Issuu

2027

Senior School

Course Guide Years 10-12 YOUbelong

2027 Curriculum Guide Contents

Contents Introduction

The Subject Selection Process

Building your Cedits

Welcome to the SACE

Flexible Learning in the SACE

Senior School Course Overview

Year 10 Subject Index

Year 11 Subject Index

Year 12 Subject Index

Subject Outlines The Arts

Cross-Disciplinary

Design, Technology and Engineering

English

Health and Physical Education

Humanities and Social Sciences

Languages

Mathematics

Sciences

Christian Studies

69 76 81

Contents

VET Courses Unity College - Flinders University Partnership

Senior School Course Guide

Vocational Education & Training (VET) at Unity College

2027 Curriculum Guide Contents

Introduction STUDENTS FIRST. PATHWAYS FOR EVERY FUTURE. Dear Senior Students and Families, Welcome to the Unity College Senior School Course Guide. As you prepare to enter the final years of your schooling journey, you are embarking on an exciting chapter filled with opportunities, challenges and important decisions. The subject choices you make during Senior School will help shape your future pathways and open doors to further education, training, employment and lifelong learning.

PRINCIPAL Francois Pienaar fpienaar@unitycollege.sa.edu.au

At Unity College, we place Students First in everything we do. We recognise that every student is unique, with different strengths, interests, aspirations and gifts. We also believe that You Belong. As a Christian learning community, we are committed to ensuring every student feels known, valued and supported as they discover their purpose and pursue their goals. Our role is to walk alongside you, providing guidance, encouragement and opportunities that enable you to thrive both academically and personally.

Introduction

Senior School Course Guide

The world beyond school is changing rapidly, and the pathways to success are more diverse than ever before. At Unity College, we are proud to offer a broad range of opportunities that cater for students seeking university entry, vocational education and training, apprenticeships, school-based apprenticeships, traineeships and direct employment pathways. We firmly believe there is no single definition of success. Whether your future lies in higher education, a skilled trade, industry training, health care, education, engineering, business or another profession, we are committed to helping you find the pathway that best aligns with your talents and ambitions.

HEAD OF SENIOR SCHOOL Travis Wiese twiese@unitycollege.sa.edu.au

SENIOR SCHOOL CURRICULUM & SACE COORDINATOR Carlee Stewart cstewart@unitycollege.sa.edu.au

PASTORAL CARE LEADERS Alex Bulley - Year 10/11 abulley@unitycollege.sa.edu.au Mat Philps - Year 12 mphilps@unitycollege.sa.edu.au

Our commitment to future-focused learning is reflected in our involvement as a pilot school for the South Australian Certificate of Education (SACE) Learner Profile initiative. This exciting development recognises not only academic achievement but also the essential capabilities that employers, industries and universities increasingly value, including communication, collaboration, leadership, creativity, resilience and adaptability. These are the skills that will help our graduates flourish in an ever-changing world.

2027 Curriculum Guide Contents

A particularly exciting opportunity for Unity College students is the commencement of the Unity College–Flinders University Partnership from 2027. This innovative initiative creates clear pathways from school into university through selected vocational qualifications completed as part of the SACE. Students who successfully complete designated certificate programs and meet agreed entry requirements will be eligible for guaranteed entry into selected Flinders University degrees. Initial pathway opportunities include:

Most importantly, trust that God has gifted each of you uniquely and has a purpose for your life. With faith, determination and the support of your College community, you can confidently pursue a future filled with opportunity, service and success. We look forward to partnering with you as you shape your future and discover where your journey will lead. Blessings Mr Francois Pienaar Principal

+ Certificate II in Engineering Pathways, leading to engineering degrees including Mechanical, Chemical and Engineering Sciences. + Certificate III in Early Childhood Education and Care, providing pathways into Early Childhood, Primary and Secondary Education degrees. + Certificate III in Individual Support, creating opportunities for entry into Nursing and Health Sciences programs.

Introduction

As you explore this Course Guide, we encourage you to carefully consider your interests, strengths and future aspirations. Speak with your parents, teachers, Home Group teacher, Careers Counsellor and trusted mentors. Take the time to ask questions, seek advice and make informed decisions that align with your goals.

Senior School Course Guide

In addition, Unity College is actively exploring opportunities to connect students with emerging degree apprenticeship programs through Flinders University and industry partners. These innovative pathways allow students to earn while they learn, gaining valuable workplace experience alongside tertiary qualifications and creating exciting new options for career success. See page 81 for more information.

2027 Curriculum Guide Contents

The Subject Selection Process 1. READ THIS GUIDE

2. GATHER INFORMATION ABOUT YOUR CAREER CHOICES AND ASSOCIATED TRAINING / STUDY REQUIRED

3. 2027 SUBJECT SELECTION EVENING Wednesday 5 August 2026, 4pm - 6pm in the Unity College Senior Centre.

4. CHECK YOUR SEMESTER ONE REPORT

Senior School Course Guide

Subject Selection Process

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 (2026 YEAR 10 & 11 ONLY) 2026 Year 10/11 students must book to meet with a course counsellor to finalise preferences. Parents are invited 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.

2027 Curriculum Guide Contents

Flexible Learning in the SACE 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, Extension Studies, Connections Subjects and Modified subjects or through a series of recognition pathways.

Senior School Course Guide

Flexible Learning in the SACE

VOCATIONAL EDUCATION AND TRAINING (VET) AND SCHOOL BASED APPRENTICESHIPS AND TRAINEESHIPS (SBAT)

SENIOR SCHOOL CURRICULUM & SACE COORDINATOR Carlee Stewart cstewart@unitycollege.sa.edu.au

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.

STUDENT PATHWAYS ASSISTANT & TRADE SKILLS CENTRE MANAGER Jasmine Barolo jbarolo@unitycollege.sa.edu.au

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 regularly missing lessons.

2027 Curriculum Guide Contents

+ 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.

ALTERNATIVE PATHWAYS 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 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.

Some students may choose to extend themselves in an area of passion through one of many Extension Studies subjects offered through university. These subjects may be offered online or face-to-face on one of the university campuses in Adelaide. Students’ academic records are used by the university to determine eligibility. Unity College does not offer a subsidy to study a university course. Students need to consider their eligibility as well as the impact that the university study commitments may have on their other subjects before applying. If you 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

Flexible Learning in the SACE

If a student is interested in studying VET or commencing an SBAT they need to:

EXTENSION STUDIES

Senior School Course Guide

+ 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.

2027 Curriculum Guide Contents

Senior School Course Overview SENIOR SCHOOL

SENIOR SCHOOL

FULL YEAR

Christian Studies English

+ +

ONE (1) SEMESTER

Senior School Course Overview

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 Pedal Prix Geography Agriculture Outdoor Education (Stage 1)

ELECTIVE ONE (1) SEMESTER +

Cross Disciplinary Studies: Modified (Stage 1)

ELECTIVE FULL YEAR + + + + +

Music German Japanese Japanese Cultural Studies Netball & Football Academy

Maths General Mathematics, Essential Mathematics or Mathematical Methods

Maths

Health & Physical Education Exploring Identities & Futures (EIF) inc. WPP Science

English

Christian Studies

English, Essential English OR English Literary Studies

General Mathematics, Essential Mathematics OR 10A Mathematics

Senior School Course Guide

YEAR 12 (STAGE 2)

+ +

English Essential English OR English Literary Studies

SENIOR SCHOOL

YEAR 11 (STAGE 1)

YEAR 10

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 + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +

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

VET ELECTIVE ONE (1) SEMESTER +

Cross Disciplinary Studies: Modified (Stage 1)

ELECTIVE FULL YEAR + + + + +

Music Experience German Continuers (School of Languages) Japanese Continuers Elite Sport (Stage 2) Outdoor Education (Stage 2)

VET + + + + +

Cert II Engineering Pathways Manufacturing & Welding Cert III Fitness Cert III Individual Support (Ageing & Disability) Cert III Agriculture / Cert III Rural Operations Other course through external sites

+ +

Engineering Extension Cert III Agriculture / Cert III Rural Operations

COMPULSORY Full Year Subjects COMPULSORY One (1) Semester Subjects ELECTIVE One (1) Semester Subjects ELECTIVE Full Year Subjects INVITATION ONLY VET Subjects

2027 Curriculum Guide Contents

Year 10 Subject Index 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 four (4) one semester elective subjects of their choice. SUBJECT

SACE CREDITS

PAGE

Christian Studies: Spiritualities, Religion and Meaning

Christian Studies: Peer Support

Stage 1 Dance

ARTS

CROSS-DISCIPLINARY

Music

Visual Arts: Art

Visual Arts: Design

Exploring Identities and Futures (EIF) inc. WPP

Stage 1 Cross Disciplinary Studies (Modified)

Pedal Prix: Design, Drive & Deliver

Design, Technology and Engineering: Industry and Entrepreneurial Solutions DESIGN, TECHNOLOGY & ENGINEERING

ENGLISH

HEALTH & PHYSICAL EDUCATION HUMANITIES & SOCIAL SCIENCE LANGUAGES

MATHEMATICS

SCIENCES

COMPULSORY Full Year Course

Drama: Masks & Mirrors

Design, Technology and Engineering: Metalwork

Design, Technology and Engineering: Woodwork

Digital Technologies

Food Technology

Essential English

English

English Literary Studies

Health & Physical Education

Netball & Football Academy Stage 1 Outdoor Education

46 10

Geography

History

German

Japanese

Japanese: Cultural Studies

Essential Mathematics

General Mathematics

10A Mathematics

Agriculture

Science

COMPULSORY One Semester Course

Available through application and selection process

Invitation ONLY

Year 10 Subject Index

CHRISTIAN STUDIES

Senior School Course Guide

LEARNING AREA

2027 Curriculum Guide Contents

Year 11 Subject Index Year 11 Students will study Mathematics and English options for the entire year PLUS 1 semester of Stage 2 AIF and Christian Studies. Students also select six (6) Stage 1 elective subjects of their choice which may include VET courses. SACE CREDITS

PAGE

Christian Studies: Spiritualities, Religion & Meaning (Community, Justice and Diversity)

Christian Studies: Indonesia Service Learning Program

LEARNING AREA CHRISTIAN STUDIES

ARTS

CROSSDISCIPLINARY

DESIGN, TECHNOLOGY & ENGINEERING

Senior School Course Guide

Year 11 Subject Index

ENGLISH

HEALTH & PHYSICAL EDUCATION

HUMANITIES & SOCIAL SCIENCE

LANGUAGES

MATHEMATICS

SCIENCES

VET

SUBJECT

Stage 1 Dance

Stage 1 Drama

Stage 1 Music Experience

Stage 1 Visual Arts: Art

Stage 1 Visual Arts: Design

Stage 2 Activating Identities and Futures (AIF)

