PRINCIPAL
Francois Pienaar fpienaar@unitycollege.sa.edu.au
HEAD OF SENIOR SCHOOL
Kirsty Raymond kraymond@unitycollege.sa.edu.au
SENIOR SCHOOL CURRICULUM & SACE COORDINATOR
Carlee Stewart cstewart@unitycollege.sa.edu.au
PASTORAL CARE LEADERS
Scott Crouch - Year 10 scrouch@unitycollege.sa.edu.au
Mat Philips - Year 11
mphilps@unitycollege.sa.edu.au
Erin Eckermann - Year 12 eeckermann@unitycollege.sa.edu.au
As you prepare to embark on the exciting journey of your senior years in schooling, it is essential to recognise the profound impact your subject choices will have on your future endeavours. At Unity College, we are committed to providing you with a diverse range of courses designed to equip you for various pathways, whether in further education or the workforce. Our overarching goal is to empower you with the skills and values necessary to not only shape your own future but also make meaningful contributions to the communities you'll serve.
In our 2025 Senior School Course Guide, you'll discover a wealth of information about the subjects tailored to ignite your passions and propel your aspirations forward. Whether you're inclined towards a SACE pathway, a Vocational pathway integrated into the SACE curriculum, or an Apprenticeship pathway with a school-based focus, we have options to suit your individual interests and goals.
As you navigate this exciting process of selecting your subjects, take the time to reflect on your past experiences and envision where you aspire to go. Remember to lean on your support network, your family, subject teachers, home group teachers, career counsellor, and other mentors for clarification, guidance, and assistance throughout this pivotal stage of your academic journey. It is crucial to bear in mind that the fulfillment of prerequisites is crucial for undertaking certain subjects, and elective offerings are contingent upon viable class sizes. Take a deliberate approach to explore your options, and do not hesitate to seek clarification, guidance, or advice along the way.
Never overlook the profound influence of prayer, coupled with thoughtful planning and the guidance of your support network. Together, they highlight the path toward a future rich with purpose and fulfillment. With faith guiding your way, you can boldly steer toward a future brimming with brightness, promise and success.
Blessings
Mr Francois Pienaar Principal
1. READ THIS GUIDE
2. GATHER INFORMATION ABOUT YOUR CAREER CHOICES AND ASSOCIATED TRAINING / STUDY REQUIRED
3. SUBJECT AND CAREER PATHWAYS EXPO
Wednesday 7 August 2024, 4pm - 6.30pm in the Unity College Senior Centre
4. COMPLETE COURSE PLANNER
Aim high, but be realistic - don’t just go for the easy option!
5. WEB PREFERENCES
Submit subject selections on-line via Web Preference System
6. COURSE COUNSELLING INTERVIEW
Students must book to meet with a course counsellor to finalise preference. Parents are invited to phone in to be a part of this conversation.
7. SUBJECT ALLOCATIONS
Unity College endeavours to match subject choices. However, where timetabling clashes occur, some re-counselling may be necessary.
Carlee Stewart cstewart@unitycollege.sa.edu.au
Jasmine Barolo jbarolo@unitycollege.sa.edu.au
At Unity College, we recognise that each student is on a unique learning journey and in doing so we offer many ways for the students to complete their SACE. Students can achieve their 200 SACE credits in traditional ways, through Vocational Education and Training, School Based Apprenticeships, Connections Subjects and Modified subjects or through a series of recognition pathways.
Vocational Education and Training (VET) is recognised training that prepares students for their future working lives and can be accessed in Years 11 and 12 as part of a student’s study program. School Based Apprenticeships and Traineeships (SBATs) enable students to commence an apprenticeship or traineeship whilst at school. These are often a fantastic way for students to complete their SACE and enter into the workforce in a more transitional way.
VET and SBATs can contribute towards the SACE, allowing students to combine vocational education and training, with SACE studies, to suit their needs and aspirations. It is the responsibility of the student to secure an employer for their SBAT
Nationally recognised Certificate II and Certificate III qualifications can count towards the credits required for SACE completion. It is important to realise that it is the number of nominal hours attached to each competency that contributes to SACE credits and not hours on the job or at placement.
+ Every 70 nominal hours completed as part of a Cert II, a student is awarded 10 Stage 1 Credits.
+ Every 70 nominal hours completed as part of a Cert III, a student is awarded 10 Stage 2 Credits.
Successful completion of a nationally recognised Certificate III qualification can also be used in lieu of one 20 credit full-year Stage 2 subject at Year 12 and can count towards the calculation of an ATAR.
VET and SBATs can be a valuable part of a student’s secondary education but is not always the best option for every student. It is important for students and their parents/caregivers to carefully consider the reasons for undertaking a VET course, and the course requirements which can include a compulsory work experience component and/or online self-paced learning.
Students will be more successful in VET and SBATs if they have:
+ A keen interest in what they will be learning.
+ A level of maturity and independence that will accommodate an adult learning style of learning and training.
+ Competent literacy, numeracy and organisation skills as students need to consider the implications of missing up to one day of school week.
+ Good communication and organisational skills and are committed to all components of their education including using Daymap to catch up on missed work and negotiating alternative due dates and intended absences.
If a student is interested in studying VET or commencing an SBAT they need to:
+ Meet with Carlee Stewart or Jasmine Barolo to discuss their intentions
+ Start the VETRO process (numeracy and literacy assessment) facilitating student access to Government subsidised courses
+ Parents and students must complete a College Flexible Study Pathways Application and Student and Parent Agreement Form in addition to RTO paperwork in a timely manner.
Students who may not wish to achieve an ATAR have a greater amount of flexibility in the way in which they complete their SACE. Credits can be achieved through experiences both within and outside of the classroom. Many students choose to complete a subject because they love what the subject offers, however may have difficulties with aspects of the assessment. In such instances Community Connections might be an alternative option for them. Other students participate in significant learning outside of their class and may wish to receive SACE recognition for this. Students may apply to receive credits through:
+ Recognised Community Learning Programs such as achieving a bronze medallion in lifeguarding
+ Self-Directed Community Learning such as volunteering
+ Recognition of Aboriginal Cultural Knowledge and Learning
Modified SACE makes SACE completion accessible to all. Through this pathway students are assessed against individual goals within a subject and not against set performance standards. All subjects offered at Unity College are accessible to modified students in varying levels. Individual learning plans are devised in consultation with the student, classroom teacher and Learning Support Coordinator. Students who complete modified subjects will achieve a Modified SACE certificate.
If your or your child is wanting to find out more ways in which they can complete their SACE through alternative pathways, please make a time to meet with me.
Carlee Stewart SACE, VET and Senior School Curriculum Coordinator
SENIOR SCHOOL YEAR 10
FULL YEAR
+ Christian Studies
+ English
English or Essential English
+ Maths
General Mathematics, Essential Mathematics OR 10A Mathematics
+ Health & Physical Education
+ Exploring Identities & Futures (EIF)
+ Science
ONE (1) SEMESTER
+ History
ELECTIVE
ONE (1) SEMESTER
+ Dance (Stage 1)
+ Drama
+ Visual Arts: Art
+ Visual Arts: Design
+ Digital Technologies
+ Woodwork
+ Industry and Entrepreneurial Solutions
+ Metalwork
+ Food Technology
+ Specialist Sport
+ Geography
+ Agriculture
+ Outdoor Education (Stage 1)
ELECTIVE FULL YEAR
+ Music
+ German
+ Japanese
SENIOR SCHOOL YEAR 11 (STAGE 1)
FULL YEAR
+ English
English, Essential English OR English Literary Studies
+ Maths
General Mathematics, Essential Mathematics or Mathematical Methods
ONE (1) SEMESTER
+ Christian Studies
+ Stage 2 Activating Identities & Futures (AIF)
ELECTIVE
ONE (1) SEMESTER
+ Dance
+ Drama
+ Visual Arts: Art
+ Visual Arts: Design
+ Integrated Learning
+ Business Innovation
+ Digital Technologies
+ Material Solutions
+ Industry and Entrepreneurial Solutions
+ Child Studies
+ Food & Hospitality
+ Physical Education
+ Geography
+ Modern History
+ Society & Culture
+ Specialist Mathematics
+ Agriculture
+ Biology
+ Chemistry
+ Nutrition
+ Physics
+ Psychology
ELECTIVE FULL YEAR
+ Music Experience
+ German Continuers
+ Japanese Continuers
+ Elite Sport (Stage 2)
+ Outdoor Education (Stage 2)
VET
+ Certificate II Engineering Pathways
+ Certificate III Fitness
+ Certificate III Individual Support (Ageing & Disability)
+ Various other course offered through external sites
SENIOR SCHOOL YEAR 12 (STAGE 2)
FULL YEAR
+ Christian Studies
ELECTIVE FULL YEAR
+ Drama
+ Music Explorations
+ Solo Performance & Ensemble Performance
+ Visual Arts: Art
+ Visual Arts: Design
+ Integrated Learning
+ Business Innovation
+ Material Solutions
+ Industry and Entrepreneurial Solutions
+ English
+ Essential English
+ English Literary Studies
+ Child Studies
+ Food & Hospitality
+ Physical Education
+ Geography
+ Modern History
+ Society & Culture
+ German Continuers (School of Language)
+ Japanese Continuers
+ General Mathematics
+ Essential Mathematics
+ Mathematical Methods
+ Specialist Mathematics
+ Agriculture
+ Biology
+ Chemistry
+ Nutrition
+ Physics
+ Psychology
COMPULSORY
Full Year Subjects
COMPULSORY
One (1) Semester Subjects
ELECTIVE
One (1) Semester Subjects
ELECTIVE Full Year Subjects
VET Subjects
Year 10 Students will study six (6) compulsory two semester subjects (Christian Studies, English, Health and PE, Mathematics, Science, EIF) and one (1) compulsory one semester subject (History) PLUS five (5) one semester elective subjects of their choice.
Year 11 Students will study Mathematics, English and Stage 2 AIF/Christian Studies option for the entire year PLUS six (6) Stage 1 elective subjects of their choice which may include VET courses (three in each semester).
Year 12 Students must study four (4) or five (5) whole year Stage 2 subjects or equivalent VET courses of their choice PLUS Christian Studies. Any students studying VET in their Year 12 year may choose three (3) whole year Stage 2 subjects and use their VET study as their 4th subject.
Dance prepares young people for participation in the 21st century by equipping them with transferable skills, including critical and creative thinking skills, personal and social skills, and intercultural understanding. Dance develops individuals to be reflective thinkers who can pose and solve problems and work both independently and collaboratively. As students engage with dance practices and practitioners, they develop imaginative ways to make meaning of the world.
Students in Year 10 or 11 may apply for this course. Please note that part of the contact time for this course will be outside of normal timetabled lessons eg. from 3.15pm - 4.45pm after school (time and day is subject to confirmation).
YEAR LEVEL 10/11
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Benjamin Gallasch
REQUIRED BACKGROUND
It is expected that participants will have experience in at least one dance discipline and are currently/recently enrolled in formal dance lessons outside of school. Admission to this course will be by audition with details to be provided in due course.
COURSE CONTENT
In Stage 1 Dance students develop aesthetic and kinaesthetic intelligence, using the body as an instrument for the expression and communication of ideas. Through the development of practical movement skills and choreographic and performance skills as an artist and experiencing performance as part of an audience, students explore and celebrate the human condition. They consider the role of dance in different cultural contexts, including those of Aboriginal and Torres Strait Islander peoples, and its place in transmitting culture. They develop an appreciation of dance as an art form, as well as a life-enrichment opportunity connected to mental and physical well-being.
Dance has its own movement vocabulary and specific techniques and processes that students learn and apply to their own work as a dancer and choreographer and use to interpret, understand, and appreciate the work of others.
ASSESSMENT TYPE
Skills Development
Creative Explorations
Dance Contexts
NOTE
This course will only run with adequate student numbers.
The study of Drama sees students acquire experiences through performance, production and as a spectator. Drama students learn the transferable skills of creative collaboration, critical thinking and problem solving while developing their curiosity, imagination, creativity, individuality, self-identity, self-esteem and confidence.
YEAR LEVEL 10
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
STAFF CONTACT
Amy Daniell | Benjamin Gallasch
RECOMMENDED BACKGROUND
The successful completion of Year 9 Drama, or by negotiation.
COURSE CONTENT
Understanding and Exploration:
Students explore a range of performance styles and apply them to performance. Acting Technique and Stanislavski are central to study in this area as well as Directing Theatre, 20th century performance styles such as Absurdism, and commedia dell'arte. Technical students explore theory and practice of off-stage roles such as multimedia, lighting and sound.
Critical and Creative Thinking: Students view professional live theatre and analyse and evaluate the success of the combination of creative choices. Students also reflect on their own work processes and look at different viewpoints in creating drama.
Presentation of Dramatic Works: Students rehearse and present a group performance in an on or off-stage role to a public audience as practitioners; such as actors, set designers, lighting technicians etc.
ASSESSMENT
ASSESSMENT TYPE
Understanding and Exploration
Critical and Creative Thinking
Presentation of Dramatic works (in an on or off stage role) and a 5 – 10 minutes focused performance/equivalent off stage discussion.
YEAR LEVEL 11
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Amy Daniell | Benjamin Gallasch
REQUIRED BACKGROUND
The successful completion of Year 10 Drama, or by negotiation.
COURSE CONTENT
Understanding and Responding to Drama: Students engage with professional theatre workshops and drama experiences. Students also explore a shared text and style of performance.
Company and Performance: Students create their own dramatic company, explore what they want to say as artists and develop ideas for performance, thinking about current arts practice.
Drama and Technology: Students explore how technology is being used by dramatic artists looking at creative ideas to apply innovative technology to an actual/ hypothetical performance.
ASSESSMENT
ASSESSMENT TYPE
Responding to Drama: A 6 (six) minute / 1000 word response to professionally created drama, making links to their own arts practice.
Performance: Students develop and present a dramatic work in an on or off stage role. Each student analyses and evaluates their learning in a group or individual oral presentation (6 minutes / 1000 words per student).
Creative Synthesis: Students create a concept for a text or self-devised work with a focus on applying technology and creative risks. 6 minutes /1000 words.
