic.

Creating Texts (one written and one oral/multimodal)

• record their research and evaluate what they have learned.

• Two additional texts

The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory enquiries.

Content The content of the Research Project comprises the.

• capabilities • research framework Students are expected to: • work independently and with others to initiate an idea, and to plan and manage a research project • demonstrate a chosen capability • analyse information and explore ideas to develop their research • develop and apply specific knowledge and skills • communicate and evaluate their research outcome • evaluate the research processes used and their outcome.

Assessment School-based Assessment 70% Folio (preliminary ideas and research 30% proposal, research development) Research outcome 40%

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

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Responding to Texts Creating Texts

70% 30% 40%

External Assessment Language Study

30% 30%

CONTACT TEACHERS: MS C AVIET/ MR S DELLIQUADRI

English Literary Studies 20 Credits Preferred Background/Prerequisite A passing grade of ‘C’ or better at Stage 1 English. In addition a keen interest in reading and analysing literature along with a welldeveloped sense of critical awareness are essential for success in this subject.

External Assessment 30% Evaluation (including written summary) 30%

Description English Literary Studies is a 20-credit subject at Stage 2.

CONTACT TEACHER: MR A GARLICK

Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking

73 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

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.

English Literary Studies focuses on ways in which literary texts represent culture and identity, and on the dynamic relationship between authors, texts, audiences, and contexts. Students develop an understanding of the power of language to represent ideas, events, and people in particular ways and of how texts challenge or support cultural perceptions.

Students produce responses that show the depth and clarity of their understanding.

They extend their ability to sustain a reasoned critical argument by developing strategies that allow them to weigh alternative opinions against each other.

By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.

Content Students undertake tasks within the following: Responding to Texts • Shared Studies (includes the work of at least one text by an Australian author) - Study of three texts (one prose, one film and one drama) - Study of poetry - Study of a range of short texts • Comparative Text Study - Comparative study of two texts, with one from the shared studies and the other independently chosen by the student

English 20 Credits

English for EAL 20 Credits

Preferred Background/Prerequisite Satisfactory achievement in Stage 1 English 20 credits is assumed.

Preferred Background/Prerequisite Stage 1 EAL

Description English is a 20-credit subject at Stage 2.

In English students analyse the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts.

They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world.

Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, audience, and context is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal.

Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Content Responding to Texts • Students produce three responses to texts from a SACE approved list of text types.

Two of the responses must be written, and one must be oral. Either the oral response or one of the written pieces may be replaced by a multimodal response.

• One of the three responses could be a comparison of two or more texts.

Creating Texts

Creating Texts

• Transforming texts

• three texts which must demonstrate variety in text type, purpose, and/or audience

• Creating a written, oral, or multimodal text Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Responding to Texts Creating Texts

70% 50% 20%

External Assessment Comparative Text Study Critical Reading

30% 15% 15%

CONTACT TEACHERS: MS A AXARLIS/ MR S MACLEOD

• one writer’s statement for one or more of the three created texts.

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

Description Stage 2 English for EAL offers students an alternative to Stage 2 EAL that has no exam and one shorter oral presentation.

The course gives students bonus points and is recognised by interstate universities.

In English students analyse the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts.

They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world.

Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, audience, and context is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal.

Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Content Students undertake tasks within the following: Responding to Texts • Students produce three responses to texts from a SACE approved list of text types.

Two of the responses must be written, and one must be oral. Either the oral response or one of the written pieces may be replaced by a multimodal response.

• One of the three responses could be a comparison of two or more texts.

Creating Texts

School-based Assessment Responding to Texts Creating Texts

70% 30% 40%

• three texts which must demonstrate variety in text type, purpose, and/or audience such as informative blogs, descriptive short stories, persuasive articles or letters.

External Assessment Comparative Analysis

30% 30%

• one writer’s statement for one or more of the three created texts.

CONTACT TEACHER: MS S SHANNAHAN

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

School-based Assessment 70% • Responding to Texts 30% Examples of texts include: novel, film, drama text, short story, television show, magazine/newspaper article, social media blogs or Ted Talks.

• Creating Texts 40% This task requires students to analyse one of their created texts in terms of text structure, language, stylistic choices, context, purpose and audience.