Stage 1 Integrated Learning

Stage 1 Cross Disciplinary Studies (Modified)

Stage 1 Business Innovation A&B

Stage 1 Design, Technology and Engineering: Industry and Entrepreneurial Solutions

Stage 1 Design, Technology and Engineering: Material Solutions

Stage 1 Digital Technologies

Stage 1 Food and Hospitality

Stage 1 Essential English

Stage 1 English

Stage 1 English Literary Studies

Stage 1 Child Studies

Stage 1 Physical Education

Stage 2 Workplace Practices (WPP): Elite Sport

Stage 2 Outdoor Education

Stage 1 Geography

Stage 1 Modern History

Stage 1 Society and Culture

Stage 1 German Continuers

Stage 1 Japanese Continuers

Stage 1 Japanese Beginners

Stage 1 Essential Mathematics

Stage 1 General Mathematics

Stage 1 Mathematical Methods

Stage 1 Specialist Mathematics

Stage 1 Agriculture A

Stage 1 Agriculture B

Stage 1 Biology

Stage 1 Chemistry

Stage 1 Nutrition

Stage 1 Physics

Stage 1 Psychology

Certificate III Individual Support (Ageing & Disability)

135

Certificate II Engineering Pathways - Manufacturing and Welding

Certificate III Fitness

155-170

Certificate III Agriculture | Certificate II Rural Operations

2027 Curriculum Guide Contents

Year 12 Subject Index

PAGE

CHRISTIAN STUDIES

Christian Studies

Stage 2 Drama

Stage 2 Music Explorations

Stage 2 Music: Solo Performance & Ensemble Performance

ARTS

Stage 2 Visual Arts: Art

CROSS-DISCIPLINARY

DESIGN, TECHNOLOGY & ENGINEERING

ENGLISH HEALTH & PHYSICAL EDUCATION HUMANITIES & SOCIAL SCIENCE LANGUAGES

MATHEMATICS

SCIENCES

SUBJECT

Stage 2 Visual Arts: Design

Stage 2 Industry Connections

10 or 20

Stage 2 Integrated Learning

Stage 2 Business Innovation

Stage 2 Design, Technology and Engineering: Industry and Entrepreneurial Solutions

Stage 2 Design, Technology and Engineering: Material Solutions

Stage 2 Food and Hospitality

Stage 2 Essential English

Stage 2 English

Stage 2 English Literary Studies

Stage 2 Child Studies

Stage 2 Physical Education

Stage 2 Geography

Stage 2 Modern History

Stage 2 Society and Culture

Stage 2 German Continuers

Stage 2 Japanese Continuers

Stage 2 Essential Mathematics

Stage 2 General Mathematics

Stage 2 Mathematical Methods

Stage 2 Specialist Mathematics

Stage 2 Agriculture

Stage 2 Biology

Stage 2 Chemistry

Stage 2 Nutrition

Stage 2 Physics

Stage 2 Psychology

Engineering Extension

VET

Certificate III Agriculture | Certificate II Rural Operations COMPULSORY Full Year Course

COMPULSORY One Semester Course

VET Courses

Available through application and selection process

Available through special negotiation

Invitation ONLY

155-170

Senior School Course Guide

SACE CREDITS

LEARNING AREA

Year 12 Subject Index

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.

Australian Curriculum

SACE Stage 1

SACE Stage 2

Visual Arts: Design

Visual Arts: Art

Visual & Media Arts

Music Experience

Music

Drama

Dance

Drama: Masks & Mirrors

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

Drama

MIDDLE SCHOOL YEAR 9

The Arts

Visual Arts: Design

Visual Arts: Art

Solo Performance & Ensemble Performance

Music Explorations

Drama

SENIOR SCHOOL YEAR 12 (STAGE 2)

2027 Curriculum Guide Contents

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.

STAGE 1 DANCE

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

ASSESSMENT

LEARNING AREA The Arts

ASSESSMENT TYPE

COURSE LENGTH 1 Semester

Skills Development Creative Explorations

SACE CREDITS 10

Dance Contexts

STAFF CONTACT Benjamin Gallasch

NOTE

REQUIRED BACKGROUND

This course will only run with adequate student numbers.

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

The Arts

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.

Dance

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.

2027 Curriculum Guide Contents

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.

DRAMA: MASKS & MIRRORS

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Amy Daniell | Benjamin Gallasch

SACE CREDITS 10

SACE CREDITS 20

RECOMMENDED BACKGROUND

STAFF CONTACT Amy Daniell | Benjamin Gallasch

The successful completion of Year 9 Drama, or by negotiation.

REQUIRED BACKGROUND

COURSE CONTENT

The successful completion of Year 10 Drama, or by negotiation.

The successful completion of Stage 1 Drama, or by negotiation.

COURSE CONTENT

Understanding and Responding to Drama: Students engage with professional theatre workshops and drama experiences reflecting on how theatre makers and themselves as practitioners create meaning in theatre. Students also explore a shared text and different styles of performance such as Magical Realism and Physical Theatre.

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).

Understanding and Exploration: Students explore a range of performance styles and apply them in on and off stage roles. As performers, technique and Stanislavski are central to study as well as directing theatre, 20th century performance styles such as Absurdism, and Commedia dell'arte, and student led interest areas in performance and production such as film. Technical students explore the practical application of technical innovations in theatre such as multimedia, lighting and sound as well as traditional off-stage roles such as design and directing.

Drama

Critical and Creative Thinking: Students view both professional live theatre and the work of other performing artists to analyse and evaluate the success of the combination of creative choices. Students reflect on their own work processes and look at different viewpoints in creating drama.

The Arts

STAGE 2 DRAMA

YEAR LEVEL 10

Year 10 Drama can be completed as either a performing artist, a technical/off stage practitioner or a combination of both areas.

STAGE 1 DRAMA

Presentation of Dramatic Works: Students rehearse and present a group performance in an on or off-stage role to a public audience. 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.

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. The company presents a performance to a live audience in on and off stage roles. 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: 6 minute / 1000 word response to professionally created drama, linking to their own arts practice. Performance: Develop & present a dramatic work in an on or offstage role. Analyse & evaluate their learning in a group or individual oral presentation (6 min / 1000 words per student). Creative Synthesis: Create a concept for a text or self-devised work with a focus on applying technology and creative risks. 6 min / 1000 words.

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 Immersive theatre, Expressionism and Jaques Lecoq. ASSESSMENT SCHOOL BASED ASSESSMENT Group Production: A performance of a dramatic work in an on or offstage role. A presentation analysing and evaluating their work.

40%

Evaluation and Creativity: Analysis and evaluation of a dramatic event/s. A hypothetical creative outcome linked to text and genre study.

30%

EXTERNAL ASSESSMENT 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%

2027 Curriculum Guide Contents

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.

MUSIC

STAGE 1 MUSIC EXPERIENCE

YEAR LEVEL 10

YEAR LEVEL 11

ASSESSMENT

LEARNING AREA The Arts

ASSESSMENT TYPES

COURSE LENGTH Full Year (Preferred) or Semester 1 (by negotiation - assuming a full year of instrumental lessons)

COURSE LENGTH Full Year

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, analysing compositional techniques and devices, 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

Composing and Arranging Music

STAFF CONTACT Benjamin Gallasch

Theory / Musicianship AMEB Grade 4

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.

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.

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. MUSICAL LITERACY From Pop, to Classical and Latin American styles, musical literacy is developed through theory, aural, sight reading, analysing compositional techniques and devices, reflection and analysing live performance concert reviews and participating in workshops with local and visiting musicians.

Music

REQUIRED BACKGROUND

Ensemble Performance

SACE CREDITS 20

The Arts

STAFF CONTACT Benjamin Gallasch | Sebastian Hogan

Solo Performance

2027 Curriculum Guide Contents

STAGE 2 MUSIC EXPLORATIONS YEAR LEVEL 12 LEARNING AREA The Arts

YEAR LEVEL 12

COURSE LENGTH Full Year

LEARNING AREA The Arts

SACE CREDITS 20

COURSE LENGTH Full Year

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.

The Arts

Music

SCHOOL BASED ASSESSMENT

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 SCHOOL BASED ASSESSMENT

ASSESSMENT

Music Literacy

30%

Explorations: How is Music Made?

40%

Solo & Ensemble Performance

30%

Solo & Ensemble Performance and Discussion

40%

EXTERNAL ASSESSMENT

EXTERNAL ASSESSMENT Creative Connections: Drawing it all Together

STAGE 2 MUSIC: SOLO PERFORMANCE & ENSEMBLE PERFORMANCE

30%

Solo & Ensemble Performance and Evaluation

30%

2027 Curriculum Guide Contents

Art at Unity provides students with an opportunity to be inspired by the world around them to visually create and communicate their ideas. Students are provided with the opportunity to explore, experiment and develop technical skills with a wide range of art media.

STAGE 2 VISUAL ARTS: ART

YEAR LEVEL 10

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

SACE CREDITS 10

SACE CREDITS 20

STAFF CONTACT Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Advantageous to complete Year 10 Art or Design.

Advantageous to complete Stage 1 Art

RECOMMENDED BACKGROUND Nil COURSE CONTENT Students will be provided with at least one opportunity to develop:

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.

Folio: The development process requires students to research, respond, inquire, explore and experiment to create and develop ideas leading to the creation of the resolved artwork.

Practical: Students produce resolved artworks using a variety of art mediums, this is directed by student interest.

Practical: Students produce one or two resolved artworks. The selection of art medium is directed by student interest.

Practical: Students produce a body of work. The selection of art medium is directed by student interest.

Practical Skills Tasks: With a focus on development of arts practice, students will explore a range of art materials/techniques and processes.

Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate Arts 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.

Visual Study: Students research the work of various practitioners and are expected to analyse these using appropriate terminologies and Arts 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

40%

Practical

30%

Visual Study

30%

ASSESSMENT ASSESSMENT TYPE Folio Practical Practical Skills Tasks

Visual Arts: Art

STAGE 1 VISUAL ARTS: ART

The Arts

VISUAL ARTS: ART

2027 Curriculum Guide Contents

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.

VISUAL ARTS: DESIGN

STAGE 1 VISUAL ARTS: DESIGN

STAGE 2 VISUAL ARTS: DESIGN

YEAR LEVEL 10

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA The Arts

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

SACE CREDITS 10

SACE CREDITS 20

STAFF CONTACT Rebecca Knight | Jennifer Stewart | Benjamin Gallasch

RECOMMENDED BACKGROUND

Advantageous to complete Year 10 Art or Design.

Advantageous to complete Stage 1 Design.