YEAR LEVEL 12
LEARNING AREA The Arts
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Amy Daniell | Benjamin Gallasch
REQUIRED BACKGROUND
The successful completion of Stage 1 Drama, or by negotiation.
COURSE CONTENT
Company and Performance:
Students collaborate to create a dramatic company specializing in one (or more) roles. They collaborate to develop two dramatic outcomes; a Group Production and a Creative Presentation (External).
Exploration and Vision: Students focus on the development of their critical and creative thinking skills. They critically view live theatre and participate in professional workshops (if possible). Students explore a selection of dramatic styles, innovators, movements and texts such as Verbaitum theatre, Immersive theatre and Jaques Lecoq.
SCHOOL BASED ASSESSMENT
Group Production: A performance of a dramatic work in an on or offstage role. A presentation analysing and evaluating their work.
Evaluation and Creativity: Analysis and evaluation of a dramatic event/s. A hypothetical creative outcome linked to text and genre study.
EXTERNAL ASSESSMENT
40%
30%
Creative Presentation: A devised performance on an area of interest in an on or off-stage role. An evaluation of their performance and learning. 30%
Music has the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. As students progress through studying music, they learn to value and appreciate the power of music to transform the heart, soul, mind and spirit of the individual.
YEAR LEVEL 10
LEARNING AREA The Arts
COURSE LENGTH Full Year
STAFF CONTACT
Benjamin Gallasch
REQUIRED BACKGROUND
Satisfactory completion of Year 9 Music or by negotiation. Students should be learning an instrument/ voice in regular 1:1 lessons.
COURSE CONTENT
Playing and Performing Music:
Exploring how to improve solo and ensemble instrumental accuracy, technique and performance skills through personal practice, class workshops and other live and recorded performance opportunities.
Making Music: Learn to write songs that sound good. Creatively apply musical language such as chords and melody to create new musical works. Experiment with a range of instruments and digital technologies such as Sibelius to arrange and notate music.
Responding to Music: Learning how theoretical concepts inform performance and creative works. Musical literacy is built upon by listening to and talking about music, reviewing live concerts, and researching links between older and more modern styles of music.
ASSESSMENT
ASSESSMENT TYPES
Solo Performance
Ensemble Performance
Composing and Arranging Music
Theory / Musicianship AMEB
Grade 3
Research, Review and Analysis
LEARNING AREA The Arts
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Benjamin Gallasch
REQUIRED BACKGROUND
Satisfactory completion of Year 10 Music or by negotiation. Students should be learning an instrument/ voice in regular 1:1 lessons.
COURSE CONTENT
This course provides opportunities to advance students’ musical understanding and skills in creating and responding to music. Value is placed on creative expression of musical ideas through the practical application of theoretical concepts.
This subject provides pathways to Stage 2 Music subjects: Solo and Ensemble Performance, and Music Explorations.
CREATIVE WORKS
Playing a Musical Instrument: Advancing solo and ensemble instrumental accuracy, technique and performance skills through personal practice, class workshops and other live and recorded performance opportunities.
Study of song writing and composing, experimenting with and learning to create new musical works.
From Pop, to Classical and Latin American styles, musical literacy is developed through theory, aural, sight reading, reflection and analysing live performance concert reviews and participating in workshops with local and visiting musicians.
ASSESSMENT
ASSESSMENT TYPES
Solo Performance
Ensemble Performance
Composing and Arranging Music
Theory / Musicianship AMEB
Grade 4
Describing Style, Context and the Elements of Music
NOTE: AMEB and Rockschool Practical Exams from Grade 5 are approved by the SACE Board as Community Learning and can be counted towards the SACE at Stages 1 and 2.
YEAR LEVEL 12
LEARNING AREA The Arts
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Benjamin Gallasch
REQUIRED BACKGROUND
Satisfactory completion of SACE Stage 1 Music or by negotiation. Students should be learning an instrument/voice in 1:1 lesson.
COURSE CONTENT
This subject is flexible in its design, allowing individual and collaborative exploration options in performing, composing, arranging and exploring music technology.
Understanding Music: Students apply musical elements, explore how music is made and understand musical styles, influences, techniques and production.
Creating Music: Either performance or composition based. Students think creatively and critically about the nature and scope of music by developing and extending their practical music-making skills.
Responding to Music: Students respond to their own and others’ works. They learn how the knowledge and skills developed through responding to and evaluating music can refine their musical thinking and inform the choices they make in experimenting with and creating music.
ASSESSMENT
LEVEL 12
LEARNING AREA The Arts
COURSE LENGTH Full Year
SACE CREDITS
20 (Solo and Ensemble Music)
STAFF CONTACT Benjamin Gallasch
REQUIRED BACKGROUND
Satisfactory completion of Stage 1 Music or by negotiation. Students should be learning an instrument/ voice in regular 1:1 lessons.
COURSE CONTENT
Understanding Music: Students understand and apply key musical elements of their chosen repertoire, think creatively and critically about solo music performance and express musical ideas.
Performing Music: Students develop and extend their practical musicmaking skills through performing works for instrument(s) and/or voice. They apply their musical understanding, skills, technique, and accuracy in refining performances.
Responding to Music: Students engage critically and creatively with music, strengthen their musical literacy, critique and evaluate their own performances, interpret the creative works they perform, and express musical ideas.
ASSESSMENT
Art at Unity provides students with an opportunity to be inspired by the world around them to visually communicate their ideas. Students are provided with the opportunity to explore, experiment and develop technical skills with a wide range of art media.
YEAR LEVEL 10
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
STAFF CONTACT
Rebecca Knight | Jennifer Stewart | Benjamin Gallasch
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
Students will be provided with at least one opportunity to develop:
Folio: The development process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved artwork.
Practical: Students produce one resolved artwork. The selection of art medium is often directed by student interest.
Practical Skills Tasks: With a focus on art in context, students will experiment with a range of art materials/techniques and processes.
ASSESSMENT
ASSESSMENT TYPE
Folio
Practical
Practical Skills Tasks
YEAR LEVEL 11
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Rebecca Knight | Jennifer Stewart |
Benjamin Gallasch
RECOMMENDED BACKGROUND
Advantageous to complete Year 10 Art or Design.
COURSE CONTENT
Folio: The development process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved artwork.
Practical: Students produce one or two resolved artworks. The selection of art medium is often directed by student interest.
Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and art language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.
ASSESSMENT
ASSESSMENT TYPE
Folio
Practical
Visual Study
STAGE 2
VISUAL ARTS: ART
YEAR LEVEL 12
LEARNING AREA The Arts
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Rebecca Knight | Jennifer Stewart | Benjamin Gallasch
RECOMMENDED BACKGROUND
Advantageous to complete Stage 1 Art
COURSE CONTENT
Folio: The development process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved artwork.
Practical: Students produce two resolved artworks or a body of work. The selection of art medium is directed by student interest.
Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and art language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.
ASSESSMENT
ASSESSMENT TYPE
Design at Unity offers students an opportunity to be inspired by the world around them to develop functional resolved designs. Students are provided with the opportunity to explore, experiment and develop technical skills in a wide range of design media. We endeavour to introduce students to the three design areas; Graphic, Built Environment and Product.
YEAR LEVEL 10
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
STAFF CONTACT
Rebecca Knight | Jennifer Stewart | Benjamin Gallasch
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
Students will be provided with at least one opportunity to develop:
Folio: The design process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved design.
Practical: Students produce one resolved design. The selection of design medium is often directed by student interest.
Practical Skills Tasks: With a focus on design in context students will experiment with a range of design materials/techniques and processes.
ASSESSMENT
ASSESSMENT TYPE
Folio
Practical
Practical Skills Tasks
STAGE 1
VISUAL ARTS: DESIGN
YEAR LEVEL 11
LEARNING AREA The Arts
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Rebecca Knight | Jennifer Stewart | Benjamin Gallasch
RECOMMENDED BACKGROUND
Advantageous to complete Year 10 Art or Design.
COURSE CONTENT
Folio: The design process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved design.
Practical: Students produce one or two resolved designs. The selection of design medium is often directed by student interest.
Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and design language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.
ASSESSMENT
ASSESSMENT TYPE
Folio
Practical
Visual Study
STAGE 2
YEAR LEVEL 12
LEARNING AREA The Arts
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Rebecca Knight | Jennifer Stewart | Benjamin Gallasch
RECOMMENDED BACKGROUND
Advantageous to complete Stage 1 Design.
COURSE CONTENT
Folio: The design process requires students to research, respond, inquire, explore and experiment to develop ideas leading to the creation of the resolved designs.
Practical: Students produce two resolved designs or a body of work. The selection of design medium is often directed by student interest.
Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and design language. This leads to practical responses where students explore and experiment with a variety of mediums. Students then reflect on their research and visual thinking, processes and exploration.
ASSESSMENT
Cross-Disciplinary is a SACE learning area providing flexible learning programs for students within the school and in the community. It includes Exploring Identities and Futures (EIF) which is a compulsory 10 credit subject in SACE Stage 1 and Activating Identities and Future (AIF) which is a compulsory 10 credit subject in SACE Stage 2.
Exploring Identities and Future (EIF) is a COMPULSORY Stage 1, 10 credit subject which is studied as a 2 semester course in Year 10 at Unity College with two lessons per week.
Students must achieve a C grade or better to gain SACE credits in this subject.
YEAR LEVEL 10
LEARNING AREA
Cross-Disciplinary
COURSE LENGTH
1 Year COMPULSORY
SACE CREDITS 10 Stage 1
STAFF CONTACT Carlee Stewart
COURSE CONTENT
Exploring Identities and Futures (EIF) supports students to explore their aspirations. They are given the space and opportunity to extend their thinking beyond what they want to do, to also consider who they want to be in the future. The subject supports students to learn more about themselves, their place in the world, and enables them to explore and deepen their sense of belonging, identity, and connections to the world around them.
EIF prepares students for their SACE journey and the knowledge, skills, and capabilities required to be thriving learners. As an introduction to the SACE, students will be empowered to take ownership of where their pathway leads, exploring interests, work, travel and/ or further learning.
COURSE CONTENT
EIF represents a shift away from viewing students as participants in learning, to empowered codesigners of their own learning. Students will be responsible for exploring learning opportunities, exercising their agency, and building connections with others.
In this subject, students:
+ Develop agency by exploring their identity, interests, strengths, skills, capabilities and or values; and making choices about their learning
+ Demonstrate self-efficacy through planning and implementing actions to develop their capabilities and connecting with future aspirations
+ Apply self-regulation skills by contributing to activities to achieve goals, seeking feedback, and making decisions
+ Develop their communication skills through interaction, collaboration, sharing evidence of their learning progress and developing connections with others.
ASSESSMENT TYPES
Assessment Type 1: Exploring me and who I want to be
Assessment Type 2: Taking action and showcasing my capabilities
The purpose of Activating Identities and Futures is for students to take greater ownership and agency over their learning (learning how to learn) as they select relevant strategies (knowing what to do when you don’t know what to do) to explore, create and/ or plan to progress an area of personal interest towards a learning output.
Activating Identities and Future (AIF) is a COMPULSORY Stage 2, 10 credit subject which is studied as a one semester course in Year 11 at Unity College.
Students must achieve a Cminimum for this subject
YEAR LEVEL 11
LEARNING AREA Cross-Disciplinary
COURSE LENGTH
1 Semester COMPULSORY
SACE CREDITS 10
STAFF CONTACT Carlee Stewart
RECOMMENDED BACKGROUND Nil
COURSE CONTENT
Students explore ideas related to an area of personal interest through a process of self-directed inquiry. They draw on knowledge, skills and capabilities developed throughout their education that they can apply in this new context and select relevant strategies to progress the learning to a resolution. The focus of the exploration aims to develop capabilities and support students in their chosen pathways.
Integrated Learning is a subject framework that enables students to make links between aspects of their lives and their learning. Schools design Integrated Learning programs for a specific purpose, product, or outcome according to the interests and needs of students in their local context.
YEAR LEVEL 11
LEARNING AREA Cross Disciplinary
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Jennifer Stewart | Carlee Stewart
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
This subject enables the students to explore aspects of themselves and their future pathway. Students investigate possible careers or skill development that may enhance their future pathways. This subject enables student agency and allows students to follow their own interests.
For a 10-credit subject, students should provide evidence of their learning through three (3) or four (4) assessments. Each assessment type should have a weighting of at least 20%. Students undertake:
+ At least one practical exploration
+ At least one connections task
+ At least one personal venture.
ASSESSMENT
ASSESSMENT TYPE
Practical Exploration
Connections
Personal Venture
YEAR LEVEL 12
LEARNING AREA Cross Disciplinary
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Jennifer Stewart | Carlee Stewart
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
This course has a Career focus. Students will have an opportunity to explore aspects of careerswhether that be career pathways, developing particular skills or investigating individual strengths and weaknesses. Student agency and independence enables learning to be focused on an area of passion related to their chosen career.
For a 20-credit subject, students should provide evidence of their learning through five (5) or six (6) assessments, including the external assessment component. Students undertake:
+ At least two practical inquiries
+ At least two connections task
+ One personal endeavour.
ASSESSMENT
SCHOOL ASSESSMENT Practical
EXTERNAL ASSESSMENT
Personal Endeavour 30%
Business Innovation equips students to navigate an ever-changing business landscape with an entrepreneurial approach. Students are required to engage with potential customers and stakeholders to prepare insights into business models, learning to work collaboratively to identify customer problems, generate solutions, and manage the decision-making process. Students apply their learning by designing start-up businesses, transforming existing businesses, or sustaining established businesses.
NOTE: If only one semester of Business & Innovation is offered it will be Business Innovation B.
YEAR LEVEL 11
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Mathew Philps | Benjamin Gallasch
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
Course A focuses on innovation within existing businesses to transform or sustain them. Topics studied include:
+ Nature and structure of business
+ Generating solutions to customer problems
+ Risk assessment
+ Business model design
+ Pitching ideas
+ Digital opportunities.