External Assessment 30% • Comparative Analysis 30% Students choose two texts (including novel, film, drama text, short story, television show, magazine/newspaper article, social media blogs or Ted Talks) to compare and contrast in a written response.

CONTACT TEACHERS: MS C GOULARAS/ MR D PLACE/MS J LEE

English as an Additional Language 20 Credits Eligibility 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 an English as an Additional Language subject will be required to apply to their school for eligibility.

Students whose eligibility applications are approved for Stage 1 English as an Additional Language do not have to reapply for eligibility to enrol in Stage 2 English as an Additional Language.

A student is eligible to enrol in EAL if he or she is a student for whom English is an additional language or dialect, and who has had: • no more than 5 years of full-time schooling where the medium of instruction was English or • more than 5 years of full-time schooling where the medium of instruction was English, and whose English language proficiency is restricted or who is resident and studying in an overseas country where English is not the primary or official language.

Description English as an Additional Language is designed for students for whom English is a second language or an additional language or dialect. These students have had different experiences in English and one or more other languages. Students who study this subject come from diverse personal, educational, and cultural backgrounds.

Content Students undertake tasks within the following areas of study:

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Child Studies:

Academic Literacy Study • Written Report • Oral Interaction

School-based Assessment

70%

External Assessment

30%

Responses to Texts Students complete four responses to a range of texts, at least one of which must be a literary text. At least one response must be presented in oral form and two must be in written form.

CONTACT TEACHERS: MR M WOOLFALL/ MS F TURNER

Examination • Comprehending Multimodal Texts • Written Paper

Preferred Background/Prerequisite No prerequisites are necessary.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Communication Study Text Production Language Application

70% 20% 30% 20%

External Assessment 30% Investigation 30% CONTACT TEACHERS: MR D PLACE/ MS C GOULARAS

Food and Hospitality 20 Credits

Description Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, sociocultural, and technological factors at local, national, and global levels.

Students develop relevant knowledge and skills as consumers and/or industry workers.

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

Content This subject comprises of five areas of study:

SECTION 5 HEALTH AND PHYSICAL EDUCATION Child Studies 20 Credits Preferred Background/Prerequisite No prerequisites are necessary.

Description 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.

Content This subject comprises all five areas of study.

• Contemporary and Future Issues • Economic and Environmental Influences • Political and Legal Influences • Sociocultural Influences • Technological Influences

• Contemporary and Future Issues • Economic and Environmental Influences • Political and Legal Influences • Sociocultural Influences • Technological Influences Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Food and Hospitality: School-based Assessment

70%

External Assessment

30%

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

CONTACT TEACHERS: MR M WOOLFALL/ MS L KRIARIS

Health 20 Credits Preferred Background/Prerequisite No prerequisites are necessary, but having good communication skills are an advantage. Health literacy is preferred.

75 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Description 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 well-being 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.

Content 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

• two folio assessments

towards other people in a natural environment 4. choose, apply, and evaluate personal and group risk and safety management practices

For a 20-credit subject, students should provide evidence of their learning through eight to ten assessments, including the external assessment component.

6. investigate, critically analyse, and reflect on the activities and strategies needed to achieve the sustainable use of natural environments, including, for example, Indigenous perspectives

Students undertake:

7. reflect on the personal, group, social, and environmental outcomes of participation in an outdoor journey.

Content Stage 2 Outdoor Education may be undertaken as a 10-credit subject or a 20-credit subject.

10-credit Subject

Option Study 4: Health and Relationships

• Environmental Studies

Option Study 5: Risks and Challenges to Health

• Planning and Management Practices

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Health:

20-credit Subject A 20-credit subject consists of the following six topics: • Environmental Studies • Planning and Management Practices • Outdoor Journeys • Sustainable Environmental Practices • Leadership and Planning

CONTACT TEACHERS: MR M WOOLFALL/ MR G EVRENIADIS

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

• Self-reliant Expedition.

10-credit Subject

Preferred Background/Prerequisite Satisfactory completion of Year 11 Outdoor Education.

School-based Assessment 70% Assessment Type 1: Folio 20% Assessment Type 2: Group Practical 50%

Description Students are expected to develop and demonstrate through their learning in Stage 2 Outdoor Education.