RECOMMENDED BACKGROUND Nil COURSE CONTENT

The Arts

Visual Arts: Design

Students will be provided with at least one opportunity to develop:

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.

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 one resolved design. The selection of design medium is often directed by student interest.

Practical: Students produce one resolved design. The selection of design medium is directed by student interest.

Practical: Students produce a body of work. The selection of design medium is 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.

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

40%

Practical

30%

Visual Study

30%

ASSESSMENT ASSESSMENT TYPE Folio Practical Practical Skills Tasks

SACE Stage 1

Pedal Prix: Design, Drive, Delivery

SACE Stage 2

Integrated Learning

Activating Identities and Futures (AIF) COMPULSORY

SENIOR SCHOOL YEAR 11 (STAGE 1)

Cross Disciplinary Studies: Modified INVITATION ONLY

Exploring Identities and Futures (EIF) inc. Stage 1 Workplace Practices COMPULSORY

SENIOR SCHOOL YEAR 10

Cross-Disciplinary

Australian Curriculum

MIDDLE SCHOOL YEAR 9

Industry Connections

Integrated Learning

SENIOR SCHOOL YEAR 12 (STAGE 2)

2027 Curriculum Guide Contents

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 studied in conjunction with Stage 1 Workplace Practices and Activating Identities and Future (AIF) which is a compulsory 10 credit subject in SACE Stage 2.

Cross-Disciplinary

Exploring Identities and Futures (EIF)

EXPLORING IDENTITIES AND FUTURES (EIF) INCORPORATING STAGE 1 EIF AND STAGE 1 WORKPLACE PRACTICES

Exploring Identities and Future (EIF) is a COMPULSORY Stage 1, 10 credit subject which is studied in conjunction with Workplace Practices as a 2 semester course in Year 10 at Unity College.

In this subject, students: +

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 20 Stage 1 STAFF CONTACT Carlee Stewart

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.

EXPLORING IDENTITIES AND FUTURES (EIF)

STAGE 1 WORKPLACE PRACTICES

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.

Students step confidently into the future as they explore the fast changing world of work and discover pathways that match their passions, values, and emerging strengths. They investigate real career options, learn how to navigate job applications, and build an understanding of safe, sustainable workplace practices that will support them throughout their lives.

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. EIF represents a shift away from viewing students as participants in learning, to empowered co-designers of their own learning. Students will be responsible for exploring learning opportunities, exercising their agency, and building connections with others.

Throughout the subject, students actively develop the SACE Capabilities, applying them in meaningful, hands on experiences that mirror real world challenges and opportunities. A major highlight of the course is the work experience, where students test ideas, gain practical insights, and reflect on what truly inspires them. This authentic experience helps them make informed decisions about future learning and employment pathways. To broaden their horizons even further, students also take part in an engaging Career Focus Camp,

designed to spark curiosity and build confidence as they explore a wide range of industries. In addition, students will visit university and TAFE campuses and the Career Expo giving them firsthand exposure to tertiary environments, study options, and the exciting possibilities that lie ahead. Together, these experiences empower students to imagine their future, build essential skills, and take meaningful steps toward the careers they aspire to. ASSESSMENT ASSESSMENT TYPE 1 Exploring me and who I want to be AND Folio: Career research task and Workplace Safety assignment ASSESSMENT TYPE 2 Taking action and showcasing my capabilities AND Record of workplace activities and learning completed on Work Experience (including employer report) ASSESSMENT TYPE 3 Project of Choice AND Reflection on their career experiences and how they have shaped their future plans

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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 C- minimum 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. ASSESSMENT ASSESSMENT TYPES Portfolio

35%

Progress Checks

35%

Appraisal (External Assessment)

30%

Cross-Disciplinary

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 futures (AIF)

STAGE 2 ACTIVATING IDENTITIES AND FUTURES (AIF)

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Industry Connections provides students who have an interest in a particular industry area to develop and apply their skills, knowledge and understandings about that industry, while developing their capabilities and employability skills through an industry-related project.

STAGE 2 INDUSTRY CONNECTIONS VET students ONLY Industry Connections does not contribute to an ATAR. This subject is for students who are NOT on an ATAR pathway YEAR LEVEL 12 LEARNING AREA Cross Disciplinary COURSE LENGTH 1 Semester or 1 Year (depending on credit needs of the student) SACE CREDITS 10 or 20 STAFF CONTACT Carlee Stewart RECOMMENDED BACKGROUND Must be a VET student or potential VET student.

Cross-Disciplinary

Industry Connections

COURSE CONTENT

Industry Connections does not replicate VET programs and students do not achieve VET units of competency, however Industry Connections can be flexibly designed to enable opportunities for students to collate a work skills portfolio that may support and enhance their VET study and/ or future recognition of prior learning (RPL) process for a VET qualification. For a 10-credit subject, students should provide evidence of their learning through four (4) assessments. For a 20credit subject students should provide evidence of their learning through six (6) assessments. Each assessment type should have a weighting of at least 20%. This subject will be timetabled in a flexible manner meaning that students may have blocked time ASSESSMENT ASSESSMENT TYPE AT1 - Work Skills Portfolio AT2 - Reflection AT3 - Industry Project

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Integrated Learning is a subject framework that enables students to make links between aspects of their lives and their learning. At Unity students explore Careers as the Program Focus, exploring areas of interest specific to the chosen career and develop knowledge and skills to support students beyond school. 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

YEAR LEVEL 12

LEARNING AREA Cross Disciplinary

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

SACE CREDITS 10

SACE CREDITS 20

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.

This course has a Career focus. Students will have an opportunity to explore aspects of careers whether 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 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.

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

ASSESSMENT TYPE

SCHOOL ASSESSMENT

Practical Exploration

Practical Inquiry

40%

Connections

30%

Personal Venture

EXTERNAL ASSESSMENT Personal Endeavour

30%

Integrated Learning

STAGE 2 INTEGRATED LEARNING

Cross-Disciplinary

STAGE 1 INTEGRATED LEARNING

2027 Curriculum Guide Contents

Life Skills is a specialty program designed to support students with everyday tasks that support their transition into independence. For students to access this program they need to be recommended by the Learning Support team.

STAGE 1 CROSS DISCIPLINARY STUDIES: MODIFIED INVITATION ONLY YEAR LEVEL 10/11 LEARNING AREA Cross Disciplinary COURSE LENGTH 1 Semester SACE CREDITS 10 STAFF CONTACT Simone Bell | Carlee Stewart RECOMMENDED BACKGROUND Nil

Cross-Disciplinary

Cross Disciplinary Studies

COURSE CONTENT

This subject enables the students to explore everyday skills such as making appointments, budgeting, cooking and shopping. Excursions to the shopping centre give students an opportunity to practice their skills. For a 10-credit subject, students should provide evidence of their learning through three (3) or four (4) assessments. These assessments will be varied but may include: + + + +

Practical assessments Written reflections Worksheets Teacher discussions

2027 Curriculum Guide Contents

Pedal Prix - Design, Drive & Deliver is a subject designed to engage students through practical, hands-on learning. Grounded in the principles of the SACE learner profile, this course fosters the development of teamwork, independent learning, critical thinking, and problem-solving skills. As a multifaceted sport, Pedal Prix offers extensive learning opportunities that extend beyond cycling alone.

STAGE 1 PEDAL PRIX: DESIGN, DRIVE & DELIVER YEAR LEVEL 10 LEARNING AREA Cross Disciplinary COURSE LENGTH 1 Semester SACE CREDITS 10 STAFF CONTACT Renee Bell | Carlee Stewart RECOMMENDED BACKGROUND Nil COURSE CONTENT This subject provides students with the opportunity to explore a diverse range of roles within the Pedal Prix program. Students are expected to actively participate in events that occur outside of regular school hours and throughout the duration of the Pedal Prix season. There are roles suited to a variety of interests and skills. Students can engage in and gain experience in areas such as administration, communication, budgeting, sponsorship, catering, creative design, event logistics, mechanics, and information technology. For a 10-credit subject, students should provide evidence of their learning through three (3) or four (4) assessments. Students will also be assessed using the new SACE capabilities. ASSESSMENT ASSESSMENT TYPE Contract of Learning

CURRICULUM CHARGES Please note that the standard Pedal Prix rider registration fee and uniform costs are not included in the subject fees. Rider registration is approximately $300, and the uniform cost is approximately $100. Please note: Families are responsible for arranging and covering travel to and from events, as school transport is not provided.

Cross-Disciplinary

Reflection

Pedal Prix

Portfolio of Evidence

SACE Stage 1

SACE Stage 2

Food Technology

Food & Textiles

Australian Curriculum

Digital Technologies

Design & Technology: Industry * Entrepreneurial Solutions

Technology Studies:

VET: Engineering Extension

VET: Certificate II Engineering Pathways

Design & Technology: Metalwork

Accelerate (STEM)

Industry * Entrepreneurial Solutions

Design & Technology: Material Solutions

Food & Hospitality

Digital Technologies

Food & Hospitality

Business Innovation

Design & Technology: Material Solutions

Business Innovation B

Design & Technology: Woodwork

SENIOR SCHOOL YEAR 12 (STAGE 2)

Technology Studies: Woodwork

Business Innovation A

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

Design, Technology and Engineering

2027 Curriculum Guide Contents

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.

STAGE 1 BUSINESS INNOVATION A

STAGE 1 BUSINESS INNOVATION B

STAGE 2 BUSINESS INNOVATION YEAR LEVEL 12

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 | Alex Fiegert

RECOMMENDED BACKGROUND

Nil

COURSE CONTENT

Course A focuses on innovation within existing businesses to transform or sustain them. Topics studied include:

Course B focuses on start-up businesses and entrepreneurs. Topics studied include:

LEARNING AREA Design, Technology & Engineering COURSE LENGTH Full Year SACE CREDITS 20 STAFF CONTACT Mathew Philps | Alex Fiegert RECOMMENDED BACKGROUND Stage 1 Business Innovation (10 credits) COURSE CONTENT

ASSESSMENT BUSINESS SKILLS Task 1: Internal and external business evaluation

+ + + + +

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.

ASSESSMENT BUSINESS SKILLS

+ + + + +

Identifying customer needs and solutions Customer acquisition and retention Identifying risks in businesses Financial feasibility Designing businesses Business planning and pitches.

ASSESSMENT SCHOOL ASSESSMENT

70%

Business Skills: Three (3) tasks developing design thinking strategies and business skills.

40%

30%

Task 2: Customer focused solutions and marketing

Task 1: Collaboratively develop solutions to customer problems.

Task 3: Business Model Summary

Task 2: Business Communications.

Business Model: Collaboratively develop a start-up business model

BUSINESS PITCH

Task 3: Business Model Summary.