BUSINESS SKILLS
Task 1: Internal and external business evaluation
Task 2: Customer focused solutions and marketing
Task 3: Business Model Summary
BUSINESS PITCH
Outline a solution within an existing business for stakeholder feedback to validate or iterate ideas.
Task 1: Value Proposition Design
Task 2: Risk Assessment
YEAR LEVEL 11
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Mathew Philps | Benjamin Gallasch
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
Course B focuses on start-up businesses and entrepreneurs. Topics studied include:
+ Entrepreneurialism & Design
Thinking
+ Empathy based problem definition
+ Generating potential solutions to problems
+ Testing, validation, and iterative design
+ Marketing in the digital age
+ Business models and pitches.
BUSINESS SKILLS
Task 1: Collaboratively develop solutions to customer problems.
Task 2: Business Communications.
Task 3: Business Model Summary.
BUSINESS PITCH
Pitch a business plan to a panel for feedback to inform ongoing design.
Task 1: Idea Proposition
Task 2: Portfolio of Testing
YEAR LEVEL 12
LEARNING AREA Design, Technology & Engineering
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Mathew Philps | Benjamin Gallasch
RECOMMENDED BACKGROUND
Stage 1 Business Innovation (10 credits)
COURSE CONTENT
The course relates to designing businesses, sustaining businesses, and transforming businesses. The course will address all three areas. Topics studied include:
+ Identifying customer needs and solutions
+ Customer acquisition and retention
+ Identifying risks in businesses
+ Financial feasibility
+ Designing businesses
+ Business planning and pitches.
ASSESSMENT
Business Plan and Pitch: Students individually develop a business plan and pitch it to potential investors.
Design, Technology and Engineering aims to inspire students to design and develop technical projects. This subject focuses on the understanding of technological processes and practical skills through the use of technologies. Students will become critical thinkers, utilise problem solving skills, learn about sustainability and its purpose.
YEAR LEVEL 10
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
STAFF CONTACT Alex Fiegert
RECOMMENDED BACKGROUND
Year 9 Industry and Entrepreneurial Solutions is preferred but not essential.
AIMS
+ Develop skills in the use and application of Computer Aided Design software
+ Develop design and problemsolving skills related to the use of advanced manufacturing techniques in 3D printing.
+ Students become confident in the use of 3D printers and Computer Aided Design software.
COURSE CONTENT
Students will use AutoDesk Fusion 360 which is a 3-Dimensional CAD Modeling Program to design and manufacture products using new and evolving manufacturing techniques. The focus initially will be on skill development in the use of CAD and then will focus on applying these skills in the development of solutions to design briefs using 3D printing.
ASSESSMENT
ASSESSMENT TYPE 1
Specialised Skills Task: CAD and 3D Printing
Resource Study: Investigation into community perspectives on technology and its impacts, how we interact with technologies and sustainability.
ASSESSMENT TYPE 2
Part 1: Product Design and Development (3D Printed LED strip) and 3D Printed Jiffy Box
Part 2: Solution Realisation (3D Printed LED strip) Project
YEAR LEVEL 11
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Alex Fiegert | Benjamin Gallasch
REQUIRED BACKGROUND
Students should have a C grade or higher in Year 10 Industry and Entrepreneurial Solutions or by a demonstration of competence using Autodesk Fusion 360
COURSE CONTENT
This unit focuses on designing and producing projects using a variety of output devices, such as 3D printers. Particularly Autodesk Fusion 360 is used in this regard. With this topic, some material expenses will be incurred. Projects are based on concepts that could one day be produced commercially using 3D printers and/ or laser cutters.
SKILLS AND APPLICATION
Students demonstrate a range of skills and techniques that they will use to help create their major project. These will include how to use and modify 3D printers for different results.
FOLIO AND PRODUCT RECORD
Design Folio - used for documenting all aspects of design for the major project Product Showcase - used to showcase your product and any testing / modifications that occurred throughout the creation of your product.
YEAR LEVEL 12
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Alex Fiegert | Benjamin Gallasch
REQUIRED BACKGROUND
A C grade or higher in Stage 1 Industry and Entrepreneurial Solutions or by negotiation with Design and Technology Learning Leader.
COURSE CONTENT
This course will focus on the use of advanced manufacturing techniques as the main theme. Students will work through the investigating, devising, producing and evaluating process to develop solutions to identified design briefs. Students will be expected to demonstrate the use of 3D printers in designing products using a range of materials.
ASSESSMENT
CURRICULUM CHARGES
Some material costs will be incurred with this subject. Due to the variable nature of the projects, this is NOT included in the composite fee.
YEAR LEVEL 10
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
STAFF CONTACT
Darien Penno | Benjamin Gallasch
RECOMMENDED BACKGROUND
Study of a Year 9 Technology subject is preferable but not essential.
COURSE CONTENT
This subject enables students to gain an introduction to metal fabrication and welding. Students use the Design Process to create a number of negotiated projects which include a toolbox and the welding and fabrication of a camping hotplate and hot coal shovel. This involves appropriate material selection, estimation and calculation of project costs and skill development through outworking practical projects.
ASSESSMENT
ASSESSMENT TYPE 1
Specialised Skills Task 1a: Toolbox
ASSESSMENT TYPE 2
Part 1: Design Development
Part 2: Solution Realisation (Hotplate)
ASSESSMENT TYPE 3
Task 1b: Resource StudyManufacturing and Innovation Exploration
YEAR LEVEL 11
COURSE CONTACTS
Carlee Stewart | Jasmine Barolo
LECTURER TAFE SA
COURSE LENGTH Full Year
SACE CREDITS 50 MIN Stage 1
QUALIFICATION
MEM20422 Certificate II in Engineering Pathways
COURSE STRUCTURE
One full day per week (day to be negotiated)
COURSE OUTLINE
This qualification is intended for people interested in exposure to an engineering or related working environment, with a view to entering into employment in that area. This qualification will equip graduates with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment.
There are 12 competencies covering a range of engineering subjects including fabrication, machining, welding, using tools and equipment, assembling engineering mechanisms and career development. The course finishes with students undertaking a group engineering project.
**See page 66 of this guide for a complete course outline.
YEAR LEVEL 10
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
STAFF CONTACT
Scott Crouch | Darien Penno
RECOMMENDED BACKGROUND
Year 9 Woodwork is preferred but not essential.
COURSE CONTENT
This subject enables students to design and engineer solutions for the development of a coffee table. Students will be taught various construction techniques, machining and hand tool skills along the way. The course will also ask students to investigate characteristics and designs of mass-produced timber products and reflect on sustainability and impacts of technologies.
ASSESSMENT
ASSESSMENT TYPE 1
Specialised Skills Task: Machining and Joints Exercise
ASSESSMENT TYPE 2
Part 1: Product Design and Development (Coffee Table)
Part 2: Solution Realisation (Coffee Table)
ASSESSMENT TYPE 3
Resource Study: Investigation of material choices for a sustainable house design. Impacts of those materials on society.
YEAR LEVEL 11
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Scott Crouch | Benjamin Gallasch
REQUIRED BACKGROUND
Year 10 Woodwork is essential.
COURSE CONTENT
This subject enables students to design and engineer solutions for the development of a TV Entertainment Unit/Study Desk/ Hall Stand. Students will be using a wide range of manufacturing technologies such as tools and machinery.
ASSESSMENT
ASSESSMENT TYPE 1
Specialised Skills Task 1: Machining and Construction Skills
Specialised Skills Task 2: CAD/ Hardware Installation + Doors + Handles
ASSESSMENT TYPE 2
Part 1: Product Design and Development (TV Entertainment Unit/Study Desk)
Part 2: Solution Realisation (TV Entertainment Unit/Study Desk)
YEAR
LEARNING
12
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Scott Crouch | Benjamin Gallasch
REQUIRED BACKGROUND
Stage 1 Design, Technology & Engineering: Material Solutions is essential.
COURSE CONTENT
This subject enables students to design and engineer solutions for the development of a free choice project. Students will be using a wide range of manufacturing technologies such as tools and machinery. Students will investigate material choices and analyse ethical, legal, economic and sustainability issues related to their chosen design.
ASSESSMENT
CURRICULUM CHARGES
There will be an additional cost of between $50-$600 depending on the nature of the project and materials chosen by the student. Due to the variable nature of the projects, this is NOT included in the composite fee.
In Digital Technologies, students extract and interpret real-world data sets to identify trends and examine sustainable solutions to problems in 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.
YEAR LEVEL 10
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
STAFF CONTACT Alex Fiegert
RECOMMENDED BACKGROUND
Year 9 Digital Technologies
COURSE CONTENT
The following topics will be studied:
+ Data Analysis
+ Coding
+ Application Programming
+ Game Development in Unity Engine
ASSESSMENT
ASSESSMENT TYPES
Project Skills (Programming)
Technology Presentation
Collaborative Project (Networks)
YEAR LEVEL 11
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT Alex Fiegert
REQUIRED BACKGROUND
Successful completion of Year 10 Digital Technologies at a C level or higher.
COURSE CONTENT
In each semester, students study two topics from the following focus areas:
+ Programming
+ Advanced Programming
+ Data Analytics
+ Exploring Innovations.
Students focus on using computational thinking to explore problems. They analyse existing data and develop solutions to a range of problems. Students have the opportunity to work collaboratively in at least one assessment.
Option 1 includes students analysing data, exploring ethical considerations and programming a digital solution and game that support the data that they have analysed.
OR
Option 2 is based around RPG (Role Playing Game) game development. Planning, coding and creating an environment for players to interact and explore.
Course options will be negotiated in consultation with the teacher.
ASSESSMENT
There are a minimum of 3 assessment tasks, including at least 2 based around project skills and at least 1 digital solution. At least 1 task is also collaborative.
ASSESSMENT TYPES
Project Skills
Digital Solution
In Food and Hospitality, students focus on the vibrant nature of the food and hospitality industry and develop an understanding of contemporary approaches and issues related to food and hospitality.
YEAR LEVEL 10
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
STAFF CONTACT
Christine Wiencke | Benjamin Gallasch
REQUIRED BACKGROUND
Year 9 Food Technology
COURSE CONTENT
Students develop skills in food safety and hygiene, preparation, storage and the handling of food. They investigate the contemporary ways of food styling and presentation within the Food and Hospitality Industry and the role nutrition plays in food production while becoming skilled in many different methods of cookery.
Topics include:
+ Methods of Cookery (assessed through practical lessons)
+ Food Safety InvestigationSignature Dessert
+ Food Styling - Cup Cake Decorating
+ Catering - Lunch on the Run / High Tea
+ Health Related Issues Investigation
ASSESSMENT
ASSESSMENT TYPES
Practical Assignments
Group Activity Investigation
YEAR LEVEL 11
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH 1 Semester
STAFF CONTACT
Christine Wiencke | Benjamin Gallasch
REQUIRED BACKGROUND
Year 10 Food Technology
COURSE CONTENT
This course focuses on developing skills in the preparation, storage, and handling of food, and complying with current health and safety legislation within the Food and Hospitality Industry.
Topics include:
+ Contemporary issues within the Food and Hospitality Industry eg. waste, local food culture, food allergies & intolerances.
+ Food Fusion: Investigating the characteristics that have developed Australia’s multicultural and contemporary cuisine.
+ Street Food
+ Food Safety: Local & global issues in Food Safety within the Food & Hospitality industry
+ Cake Styling.
ASSESSMENT
ASSESSMENT TYPE
Practical Assignments Group Activity Investigation
YEAR LEVEL 12
LEARNING AREA
Design, Technology & Engineering
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Christine Wiencke | Benjamin Gallasch
REQUIRED BACKGROUND
Year 10 Food Technology OR Stage 1 Food & Hospitality
COURSE CONTENT
Students develop skills in using technology and safe work practices in the preparation, storage, and handling of food, and complying with current health and safety legislation. They investigate and discuss contemporary food and hospitality issues and current management practices, and explore concepts such as the legal and environmental aspects of food production, trends in food and hospitality, consumer protection, and the nutritional impact of healthy eating.
Topics include:
+ Technological Influences
+ Signature Dish
+ Gourmet Picnic Hamper
+ Celebration Cake
+ Food Hall
+ Tapas Dinner
English at Unity prepares our learners to engage in the real world as they collaborate with others to become confident communicators. Being critically aware of the world around them fosters analytical skills, but just as importantly empathy. These skills are so valuable in developing learners’ creativity and assists them to actively contribute to their community.
The study of Year 10 English is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.
Year 10 English course selection (of either English or Essential English) is based on students’ results in Year 9 English.
YEAR LEVEL 10
LEARNING AREA English
COURSE LENGTH
Full Year COMPULSORY
STAFF CONTACT
Han Carson | Kate Vanderbom
COURSE CONTENT
Film: How filmmakers use what is seen and heard to impact the audience.
Text Study: How creators of graphic novels communicate key ideas.
Media: How language and layout is used to persuade in advertising.
Language Study: How language is used within a workplace of the student's choice.
Entertain: Create a Heywire entry and Graphic Novel to entertain and evoke emotion.
Inform: Create a magazine article about a chosen career.
Advocate: Create an advert to advocate for change.
ASSESSMENT
ASSESSMENT TYPES
Responding to Texts Creating Texts
YEAR LEVEL 10
LEARNING AREA English
COURSE LENGTH Full Year COMPULSORY
STAFF CONTACT
Beti Hoskison | Kate Vanderbom
COURSE CONTENT
Film: How directors of documentaries use what is seen and heard to communicate ideas.
Text Study: How creators communicate key ideas (eg novel, poetry, play).
Critical Reading: Analysis, under test conditions, of how the message of an article is communicated.
Comparative Study: How two texts use different language and layout to communicate similar ideas (eg poem, article, short story, music clip, novel, film).
Entertain: Create a narrative to entertain and evoke emotions.
Inform: Create an autobiographical piece to inform about life in regional Australia.
Persuade: Create a feature article to persuade your reader.
ASSESSMENT
ASSESSMENT TYPES
Responding to Texts Creating Texts Exam
It is COMPULSORY for all students to complete 20 credits of English at Stage 1. Students must select at least two semesters from the following Stage 1 English subjects on offer at Unity College.