20-credit Subject

In this subject, students are expected to: 1. demonstrate skills in planning and implementing human-powered outdoor journeys, or journeys that use natural forces 2. investigate, critically analyse, and communicate information about the natural environment and outdoor journeys in a variety of ways and contexts 3. demonstrate initiative, self-reliance, leadership, and a sense of responsibility

• one self-reliant expedition for the self-reliant practical

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

Physical Education 20 Credits Preferred Background/Prerequisite Satisfactory completion of one or two semesters in Stage 1 Physical Education and/ or related Biological Science Studies.

A demonstrated ability in a number of Physical Education skills will be a decided advantage.

Description In this subject, students are expected to:

External Assessment 30% Investigation 30%

External Assessment Assessment Type 4: Investigation

• two outdoor journeys for the group practical

CONTACT TEACHER: MR M WOOLFALL

• Outdoor Journeys.

Outdoor Education 10 or 20 Credits

• at least four folio assessments

• one investigation.

A 10-credit subject consists of the following three topics:

70% 30% 20% 20%

• one investigation.

5. identify and apply the appropriate skills to minimise the impact of human-powered journeys, or journeys that use natural forces, on natural environments

Option Study 3: Sexuality and Health

School-based Assessment Group Investigation and Presentation Health Issues Analysis Practical Activity

• two outdoor journeys for the group practical

30% 30%

School-based Assessment Assessment Type 1: Folio Assessment Type 2: Group Practical Assessment Type 3: Self-reliant Practical

70% 20% 30% 20%

External Assessment Assessment Type 4: Investigation

30% 30%

For a 10-credit subject, students should provide evidence of their learning through five assessments, including the external assessment component. Students undertake:

• achieve a level of proficiency in performance of human physical activities with reference to specific skill criteria • critically analyse and evaluate the personal, community, and/or global implications of physical activity • demonstrate knowledge and understanding of exercise physiology, the biomechanics of human movement, and skills acquisition, and communicate using appropriate terminology • demonstrate knowledge and understanding of physical education concepts relevant to physical activities • apply and reflect on principles and issues related to physical performance and activity and skills acquisition • demonstrate initiative, self-reliance, collaborative skills, leadership, and effective interpersonal skills.

Content Stage 2 Physical Education consists of the following two key areas of study and related key concepts.

Practical Skills and Applications Students undertake three practicals, which are balanced across a range of individual, fitness, team, racket, aquatic, and outdoor activities.

key areas of study:

Principles and Issues • Exercise Physiology and Physical Activity • The Acquisition of Skills and the Biomechanics of Movement • Issues Analysis

• Key Area 4: Globalisation

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Physical Education: School-based Assessment 70% Practical 50% Folio 20% External Assessment 30% Examination 30%

PLEASE NOTE: A subject charge will apply to this subject in addition to the Adelaide High School Materials and Services Charges.

CONTACT TEACHERS: MR M WOOLFALL/ MS C SEVERIN/MR T TRAYANS

SECTION 6 HUMANITIES AND SOCIAL SCIENCES Economics 20 Credits Preferred Background/Prerequisite There are no formal prerequisites, however, it is desirable that students have passed with a ‘C’ grade or better in a language rich subject at Stage 1.

Description 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.

Students research, analyse, evaluate, and apply economic models that 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.

Content Stage 2 Economics consists of skills in economics developed in the following five

• Key Area 1: The Economic Problem • Key Area 2: Microeconomics • Key Area 3: Macroeconomics • Key Area 5: Poverty and Inequality.

Assessment School-based Assessment 70% Folio 30% Skills and Applications Tasks 40% External Assessment 30% Examination 30% CONTACT TEACHER: MR G GRONTHOS

Legal Studies 20 Credits Preferred Background/Prerequisite There are no formal prerequisites however, it is desirable that students have passed with a ‘C’ grade or better in a language rich subject at Stage 1.

Description 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.

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.

Content At Stage 2 students study the following four topics: • Topic 1: The Australian Legal System • Topic 2: Constitutional Government • Topic 3: Law-making • Topic 4: Justice Systems.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment 70% Folio 50% Inquiry 20% External Assessment 30% Examination 30% CONTACT TEACHER: MS C JESSEN

Modern History 20 Credits Preferred Background/Prerequisite Satisfactory completion of Stage 1 English and/or HASS subject.