EXTERNAL ASSESSMENT

30%

Outline a solution within an existing business for stakeholder feedback to validate or iterate ideas.

BUSINESS PITCH

Business Plan and Pitch: Students individually develop a business plan and pitch it to potential investors.

30%

Task 1: Value Proposition Design

Task 1: Idea Proposition

Task 2: Risk Assessment

Task 2: Portfolio of Testing

Pitch a business plan to a panel for feedback to inform ongoing design.

Business Innovation

+ + + +

Nature and structure of business Generating solutions to customer problems Risk assessment Business model design Pitching ideas Digital opportunities.

Design, Technology and Engineering

+ + +

The course relates to designing businesses, sustaining businesses, and transforming businesses. The course will address all three areas. Topics studied include:

2027 Curriculum Guide Contents

Industry and Entrepreneurial Solutions provides students with opportunities to explore innovation, problem-solving, and product development through the use of Computer Aided Design (CAD) and 3D printing technologies. Students investigate the design process from concept to production, developing skills in creative thinking, prototyping, technical design, and entrepreneurial problem-solving. Through hands-on projects, students learn how digital manufacturing technologies can be used to create practical and sustainable solutions for real-world contexts. This subject fosters collaboration, critical thinking, and innovation while equipping students with valuable skills relevant to emerging industries such as engineering, product design, manufacturing, and technology.

Design, Technology and Engineering

Industry and Entrepreneurial Solutions

INDUSTRY & ENTREPRENEURIAL SOLUTIONS

STAGE 1 INDUSTRY & ENTREPRENEURIAL SOLUTIONS

STAGE 2 INDUSTRY & ENTREPRENEURIAL SOLUTIONS

YEAR LEVEL 10

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Design, Technology & Engineering

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Alex Fiegert

SACE CREDITS 10

SACE CREDITS 20

RECOMMENDED BACKGROUND

STAFF CONTACT Alex Fiegert

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

A C grade or higher in Stage 1 Industry & Entrepreneurial Solutions or by negotiation with Design and Technology Learning Leader.

COURSE CONTENT

Students will use advanced Computer Aided Design (CAD) techniques and digital manufacturing technologies to design, prototype, and manufacture innovative products for real-world applications. Using Autodesk Fusion 360, they will develop skills in 3D modelling, assemblies, technical drawing, rendering, and product development while following industry-standard design processes. Students will produce prototypes and finished products using 3D printing and laser cutting, exploring the capabilities of modern manufacturing.

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, an industry-standard CAD modelling program, to design and manufacture products using emerging and evolving manufacturing technologies. The course initially focuses on developing foundational CAD skills, including sketching, 3D modelling, and design processes, before applying these skills to create innovative solutions to design briefs through the use of 3D printing and digital manufacturing techniques.

Students will use Autodesk Fusion 360, an industry-standard CAD modelling program, to design and manufacture products using advanced digital manufacturing technologies. Building on foundational CAD skills, students will further develop their abilities in 3D modelling, prototyping, technical design, and product development. Students will apply these skills to a range of design briefs using both 3D printers and laser cutters, gaining handson experience with additive and subtractive manufacturing processes. The course encourages creativity, innovation, and problemsolving while preparing students for pathways in engineering, product design, architecture, manufacturing, and emerging technologies. ASSESSMENT

ASSESSMENT

SKILLS AND APPLICATION

Specialised Skills Tasks: CAD, 3D Printing and Laser Cutting

Specialised Skills Task: CAD and 3D Printing FOLIO AND PRODUCT RECORD 3D Printed LEP Lamp: Product Design and Development 3D Printed LED Lamp: Solution Realisation

FOLIO AND PRODUCT RECORD

COURSE CONTENT

The course emphasises creativity, critical thinking, iterative design, sustainability, and entrepreneurial problem-solving, preparing students for future pathways in engineering, architecture, industrial design, advanced manufacturing, and other technology-focused careers. ASSESSMENT SCHOOL ASSESSMENT Skills and Application Tasks

20%

3D Printed LED Lamp: Product Design and Development

Product

50%

3D Printed LED Lamp: Solution Realisation

Folio

EXTERNAL ASSESSMENT 30%

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. Refer to the 'Schedule of Fees' for more information.

2027 Curriculum Guide Contents

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.

LEARNING AREA Design, Technology & Engineering COURSE LENGTH 1 Semester STAFF CONTACT John Phillpott | Alex Fiegert 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 Study Manufacturing 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 Manufacturing & Welding 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 77 of this guide for a complete course outline.

VET: ENGINEERING EXTENSION YEAR LEVEL 12 COURSE CONTACTS Carlee Stewart | Jasmine Barolo LECTURER TAFE SA COURSE LENGTH 1-2 Semesters depending on competencies selected SACE CREDITS Speak to your VET Coordinator about SACE Stage 2 credits COURSE STRUCTURE One full day per week (day to be negotiated) COURSE OUTLINE This course is intended for students who have completed Certificate II Engineering Pathways and would like to continue on with additional Engineering units. The units completed will equip students with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment. SELECTION CRITERIA Students must have completed Certificate II Engineering Pathways. Students meeting selection criteria will need to complete a Unity College Trade Skills Centre Enrolment Form. *Please note that this course will be combined with the Certificate II Engineering Pathways Manufacturing & Welding course.

**See page 78 of this guide for a complete course outline.

Metalwork

YEAR LEVEL 10

VET: CERTIFICATE II ENGINEERING PATHWAYS MANUFACTURING & WELDING

Design, Technology and Engineering

METALWORK

2027 Curriculum Guide Contents

WOODWORK

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Design, Technology & Engineering

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Alex Fiegert

SACE CREDITS 10

SACE CREDITS 20

RECOMMENDED BACKGROUND

STAFF CONTACT Alex Fiegert

Year 9 Woodwork would be advantageous.

STAFF CONTACT Alex Fiegert

REQUIRED BACKGROUND

COURSE CONTENT

Successful completion of Year 10 Woodwork would be advantageous.

Successful completion of Stage 1 Design, Technology & Engineering: Material Solutions at a C level or higher.

ASSESSMENT ASSESSMENT TYPE 1 Specialised Skills Task: Machining and Joints Exercise

Woodwork

Design, Technology and Engineering

STAGE 2 MATERIAL SOLUTIONS

YEAR LEVEL 10

This subject enables students to design and engineer solutions for the development of a small custom project. Students will be taught various construction techniques, machining and hand tool skills along the way. The course also consists of a Resource Study asking students to investigate designs of products and reflect on sustainability and impacts of technologies.

STAGE 1 MATERIAL SOLUTIONS

ASSESSMENT TYPE 2 Part 1: Product Design and Development - Custom Project Part 2: Solution Realisation + Reflection - Custom Project ASSESSMENT TYPE 3 Resource Study: Investigation of material choices for a sustainable house design. Impacts of those materials on society.

COURSE CONTENT This subject enables students to design and engineer solutions for the development of a custom project using sheet material. Students will be using a wide range of manufacturing technologies such as hand tools, fixed machinery, 3D printing and Laser cutting. ASSESSMENT ASSESSMENT TYPE 1 Specialised Skills Task 1: Machining and Construction Skills Specialised Skills Task 2: CAD/ Hardware Installation + Doors + Handles +3D printing – Laser cutter

COURSE CONTENT This subject enables students to design and engineer solutions for the development of a custom 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 ASSESSMENT TYPE 1

ASSESSMENT TYPE 2

Specialised Skills Task 1: Machining Skills + Frame Construction

10%

Part 1: Product Design and Development

Specialised Skills Task 2: CAD

10%

Part 2: Solution Realisation + Reflection - Construction

ASSESSMENT TYPE 2 (FREE CHOICE PROJECT) Part 1: Product Design and Development

25%

Part 2: Solution Realisation + Reflection

25%

ASSESSMENT TYPE 3 (EXTERNALLY ASSESSED) Resource Study

30%

CURRICULUM CHARGES Due to the variable nature of the projects, this is NOT included in the composite fee. Refer to the 'Schedule of Fees' for more information. Project costings vary from $100 to $600 all depends on the material choices and project size.

2027 Curriculum Guide Contents

In Digital Technologies, students use design thinking and computational thinking to design, develop, and evaluate innovative digital solutions such as apps, games, and coded systems that meet current and future needs. Students build skills in coding, problem-solving, and digital creativity while confidently using digital systems to communicate ideas and automate processes. They also explore the ethical, social, and environmental impacts of digital technologies and apply safe and responsible practices when creating and sharing digital solutions.

DIGITAL TECHNOLOGIES

STAGE 1 DIGITAL TECHNOLOGIES

YEAR LEVEL 10

YEAR LEVEL 11

LEARNING AREA Design, Technology & Engineering

COURSE LENGTH 1 Semester

STAFF CONTACT Alex Fiegert

SACE CREDITS 10

RECOMMENDED BACKGROUND

STAFF CONTACT Alex Fiegert

The following topics will be studied: + + +

Cyber Security Coding and Programming Game Development

ASSESSMENT ASSESSMENT TYPES Project Skills (Programming) Technology Presentation Digital Solution

REQUIRED BACKGROUND Successful completion of Year 10 Digital Technologies at a C level or higher. COURSE CONTENT The following topics will be studied: + + +

Advanced Programming Game Development 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. Students learn to code and develop a 2D RPG (Role Playing Game). Planning, coding and creating an environment for players to interact and explore. ASSESSMENT There are a minimum of 3 assessment tasks, including at least 2 based around project skills and at least 1 digital solution. At least 1 task is also collaborative. ASSESSMENT TYPES Project Skills Digital Solution

Digital Technologies

COURSE CONTENT

Design, Technology and Engineering

Year 9 Digital Technologies

2027 Curriculum Guide Contents

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.

STAGE 1 FOOD & HOSPITALITY

STAGE 2 FOOD & HOSPITALITY

YEAR LEVEL 10

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Design, Technology & Engineering

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Gemma Simounds | Christine Wiencke | Alex Fiegert

SACE CREDITS 20

REQUIRED BACKGROUND

Year 9 Food Technology

Successful completion in Year 10 with a C grade or higher in theory is required.

FOOD TECHNOLOGY

COURSE CONTENT

Design, Technology and Engineering

Food and Hospitality

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.

Within this subject, students will complete two theory lessons and one double practical lessons a week. Topics include: +

+ + +

Fusion Foods: Investigating the characteristics that have developed Australia’s multicultural and contemporary cuisine. Food Safety Investigation: Signature Dessert Food Styling: Cup Cake Decorating Health Related Issues Investigation, incorporating Catering: Understanding the requirements of preparing food and storing food for others.