Students must achieve a C grade or higher in two (2) semesters of English to fulfill the literacy requirement of the SACE.
YEAR LEVEL 11
LEARNING AREA English
COURSE LENGTH
Full Year COMPULSORY
SACE CREDITS
10 (Semester 1) / 10 (Semester 2)
STAFF CONTACT
Erin Eckermann | Kate Vanderbom
REQUIRED BACKGROUND
Year 10 English or Year 10 Essential English
COURSE CONTENT
Film: How filmmakers use what is seen and heard to communicate their mood and message.
Media: How magazines connect with their audience and fulfill their purpose to inform and entertain.
Text: How creators communicate key ideas (eg verse novel, play, websites).
Language Study: How audiences connect with people's stories through the power of music clips.
Advocate: Create a multimodal presentation to advocate for change.
Entertain: Create a speech to emotively sway an audience.
Inform: Create a wide range of texts used in the workplace (eg social media account, business emails).
Persuade: Create a magazine front cover.
ASSESSMENT
ASSESSMENT TYPES
Responding to Texts
Creating Texts
**Each task will be a maximum of 800 words or 5 minutes.
YEAR LEVEL 11
LEARNING AREA English
COURSE LENGTH
Full Year COMPULSORY
SACE CREDITS
10 (Semester 1) / 10 (Semester 2)
STAFF CONTACT
Mathew Philps | Kate Vanderbom
REQUIRED BACKGROUND
Year 10 English (minimum C level)
COURSE CONTENT
Novel: How authors use stylistic features and language techniques to communicate key ideas.
Mass Media: Study of persuasive language within advertisements.
Short Stories: How the structure and language of short stories entertain the reader.
Intertextual: How the ideas within two texts are interconnected (eg film, poem, short story).
Comparative: How two individually chosen texts use different language and layout to communicate similar ideas (eg music clip, article, poem, short story, novel, film).
Entertain: Create a short story to entertain the reader.
Persuade: Create a protest poem to emotively sway an audience.
ASSESSMENT
ASSESSMENT TYPES
Responding to Texts
Creating Texts
Intertextual Studies
**Each task will be a maximum of 800 words or 5 minutes.
YEAR LEVEL 11
LEARNING AREA English
COURSE LENGTH Full Year COMPULSORY
SACE CREDITS
10 (Semester 1) / 10 (Semester 2)
STAFF CONTACT
Han Carson | Kate Vanderbom
REQUIRED BACKGROUND
Year 10 English - High Achievement (minimum A level Year 10 English)
COURSE CONTENT
Novel: Explore key ideas and the techniques used to expand them.
Play: How plays can be viewed through multiple critical perspectives.
Film: How filmmakers use what is seen and heard to communicate issues.
Intertextual: How poets use language to communicate and evoke emotions.
Comparative: How one of the extended class texts compares with another individually chosen text of literary merit in critical essay.
Transformative: Reimagine any individually chosen text into a different form with accompanying writer’s statement.
Create: Create a text of your choice (written, oral or multimodal).
Critical Reading: Analysis of how authors of two or more texts communicate their message (under exam conditions).
ASSESSMENT TYPES
Responding to Texts
Creating Texts
Intertextual Studies
Exam
** Each task will be a maximum of 800 words or 5 minutes.
Stage 2 English and English Literary Studies with a passing grade earns Adjustment Factors for ATAR.
YEAR LEVEL 12
LEARNING AREA English
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Erin Eckermann | Kate Vanderbom
REQUIRED BACKGROUND
Stage 1 Essential English or Stage 1 English (satisfactory achievement)
COURSE CONTENT
Film: How filmmakers use what is seen and heard to communicate their mood and message.
Biography: How creators effectively explore someone's life.
Text: How an author of a short text communicates their main message through language.
Advocate: Create a written or spoken text to speak up and see change occur through advocacy.
Inform: Create a biography of someone else's experiences.
Entertain: Create a review of a community event.
Language Study: Investigate how spoken, non-verbal, visual and written language are used in the real-world by studying individually chosen texts. **External
ASSESSMENT ASSESSMENT TYPES
YEAR LEVEL 12
LEARNING AREA English
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Cindy Hoskison | Kate Vanderbom
REQUIRED BACKGROUND
Stage 1 English (satisfactory achievement - minimum C level)
COURSE CONTENT
Film: How filmmakers use what is seen and heard to communicate their mood and message.
Media: How mass media (eg crime shows, music videos, podcasts) fulfils its purpose in connecting with its intended audience.
Entertain: Use structure and language to entertain readers (free choice).
Inform: Use structure, language and voice to inform and motivate an audience (podcast).
Persuade: Use language and layout to persuade a reader (review).
Writer's Statement: Justify creative decisions made in the process of writing one or more texts.
Comparative: How two individually chosen texts (eg novel, feature film, documentary) use different language and layout to communicate similar ideas. **External.
ASSESSMENT
**Each task will be a maximum of 1000 words or 6 minutes.
**Each task will be a maximum of 1000 words or 6 minutes.
YEAR LEVEL 12
LEARNING AREA English
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Mat Philps | Kate Vanderbom
REQUIRED BACKGROUND
Stage 1 English Literary Studies (minimum B level)
COURSE CONTENT
Novel: Explore key ideas and the techniques used to expand them.
Play: How conventions are used by playwrights to communicate ideas.
Film: How filmmakers use what is seen and heard to communicate issues.
Poetry: How poets use language to communicate and evoke emotions.
Critical Perspective: Individual study of a class text, viewed through two critical perspectives.
Transformative: Reimagine any individually chosen text into a different form with accompanying writer’s statement.
Create: Create a text of your choice (written, oral or multimodal).
Comparative Study: How one of the extended class texts compares with another individually chosen text of literary merit in a critical essay (novel, play, film etc.). **External
Critical Reading: Analysis of how authors of two or more texts communicate their message (under exam conditions). **External
Texts 50%
15%
**Each task will be a maximum of 1000 words or 6 minutes.
In Child Studies, students explore the period of childhood from conception to eight years, and issues related to the growth, health and well-being of children. They examine the diverse range of values and beliefs about childhood and the care of children, the nature of contemporary families and the changing roles of children in a contemporary consumer society.
YEAR LEVEL 11
LEARNING AREA
Health & Physical Education
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT Darien Penno
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
This subject will focus and develop students’ knowledge of the way children’s lives are affected by their relationship with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location and educational opportunities.
Topics include:
+ Pregnancy - Pre and Post Natal
+ Baby Essentials
+ Nutritious meals for children
+ The role of children’s TV and its influence
+ Contemporary Trends
ASSESSMENT
ASSESSMENT TYPES
Practical Assignments
Group Assessment Investigation
YEAR LEVEL 12
LEARNING AREA
Health & Physical Education
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Darien Penno
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
This subject will focus on further developing students' knowledge of the influences on childhood development.
This will include topics such as:
+ Kitchen safety
+ Literacy
+ Nutrition and Healthy Eating
+ Cultural Diversity
+ Technology Influences
+ Contemporary Trends
ASSESSMENT
ASSESSMENT
Through the study of and participation in Physical Education, students gain an understanding of human functioning and physical activity. Through participating in a variety of physical activities, students explore their own physical capacities (using HR data, GPS data and video footage) and analyse performance, health and lifestyle issues.
The study of Year 10 Health & Physical Education is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.
YEAR LEVEL 10
LEARNING AREA
Health & Physical Education
COURSE LENGTH
Full Year COMPULSORY
STAFF CONTACT Darien Penno
RECOMMENDED BACKGROUND
Nil
COURSE CONTENT
Health & Physical Education is a compulsory subject that runs for the whole year in Year 10 and follows the Australian Curriculum course outline for Health and Physical Education.
The Year 10 PE course will include a practical and theoretical component.
Practical Skills and Applications: Students will complete four modules in which they will develop practical skills. The modules offered may include individual, team, group, fitness, adventure, racket, outdoor and recreational activities.
Theory Component: The course will have a recreational and fitness focus.
The theory component will examine what recreation and fitness is and the importance of life long recreational activities.
ASSESSMENT
ASSESSMENT TYPES
Practical Activity
Theory Folio
YEAR LEVEL 10
LEARNING AREA
Health & Physical Education
COURSE LENGTH 1 Semester
COURSE CONTACT
Michael Wegener
REQUIRED BACKGROUND
Year 9 Specialist Sport or Application and Interview
COURSE CONTENT
Coaching Lesson: Students spend one lesson each week working with their specialist coach for their specialist sport. In these lessons students receive high level coaching in small groups working on both basic and higher-level areas of the game.
Gym Lesson: Students will plan and implement training programs to improve their physical fitness in designated areas.
Theory Lesson: Students will study topics such as goal setting, performance monitoring and coaching. These topics help students develop their sporting ability and give them skills which are valuable as an athlete.
ASSESSMENT
Students' complete assignments within this subject which are specifically related to their sport. These assignments help them gain extra knowledge about their sport and physiologically what is required to be successful within their sport.
YEAR LEVEL 11
LEARNING AREA
Health & Physical Education
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT Darien Penno
REQUIRED BACKGROUND
Nil
COURSE CONTENT
Students will participate in a variety of physical activities. They will collect data including HR data, GPS data, video footage and use this data in a variety of ways to analyse performance. Students also look at social inclusivity, equity and equality and how these can be enhanced in physical activity.
Topics studied may include but are not limited to the following:
+ Analysis of movement concepts and strategies
+ Application of the effects of training on physical performance
+ Social strategies to enhance equity in participation
+ Physiological barriers and enablers to participation
+ Effect of training on the body
+ Learning and refining skills
ASSESSMENT
ASSESSMENT TYPE
Performance Improvement 50%
Physical Activity Analysis 50%
NOTES
This course is available to ALL students with Specialist Sport students gaining preferential entry.
YEAR LEVEL 11
LEARNING AREA
Health & Physical Education
COURSE LENGTH
Full Year Off-Line**
SACE CREDITS 20
STAFF CONTACT
Darien Penno |
Carlee Stewart
COURSE INFORMATION
Students have the opportunity to complete Workplace Practices (WPP): Elite Sport through Marden Senior College. This subject gives the opportunity for students to gain knowledge about their specialist sport and the sporting industry that assists students in their sporting careers. This subject is offered off-line, with the students able to access support through the Specialist Sport program. This is a Stage 2 subject and by completing this in Year 11, gives students greater flexibility in Year 12 to deal with the demands of their sport outside of school.
SPECIAL INFORMATION
**This course is available through special negotiation to students participating in the Specialist Sport Program and is to be completed off-line.
CURRICULUM CHARGES
As this course is offered externally, there is an additional cost associated. Please refer to the Specialist Sport Program Guide for more details.
Note: Should there be enough interest in this subject, it will be offered face to face on-site at Unity College.
YEAR LEVEL 12
LEARNING AREA
Health & Physical Education
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Darien Penno | Michael Wegener
REQUIRED BACKGROUND
Stage 1 Physical Education.
COURSE CONTENT
Students will participate in a variety of physical activities. For each of these activities they will collect data including HR data, GPS data, video footage. They will use this data in a variety of ways to analyse their personal and team performance, while also suggesting and monitoring their personal improvements. Students will reflect on their analysis and draw conclusions.
Topics studied may include but are not limited to the following:
+ Energy sources affecting physical performance
+ The effects of training on performance
+ Biomechanics and its effect on performance
+ Psychology of sporting performance
+ Group Dynamics
+ The Learning process and journey
ASSESSMENT
ASSESSMENT TYPE Diagnostic Tasks 30% Improvement Analysis 40% Group Dynamics Task 30%
YEAR LEVEL 12
LEARNING AREA
Health & Physical Education
COURSE LENGTH
Full Year Off-Line**
STAFF CONTACT Darien Penno
COURSE INFORMATION
Some of the topics and features of this course include:
+ Specialist coaching in their sport.
+ Fitness and Gym training to aid their performance.
+ Sport Mentoring to help guide students through to the elite level.
+ Sport Psychological support – goal setting and other beneficial strategies.
+ Performance Nutrition knowledge and advice.
SPECIAL INFORMATION
**This course is designed to aid students competing at an elite level to achieve to their full potential. It is a course which can only be entered by special application and is reserved for students currently competing at a state level or above.
For more detailed information, see the Specialist Sport Program Guide.
Outdoor Education allows students to gain an understanding of ecology, the environment, sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities.
SPECIAL NOTE: Outdoor Education involves camps which are a COMPULSORY (summative) component of the course. All students must attend all planned camps.
YEAR LEVEL 10
LEARNING AREA
Health & Physical Education
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT Darien Penno
RECOMMENDED BACKGROUND
A love for the outdoors.
COURSE CONTENT
This is a practical based course that pushes students out of their normal and into a world of self-reliance and leadership. The course is based on environmental sustainability within the outdoors, learning skills of navigation, first aid, rock-climbing and bush walking and putting them into practice in a number of different scenarios and on a final 4-day bushwalking expedition to Mambray Creek and a 2-day rock climbing expedition to the Adelaide Hills.
ASSESSMENT
ASSESSMENT TYPES
About Natural Environments Experiences in Natural Environments
CURRICULUM CHARGES
Due to the nature of Outdoor Education, please note there are some additional costs involved that are NOT included in the composite fee. This includes:
+ Rock-Climbing Excursion (Approx. $165)
+ Mambray Creek Expedition (Approx. $280)
YEAR LEVEL 11
LEARNING AREA
Health & Physical Education
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Darien Penno
REQUIRED BACKGROUND
Successful completion of Stage 1 Outdoor Education (inc. attendance for both camps) and current First Aid (gained through Year 10 EIF).
COURSE CONTENT
Stage 2 Outdoor Education is experiential based, requiring students to immerse themselves in 2 different recreational activities and inquire through actively reflecting from varied perspectives including personal and social development, connection to nature and sustainability.
Stage 2 Outdoor Education will consist of a Basic Skills kayaking course, two 4-day kayaking expeditions and a 3-day rockclimbing expedition.