Description In Modern History students 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.

Content Students study one topic from ‘Modern Nations’ and one topic from ‘The World since 1945’. Topics will be chosen in negotiation with students and could include Germany 1918-1948, The Soviet Union and Russia (1948-2004), and the Changing World Order 1945 onwards among others.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Historical Skills Historical Studies

70% 50% 20%

External Assessment 30% Examination 30% CONTACT TEACHER: MR A GARLICK

Philosophy 20 Credits Preferred Background/Prerequisite There are no formal prerequisites, however, it is desirable that students have passed with a ‘C’ grade or better in a language rich subject at Stage 1.

Description 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.

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.

Content Stage 2 Philosophy consists of two sections and three key areas of study: • Philosophical Inquiry Skills

77 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

• Key Areas of Philosophical Study The three key areas for study are ethics, epistemology, and metaphysics. Students undertake an in-depth study of one topic from each key area.

Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Argument Analysis Issues Analysis

70% 25% 45%

External Assessment Issues Study

30% 30%

CONTACT TEACHER: MS H MANNING-BENNETT

Society and Culture 20 Credits Preferred Background/Prerequisite There are no formal prerequisites, however, it is desirable that students have passed with a ‘C’ grade or better in a language rich subject at Stage 1.

Description 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.

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.

Content For a 10-credit subject, students study: • one or two topics (both from a different group of topics) For a 20-credit subject, students study: • three topics (each from a different group of topics) Topics Topic group 1: Culture • Cultural Diversity • Youth Culture • Work and Leisure • The Material World.

Topic group 2: Contemporary Challenges • Social Ethics

• Contemporary Contexts for Aboriginal and Torres Strait Islander Peoples • Technological Revolutions • People and the Environment.

In-depth Study

20%

External Assessment 30% Examination 30%

Topic group 3: Global Issues

Information on the External Assessment The examination consists of:

• Globalisation

• Oral examination

• A Question of Rights

• Written examination

• People and Power.

Oral Examination The oral examination will take 10 -15 minutes and consists of two sections:

Assessment for 20-credit subject School-based Assessment 70% Folio 50% Interaction 20% External Assessment 30% Investigation 30% CONTACT TEACHER: MR A GARLICK

• Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding

SECTION 7 LANGUAGES Chinese Continuers 20 Credits Preferred Background/Prerequisite Familiarity with structure and texts of the Chinese language, equivalent to at least four years previous study of the language from the non-native speaker’s perspective.

Recommendation by the teacher of Chinese.

Description 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.

In these languages subjects, 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 focus capabilities for this subject are communication and citizenship.

Content Stage 2 Chinese at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The Chinese-speaking Communities • The Changing World Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment 70% Folio 50%

• Section 3: Writing in (Language) CONTACT TEACHERS: MS D MAHMODI/ MS H MANNING-BENNETT

Chinese Background 20 Credits Preferred Background/Prerequisite This subject is designed for students who have a background in Chinese and wish to undertake study at a higher level.

These students will have had one year of study in a country where Chinese is the major language of instruction.

Description In Chinese (background speakers) students develop intercultural communication skills through examining relationships between language, culture, and identity and reflecting on the ways in which culture is created, expressed and communicated through language. They develop their capability to communicate, interact, and negotiate meanings within and across languages and cultures. Students clarify, extend, and develop their ideas and opinions on the prescribed themes and contemporary issues, and reach reasoned conclusions through critical engagement with a diversity of sources and perspectives. Chinese (background speakers) is a locally assessed language.

Content A Stage 2 locally assessed language at background speakers level is a 20-credit subject.

Stage 2 Chinese Background at background speakers’ level is organised round 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.

Prescribed Themes and Prescribed Contemporary Issues The study of themes, presented through a range of texts, enables students to reflect on how languages work as a system, and the ways in which culture is expressed through language.

The focus capabilities for this subject are communication and citizenship.

The focus capabilities for this subject are communication and citizenship.

Content Stage 2 French at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Content Stage 2 German at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Students develop skills in exchanging, analysing, and evaluating information, opinions, and ideas.