ASSESSMENT ASSESSMENT TYPES Practical Assignments Group Activity Investigation

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. Street Food: Collaboratively present a street style food to invited guests. Food Safety: Local & global issues in Food Safety within the Food & Hospitality industry Cafes & Technology: Present a café style dish incorporating technology. Cake Styling

STAFF CONTACT Gemma Simounds | Christine Wiencke | Alex Fiegert REQUIRED BACKGROUND Successful completion of Stage 1 Food & Hospitality or high achievement in Year 10 Theory and Practical. 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:

ASSESSMENT TYPE

+ + + + + +

Practical Assignments

ASSESSMENT

Group Activity Investigation

Technological Influences Signature Dish Gourmet Picnic Basket Celebration Cake Collaborative Food Hall Collaborative Tapas

ASSESSMENT TYPE Practical Assignments

50%

Group Tasks

20%

External Assessment: Investigation

30%

English

SACE Stage 1

SACE Stage 2

English Literary Studies

English Literary Studies COMPULSORY

Australian Curriculum

English

English COMPULSORY

Essential English

Essential English COMPULSORY

SENIOR SCHOOL YEAR 12 (STAGE 2)

English COMPULSORY

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

2027 Curriculum Guide Contents

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, and just as importantly empathy. These skills are so valuable in developing learners’ creativity and assists them to actively contribute to their community. Future directions include media (podcast, television, film), journalist, author, marketing.

Please Note: It is possible to move between English subjects at the completion of any Semester. This will be done in consultation with the English teacher and Learning Area Coordinator.

ESSENTIAL ENGLISH

English

Essential English suits students who may want to complete a VET course, an apprenticeship, or a traineeship in the future. The teacher works to develop skills which prepare students as confident communicators for the workforce and as people who actively contribute to their community.

ENGLISH English is designed for those students with solid skills and who want to build greater confidence and versatility in their communication. It prepares them for a variety of pathways by maintaining a balance between responding to texts through analysis and building practical communication skills through creating texts. These skills prepare students for both the workforce and future study.

ENGLISH LITERARY STUDIES English Literary Studies is a course for those students who have both good skills and a special interest in English who may want to pursue university studies in either English or another field. The fast-paced environment will not only challenge students but also prepare them for the rigorous analysis and formal writing expected in university settings.

2027 Curriculum Guide Contents

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 Essential English, English or English Literary Studies) is based on students’ results in Year 9 English.

ENGLISH LITERARY STUDIES

YEAR LEVEL 10

LEARNING AREA English

COURSE LENGTH Full Year COMPULSORY

COURSE LENGTH Semester COMPULSORY

STAFF CONTACT John Phillpott

STAFF CONTACT Mathew Philps

COURSE CONTENT

Film: How filmmakers use what is seen and heard to impact the audience.

SEMESTER 1

REQUIRED BACKGROUND Year 10 English - High Achievement (minimum B level in Semester 1)

Text Study: How creators communicate key ideas (eg novel, poetry, play).

COURSE CONTENT

Text Study: How creators of texts communicate key ideas. Media: How language and layout is used to persuade in advertising.

Entertain: Create to entertain and evoke emotions (eg Heywire, short story).

Language Study: How language is used within a workplace of the student's choice.

Film: How directors of documentaries use what is seen and heard to communicate ideas.

Entertain: Create to entertain and evoke emotion (eg. Heywire, graphic novel).

Critical Reading: Analysis, under exam conditions, of how messages are communicated.

Inform: Create a magazine article / instruction oral.

SEMESTER 2

Advocate: Create an advert to advocate for change. ASSESSMENT ASSESSMENT TYPES Responding to Texts Creating Texts

Inform: Create a feature article to persuade your reader.

Text Study: Texts can be viewed through multiple critical perspectives (eg novel, poetry, play). Transformative: Reimagination of a text studied in class into a different form with accompanying writer’s statement. Comparative: How one of the extended class texts compares with another individually chosen text of literary merit in critical essay (eg novel, poetry, play, film). Critical Reading: Comparative analysis, under exam conditions, of how messages are communicated.

Transformative: Reimagination of a text studied in class into a different form with accompanying writer’s statement.

ASSESSMENT

Comparative Study: How two texts (one class texts and an individually chosen text) use different language and layout to communicate similar ideas (eg poem, article, short story, music clip, novel, film).

Creating Texts

Critical Reading: Comparative analysis, under exam conditions, of how messages are communicated. ASSESSMENT ASSESSMENT TYPES Responding to Texts Creating Texts Exam

ASSESSMENT TYPES Responding to Texts Exam

English

ENGLISH

English

ESSENTIAL ENGLISH

2027 Curriculum Guide Contents

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.

STAGE 1 ESSENTIAL ENGLISH

YEAR LEVEL 11

LEARNING AREA English

COURSE LENGTH Full Year COMPULSORY

SACE CREDITS 10 (Semester 1) / 10 (Semester 2)

STAFF CONTACT Erin Eckermann | John Phillpott

STAFF CONTACT Jacob Bailey | Mathew Philps

REQUIRED BACKGROUND

Year 10 English or Year 10 Essential English

Year 10 English (minimum C level)

COURSE CONTENT

Film: How directors of documentaries use what is seen and heard to communicate ideas.

Year 10 English - High Achievement (minimum A level Year 10 English or B level Year 10 ELS)

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. Persuade: Create a multimodal presentation to advocate for change.

English

Entertain: Create a speech to emotively sway an audience.

English

STAGE 1 ENGLISH LITERARY STUDIES

YEAR LEVEL 11

Film: How filmmakers use what is seen and heard to communicate their mood and message.

STAGE 1 ENGLISH

COURSE CONTENT

Media: Study of persuasive language within advertisements. Text: How authors use stylistic features and language techniques to communicate key ideas. 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).

YEAR LEVEL 11 LEARNING AREA English COURSE LENGTH Full Year COMPULSORY SACE CREDITS 10 (Semester 1) / 10 (Semester 2) STAFF CONTACT Mathew Philps

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.

Inform: Create a wide range of texts used in the workplace (eg social media account, business emails).

Entertain: Create a short story to entertain the reader.

Persuade: Create a magazine front cover.

Persuade: Create a protest poem to emotively sway an audience.

ASSESSMENT

ASSESSMENT TYPES

Responding to Texts

Creating Texts

ASSESSMENT

Intertextual Studies

ASSESSMENT TYPES

**Each task will be a maximum of 800 words or 5 minutes.

Responding to Texts

**Each task will be a maximum of 800 words or 5 minutes.

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).

Creating Texts Intertextual Studies Exam ** Each task will be a maximum of 800 words or 5 minutes.

2027 Curriculum Guide Contents

Stage 2 English and English Literary Studies with a passing grade earns Adjustment Factors for ATAR.

STAGE 2 ENGLISH LITERARY STUDIES

YEAR LEVEL 12

LEARNING AREA English

COURSE LENGTH Full Year

SACE CREDITS 20

STAFF CONTACT Erin Eckermann

STAFF CONTACT Stephanie Lee

STAFF CONTACT Mathew Philps

REQUIRED BACKGROUND

Stage 1 Essential English or Stage 1 English (satisfactory achievement minimum C)

Stage 1 English (satisfactory achievement - minimum C level)

Stage 1 English Literary Studies (minimum A level Year 11 English | minimum B level Year 11 ELS)

COURSE CONTENT

Film: How filmmakers use what is seen and heard to communicate their mood and message.

COURSE CONTENT

Text: How authors use stylistic features and language techniques to communicate key ideas (novel, play, poetry).

Play: How conventions are used by playwrights to communicate ideas.

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 Responding to Texts

30%

Creating Texts

40%

External Assessment

30%

**Each task will be a maximum of 1000 words or 6 minutes.

COURSE CONTENT

Media: How media fulfils its purpose in connecting with its intended audience (eg. crime shows, music videos, podcasts, news platforms).

Novel: Explore key ideas and the techniques used to expand them.

Film: How filmmakers use what is seen and heard to communicate issues. Poetry: How poets use language to communicate and evoke emotions.

Persuade: Use language and layout to persuade an audience (eg. review, TEDTalk, podcast).

Critical Perspective: Individual study of a class text, viewed through two critical perspectives.

Audience Identification: Choose a central idea and create 2-3 pieces using 2 different text types.

Transformative: Reimagine any individually chosen text into a different form with accompanying writer’s statement.

Writer's Statement: Justify creative decisions made in the process of writing one or more texts.

Create: Create a text of your choice (written, oral or multimodal).

Comparative: How two individually chosen texts (eg novel, feature film, documentary) use different language and layout to communicate similar ideas. **External. ASSESSMENT ASSESSMENT TYPES Responding to Texts

30%

Creating Texts

40%

External Assessment

30%

**Each task will be a maximum of 1000 words or 6 minutes.

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 ASSESSMENT ASSESSMENT TYPES Responding to Texts

50%

Creating Texts

20%

External Assessment

15%

Exam

15%

**Each task will be a maximum of 1000 words or 6 minutes.

English

STAGE 2 ENGLISH

English

STAGE 2 ESSENTIAL ENGLISH

42 SACE Stage 2

(via application / interview / trial process)

SACE Stage 1

Netball and Football Academy

Australian Curriculum

Health & PE COMPULSORY

Stage 1 Outdoor Education

SENIOR SCHOOL YEAR 10

Health & PE COMPULSORY

MIDDLE SCHOOL YEAR 9

(Off-Line by special negotiation via Marden Senior College)

Stage 2 Workplace Practices: Elite Sport

Stage 1 PE

Stage 2 PE

Child Studies

Child Studies Stage 2 Outdoor Education

SENIOR SCHOOL YEAR 12 (STAGE 2)

SENIOR SCHOOL YEAR 11 (STAGE 1)

Health and Physical Education

2027 Curriculum Guide Contents

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.

STAGE 1 CHILD STUDIES

STAGE 2 CHILD STUDIES

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Health & Physical Education

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

SACE CREDITS 10

SACE CREDITS 20

STAFF CONTACT Demcey Mentink

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.

This subject will focus on further developing students' knowledge of the influences on childhood development.

+ + + +

Developmental milestones in child development Baby Essentials and creating a gift item Nutrition for children and preparing a healthy meal The role of technology and its influence on child development Contemporary Trends

ASSESSMENT ASSESSMENT TYPES Practical Assignments Group Assessment Investigation

+ + + + +

Literacy and Numeracy; link to AC Nutrition and Healthy Eating Cultural Diversity Technology Influences Preparing a lesson for school children Contemporary Trends

ASSESSMENT ASSESSMENT TYPES Practical Assignments

50%

Group Activity

20%

Investigations

30%

Child Studies

Health and Physical Education

Topics include:

This will include topics such as:

2027 Curriculum Guide Contents

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.