ASSESSMENT
ASSESSMENT TYPES About Natural Environments 20% Experiences in Natural Environments 50%
Connections with Natural Environments 30%
CURRICULUM CHARGES
Due to the nature of Outdoor Education, please note there are some additional costs involved that are NOT included in the composite fee. This includes:
+ Kayaking Basic Skills 1-day (approx $95)
+ Kayaking Coorong 4-days (Approx $450)
+ Self-Reliant Ral Ral Creek 3-days (Approx $450)
+ Rock Climbing Expedition 3-days (Approx $475)
IMPORTANT INFORMATION re: Curriculum Charges for Outdoor Education (Stage 1 & 2)
Prices listed are best estimate and are correct at the time of printing but subject to change.
Students enrolled in Stage 1 or 2 Outdoor Education after Week 4 will be presumed to attend all camps and charged accordingly.
Our world is more interconnected than ever. Geography prepares students to meaningfully participate in the changing nature of their world. Students explore their role and responsibility regarding what is happening in the world. Being inquisitive about people and places leads students to work together to secure their future.
YEAR LEVEL 10
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH 1 Semester
STAFF CONTACT Kate Vanderbom
REQUIRED BACKGROUND
Nil
COURSE CONTENT
Topic 1: Environmental Change and Management
+ How human behavior challenges sustainability
+ The impact of worldviews on environmental management
+ Strategies to manage sustainability.
Topic 2: Geographies of Human Wellbeing
+ How human wellbeing and development can be measured
+ Reasons for differences in wellbeing between groups of people.
+ Strategies to improve human wellbeing .
Mapping Skills and Fieldwork
ASSESSMENT
ASSESSMENT TYPES
Geographical Skills and Applications
Fieldwork
Exam
YEAR LEVEL 11
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Graeme Watkins | Kate Vanderbom
REQUIRED BACKGROUND
Nil
COURSE CONTENT
Students study two topics from one or two of the themes below:
Theme 1: Sustainable Place
+ Topic 1: Rural and/or remote places
+ Topic 2: Urban places
+ Topic 3: Megacities
Theme 2: Hazards
+ Topic 4: Natural hazards
+ Topic 5: Biological and humaninduced hazards
Theme 3: Contemporary Issues
+ Topic 6: Local issues
+ Topic 7: Global issues
Mapping Skills and Fieldwork
ASSESSMENT
ASSESSMENT TYPES
Geographical Skills and Applications
Independent Fieldwork
Exam
YEAR LEVEL 12
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Graeme Watkins | Kate Vanderbom
REQUIRED BACKGROUND
Nil
COURSE CONTENT
Theme 1: Environmental Change
+ Topic 1: Ecosystems and people
+ Topic 2: Climate change
Theme 2: Social and Economic Change
+ Topic 3: Population change
+ Topic 4: Globalisation
+ Topic 5: Transforming global inequality
Mapping Skills and Fieldwork
ASSESSMENT
ASSESSMENT TYPES
"Which stories we tell about history, who we celebrate, and the ideas and values they embody determines the world we live in today." Helen Carr (Historian)
History allows students to make connections between past and present, gaining valuable insights into human behaviour and social dynamics. Through research and critical analysis of historical events, actions, and trends, students make sense of our ever-evolving world.
The study of Year 10 History is a COMPULSORY Australian Curriculum requirement for all students and runs for one semester.
YEAR LEVEL 10
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH
1 Semester COMPULSORY
STAFF CONTACT
Han Carson | Kate Vanderbom
REQUIRED BACKGROUND Nil
COURSE CONTENT
Topic 1: World War II
Explore the cause and effects, turning points or movements leading up to and through World War II.
Topic 2: Building Modern Australia
Investigate social, cultural, economic and political developments and how they changed Australia.
Topic 3: The Globalising World
Explain the role of significant ideas, individuals, groups and institutions, and their influence on Australian and global history.
ASSESSMENT
ASSESSMENT TYPES
Historical Skills Exam
YEAR LEVEL 11
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH 1 Semester
STAFF CONTACT
Erin Eckermann | Kate Vanderbom
SACE CREDITS 10
REQUIRED BACKGROUND Nil COURSE CONTENT
Topic 1: Revolutions
Students investigate the ways in which people and groups have challenged and then adapted to existing political structures, social organisation, and economic models before, during, and in the aftermath of a Revolution of their choice (North America, France, China, Russia, Cuba, Iran, by negotiation).
Topic 2: Elective (Historical Study)
Through a historical study, students build their understanding of how their individually selected society or nation has been shaped by internal and external forces and challenges.
ASSESSMENT
ASSESSMENT TYPES
Historical Skills
Historical Study Exam
YEAR LEVEL 12
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH Full Year
STAFF CONTACT
Erin Eckermann | Kate Vanderbom
SACE CREDITS 20
REQUIRED BACKGROUND Nil COURSE CONTENT
One topic from ‘Modern nations’ and one topic from ‘The world since 1945’ is selected, subject to teacher discretion and student interest.
Modern Nations: Investigate changes that shape a nation and how they respond to challenges.
+ Australia (1901-56)
+ USA (1919-45)
+ Germany (1918-1948)
+ The Soviet Union (1945-1991)
+ Indonesia (1942-2005)
+ China (1949-1999)
The World Since 1945: Investigate the impact of interactions among nations and states and how emerging nations and states seek to impose power.
+ The changing world order (1945- )
+ Australia’s relationship with Asia and the South Pacific Region (1945 - )
+ Self-determination in South-East Asia (1945- )
+ The Struggle for peace in the Middle East (1945 -)
+ Challenges to peace and security (1945 -)
+ The United Nations and establishment of a global perspective (1945 - )
Historical Study: Students undertake an individual historical study, chosen by them, based on an aspect of the world since c.1750.
ASSESSMENT
ASSESSMENT TYPES
Collaboration and inquiry are at the heart of Society and Culture. Students explore contemporary challenges and global issues through investigation and experiencebased learning. This subject will challenge students to not only ask what issues they believe are valuable enough to study, but also how can they can contribute to and influence their community and society, now and in the future.
YEAR LEVEL 11
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH 1 Semester
STAFF CONTACT Kate Vanderbom
SACE CREDITS 10
REQUIRED BACKGROUND Nil
COURSE CONTENT
Examples of topics that can be studied are listed below. A selection of three topics is dependent on students’ experience, background and interests.
+ Forces for social change
+ The media
+ Power and authority in society
+ Prejudice and discrimination
+ Relationships between societies and natural environments
+ The social impact of environmentally sustainable and unsustainable practices
+ Contemporary Aboriginal and Torres Strait Islander societies
+ The diversity of the Asia-Pacific region
+ Refugee and migrant experiences and contributions
+ Australians as global citizens
ASSESSMENT
ASSESSMENT TYPES
Source Analysis / Report
Group Activity / Presentation
Individual Investigation
YEAR LEVEL 12
LEARNING AREA
Humanities & Social Sciences
COURSE LENGTH Full Year
STAFF CONTACT Kate Vanderbom
SACE CREDITS 20
REQUIRED BACKGROUND Nil
COURSE CONTENT
Examples of subtopics that can be studied are listed below. A selection from each topic is dependent on students’ experience, background and interests.
Topic 1: Cultural
+ Cultural Diversity
+ Youth Culture
+ Work and Leisure
+ The Material World
Topic 2: Contemporary Challenges
+ Social Ethics
+ Contemporary Contexts of Aboriginal and Torres Strait Islander Peoples
+ Technological Revolutions
+ People and the Environment
Topic 3: Global Issues
+ Globalisation
+ A Question of Rights
+ People and Power
ASSESSMENT
ASSESSMENT TYPES
Folio Tasks 50%
Interaction Tasks 20%
EXTERNAL ASSESSMENT Investigation 30%
Students studying German at Unity College uncover how German culture is closely linked with Australia’s past as well as with the English language in general. A study tour is an option*, in which students can practice their language skills and explore the delights of Germany at Christmas time.
LEARNING AREA Languages
COURSE LENGTH Full Year
STAFF CONTACT Sharon Gierus | Sophie Cox | Darien Penno
REQUIRED BACKGROUND
2 full semesters with a satisfactory achievement at Year 9.
COURSE CONTENT
Students further develop their ability to communicate independently and effectively in German – to listen, read, speak and write accurately in German. A major focus is on the history and context of Berlin, the capital city of Germany, and a cultural, governmental and entertainment centre for all Germans. Students will explore how to express their opinions and engage in debate and negotiations in German, and engage with everyday aspects of life in Germany.
ASSESSMENT
ASSESSMENT TYPES
Written authentic texts
Conversation and Communication Tasks
Reading and Listening Comprehensions
Exam (End of Semester)
SPECIAL INFORMATION
In Year 10, interested students can apply to participate in the SA German Exchange with families in Bavaria. The exchange usually happens in Year 11. German partners arrive in Australia in February-April and Australian students travel to Germany at in November – January at the end of their Year 11 studies.
*This is via the external SA German Exchange organization and will be dependent on current COVID restrictions at time of study.
LEARNING AREA Languages
MODE SEMESTER 1 Unity College (dependent on numbers)
MODE SEMESTER 2 School of Languages
COURSE LENGTH Full Year
SACE CREDITS
10 (Semester 1) 10 (Semester 2)
STAFF CONTACT Darien Penno
REQUIRED BACKGROUND
2 full semesters of German with satisfactory achievement at Year 10
COURSE CONTENT
Stage 1 German at Continuers level in Semester 1 consists of three themes:
+ The Individual: Work and Job
+ The German Speaking Communities: The history and geography of Austria
+ The Changing World: Social Media and Technology
ASSESSMENT
ASSESSMENT TYPES
Investigation: Researching Austria's history and geography
Text Analysis: Understanding authentic German texts
Text Production: Creating an authentic German text
Interaction: Conversational listening and speaking skills
Stage 2 German Continuers with a passing grade earns Adjustment Factors for ATAR.
YEAR LEVEL 12
LEARNING AREA Languages
MODE School of Languages
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Darien Penno
REQUIRED BACKGROUND
Stage 1 German Continuers
COURSE CONTENT
Stage 2 German at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics:
+ The Individual
+ The German Speaking Communities
+ The Changing World
ASSESSMENT
EXTERNAL ASSESSMENT
(including Oral Examination and Written Examination)
The School of Languages runs evening classes in Adelaide. Students selecting this course MUST commit to attending these classes in Adelaide via their own means of transport. This may involve parental support.
Students studying Japanese at Unity College enjoy learning about the intriguing culture, delicious food, festivals and language. Our exchange program with our Sister School, Chuo Suginami University High School or Chusugi, provides a clear purpose to learning and a fabulous opportunity to experience Japan first hand.
YEAR LEVEL 10
LEARNING AREA Languages
COURSE LENGTH Full Year
STAFF CONTACT Graeme Watkins
REQUIRED BACKGROUND
2 full semesters with a satisfactory achievement at Year 9.
COURSE CONTENT
Students in Year 10 begin to consider future pathways and prospects, including how Japanese may feature in these. Students develop listening, speaking, cultural awareness and sensitivity, reading and writing skills through role plays, comprehension tasks, grammar exercises, games, and IT based tasks.
Topics include:
+ Life's Milestone
+ Countries and Languages
+ Fast Food and Restaurant Culture
ASSESSMENT
ASSESSMENT TYPES
Text Analysis
Text Production
Interaction
Investigation
SPECIAL INFORMATION
Two successful semesters of Year 10 Japanese (preferably a C+ or higher) gives students the opportunity to participate in the biannual Cultural Tour to Japan*.
*This will be dependent on current COVID restrictions at time of study.
LEARNING AREA Languages
COURSE LENGTH Full Year
SACE CREDITS
10 (Semester 1) 10 (Semester 2)
STAFF CONTACT Graeme Watkins
REQUIRED BACKGROUND
Year 10 Japanese
COURSE CONTENT
Stage 1 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.
Themes include:
+ The Individual
+ The Japanese-speaking Communities
+ The Changing World
ASSESSMENT
ASSESSMENT TYPES
Investigation
Text Analysis
Text Production Interaction
Stage 2 Japanese Continuers with a passing grade earns Adjustment Factors for ATAR.
YEAR LEVEL 12
LEARNING AREA Languages
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Graeme Watkins
REQUIRED BACKGROUND
Stage 1 Japanese Continuers
COURSE CONTENT
Stage 2 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.
+ The Individual
+ The Japanese-speaking Communities
+ The Changing World
MIDDLE
Mathematics learning is the ability to understand, critically respond to and use mathematics in different social, cultural and work contexts.
ESSENTIAL MATHEMATICS
The study of Year 10 Maths is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.
All students will study either General Mathematics, Essential Mathematics or 10A Mathematics. These options correspond to their SACE equivalents in Year 11 and 12, with 10A leading to Mathematical Methods and Specialist Mathematics.
Year 10 Maths course selection is based on students results in Year 9 Maths.
LEARNING AREA Mathematics
COURSE LENGTH Full Year
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Year 9 Mathematics
COURSE CONTENT
Year 10 Essential Mathematics is for students requiring everyday numeracy skills with a focus on finance and trade skills.
This course is for students planning to take Essential Maths at Stage 1.
This course covers the following elements:
+ Number
+ Algebra
+ Measurement
+ Space
+ Statistics
+ Probability
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 10 students complete four assessment tasks per semester.
LEARNING AREA Mathematics
COURSE LENGTH Full Year
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Year 9 Mathematics
COURSE CONTENT
Year 10 General Mathematics is for those students who have good skills and an interest in Mathematics.
This course is for students planning to take General Maths at Stage 1.
This course covers the following elements:
+ Number
+ Algebra
+ Measurement
+ Space
+ Statistics
+ Probability
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 10 students complete four assessment tasks per semester.
YEAR LEVEL 10
LEARNING AREA Mathematics
COURSE LENGTH Full Year
STAFF CONTACT Scott Spargo
RECOMMENDED BACKGROUND
Achieved excellent results in Year 9.
Please Note: Student selection is via nomination from Year 9 Maths teacher.
COURSE CONTENT
Year 10A Mathematics is a course for those students who have not only good skills but a special interest in Mathematics.
This course is for students planning to take Maths Methods and Specialist Maths at Stage 1.