Themes: • The Individual

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

• The Changing World

Themes: • The Individual • The German-speaking Communities • The Changing World

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

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

School-based Assessment 70% Folio 50% In-depth Study 20%

School-based Assessment 70% Folio 50% In-depth Study 20%

School-based Assessment 70% Folio 50% In-depth Study 20% External Assessment 30% Examination 30% Information on the External Assessment The examination consists of: • Oral examination • Written examination Oral Examination The oral examination will take 10 -15 minutes and consists of two sections: • Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS D MAHMODI/ MS H MANNING-BENNETT/MS T CHEN/MS M ZHOU

French Continuers 20 Credits Preferred Background/Prerequisite Familiarity with the structure and lexis of the French language equivalent to at least four years previous study of the language from the non-native speaker’s perspective.

Recommendation by the teacher of French.

A ‘C’ grade or better in Stage 1 French.

Description 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.

In these languages subjects, 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 French-speaking Communities

External Assessment 30% Examination 30% Information on the External Assessment The examination consists of: • Oral examination • Written examination Oral Examination The oral examination will take 10–15 minutes and consists of two sections: • Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS M LE DOLEDEC/ MS H MANNING-BENNETT

German Continuers 20 Credits Preferred Background/Prerequisite Familiarity with the structure and vocabulary of the German language, equivalent to at least four years previous study of the language from the non-native speaker’s perspective.

Recommendation by the teacher of German.

A ‘C’ grade or better in Stage 1 German.

Description 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.

In these languages subjects, 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.

External Assessment 30% Examination 30% Information on the External Assessment The examination consists of: • Oral examination • Written examination Oral Examination The oral examination will take 10–15 minutes and consists of two sections: • Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS M TIMMINS/ MS H MANNING-BENNETT

Italian Beginners 20 Credits Preferred Background/Prerequisite Stage 1 Beginners Italian. Recommendation by teacher.

Description Beginners’ Level languages are designed for students with little or no previous knowledge and/or experience of the language before undertaking Stage 1, and are designed as a 2-year course of study for students who wish to begin their study of the language at senior secondary level.

In Italian (beginners), students develop the skills of listening, speaking, reading, and writing, and information and communication technologies to create and engage effectively with a range of spoken, written, visual, and multimodal texts in the particular language. They develop and apply linguistic and intercultural knowledge, understanding, and skills by interacting with others and by creating and analysing texts.

79 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Please note: eligibility guidelines apply to this subject.

Assessment School-based Assessment Assessment Type 1: Interaction Assessment Type 2: Text Production Assessment Type 3: Text Analysis

70% 30% 20% 20%

External Assessment Assessment Type 4: Examination

30% 30%

The external examination consists of two assessments: • an oral examination • a written examination CONTACT TEACHERS: MS J SALEM/ MS H MANNING-BENNETT

Italian Continuers 20 Credits Preferred Background/Prerequisite Familiarity with the structure and lexis of the Italian language, equivalent to at least four years previous study of the language from the non-native speaker’s perspective.

Recommendation by the teacher of Italian.

A ‘C’ grade or better in Stage 1 Italian.

Information on the External Assessment The examination consists of: • Oral examination • Written examination

Information on the External Assessment The examination consists of:

Oral Examination The oral examination will take 10–15 minutes and consists of two sections: • Section 1: Conversation • Section 2: Discussion

Oral Examination The oral examination will take 10 -15 minutes and consists of two sections:

Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS L D’ALOIA/ MS H MANNING-BENNETT/MS J SALEM/ MR A VARRICCHIO

• Oral examination • Written examination

• Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS H MANNING-BENNETT/ MS J MCSPORRAN/MR K KAM

Japanese Continuers 20 Credits

Modern Greek Continuers 20 Credits

Preferred Background/Prerequisite Stage 1 Japanese Beginners.

Recommendation by the teacher of Japanese.

Preferred Background/Prerequisite Familiarity with the structure and lexis of the Greek language, equivalent to at least four years previous study of the language from a non-native speaker’s perspective.

Recommendation by the teacher of Greek.

A ‘C’ grade or better in Stage 1 Greek.

Description 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.

Description 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.

In these languages subjects, 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.

In these languages subjects, 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 focus capabilities for this subject are communication and citizenship.