STAGE 1 PHYSICAL EDUCATION

HEALTH & PHYSICAL EDUCATION

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 11 LEARNING AREA Health & Physical Education COURSE LENGTH 1 Semester

YEAR LEVEL 10 LEARNING AREA Health & Physical Education

Health and Physical Education

COURSE LENGTH Full Year COMPULSORY

SACE CREDITS 10 STAFF CONTACT Demcey Mentink REQUIRED BACKGROUND

STAFF CONTACT Demcey Mentink

Nil

RECOMMENDED 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.

Health and Physical Education is a compulsory subject that runs for the full year in Year 10 and is aligned with the Australian Curriculum. The course develops students' movement skills, knowledge, confidence and understanding of how physical activity contributes to lifelong health and wellbeing, while providing a strong foundation for Stage 1 and Stage 2 Physical Education. Students participate in a range of practical and theoretical learning experiences that develop their ability to perform, analyse, coach and reflect on physical activity. Practical Learning: Students participate in a variety of physical activities designed to develop movement skills, physical fitness, teamwork, communication, leadership and decision-making. Through practical experiences, students explore different roles in sport and physical activity while developing confidence and competence across a range of movement contexts. Theory Learning: Students investigate the factors that influence participation and performance in physical activity. They develop an understanding of movement concepts, coaching and leadership, biomechanics, health and wellbeing, and respectful relationships. Students apply their practical experiences to analyse performance, solve movement challenges and reflect on their learning. ASSESSMENT ASSESSMENT TYPES Practical Performance Theory Folio Coaching and Leadership Tasks: Movement Analysis and Reflection

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 Environmental, individual and task constraints Effect of training on the body Learning, refining and/or teaching skills.

ASSESSMENT ASSESSMENT TYPE Performance Improvement Physical Activity Analysis

2027 Curriculum Guide Contents

STAGE 2 PHYSICAL EDUCATION

STAGE 2 WORKPLACE PRACTICES (WPP): ELITE SPORT

YEAR LEVEL 12

COURSE LENGTH Full Year Off-Line** SACE CREDITS 20 STAFF CONTACT Demcey Mentink | 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 Students need to be playing sport at a representative level to apply for this course.

LEARNING AREA Health & Physical Education COURSE LENGTH Full Year SACE CREDITS 20 STAFF CONTACT Demcey Mentink REQUIRED BACKGROUND Successful completion of Stage 1 Physical Education at a minimum C level. 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: + + +

CURRICULUM CHARGES As this course is offered externally, there is an additional cost associated. Please refer to the Netball and Football Academy Course Guide for more details.

+ + +

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 Note: Should there be enough interest in this subject, it will be offered face to face on-site at Unity College.

ASSESSMENT TYPE Diagnostic Tasks

30%

Improvement Analysis

40%

Group Dynamics Task

30%

Health and Physical Education

LEARNING AREA Health & Physical Education

Health and Physical Education

YEAR LEVEL 11

2027 Curriculum Guide Contents

NETBALL & FOOTBALL ACADEMY This program is designed to elevate the skills and performance of our netball and football athletes. Through targeted training sessions, advanced coaching, and sportspecific development, students will build on their existing abilities and gain insights into high-performance sport. The program also focuses on teamwork, leadership, and personal growth, ensuring participants thrive both on and off the court or field.

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. Students are assessed on both practical and theoretical components of the course. CURRICULUM CHARGES

Health and Physical Education

Netball and Football Academy

YEAR LEVEL 10

LEARNING AREA Health & Physical Education COURSE LENGTH Emerging Squad - Full Year STAFF CONTACT Demcey Mentink REQUIRED BACKGROUND Application, Interview and Trials COURSE CONTENT Coaching Lesson: Students work with their specialist coach for their chosen sport of either netball or football. In these lessons students receive high level coaching in small groups working on both basic and higher-level areas of the game. Students will also access strength and conditioning lessons and coaching to ensure adequate preparation and injury prevention. Theory Lesson: Students will study topics such as advanced game play, performance monitoring, exercise physiology, biomechanics, leadership, ethical behaviour/ sportsmanship, nutrition, wellbeing and coaching. These topics help students develop their sporting ability and give them skills which are valuable as an athlete both on and off the court or field. Students in the netball program will complete their foundation coaching course. Students in the football program will complete their foundation coaching course. Students will also be expected to coach either a Knockout team at school or at their own clubs in their own time.

External assessments including umpire qualifications may attract additional costs (Approx $100). There may also be the addition of subject uniforms including training bags and shirts (approx. $150). Students may also be selected to participate in carnivals and competitions outside of normal Knockout Competitions which may incur cost (approx. $200). For more detailed information view the 2027 Netball and Football Academy Course Guide.

2027 Curriculum Guide Contents

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. Camps require a level of physical exertion.

STAGE 1 OUTDOOR EDUCATION

IMPORTANT INFORMATION re: Curriculum Charges for Outdoor Education (Stage 1 & 2)

STAGE 2 OUTDOOR EDUCATION

Prices listed are best estimate and are correct at the time of printing but subject to change.

YEAR LEVEL 10

YEAR LEVEL 11

LEARNING AREA Health & Physical Education

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

SACE CREDITS 10

SACE CREDITS 20

STAFF CONTACT Demcey Mentink

RECOMMENDED BACKGROUND

REQUIRED BACKGROUND

A love for the outdoors.

Successful completion of Stage 1 Outdoor Education to minimum of C level (inc. attendance for both camps) and current First Aid (gained through Year 10 EIF).

ASSESSMENT ASSESSMENT TYPES About Natural Environments Experiences in Natural Environments CURRICULUM CHARGES

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 rock-climbing expedition. ASSESSMENT

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:

ASSESSMENT TYPES

+ +

Rock-Climbing Excursion (Approx. $300) Bushwalking Expedition (Approx. $400)

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 $150) Kayaking Expedition 4-days (Approx $600) Self-Reliant Kayaking Expedition 3-days (Approx $600) Rock Climbing Expedition 3-days (Approx $600)

Outdoor Education

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 and a 2-day rock climbing expedition.

Health and Physical Education

COURSE CONTENT

Students enrolled in Stage 1 or 2 Outdoor Education after Week 4 will be presumed to attend all camps and charged accordingly.

SACE Stage 1

SACE Stage 2

Society & Culture

Australian Curriculum

Modern History

History COMPULSORY

Geography

SENIOR SCHOOL YEAR 12 (STAGE 2)

Humanities & Social Science COMPULSORY

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

Humanities and Social Sciences

2027 Curriculum Guide Contents

Geography prepares students who are inquisitive about people and places to work together and offer solutions to the problems in their changing world as they learn beyond the classroom through fieldwork. Supports: Agriculture, Biology or History. Future directions include: tourism, marine biology, environmental science, urban planner.

STAGE 2 GEOGRAPHY

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Humanities & Social Sciences

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Graeme Watkins

SACE CREDITS 10

SACE CREDITS 20

REQUIRED BACKGROUND Nil

STAFF CONTACT Graeme Watkins

COURSE REQUIREMENT Students who enroll in Year 10 Geography must be able to attend a full day field trip where after school transport may be needed to get the most out of your fieldwork experience.

REQUIRED BACKGROUND Nil

COURSE CONTENT

How can we stay ready? Hazards like earthquakes, bushfires, or even human-made disasters can strike anywhere. But how do different countries prepare for and react to the same hazard? By the end, you’ll understand how smart planning can save lives and protect communities worldwide. Explore case studies such as the Hiroshima atomic bombing, Hurricane Katrina or the Ash Wednesday Bushfires.

Environmental Change Explore how environmental change is driven by human action and shifts in the global climate. As the world’s population grows, so does the demand for resources and natural services—often in ways that aren’t sustainable. Develop global and local strategies aimed at protecting ecosystems and promoting a sustainable future.

COURSE CONTENT Can you help stop the human impact on our planet? The world's 7.8 billion people share the same water, air, food, and natural resources, yet human activity is threatening the Earth's ability to support life. Climate change, deforestation, pollution, and habitat loss are impacting people and ecosystems worldwide. How are these threats impacting individuals, communities and countries, and what solutions already exist? Case studies include environments in Australia (e.g. Port Adelaide/Outerharbor coast and estuaries) and one other country (e.g. the Amazon Rainforest in Brazil or Ganges River in India). Can life get any better? There are huge discrepancies around the world between how people live in some countries compared to others. Change the world! Investigate access to food and fresh water, housing, education and health care. Why do these differences exist? How can one person deserve food and another starve? How do they influence the level of wellbeing in different populations? How can we actively improve wellbeing and development?

Rural and Regional Issues: Building a Better Future Why do developers pick certain rural or regional locations for new projects? Uncover the environmental, economic, and social reasons behind a recent development. Consider how the development helps or hurts the local community and environment, how negative impacts can be reduced, and recommend ways to keep the region sustainable.

Social and Economic Change What are the powerful forces shaping our world today? Populations everywhere are shifting in size, structure, and location, while globalisation connects countries through people, trade, finance, and ideas like never before. Investigate how these changes create inequalities in food security, healthcare, education, and economic growth.

Independent Fieldwork

Independent Fieldwork Design and lead your own independent fieldwork on a local topic that matters to you. Develop an inquiry question, use a wide range of fieldwork techniques to collect primary data, and then interpret the data to identify patterns before proposing solutions to real world challenges.

Exam

ASSESSMENT

Mapping Skills and Fieldwork ASSESSMENT ASSESSMENT TYPES Geographical Skills and Applications

ASSESSMENT TYPES Geographical Skills and Applications

40%

ASSESSMENT

Independent Fieldwork

30%

ASSESSMENT TYPES

Exam

30%

Geographical Skills & Applications Fieldwork Exam

Geography

YEAR LEVEL 10

Humanities and Social Sciences

STAGE 1 GEOGRAPHY

GEOGRAPHY

2027 Curriculum Guide Contents

"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) Discover the stories that shaped Australian and the world. Develop skills in analysing sources, exploring different perspectives, and explaining why societies change over time. Through research and critical analysis of historical events, actions, and trends, students make sense of our ever-evolving world. Future directions include: lawyer, politician, journalist, criminologist, author, art gallery or museum curator.

HISTORY

YEAR LEVEL 12

LEARNING AREA Humanities & Social Sciences

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

YEAR LEVEL 10

STAFF CONTACT Erin Eckermann | Graeme Watkins

LEARNING AREA Humanities & Social Sciences

SACE CREDITS 10

SACE CREDITS 20

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).

One topic from ‘Modern nations’ and one topic from ‘The world since 1945’ is selected, subject to teacher discretion and student interest. See subject outline on the SACE website for options.