This course covers several broad areas:
+ Algebra
+ Quadratics
+ Coordinate Geometry
+ Exponential Functions and Logarithms
+ Number Skills
+ Formulae and Functions
+ Trigonometry
+ Linear and Simultaneous Equations
+ Real Numbers
+ Patterns
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 10 students complete four assessment tasks per semester.
Please Note: It is possible to move between Maths subjects at the completion of any Semester. This will be done in consultation with the Maths teacher and Learning Area Coordinator.
YEAR LEVEL 11
LEARNING AREA Mathematics
COURSE LENGTH
2 Individual Semesters
(Course A - Semester 1 and Course B - Semester 2)
SACE CREDITS 10 per semester
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Completion of Year 10 Mathematics.
COURSE CONTENT
This subject addresses mathematical concepts that allow students to complete the Stage 1 requirement for their SACE.
The focus of the course is to maintain the skills and understanding to prepare, students to enter trades or traineeships but with a focus to provide life skills for the future.
The following areas of study are completed (3 each semester):
+ Calculators, time and ratio
+ Earning and Spending
+ Geometry
+ Investing
+ Measurement
+ Data in context.
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 11 students complete four assessment tasks per semester.
YEAR LEVEL 11
LEARNING AREA Mathematics
COURSE LENGTH
2 Individual Semesters
(Course A - Semester 1 and Course B - Semester 2)
SACE CREDITS 10 per semester
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Course A: Successful completion of Year 10 General Mathematics at a C level or higher.
Course B: Successful completion of Year 10 General Mathematics and Stage 1 General Mathematics A at a C level or higher or Stage 1 Mathematical Methods A.
COURSE CONTENT
In this subject, there is an emphasis on consolidating students’ computational and algebraic skills and expanding their ability to reason and analyse mathematically.
Stage 1 General Mathematics consists of the following six topics
Course A
+ Investing and borrowing
+ Measurement
+ Statistical investigation
Course B
+ Applications of trigonometry
+ Linear and exponential functions and their graphs
+ Matrices and networks.
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 11 students complete four assessment tasks per semester.
YEAR LEVEL 11
LEARNING AREA Mathematics
COURSE LENGTH
2 Individual Semesters
(Course A - Semester 1 and Course B - Semester 2)
SACE CREDITS 10 per semester
STAFF CONTACT Scott Spargo
RECOMMENDED BACKGROUND
Course A: Successful completion of 10A Mathematics at a C level or higher.
Course B: Successful completion of 10A Mathematics and Stage 1 Mathematical Methods A at a C level or higher.
COURSE CONTENT
Mathematical Methods is a course for those students who have good skills and an interest in high level Mathematics
Stage 1 Mathematical Methods A covers several broad areas. Each area has sub-sections:
+ Functions and Graphs
+ Polynomials
+ Trigonometry
+ Counting and Statistics
Stage 1 Mathematical Methods B covers two broad areas – Calculus and Statistics. Each part has subsections:
+ Growth and Decay processes
+ Introduction to Differential Calculus
+ Counting and Statistics.
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 11 students complete four assessment tasks per semester.
YEAR LEVEL 11
LEARNING AREA Mathematics
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Successful completion of Year 10A Mathematics AND Stage 1 Mathematics Methods at a C level or higher.
COURSE CONTENT
Stage 1 Specialist Mathematics is organised into topics that broaden students’ mathematical experience, and provide a variety of contexts for incorporating mathematical arguments and problem-solving. The topics provide a blending of algebraic and geometric thinking. In this subject there is a progression of content, applications, and level of sophistication and abstraction.
Key concepts from 10A Mathematics in the Australian Curriculum required for the study of Stage 1 Mathematics, Stage 2 Mathematical Methods, and Stage 2 Specialist Mathematics have been incorporated into the relevant topics.
+ Vectors in the plane
+ Further trigonometry
+ Real and complex numbers.
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks
ASSESSMENT TYPE 2
Folio Tasks
Year 11 students complete four assessment tasks per semester.
YEAR LEVEL 12
LEARNING AREA Mathematics
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Successful study at Stage 1 Mathematics.
COURSE CONTENT
Essential Mathematics is designed to develop the skills and understanding to prepare, students to enter trades or traineeships as well as provide life skills for the future.
The following areas of study are completed:
+ Scales, Plans and Models
+ Measurement
+ Business Applications
+ Statistics
+ Investment and Loans
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks 30%
ASSESSMENT TYPE 2
Folio 40%
ASSESSMENT TYPE 3
External Examination 30%
Year 12 students complete eight assessment tasks, including the external examination.
YEAR LEVEL 12
LEARNING AREA Mathematics
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Successful completion of Stage 1 General (or higher) Mathematics at a C level or higher.
COURSE CONTENT
Stage 2 General Mathematics consists of the following topics:
+ Modelling with linear relationships
+ Modelling with matrices
+ Statistical models
+ Financial models
+ Discrete models
Year 12 students complete eight assessment tasks, including the external examination.
Stage 2 Mathematical Methods with a passing grade earns Adjustment Factors for ATAR.
LEARNING AREA Mathematics
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Successful completion of Stage 1 Mathematical Methods at a C level or higher.
COURSE CONTENT
Mathematical Methods covers areas that allow students to proceed into careers requiring mathematical knowledge and skills, and also into any mathematical and science based tertiary courses
This course covers two broad areas – Calculus and Statistics. Each part has sub-sections:
+ Further differentiation
+ Integral calculus
+ Logarithmic functions
+ Random variables
+ Sampling and confidence intervals.
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks 30%
ASSESSMENT TYPE 2
Folio 40%
ASSESSMENT TYPE 3
External Examination 30%
Year 12 students complete eight assessment tasks, including the external examination.
Stage 2 Specialist Mathematics with a passing grade earns Adjustment Factors for ATAR.
LEARNING AREA Mathematics
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Successful completion of Stage 1 Specialist Mathematics and Mathematical Methods at a C level or higher.
COURSE CONTENT
Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models. It includes the study of functions and calculus.
The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject.
Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods.
Stage 2 Specialist Mathematics consists of the following six topics:
+ Mathematical induction
+ Complex numbers
+ Functions and sketching graphs
+ Vectors in three dimensions
+ Integration techniques and applications
+ Rates of change and differential equations.
ASSESSMENT
ASSESSMENT TYPE 1
Skills & Application Tasks 50%
ASSESSMENT TYPE 2
Mathematical Investigation 20%
ASSESSMENT TYPE 3
External Examination 30%
Year 12 students complete eight assessment tasks, including the external examination.
Agriculture encompasses the primary industries and includes enterprises such as livestock, broadacre cropping and horticulture. The study of Agriculture sees students develop and apply their knowledge and understanding of concepts from science, technology, economics and marketing. Work health, safety and ethical principles underpin all aspects of this subject.
YEAR LEVEL 10
LEARNING AREA Sciences
COURSE LENGTH 1 Semester
STAFF CONTACT
Melissa Paunola | Jessica Fegan | Scott Spargo
RECOMMENDED BACKGROUND
It is an advantage to have completed Year 9 Agriculture.
COURSE CONTENT
This course focuses on Dryland Farming and Crop Production on broad-acre properties.
Assessment Type 1 - Agricultural Reports Task 1 – Seed Germination Students design a practical based upon seed germination. Students look at influencing factors such as; seedling depth, salinity, rainfall, drought, seed varieties. They will learn to identify different crops.
Assessment Type 2 - Agricultural Applications Task 1 – Dryland Farming: Students establish and run their own cropping enterprise. They explore the best industry practice for; crop rotations, pasture management, tillage systems, weed controls, types of crops and explore end uses.
Assessment Type 1 – Agricultural Reports Task 2 –
Understanding Chemicals Report: Students explore the meaning of terminology and how this can be applied to the safe application and use of a variety of chemicals. Focusing on glyphosate students will explore common myths and misconceptions surrounding the chemical and what has lead to this becoming prevalent in society, as well as the impact society misinformation can have on agricultural operations.
Assessment Type 1 - Agricultural Reports Task 2Soil & Plants (Test): Students will be tested on their ability to understand; soil properties, plant growth, reproduction and the effect different farming methods have on cropping.
Practical: Students are involved in the production of the grain store project 'Chubby Chicken'.
ASSESSMENT
ASSESSMENT TYPE
Assessment Type 1 - Agricultural Reports Tasks
Assessment Type 2 - Agricultural Applications Tasks
YEAR LEVEL 10
LEARNING AREA Sciences
COURSE LENGTH 1 Semester
STAFF CONTACT
Melissa Paunola | Jessica Fegan | Scott Spargo
RECOMMENDED BACKGROUND
It is an advantage to have completed Year 9 Agriculture.
COURSE CONTENT
This course focuses on Beef Cattle production, specifically MSA grading and livestock assessment.
Assessment Type 1 - Agricultural Reports Task 1 - Beef Cattle Visual Assessment: Students participate in weighing, condition scoring and visual assessment of steers. Specifically exploring condition scoring, muscle scoring and visual assessment, and why these factors are important.
Assessment Type 2 - Agricultural Applications Task 1 - Beef Cattle Condition Scoring: Students predict growth rates of steers. They will visually assess Beef Cattle for condition score (muscle & fat) and explore market categories. Students explore MSA grading and standards.
Assessment Type 2 - Agricultural Applications Type 2Beef Cattle Carcase Attributes: Beef Cattle production is explored and discussed through the implications of slaughter production chains and feedlot technology advancements. Students will explore different breeding methods such as; Artificial Insemination (A.I) & Embryo Transfer (E.T).
Assessment Type 2 - Agricultural Applications Task 3Interpreting Market Data (Test): Students are tested on their ability to understand beef cattle market data. They will need to compare domestic/export markets and breeding technologies.
Practical: Students are involved in Beef Cattle handling and Show preparation of livestock including animal husbandry, weighing, washing and leading cattle.
ASSESSMENT
ASSESSMENT TYPE
Assessment Type 1 - Agricultural Reports Tasks
Assessment Type 2 - Agricultural Applications Tasks
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Melissa Paunola | Jessica Fegan | Scott Spargo
RECOMMENDED BACKGROUND
It is an advantage to have completed Year 10 Agriculture.
COURSE CONTENT
The course focuses on Emerging Trends in Agriculture and Value Adding.
Agricultural Reports Task 1 - Production, Marketing & Value Adding: Students select produce to value add, market and sell. This will be reported on including procedure, resources, management plan, financial plans, gross margins, marketing, risk management, quality assurance and ethics.
Agricultural Reports Task 2 - Emerging Trends in Agriculture: Students explore emerging trends in Agriculture such as; Buffalo, Kangaroo, Emu, Barramundi, Oyster, Deer, Hydroponics, Milk Goat, Feral Pigs/Goat Farming and other niche markets including the implications that affect supply and demand. They will look at how consumers affect what farmers are producing.
Agricultural Applications Task 1 (Supervised Task)Livestock Assessment: Students participate in animal handling practical activities –weighing, condition scoring, and visual assessment. Students collect and collate weight, condition scores and make visual assessments on Cattle, Sheep & Goat’s structure.
Agricultural Reports Task 3 - Technology in Agriculture (SHE Task): Students investigate how Agricultural Science interacts with society and how new technologies help to improve farmers’ profitability and efficiency.
ASSESSMENT
ASSESSMENT TYPE
Assessment Type 1 - Agricultural Reports Tasks 1-3
Assessment Type 2 - Agricultural Applications Tasks 1
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Melissa Paunola | Jessica Fegan | Scott Spargo
RECOMMENDED BACKGROUND
It is an advantage to have completed Year 10 Agriculture.
COURSE CONTENT
The course focuses on Pig and Livestock Production.
Agricultural Reports Task 1 - Pig Production: Students explore and discuss the implications of slaughter production chains and technology advancements on production of pigs. Students analyse and interpret data and make assumptions linked to breeding and genetic selection.
Agricultural Applications Task 2 - Pig Production (Feed Conversion & Carcase) Assessment: Students collect and collate weights, analyse data and make visual assessments on pig’s growth rates, specifically exploring feed conversion rates, average daily weight gain and farm management. They will participate in pig handling practical activities, including weighing and drafting livestock.
Agricultural Reports Task 2 (Design and Deconstruction) - Sheep Production – Feedlot Trial: As a class, student’s undertake a 6 week sheep feedlot enterprise. Students will explore all the management, processing and other aspects from ‘paddock to plate’ of sheep production. Sheep will be grain-fed and then slaughtered for further processing. Students will then be involved in packaging and selling the meat to the community, and evaluate profit.
Agricultural Reports Task 3 - Technology in Agriculture (SHE Task): Students investigate how Agricultural Science interacts with society and how new technologies help to improve farmers’ profitability and efficiency.
ASSESSMENT
ASSESSMENT TYPE
Assessment Type 1 - Agricultural Reports Tasks 1-3
Assessment Type 2 - Agricultural Applications Tasks 1
NOTE: If only one semester of Agriculture is offered at Stage 1 it will be a combination of Agriculture
YEAR LEVEL 12
LEARNING AREA Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Melissa Paunola | Jessica Fegan | Scott Spargo
RECOMMENDED BACKGROUND
It is a strong recommendation to have completed Stage 1 Agriculture A and B.
COURSE CONTENT
Agricultural Reports Task 1 - Soil Practical: The class will conduct an investigation comparing the effect different soil types have on plant growth. They will explore pH, soil texture, and the role of nutrients in soils. Exploration of sustainable land management practices and the challenges presented. They will design their own ‘mock trial’ where they will need to explore Plant Production and Agribusiness through enterprise management and analysis and farm systems.
Agricultural Reports Task 2 - Dairy Milk Production Investigation: Students explore Dairy Cattle management practices, milk production and factors that influence milk production. They investigate industry benchmarks by comparing farming methods and discussing the impact of global market forces on local pricing.
Agricultural Reports Task 3 - Technology in Agriculture Task (SHE): Students investigate how Agricultural Science interacts with society and how new technologies help to improve farmers’ profitability and efficiency.
Agricultural Applications Task 1 – Beef Cattle Assessment: Students use Meat Livestock Australia’s Beef Specs Calculator to predict growth rates of steers. Students visually assess Beef Cattle for condition score (muscle & fat) and explore market categories. Students evaluate carcase data, linked to MSA grading and standards.