The focus capabilities for this subject are communication and citizenship.

Content Stage 2 Italian at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Content Stage 2 Japanese at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The Italian-speaking Communities • The Changing World

Themes: • The Individual

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

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

School-based Assessment 70% Folio 50% In-depth Study 20%

School-based Assessment 70% Folio 50% In-depth Study 20%

External Assessment 30% Examination 30%

External Assessment 30% Examination 30%

• The Japanese-speaking Communities • The Changing World

Description 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.

In these languages subjects, 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 focus capabilities for this subject are communication and citizenship.

Content Stage 2 Modern Greek at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The Greek-speaking Communities • The Changing World Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment 70% Folio 50% In-depth Study 20%

External Assessment 30% Examination 30%

Information on the External Assessment The examination consists of:

Topic 3: Business Applications

Information on the External Assessment The examination consists of: • Oral examination • Written examination

• Oral examination

Topic 5: Investments and Loans

• Written examination

Topic 6: Open Topic

Oral Examination The oral examination will take 10–15 minutes and consists of two sections:

Students study five topics from the list of six topics above. All students must study topics 2, 4, and 5.

Oral Examination The oral examination will take 10–15 minutes and consists of two sections: • Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS A AXARLIS/ MS A VASSILIOU/MS H MANNING-BENNETT

• Section 1: Conversation • Section 2: Discussion Written Examination (3 hours) The written examination has three sections: • Section 1: Listening and Responding • Section 2: Reading and Responding • Section 3: Writing in (Language) CONTACT TEACHERS: MS C RYAN/ MS H MANNING-BENNETT/MS N ENRIQUEZ

Topic 4: Statistics

Assessment School-based Assessment Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Folio External Assessment Assessment Type 3: Examination

70% 30% 40% 30% 30%

CONTACT TEACHERS: MR T PETTAS/MR E SPYROU

General Mathematics 20 Credits

Spanish Continuers 20 Credits

SECTION 8 MATHEMATICS

Preferred Background/Prerequisite Mathematical Methods or a ‘C’ grade or higher in Stage 1 General Mathematics.

Preferred Background/Prerequisite Stage 1 Spanish and a recommendation from the teacher of Spanish. A ‘C’ grade or better in Stage 1 Spanish.

Essential Mathematics 20 Credits

Description General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. A problem-based approach is integral to the development of mathematical models and the associated key 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 nonlinear 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.

Description 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.

In these languages subjects, 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 focus capabilities for this subject are communication and citizenship.

Content Stage 2 Spanish at continuers’ level consists of three themes and a number of prescribed topics and suggested subtopics.

Themes: • The Individual • The Spanish-speaking Communities • The Changing World Assessment Students demonstrate evidence of their learning through the following assessment types: School-based Assessment 70% Folio 50% In-depth Study 20% External Assessment 30% Examination 30%

Preferred Background/Prerequisite ‘C’ grade or higher in Stage 1 General Mathematics.

Description 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. Content In this subject students extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. A problem-based approach is integral to the development of mathematical skills and associated key ideas in this subject.

Stage 2 Essential Mathematics consists of the following six topics: Topic 1: Scales, Plans, and Models Topic 2: Measurement

Students who complete this subject with a C– or better will meet the numeracy requirement of the SACE. Content 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.

A problem-based approach is integral to the development of both the models and the associated key concepts in the topics. These topics cover a range of mathematical applications, including linear functions, matrices, statistics, finance, and optimisation.

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

81 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

5. Discrete Models 6. Open Topic Students study five topics from the list of six topics above. All students must study topics 1, 3, 4, and 5.

Assessment School-based Assessment Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Folio External Assessment Assessment Type 3: Examination

which links the two mathematical areas to be studied, calculus and statistics, is made more practicable by the use of electronic technology.

40%

The ability to solve problems based on a range of applications is a vital part of mathematics in this subject. As both calculus and statistics are widely applicable as models of the world around us, there is ample opportunity for problem-solving throughout this subject.