COURSE LENGTH 1 Semester COMPULSORY STAFF CONTACT Jacob Bailey | Graeme Watkins REQUIRED BACKGROUND Nil COURSE CONTENT

History

Humanities and Social Sciences

STAGE 2 MODERN HISTORY

YEAR LEVEL 11

The study of Year 10 History is a COMPULSORY Australian Curriculum requirement for all students and runs for one semester.

STAGE 1 MODERN HISTORY

Students investigate the causes, events, and legacy of World War II, examining how fascist and authoritarian regimes such as Nazi Germany, Mussolini’s Italy, and Hirohito’s Japan violated human rights. They explore the creation of the United Nations and the Universal Declaration of Human Rights, and consider how these principles continue to shape society today. The course also examines the experiences of returned Australian servicemen and Indigenous soldiers, highlighting the inequalities they faced. Through these studies, students reflect on how Australia and other democracies developed values of equality, democracy, mateship, and a fair go Topic 1: World War II Explore World War II, uncovering its causes, major turning points, and lasting effects that shaped our world. Topic 2: Building Modern Australia Investigate how social, cultural, economic, and political changes helped build modern Australia, transforming the nation we know today. ASSESSMENT ASSESSMENT TYPES Historical Skills Exam

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

Topic 1 - Modern Nations Understand how nations evolve and the impact of history in today’s world. Gain valuable insight into the characteristics of modern nations, the crises and challenges they face, and how they overcome internal divisions and external threats. Topic 2 - The World Since 1945 Explore the world since 1945 and understand how nations have shaped our modern global landscape. Investigate how emerging nations sought to assert their power and influence, while others fought to forget thie own unique paths. Topic 3 - Historical Study Design a historical study focused on an aspect of the world since around 1750. Dive deep into a historical idea, event, person, or group, exploring it through careful research and inquiry. ASSESSMENT ASSESSMENT TYPES Folio

50%

Historical Study

20%

Exam

30%

2027 Curriculum Guide Contents

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 they can contribute to and influence their community and society, now and in the future. Future directions include: social worker, aid worker, politics, counsellor.

STAGE 1 SOCIETY & CULTURE

STAGE 2 SOCIETY & CULTURE

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Humanities & Social Sciences

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

STAFF CONTACT Graeme Watkins

SACE CREDITS 10

SACE CREDITS 20

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.

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

+ + +

ASSESSMENT ASSESSMENT TYPES Source Analysis / Report

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

Group Activity / Presentation

ASSESSMENT

Individual Investigation

ASSESSMENT TYPES Folio Tasks

50%

Interaction Tasks

20%

EXTERNAL ASSESSMENT Investigation

30%

Society and Culture

+ + + +

Humanities and Social Sciences

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

SACE Stage 1 SACE Stage 2

Japanese Beginners

Japanese Cultural Studies

Australian Curriculum

Japanese Continuers

Japanese

Japanese Continuers

German Continuers (German School of Languages)

German

SENIOR SCHOOL YEAR 12 (STAGE 2)

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

Languages

2027 Curriculum Guide Contents

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.

STAGE 1 GERMAN CONTINUERS

GERMAN YEAR LEVEL 10

YEAR LEVEL 11

LEARNING AREA Languages

COURSE LENGTH Full Year

MODE SEMESTER 1 Unity College (dependent on numbers)

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

YEAR LEVEL 12

MODE SEMESTER 2 School of Languages

LEARNING AREA Languages

COURSE LENGTH Full Year

MODE School of Languages

SACE CREDITS 10 (Semester 1) 10 (Semester 2)

COURSE LENGTH Full Year

STAFF CONTACT Graeme Watkins REQUIRED BACKGROUND 2 full semesters of German with satisfactory achievement at Year 10

SACE CREDITS 20 STAFF CONTACT Graeme Watkins REQUIRED BACKGROUND Stage 1 German Continuers

COURSE CONTENT

Stage 1 German at Continuers level in Semester 1 consists of three themes:

Stage 2 German at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics:

+ +

The Individual: Work and Job The German Speaking Communities: The history and geography of Austria The Changing World: Social Media and Technology

+ + +

The Individual The German Speaking Communities The Changing World

ASSESSMENT

Written authentic texts

ASSESSMENT

SCHOOL BASED ASSESSMENT

Conversation and Communication Tasks

ASSESSMENT TYPES

Folio

50%

Investigation: Researching Austria's history and geography

In-Depth Study

20%

Text Analysis: Understanding authentic German texts

Exam (including Oral Examination and Written Examination)

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.

Text Production: Creating an authentic German text

EXTERNAL ASSESSMENT 30%

Interaction: Conversational listening and speaking skills

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.

German

REQUIRED BACKGROUND

Stage 2 German Continuers with a passing grade earns Adjustment Factors for ATAR.

Languages

STAFF CONTACT Sharon Gierus | Graeme Watkins

STAGE 2 GERMAN CONTINUERS

2027 Curriculum Guide Contents

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.

JAPANESE: CULTURAL STUDIES

JAPANESE YEAR LEVEL 10

YEAR LEVEL 10

YEAR LEVEL 11

LEARNING AREA Languages

LEARNING AREA Language and Culture

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: + + +

Personal Milestones Celebrity Language Learners Fast Food and Restaurant Culture

COURSE LENGTH Full Year

SACE CREDITS 10 (Semester 1) 10 (Semester 2)

REQUIRED BACKGROUND

STAFF CONTACT Graeme Watkins

No language prerequisite required/ Student Support

REQUIRED BACKGROUND

COURSE CONTENT In Year 10 students who have previously not studied Japanese, either as being part of our Learning Support classes or who come from a non-Japanese language learning background, are welcome to apply for Japanese: Cultural Studies. This class is intended for students who have an interest in Japan and want to learn some language, but also would like to study Japanese popular culture, society Australia’s connection to Japan, and much more. Topics include:

ASSESSMENT TYPES

Text Production

Interaction 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.

Video Games, Anime and J-Pop: Popular Culture Deep Dive From War to Top Holiday Destination: Japan’s Relationship with Australia “No foreigners Welcome…”: Japanese Tourism Investigation

ASSESSMENT ASSESSMENT TYPES Source Analysis

Japanese

Group Activity

Languages

COURSE LENGTH Full Year

STAFF CONTACT Graeme Watkins

ASSESSMENT

Text Analysis

STAGE 1 JAPANESE CONTINUERS

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 includes students in the cultural studies course.

Japanese and Japanese: Cultural Studies are two strands offered in one class. Students may select only one of these subjects.

Successful completion of Year 10 Japanese at minimum C level. 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 Japanese Continuers and Japanese Beginners are two strands offered in one class. Students may select only one of these subjects.

2027 Curriculum Guide Contents

STAGE 2 JAPANESE CONTINUERS

STAGE 1 JAPANESE BEGINNERS YEAR LEVEL 11

Stage 2 Japanese Continuers with a passing grade earns Adjustment Factors for ATAR.

LEARNING AREA Languages COURSE LENGTH Full Year

REQUIRED BACKGROUND No previous Japanese language background.

LEARNING AREA Languages COURSE LENGTH Full Year SACE CREDITS 20 STAFF CONTACT Graeme Watkins

COURSE CONTENT

REQUIRED BACKGROUND

Stage 1 Japanese at Continuers level consists of three themes and a number of prescribed topics and suggested subtopics.

Successful completion of Stage 1 Japanese Continuers at a minimum C level.

Themes include: + + +

The Individual The Japanese-speaking Communities The Changing World

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

ASSESSMENT SCHOOL BASED ASSESSMENT Folio

50%

In-Depth Study

20%

EXTERNAL ASSESSMENT Exam (including Oral Examination and Written Examination)

30%

Japanese

STAFF CONTACT Graeme Watkins

YEAR LEVEL 12

Languages

SACE CREDITS 10 (Semester 1) 10 (Semester 2)

SACE Stage 1

*Maths Methods B

*Maths Methods A

Australian Curriculum

*General Maths B

*General Maths A

General Mathematics

SACE Stage 2

10A Mathematics Specialist

*Essential Maths B

*Essential Maths A

Essential Mathematics

Maths

Please Note: The Essential Mathematics pathway will change in 2028. Please refer to the subject outline for more information.

Specialist Maths (studied in addition to Maths Methods)

Specialist Maths

Maths Methods

General Maths

Essential Maths

SENIOR SCHOOL YEAR 12 (STAGE 2)

(Semester 2 Elective - studied in addition to Maths Methods)

One (1) Maths subject is compulsory in each Semester of Year 11

*FULL YEAR COMPULSORY

FULL YEAR COMPULSORY

COMPULSORY

SENIOR SCHOOL YEAR 11 (STAGE 1)

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

Mathematics

2027 Curriculum Guide Contents

Mathematics learning is the ability to understand, critically respond to and use mathematics in different social, cultural and work contexts.

GENERAL MATHEMATICS

LEARNING AREA Mathematics

All students will study either General Mathematics, Essential Mathematics or 10A Mathematics. These options correspond to their SACE equivalents in Years 11 and 12, with 10A leading to Mathematical Methods and Specialist Mathematics.

COURSE LENGTH Full Year

Year 10 Mathematics course selection is based on students results in Year 9 Mathematics.

RECOMMENDED BACKGROUND

YEAR LEVEL 10

LEARNING AREA Mathematics

COURSE LENGTH Full Year

STAFF CONTACT John Phillpott | Adam Croxford

STAFF CONTACT Belinda Mattner | Adam Croxford

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.

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 Essential Mathematics at Stage 1. This pathway does not enable students to study any mathematics subjects at Stage 2. This course covers the following elements: + + + + + +

YEAR LEVEL 10

Number Algebra Measurement Space Statistics Probability

This course is for students planning to take General Mathematics at Stage 1. This course covers the following elements: + + + + + +

Number Algebra Measurement Space Statistics Probability

ASSESSMENT

STAFF CONTACT Alex Bulley | Adam Croxford

Achieved excellent results in Year 9. Please note: Students will be selected for Year 10 10A Mathematics based on nominations made by their Year 9 Mathematics 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 Mathematical Methods and Specialist Mathematics 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 TYPE 1

ASSESSMENT

Skills & Application Tasks

ASSESSMENT TYPE 1

ASSESSMENT TYPE 2

Skills & Application Tasks

Folio Tasks

ASSESSMENT TYPE 2

Year 10 students complete four assessment tasks per semester.

Folio Tasks Year 10 students complete four assessment tasks per semester. *Students who complete a whole year of Year 10 Essential Mathematics may receive 10 SACE credits.

Folio Tasks Year 10 students complete four assessment tasks per semester.

Mathematics

The study of Year 10 Mathematics is a COMPULSORY Australian Curriculum requirement for all students and runs for a full year.