Agricultural Applications Task 2 (Design and Deconstruction) – Wether Trial Microbial Ruminant Digestion: Students explore the impact of probiotics on ruminant animals (sheep). They will design their own ‘mock trial’ where they will need to explore Animal Production and Agribusiness through enterprise management and analysis and farm systems. They will participate in sheep handling practical activities, including weighing and condition scoring sheep.
Agricultural Applications Task 3 - Animal Production (Exam): Written test with short and extended response questions covering the key ideas on animal reproduction and genetics.
External Production Investigation: Students will select an Agricultural Production area of interest. They will need to investigate, conduct and evaluate the productivity and profitability on their chosen topic.
+ Part A: Production Plan including Procedure, Resources Required, Management Plan, Financial Plans, Gross Margins, Marketing, WHS Risk Management, Quality Assurance and Ethics.
+ Part B: Production Report, Actual Gross Margin and Evaluation.
ASSESSMENT TYPE
Assessment Type 1 - Agricultural Reports Tasks 1-3
Assessment Type 2 - Agricultural Applications Tasks 1-3
Assessment Type 3 - External Production Investigation
At Unity, the Science curriculum encompasses Biology, Chemistry, Nutrition, Physics and Psychology - contributing to developing scientifically literate global citizens who will better be able to make informed decisions about their personal lives and how environments can be sustained.
The study of Year 10 Science is a COMPULSORY Australian Curriculum requirement for all Year 10 students and runs for a full year.
YEAR LEVEL 10
LEARNING AREA Sciences
COURSE LENGTH Full Year
STAFF CONTACT Scott Spargo
REQUIRED BACKGROUND
Year 9 Science
COURSE CONTENT
Students complete 10 weeks of the following subjects with a specialist teacher:
Chemistry
+ Atomic Structure
+ Chemical Reactions
+ Reaction Rates
Biology
+ DNA, Genes and Inheritance
+ Evolution
Physics
+ Newtonian Physics
Psychology and Nutrition
+ Sugar
+ Learning and Behaviour
ASSESSMENT
ASSESSMENT TYPE 1
Investigations Folio
ASSESSMENT TYPE 2
Skills and Applications Tasks
Year 10 students complete four assessments per semester.
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH
1 Semester (per course)
SACE CREDITS
10 (for each semester)
STAFF CONTACT
Christa Oosthuizen | Scott Spargo
RECOMMENDED BACKGROUND
Successful completion of the Biology units of Year 10 Sciences at a C level or higher.
Successful completion of the Year 10 Biology examination at a C level or higher.
COURSE CONTENT
The Biology A course consists of the following topics:
+ Cells and Microorganisms: Using microscopes to study the structure and function of plant and animal cells.
+ Infectious Disease: Studying the structure, spread and impact of infectious disease.
The Biology B course consists of the following topics:
+ Multicellular Organisms: Examining the structure and function of various multicellular organisms.
+ Biodiversity and Ecosystem Dynamics: Investigating the interactions between living things and the environments in which they live.
ASSESSMENT
ASSESSMENT TYPE 1
Practical Design Task
Science as a Human Endeavour Task
ASSESSMENT TYPE 2
Two Skills and Applications tasks
YEAR LEVEL 12
LEARNING AREA Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT Christa Oosthuizen | Scott Spargo
REQUIRED BACKGROUND
Successful completion of at least one semester of Stage 1 Biology at a C level is recommended.
It is recommended that students wishing to continue on to Stage 2 Biology successfully complete Stage 1 Biology A and B.
COURSE CONTENT
This course encourages students to explore mutations and how they cause genetic disorders. Students develop a range of practical skills and techniques through investigations into biotechnology. They have an opportunity to participate in problem-solving by implementing scientific evidence to make informed decisions about controversial issues like designer babies, cloning and the use of CRISPR.
+ Topic 1: DNA and Proteins
+ Topic 2: Cells as the basis of life
+ Topic 3: Homeostasis
+ Topic 4: Evolution ASSESSMENT
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH
1 Semester (per course)
SACE CREDITS
10 (for each semester)
STAFF CONTACT
Andrew Beaven | Scott Spargo
RECOMMENDED BACKGROUND
Successful completion of the Chemistry units of Year 10 Science at a C level or higher.
Successful completion of the Year 10 Chemistry examination at a C level or higher.
COURSE CONTENT
The topics covered at Stage 1 Chemistry A are:
+ Materials and Their Atoms
+ Combining Atoms
+ Organic and Biological Chemistry
The topics covered at Stage 1 Chemistry B are:
+ Mixtures and Solutions
+ Redox Reactions
+ Acids and Bases
ASSESSMENT
ASSESSMENT TYPE 1
Science as a Human Endeavour Task
Practical Design Task
ASSESSMENT TYPE 2
Two Skills and Applications Tasks
**Assessment is per semester.
YEAR LEVEL 12
LEARNING AREA Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Andrew Beaven | Scott Spargo
REQUIRED BACKGROUND
Successful completion of at least 1 semester of Stage 1 Chemistry.
It is recommended that students wishing to continue on to Stage 2 Chemistry successfully complete Stage 1 Chemistry A and B.
COURSE CONTENT
The four topics covered at Stage 2 are:
+ Monitoring the Environment
+ Managing Chemical Processes
+ Organic and Biological Chemistry
+ Managing Resources
ASSESSMENT
ASSESSMENT TYPE 1
Investigations Folio 40%
ASSESSMENT TYPE 2
Skills and Application Tasks 30%
ASSESSMENT TYPE 3
External Examination 30%
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Carlee Stewart | Scott Spargo
RECOMMENDED BACKGROUND
Successful completion of Year 10 Science at a C level or higher.
COURSE CONTENT
Stage 1 Nutrition has two main topics:
+ Macro and Micro Nutrients: Looking at where energy comes from and the different sources of energy as well as the role of vitamins and minerals in the body. Diseases of over-nutrition and under-nutrition are also investigated within this unit.
+ The Australian Guideline to Healthy Eating: The government set guidelines which determine what foods people should be eating, in what quantities and from what sources. In addition to this, how to modify recipes to minimize their salt, fat and sugar content.
ASSESSMENT
ASSESSMENT TYPE 1
Investigations Folio
ASSESSMENT TYPE 2
Skills and Applications Tasks
Year 11 students complete four assessments per semester.
YEAR LEVEL 12
LEARNING AREA Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Carlee Stewart | Scott Spargo
REQUIRED BACKGROUND
Successful completion of a Stage 1 Science.
Completion of Stage 1 Nutrition is advantageous.
COURSE CONTENT
Stage 2 Nutrition has three main topics:
+ Principles of nutrition, physiology and health
+ Health promotion and emerging trends
+ Sustainable food systems ASSESSMENT
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH
1 Semester (per course)
SACE CREDITS 10 (for each course)
STAFF CONTACT
Adam Croxford | Scott Spargo
RECOMMENDED BACKGROUND
Successful completion of the Physics units of the Year 10 Science course at a C level or higher.
Successful completion of the Year 10 Physics examination at a C level or higher.
COURSE CONTENT
Physics involves inquiry based learning and a high degree of skill in application of the course concepts using the Scientific Method.
Key topics in Stage 1 Physics A are:
+ Electricity
+ Heat
+ Waves and Light
Key topics in Stage 1 Physics B are:
+ Motion and Forces including Kinematics and Dynamics
+ Energy
+ Atomic and Nuclear Physics including Radioactivity
ASSESSMENT
ASSESSMENT TYPE 1
Science as a Human Endeavor Task
Practical Design Task
ASSESSMENT TYPE 2
Two Skills and Applications Tasks
**Assessment is per semester
YEAR LEVEL 12
LEARNING AREA Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Adam Croxford | Scott Spargo
REQUIRED BACKGROUND
Successful completion of Stage 1 Physics B at a C level or higher.
It is recommended that students wishing to continue on to Stage 2 Physics successfully complete Stage 1 Physics A and B.
COURSE CONTENT
Stage 2 Physics involves hands on and inquiry based learning with a high degree of skill in application of the Scientific Method.
Key topics are:
+ Motion and Relativity
+ Electricity and Magnetism
+ Light and Atoms
ASSESSMENT
YEAR LEVEL 11
LEARNING AREA Sciences
COURSE LENGTH 1 Semester
SACE CREDITS 10
STAFF CONTACT
Sebastian Hogan | Scott Spargo
RECOMMENDED BACKGROUND
Successful completion of Year 10 Science at a C level or higher
COURSE CONTENT
Stage 1 Psychology is comprised of a number of topics. By the end of the course, students will have completed two of:
+ Cognitive Psychology
+ Neuropsychology
+ Lifespan Psychology
+ Emotion
+ Psychological Wellbeing
+ Psychology in Context
+ Negotiated Topic
ASSESSMENT
ASSESSMENT TYPE 1
Investigations Folio
ASSESSMENT TYPE 2
Skills and Applications Tasks
Year 11 students complete four assessments per semester.
YEAR LEVEL 12
LEARNING AREA Sciences
COURSE LENGTH Full Year
SACE CREDITS 20
STAFF CONTACT
Carlee Stewart | Scott Spargo
REQUIRED BACKGROUND
Successful completion of a Stage 1 Science.
Completion of Stage 1 Psychology would give students an advantage, but this is not compulsory
COURSE CONTENT
Stage 2 Psychology consists of the following compulsory topics:
+ Psychology of the individual
+ Psychological Health & Wellbeing
+ Organisational Psychology
+ Psychology of learning
ASSESSMENT ASSESSMENT
Unity College promotes and supports the Christian faith in all that it does. Christian Studies is seen as an integral subject and a central element in assisting students in coming to a better understanding of God’s love for them and how to make sense of the world.
Christian Studies is COMPULSORY for all Year 10 students.
YEAR LEVEL 10
COURSE LENGTH Full Year COMPULSORY
SACE CREDITS 10 SACE Stage 1
STAFF CONTACT Adam Yeager | Christian Neumann
COURSE OUTLINE
A range of resources, stimulus material and teaching practices will be employed; such as documentaries, interviews, movies, group discussion, journaling, writing, presentations, research, orals and demonstrations. The course is designed to help students learn and reflect upon how belief and values shape how people interact with the world around them.
Topics include:
+ World Religions
+ Faith in Action
+ Beliefs in the Modern World
ASSESSMENT
Christian Studies is assessed through a mixture of modes including written, oral, multi-media and presentation tasks. Each student completing the course requirements will achieve a graded mark.
BY APPLICATION ONLY
YEAR LEVEL 10
COURSE LENGTH Full Year COMPULSORY
SACE CREDITS 10 SACE Stage 1
STAFF CONTACT Adam Yeager | Christian Neumann
COURSE OUTLINE
Peer Support: Peer Support Leaders work with a small group of Year 6 students on a range of life skills and group work activities. Peer Support positions are limited and via an application/selection process.
Service Learning: What is Social Justice and Christian Service? Students take part in both large group and self designed small group service projects at school and in the community.
Leadership Development: Intentional activities and learning designed to help students understand and grow their own leadership abilities both within the Peer Support context and beyond
ASSESSMENT
A variety of assessment modes including practical activities, involvement, written work, oral presentations, multi-media and other presentation tasks.
In Year 11 Christian Studies is COMPULSORY and offered in a one semester block of five lessons. Students will complete AIF in the second semester.
YEAR LEVEL 11
COURSE LENGTH Semester COMPULSORY
SACE CREDITS 10 Stage 1
STAFF CONTACT Adam Yeager | Christian Neumann
COURSE CONTENT
In this course students explore the intersection of belief, ethics and actions through values-based reflection. Students will be introduced to ethical ways of thinking and analysis complex issues while reflecting on how a Biblical understanding can inform ethical decision making. Ethics issues will be drawn from current, realworld issues and students supported to understand them from multiple perspectives. They will also be given the opportunity to understand and explore how religion and spirituality, of various kinds, informs and instructs people as they navigate increasingly complicated cultural issues. Servant leadership will be presented and discussed as a model for effective engagement in a range of challenging life situations.
ASSESSMENT
A variety of assessment modes including practical activities, involvement, written work, oral presentations, multi media and other presentation tasks.
Assessment 1: Representations - Students develop and demonstrate understanding of the influence of spiritual and/or religious perspectives on a community within a local, national, or global context, by engaging with representations. These representations could include religious and spiritual texts, traditions and images, other portrayals such as documentaries, feature films, artworks, iconography, artefacts, cartoons, and photos, or online sources.
Assessment 2: Connections - In this task, students collaborate with others to develop, apply, and reflect on their understanding of some spiritual and/or religious principles that underpin social-justice actions in the school or broader community. They make connections to the big idea in focus, and research and engage in dialogue with teachers, peers, and others. Students engage in reflective practice to evaluate their collaboration and the impact of their engagement in these actions.
Assessment 3: Issues Investigation - Students complete an investigation of a contemporary issue linked to one of the big ideas. They develop focusing questions, undertake research using primary and secondary sources to investigate spiritual and/ or religious perspectives on the issue, and present their informed opinions.
YEAR LEVEL 11
COURSE LENGTH 1 Semester (Semester 2 ONLY)
SACE CREDITS 10 Stage 1
STAFF CONTACT Adam Yeager | Christian Neumann
COURSE CONTENT
The Indonesia Service Learning Program allows students to contribute to the Unity College partnership program with SMA HKBP School and SD HKBP school. This program is designed to promote relationships with an overseas community that will impassion the whole school and allows students to have the opportunity to serve God through service to others. While engaged with the experiential program students will complete learning towards the SACE Integrated Learning subject. This will involve planning and preparation for the mission, delivery of English language programs and Australian cultural lessons for the SMA HKBP School and SD HKBP School in Pematangsiantar, Sumatra, Indonesia. Students will also be involved in the devotional and worship life of the partnership with Lutheran schools. The in country experiential program will run for approx. 10 days and will incur some additional costs, as well as some fundraising opportunities to support local projects in Indonesia, in association with the partnership.