30% 30%

Stage 2 Mathematical Methods consists of the following six topics:

70% 30%

CONTACT TEACHERS: MR T PETTAS/MS P WU/ MR E SPYROU

Topic 1: Further Differentiation and Applications

Preferred Background/Prerequisite A ‘B’ grade or higher in Stage 1 Mathematical Studies A, B, C or Mathematical Studies A, B and Specialist Mathematics or ‘C’ grade plus teacher recommendation.

Description 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.

Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the 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.

Students who complete this subject with a C– or better will meet the numeracy requirement of the SACE. Content Stage 2 Mathematical Methods focuses on the development of mathematical skills and techniques that enable students to explore, describe, and explain aspects of the world around them in a mathematical way.

It places mathematics in relevant contexts and deals with relevant phenomena from the students’ common experiences, as well as from scientific, professional, and social contexts.

The coherence of the subject comes from its focus on the use of mathematics to model practical situations, and on its usefulness in such situations. Modelling,

Topic 1: Mathematical Induction

Topic 3: Integral Calculus

Topic 2: Complex Numbers

Topic 4: Logarithmic Functions

Topic 3: Functions and Sketching Graphs

Topic 5: Continuous Random Variables and the Normal Distribution

Topic 4: Vectors in Three Dimensions

Topic 6: Sampling and Confidence Intervals.

Assessment School-based Assessment Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Mathematical Investigation External Assessment Assessment Type 3: Examination

Specialist Mathematics topics provide different scenarios for incorporating mathematical arguments, proofs, and problem-solving.

Stage 2 Specialist Mathematics consists of the following six topics:

Topic 2: Discrete Random Variables

Mathematical Methods 20 Credits

Content 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 opportunities to analyse the consequences of more complex laws of interaction.

70% 50% 20% 30% 30%

CONTACT TEACHERS: MR T PETTAS/ MR G RICHARDSON/MS L BLACK/MS N BRYANT/ MR C BROGDEN

Specialist Mathematics 20 Credits Preferred Background/Prerequisite A ‘B’ Grade or higher in Stage 1 Mathematical Methods and Specialist Mathematics. Students choosing Specialist Mathematics must also choose Mathematical Studies.

Description 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.

Topic 5: Integration Techniques and Applications Topic 6: Rates of Change and Differential Equations.

Assessment School-based Assessment Assessment Type 1: Skills and Applications Tasks Assessment Type 2: Mathematical Investigation External Assessment Assessment Type 3: Examination

70% 50% 20% 30% 30%

CONTACT TEACHERS: MR T PETTAS/MR M BLACK

SECTION 9 SCIENCES Biology 20 Credits Preferred Background/Prerequisite A ‘B’ grade or better in any two Stage 1 semester units in Science.

Description 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.

Content Stage 2 Biology is organised around the following four topics: 1. DNA and Proteins 2. Cells and the Basis of Life 3. Homeostasis 4. Evolution

Earth and Environmental Science 20 Credits

Each topic needs to also address the following criteria: • Science inquiry skills • Science as a human endeavour • Science understanding Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Biology: School-based Assessment 70% Assessment Type 1: Investigations Folio 30% Assessment Type 2: 40% Skills and Applications Tasks External Assessment Assessment Type 3: Examination

30% 30%

CONTACT TEACHERS: MS K ANDRIOPOULOS/ MR P HATCLIFFE/MS S KAPSAMBELIS

Chemistry 20 Credits Preferred Background/Prerequisite A ‘B’ grade or better in assessments and examinations in SACE Stage 1 Chemistry (2 units) is recommended to give the background language, concepts and practical skills.

Description The study of Chemistry involves investigating and learning about the properties, uses, means of production, and reactions of natural and processed materials. It also includes a critical study of the social and environmental impact of materials and chemical processes.

Content Stage 2 Chemistry is organised so that each intended student learning is related to a key chemical idea or concept within five topics.

Through the study of these key ideas and concepts students develop their chemistry investigation skills.

Topics: Topic 1: Monitoring the environment Topic 2: Managing Chemical Processes Topic 3: Organic and Biological Chemistry Topic 4: Managing Resources Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Chemistry: School-based Assessment 70% Assessment Type 1: Investigations Folio 30% Assessment Type 2: 40% Skills and Applications Tasks External Assessment Assessment Type 3: Examination

30% 30%

CONTACT TEACHERS: MR M KIM/MS J JAMES

Content Core and Option Topics are studied in Nutrition

Preferred Background/Prerequisite Satisfactory completion of Year 10 Science.

Description 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.

Content Stage 2 Earth and Environmental Science is organised so that each intended student learning is related to a key geological idea or concept within four topics.

Topics: Topic 1: Earth Systems Topic 2: Earth Resources Topic 3: Earth’s Sustainable Future Topic 4: Climate Change Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Earth and Environmental Science: School-based Assessment 70% Assessment Type 1: Investigations Folio 30% Assessment Type 2: 40% Skills and Applications Tasks External Assessment Assessment Type 3: Earth Systems Study

30% 30%

PLEASE NOTE: an excursion fee may apply to this subject in addition to the Adelaide High School materials and services charges.

CONTACT TEACHER: MR H WARNECKE

Nutrition 20 Credits Preferred Background/Prerequisite A ‘C’ or better grade in a Stage 1 Science subject.

Description 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. 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.

Core Topics: • The Fundamentals of Human Nutrition • Diet, Lifestyle and Health • Food Selection and Dietary Evaluation • Food, Nutrition and the Consumer Option Topics: • Global Nutrition and Ecological Sustainability • Global Hunger Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Nutrition: School- based Assessment Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Task

70% 40%

External Assessment Assessment Type 3: Examination

30% 30%

30%

CONTACT TEACHER: MS K ANDRIOPOULOS

Physics 20 Credits Preferred Background/Prerequisite At least a high ‘C’ grade in assessments, examinations and semester results in Stage 1 Physics is assumed. Further information regarding assumed knowledge and skills for this subject is available from the Science Coordinator.

This subject is part of a precluded combination with Stage 2 Contemporary Issues and Science.

Description The study of physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of motion and relativity, electricity and magnetism, and light and atoms. 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 Stage 2 Physics is organised into three topics. Each topic is divided into four to five sub-topics. Each sub-topic includes real life contexts and contemporary examples of how science interacts with society.

83 Adelaide High School Year 8 - 12 Curriculum Handbook 2019

Topics Sub -Topics Assessment (10-credit) Motion and Projectile Motion Students demonstrate evidence of their Relativity Gravitation and Circular learning through the following assessment

Motion types:

Relativity School-based Assessment 70% Electricity and Electric Fields Group Investigation 20% Magnetism The Motion of Charged Skills and Applications Tasks 50%

Particles in Electric Fields External Assessment 30%

Magnetic Fields Individual Investigation 30%

The Motion of Charged (20-credit)

Particles in Magnetic Fields Students demonstrate evidence of their

Electromagnetic Induction learning through the following assessment Light and Atoms Wave Behaviour of Light types:

Wave Particle Duality School-based Assessment 70%

The Structure of the Atom Assessment Type 1: Investigations Folio 30%

Standard Model Assessment Type 2: 40% Skills and Applications Tasks Assessment External Assessment 30% The following assessment types enable Assessment Type 3: Examination 30% students to demonstrate their learning in Stage 2 Physics: CONTACT TEACHERS: MS K ANDRIOPOULOS/ MR M MENA/MR S KAPSAMBELIS School-based Assessment 70% Assessment Type 1: Investigations Folio 30% Assessment Type 2: 40% Skills and Applications Tasks External Assessment Assessment Type 3: Examination

30% 30%

CONTACT TEACHERS: MS C BEST/ MR M DUIVESTEYN/MR L WEEDEN

Psychology 20 Credits Preferred Background/Prerequisite A ‘B’ grade or better in any two Stage 1 Semester units in Science.

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

Content For the 10-credit subject students undertake the compulsory topic and two other topics.

For the 20-credit subject all topics must be studied.

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

NOTES

Michael Black Assistant Principal: Data Management / Timetable / Senior School Focus Nicole Bryant Assistant Principal: Curriculum/SACE/ Senior School Focus Michael Gurr Assistant Principal: Middle School Curriculum / Year 7- 8 Transition / Middle School Focus Mark McLeod Assistant Principal: Professional Development / Quality Assurance / Middle School Management 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 2018

Adelaide High School Year 8 - 12 Curriculum Handbook 2019

For further information contact

2019

YEAR 8 - 12 CURRICULUM HANDBOOK