ASSESSMENT
Assessment Type 1: Practical Exploration Engagement in the Service Learning program and development of the partnership between the Indonesian schools and Unity College. Completion of in country reflection and evidence of learning journals allows for the development of the SACE Intercultural Understanding Capability.
Assessment Type 2: Connections Creation of a portfolio of lesson and resource planning ideas suitable for the Indonesian partnership students. Implementation and creation of lessons allows for the development of the SACE Literacy Capability.
Assessment Type 3: Personal Venture Completion of a review of the Service Learning trip, including creation of reflective resources used to create articles for publishing within the Unity eNews and Update, as well as the creation of relevant Assembly and Devotional Presentations around the learning processes from the trip. This review allows for the development of the SACE Personal and Social Capability.
Participation in this course requires students to be able to complete the Indonesian Service Learning Trip to Pematansiantar, Sumatra, Indonesia in approx. Sept/ Oct 2025. The parent/caregiver will be required to meet any associated costs for this course and the associated travel, as communicated by the school.
Christian Studies is COMPULSORY for all Year 12 students.
YEAR LEVEL 12
COURSE LENGTH
Full Year COMPULSORY
STAFF CONTACT Adam Yeager
COURSE CONTENT
Term 1 - Philosophy and the Meaning of Life: A basic introduction into Philosophical concepts and a way of thinking which encourages students to deeply examine the cultural narrative that they are living out of.
Term 2 - Relationships and Sexuality in Australia: An honest exploration of how relationships and sexuality play out in Australian culture.
Term 3 - Death and the Nature of Truth: A chance to reflect on how a person’s beliefs about death and the nature of truth ultimately inform how a person makes decisions about their values and belief systems.
Term 4 - Farewell Devotion
This Christian Studies course gives students:
+ Opportunity to explore important existential issues in a non-threatening situation
+ Encouragement to think through contemporary ideas and societal values, and to further develop their own opinions and values within a Christian context
+ Access to another “pastoral” group/person as they face the pressures of Year 12 and life beyond school
+ Exposure to a wide range of belief systems and philosophies in order to help them refine their own belief-systems
ASSESSMENT
A range of assessment tools will be used including some written responses and group work tasks.
NOTE: Year 12 Christian Studies is assessed as either satisfactory or non-satisfactory.
If you are interested in a VET Course that the school offers on-site or off-site you will need to complete a VET Enrolment Application Form which is available from the Pathways’ Office.
Please Note: Fees and study units / competencies are subject to change and will be communicated as required. The courses listed above will only run on site at Unity College when numbers meet minimum requirements.
VET stands for Vocational Education and Training. In other words, VET is education and training that gives you skills and knowledge for work.
VET operates through a national training system, particularly for the trades and other industries, and is certified by Registered Training Organisations, like TAFE.
VET is an excellent choice of study for many students. It includes practical, hands-on learning, which suits many students, but it also leads to excellent jobs in a huge array of fields.
Studying VET as part of the SACE gives students a head-start on a qualification, which is a great way to fast-track progress towards a rewarding career.
A student can only study 1x subsidised VET course per year.
Please note, that undertaking multiple VET courses will impact both funded and school subsidies.
Students will only have study lessons if they are completing a course where they are missing out on other lessons (eg. one day a week courses - Certificate II Engineering Pathways). Study lessons will only begin once the course has commenced and will be in consultation with the VET Coordinator. Students must use study lessons effectively and consistently to meet the deadlines of the VET Course and school studies.
Each qualification is different, with varying compulsory and elective options, so the SACE credits to be gained varys according to the VET qualification a student is studying.
SACE recognises VET courses at either Stage 1 or Stage 2 level, with the number of SACE credits dependent on the nominal hours completed. A completed Certificate III qualification can contribute 20 SACE Stage 2 credits toward an ATAR.
Up to the maximum credit allocation, students can earn:
+ 5 SACE credits for the completion of 35 nominal hours of VET towards a VET qualification
+ 10 SACE credits for the completion of 70 nominal hours of VET towards a VET qualification.
Units of competency are only granted SACE credits once. The SACE Credits are not guaranteed. Students must pass all competencies to gain the SACE Credits advertised. If students are absent they are at risk of not completing competencies and the certificate.
All VET courses both on-site and off-site have an administration fee that will be invoiced at the time of enrolment. The administration fee is $50 for a semester course and $100 for full year courses. For short courses (courses less than a term in length) no administration fee is charged.
The cost of VET courses offered on-site can be found in the VET Enrolment Application Form. For courses off site, this information is not known until later in the year. This information will be communicated as soon as it is available and a decision will need to be made whether your child continues with the VET course. The Pathways Office is able to give you an indication of the course cost from previous years.
Unity College will pay 40% of VET training costs charged by the provider, up to a maximum of $750, on courses over $300. Should the course not be completed successfully Unity College reserves the right to recoup the subsidy. The maximum subsidy per year will be $750 regardless of the number of courses a student may participate in. The parent/caregiver is responsible for any amount not covered by the subsidy and this will be charged to their Other Charges Account. If the course is offered at Unity College and the student choses to participate externally, the college reserves the right to pass on the full cost of the course.
The parent/caregiver will be required to meet any other associated costs with the course (eg uniform, safety requirements, travel, resources).
If a student changes schools or their mind before their VET course commences, Unity College is not obliged to pay for the VET course. Unity College may identify a student to take their place, but if the school is unable to find someone to fill the place then the student leaving will be charged for the course. If a student changes schools or their mind in the middle of the course, Unity College will seek reimbursement for the course cost from the student.
Please note all costs are subject to change.
From experience, students who are in a one day a week VET Course find it difficult to keep up with their subject load if studying subjects such as Specialist Maths, Sciences, Music and Languages.
Some courses require the students to complete Workplace Learning. Where possible, this needs to be completed in school holidays.
VET courses are competitive and there are limited places in each course. Therefore a student’s place in a VET course is something to value and they should be confident that the VET course would interest them. A student can only withdraw from a VET course before the end of Week 3, Term 1 for Semester 1 courses; or Week 1, Term 3 for second semester courses. Full course fees may still apply.
All students who wish to complete a VET course on site, will need to complete a Trade Skills Centre Enrolment Application Form available from the Pathways Office or by contacting Jasmine Barolo (jbarolo@unitycollege.sa.edu.au).
CAN A STUDENT PARTICIPATE IN OTHER SCHOOL EVENTS ON THEIR VET DAY?
If a student has a one day a week VET course their priority is their VET Course. If they miss a day from their VET Course they are at risk of not completing competencies. If there is a whole school event or year level event on their VET day the Trade Skills Centre Manager and Year Level Coordinator will inform the students of the arrangements.
There are other VET courses in the region and metropolitan areas that students can access. A list of courses is available from the Pathways Office.
YEAR LEVEL 11
COURSE CONTACTS Carlee Stewart
LECTURER TAFE SA
COURSE LENGTH Full Year
SACE CREDITS 50 MIN (60 MAX) Stage 1
QUALIFICATION
MEM20422 Certificate II in Engineering Pathways
COURSE STRUCTURE
One full day per week (day to be negotiated)
COURSE OUTLINE
This qualification is intended for people interested in exposure to an engineering or related working environment, with a view to entering into employment in that area. This qualification will equip graduates with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment.
There are 12 competencies covering a range of engineering subjects including fabrication, machining, welding, using tools and equipment, assembling engineering mechanisms and career development. The course finishes with students undertaking a group engineering project.
COURSE STRUCTURE
This VET course will run one day per week and students will also have course homework. Students will be absent during subject lessons and will need to make a commitment to catching up on schoolwork missed. The course will commence Week 3, Term 1, 2025.
UNIFORM
Safety glasses, safety boots (steel toed), cotton press long sleeved shirt and cotton press navy work pants (long) must be worn at all times in the workshop area. Students may provide their own boots and pants. The shirt will need to be purchased from the Unity College Uniform Shop and costs $46. A Trade Skills Centre jumper will also be available as a special order from the uniform shop.
We recommend that students supply their own welding helmet (shared helmets are provided but must be cleaned after each use).
WORKPLACE LEARNING
Students are encouraged to complete Workplace Learning during their course. Students can complete these hours during school holidays.
More information will be provided at Course Counselling on the VET Readiness Orientation (VETRO) subsidy and to check eligibility. The course fee is approx. $290 for students meeting the eligibility requirements of VETRO. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2025 together with a resources cost of approx. $30 (includes MIG Welding gloves and safety glasses).
MEM13015
MEMPE005
MEMPE006
Work safely and effectively in manufacturing and engineering
Develop a career plan for the engineering and manufacturing industries.
Undertake a basic engineering project
MSMENV272 Participate in environmentally sustainable work practices
ELECTIVES
MEM11011 Undertake manual handling
MEM16006 Organise and communicate information
MEM16008 Interact with computing technology
MEM18001 Use hand tools
MEM18002 Use power tools / hand held operations
MEMPE002 Use electric welding machines
MEMPE004 Use fabrication equipment
MEMPE007
MEMPE001 Pull apart and re-assemble engineering mechanisms OR Use engineering workshop machines (Lathe and Mill)
(Only one (1) of these allowed)
+ Certificate III Engineering (needs to be completed under an Apprenticeship), other trade related careers.
YEAR LEVEL 11
COURSE CONTACTS Carlee Stewart | Jasmine Barolo
COURSE LENGTH
Full Year
SACE CREDITS 90 MAX Stage 2
COURSE STRUCTURE One afternoon a week
QUALIFICATION
SIS 30321 Certificate III in Fitness (Gym Instructor)
COURSE OUTLINE
With a Certificate III in Fitness, specialising as a Gym Instructor, students will work as part of a team of fitness professionals in a gym providing advice on using gym equipment and writing exercise programs, while also contributing to daily operations. The course may also include visits to fitness centres.
SELECTION CRITERIA
Students meeting the criteria will need to complete a Trade Skills Centre Enrolment Form. Students may be interviewed and will be notified if they are successful in gaining a place.
COURSE STRUCTURE
This is a VET course that will be run as block release, which will include after school hours. Students may be required to participate in excursions. It is the student’s responsibility to catch up on any class time missed.
UNIFORM
Students will be required to wear Unity College PE Uniform.
COST
The subsidised course fee is approx. $600. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2025. Cost is inclusive of excursions with industry mentors.
WORKPLACE LEARNING
Students may be required to complete Workplace Learning during their course. Students can complete these hours during school holidays.
COMPETENCIES (MAY INCLUDE)
HLTAID011
SISFFIT040
SISFFIT047
CORE
Provide First Aid
Develop and instruct gym-based exercise programs for individual clients
Use anatomy and physiology knowledge to support safe and effective exercise
SISFFIT032 Complete pre-exercise screening and service orientation
SISFFIT033 Complete client fitness assessments
SISFFIT052 Provide healthy eating information
SISFFIT053 Plan group exercise sessions
BSBOPS304
Deliver and monitor a service to customers
HLTWHS001 Participate in workplace health and safety
SISFFIT036 Instruct group exercise sessions
BSBPEF301 Organise personal work priorities
ELECTIVES
SISXFAC002
Maintain sport, fitness and recreation facilities
SISXDIS001 Facilitate inclusion for people with a disability
SISXFAC001 Maintain equipment for activities
SISXIND001 Work effectively in sport, fitness and recreation environments
*First Aid will be completed in Year 10 by an external provider.
POSSIBLE EMPLOYMENT
The course provides a pathway to work as a sports coach or gym floor supervisor
PATHWAYS
+ Certificate IV in Fitness
+ Diploma of Fitness,
+ Bachelor of Exercise and Sport Science
+ Bachelor of Human Movement
YEAR LEVEL 11
COURSE CONTACTS Carlee Stewart | Jasmine Barolo
LECTURER PIVOT
COURSE LENGTH Full Year
SACE CREDITS 135 MAX Stage 2
QUALIFICATION
CHC33021 Certificate III in Individual Support (Ageing and Disability)
COURSE STRUCTURE
One full day per week (day to be negotiated)
COURSE OUTLINE
You will gain the skills to:
+ Provide individualised care while supporting independence and wellbeing.
+ Communicate with diverse people in a health and community setting.
+ Work safely, legally and ethically.
+ Ensure a safe and hygienic environment using infection control procedures.
+ Support people with disability to build skills and social connections.
+ Facilitate the empowerment of older people and provide support to people living with dementia.
ENTRY REQUIREMENTS
+ Ability to safely perform manual handling and lifting.
+ Be able to obtain a DCSI clearance or NDIS worker. check, First Aid or CPR certificate and Police Clearance prior to work placement.
+ Provide evidence of a COVID-19 and Flu vaccination before training starts.
COURSE STRUCTURE
This VET course will run one day per week and students will also have course homework. Students will be absent during subject lessons and will need to make a commitment to catching up on schoolwork missed.
UNIFORM
Students will wear normal Unity College Formal Uniform, unless directed otherwise.
WORKPLACE LEARNING
Students are required to complete 120 hours of Workplace Learning during their course. Students can complete these hours during school holidays.
More information will be provided at Course Counselling on the VET Readiness Orientation (VETRO) subsidy and to check eligibility. The subsidised course fee is approx. $450 for students meeting the eligibility requirements of VETRO. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2025.
CHCLEG001 Work legally and ethically
CHCCOM005 Communicate and work in health or community services
CHCDIV001 Work with diverse people
CHCCCS040 Support independence and wellbeing
CHCCCS041 Recognise healthy body systems
HLTINF006 Apply basic principles and practices of infection prevention and control
HLTWHS002 Follow safe work practices for direct client care
CHCCCS031 Provide individualised support
CHCCCS038 Facilitate the empowerment of people receiving support
CHCAGE013 Work effectively in aged care
CHCAGE011
CHCPAL003
Provide support to people living with dementia
Deliver Care Services using a palliative approach
CHCDIS020 Work effectively in disability support
CHCDIS011
Contribute to ongoing skills development using a strengths based approach
CHCDIS012 Support community participation and social inclusion
+ Personal care worker, home care assistant, care worker, in-home respite worker, personal care attendant, care assistant, personal care giver, community care worker, community house worker, residential care worker, community support worker, support worker.