10A MATHEMATICS

Mathematics

ESSENTIAL MATHEMATICS

2027 Curriculum Guide Contents

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.

STAGE 1 ESSENTIAL MATHEMATICS A&B YEAR LEVEL 11

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 Adam Croxford

STAFF CONTACT Andrew Beaven | Adam Croxford

REQUIRED BACKGROUND Completion of Year 10 Mathematics.

REQUIRED BACKGROUND

COURSE CONTENT

Course A: Successful completion of Year 10 General Mathematics at a C level or higher.

This subject addresses mathematical concepts that allow students to complete the Stage 1 requirement for their SACE. This course focuses on developing and maintaining the skills and knowledge needed to support students pursuing trades or traineeships, while also equipping them with valuable life skills for the future. Only students who achieve high grades in this subject will be recommended to study Essential Mathematics at Stage 2.

Mathematics

The following areas of study are completed (3 each semester):

STAGE 1 GENERAL MATHEMATICS A&B

+ + + + + +

Calculators, time and ratio Earning and Spending Geometry Investing Measurement Data in context.

ASSESSMENT

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

LEARNING AREA Mathematics COURSE LENGTH 2 Individual Semesters (Course A - Semester 1 and Course B - Semester 2) SACE CREDITS 10 per semester STAFF CONTACT Belinda Mattner | Adam Croxford 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 General Mathematics consists of the following six topics

Stage 1 Mathematical Methods A covers several broad areas. Each area has sub-sections:

Course A + + +

Investing and borrowing Measurement Statistical investigation

Course B + +

Applications of trigonometry Linear and exponential functions and their graphs Matrices and networks.

Skills & Application Tasks

ASSESSMENT TYPE 2

ASSESSMENT

Year 11 students complete four assessment tasks per semester.

YEAR LEVEL 11

In this subject, there is an emphasis on consolidating students’ computational and algebraic skills and expanding their ability to reason and analyse mathematically.

ASSESSMENT TYPE 1

Folio Tasks

STAGE 1 MATHEMATICAL METHODS A&B

+ + + +

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

ASSESSMENT TYPE 2

ASSESSMENT TYPE 1

Folio Tasks

Skills & Application Tasks

Year 11 students complete four assessment tasks per semester.

ASSESSMENT TYPE 2 Folio Tasks Year 11 students complete four assessment tasks per semester.

2027 Curriculum Guide Contents

STAGE 2 ESSENTIAL MATHEMATICS

STAGE 2 GENERAL MATHEMATICS

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Mathematics

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

SACE CREDITS 10

SACE CREDITS 20

STAFF CONTACT Adam Croxford

REQUIRED BACKGROUND

STAFF CONTACT Belinda Mattner | Adam Croxford

Successful completion of Year 10A Mathematics AND Semester 1 Stage 1 Mathematics Methods at a C level or higher.

Successful completion of Stage 1 Mathematics at a minimum C level.

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.

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

+ + + + +

Modelling with linear relationships Modelling with matrices Statistical models Financial models Discrete models

Skills & Application Tasks

30%

ASSESSMENT TYPE 2 Folio 30%

ASSESSMENT TYPE 2 40%

ASSESSMENT TYPE 3 External Examination

Stage 2 General Mathematics consists of the following topics:

ASSESSMENT TYPE 1

Folio

COURSE CONTENT

ASSESSMENT

Skills & Application Tasks

Successful completion of Stage 1 General (or higher) Mathematics at a C level or higher.

40%

ASSESSMENT TYPE 3 External Examination

30%

Year 12 students complete eight assessment tasks, including the external examination.

30%

Year 12 students complete eight assessment tasks, including the external examination.

Mathematics

COURSE CONTENT

REQUIRED BACKGROUND

Mathematics

STAGE 1 SPECIALIST MATHEMATICS

2027 Curriculum Guide Contents

STAGE 2 MATHEMATICAL METHODS

STAGE 2 SPECIALIST MATHEMATICS

Stage 2 Mathematical Methods with a passing grade earns Adjustment Factors for ATAR.

Stage 2 Specialist Mathematics with a passing grade earns Adjustment Factors for ATAR.

YEAR LEVEL 12

ASSESSMENT

LEARNING AREA Mathematics

ASSESSMENT TYPE 1

COURSE LENGTH Full Year

SACE CREDITS 20

Mathematical Investigation

STAFF CONTACT Adam Croxford

ASSESSMENT TYPE 3

REQUIRED BACKGROUND

Successful completion of Stage 1 Mathematical Methods at a C level or higher.

Successful completion of Stage 1 Specialist Mathematics and/or 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:

Mathematics

+ + + + +

Further differentiation Integral calculus Logarithmic functions Random variables Sampling and confidence intervals.

ASSESSMENT TYPE 1 50%

ASSESSMENT TYPE 2 Folio

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.

ASSESSMENT

Skills & Application Tasks

COURSE CONTENT

20%

Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods. Stage 2 Specialist Mathematics consists of the following six topics:

ASSESSMENT TYPE 3 External Examination

30%

Year 12 students complete eight assessment tasks, including the external examination.

+ + + + + +

Mathematical induction Complex numbers Functions and sketching graphs Vectors in three dimensions Integration techniques and applications Rates of change and differential equations.

Skills & Application Tasks

50%

ASSESSMENT TYPE 2

External Examination

20% 30%

Year 12 students complete eight assessment tasks, including the external examination.

Science COMPULSORY

Sciences

SACE Stage 1

Agriculture B

Australian Curriculum

Agriculture A

SACE Stage 2 VET

Psychology

Physics

Physics A

Physics B

Nutrition

Psychology / Nutrition

Chemistry

Physics

Chemistry B

Biology

Chemistry A

Biology B

Agriculture

SENIOR SCHOOL YEAR 12 (STAGE 2)

Chemistry

Biology A

Agriculture B

Agriculture A

SENIOR SCHOOL YEAR 11 (STAGE 1)

Biology

One Term Each

SENIOR SCHOOL YEAR 10

MIDDLE SCHOOL YEAR 9

2027 Curriculum Guide Contents

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 10 AGRICULTURE A YEAR LEVEL 10

YEAR LEVEL 10

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

STAFF CONTACT Jessica Fegan | Christa Oosthuizen

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.

This course focuses on Beef Cattle production, specifically MSA grading and livestock assessment.

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 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 – 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.

Sciences

Agriculture

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.

YEAR 10 AGRICULTURE B

Assessment Type 1 - Agricultural Reports Task 2 Soil & 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.

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 2 Beef 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 3 Interpreting 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 the production of the grain store project 'Chubby Chicken'.

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

2027 Curriculum Guide Contents

STAGE 1 AGRICULTURE A

STAGE 1 AGRICULTURE B

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

SACE CREDITS 10

STAFF CONTACT Jessica Fegan | Christa Oosthuizen

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.

The course focuses on Pig and Livestock Production.

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.

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.

ASSESSMENT

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 TYPE

ASSESSMENT

Assessment Type 1 - Agricultural Reports Tasks 1-3 Assessment Type 2 - Agricultural Applications Tasks 1

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 A & B.

Agriculture

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 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.

Sciences

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.

2027 Curriculum Guide Contents

STAGE 2 AGRICULTURE YEAR LEVEL 12

COURSE LENGTH Full Year

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.

SACE CREDITS 20

ASSESSMENT

STAFF CONTACT Jessica Fegan | Christa Oosthuizen

ASSESSMENT TYPE

LEARNING AREA Sciences

RECOMMENDED BACKGROUND

Assessment Type 1 - Agricultural Reports Tasks 1-3

30%

It is a strong recommendation to have completed Stage 1 Agriculture A and B.

Assessment Type 2 - Agricultural Applications Tasks 1-3

40%

COURSE CONTENT

Assessment Type 3 - External Production Investigation

30%

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.

Sciences

Agriculture

Agricultural Reports Task 1 – 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 1 - 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 Applications Task 2 – 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 3 - Animal Reproduction (Exam): Written test with short and extended response questions covering the key ideas on animal reproduction and genetics.

2027 Curriculum Guide Contents

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.

STAGE 1 BIOLOGY A&B

YEAR LEVEL 10

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH 1 Semester (per course)

COURSE LENGTH Full Year

SACE CREDITS 10 (for each semester)

SACE CREDITS 20 STAFF CONTACT Christa Oosthuizen

LEARNING AREA Sciences

STAFF CONTACT Christa Oosthuizen

REQUIRED BACKGROUND

COURSE LENGTH Full Year

RECOMMENDED BACKGROUND

STAFF CONTACT Andrew Beaven | Christa Oosthuizen

Successful completion of the Biology units of Year 10 Sciences at a C level or higher.

Successful completion of at least one semester of Stage 1 Biology at a C level is required.

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

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: +

Biology + +

DNA, Genes and Inheritance Evolution

Cells and Microorganisms: Using microscopes to study the structure and function of plant and animal cells. Infectious Disease: Studying the structure of pathogens, the spread and impact of infectious disease.

Physics

The Biology B course consists of the following topics:

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.

Multicellular Organisms: Examining the structure and function of various organ systems. Biodiversity and Ecosystem Dynamics: Investigating the interactions between living things and the environments in which they live.

It is recommended that students wishing to continue to Stage 2 Biology successfully complete Stage 1 Biology A and B. COURSE CONTENT In Stage 2 Biology, students explore the diversity of life, how living things are structured and function, and how they interact with each other and their environments. They use scientific thinking and inquiry skills to investigate realworld problems and consider possible solutions for current and future challenges. This subject also supports pathways into careers such as medicine, veterinary science, agriculture, biotechnology, environmental conservation, and more. + + + +

Topic 1: DNA and Proteins Topic 2: Cells as the basis of life Topic 3: Homeostasis Topic 4: Evolution

ASSESSMENT ASSESSMENT TYPE 1 Investigations Folio

ASSESSMENT

Skills and Applications Tasks

ASSESSMENT TYPE 1

ASSESSMENT TYPE 3

Practical Design Task

External Examination

Science as a Human Endeavour Task ASSESSMENT TYPE 2 Two Skills and Applications tasks Year 11 students complete four assessments per semester.

30%

ASSESSMENT TYPE 2 40%

30%

Science / Biology

The study of Year 10 Science is a COMPULSORY Australian Curriculum requirement for all Year 10 students and runs for a full year.

STAGE 2 BIOLOGY

Sciences

SCIENCE

2027 Curriculum Guide Contents

STAGE 1 CHEMISTRY A&B

YEAR LEVEL 12

YEAR LEVEL 11

LEARNING AREA Sciences

COURSE LENGTH 1 Semester (per course)

COURSE LENGTH Full Year

COURSE LENGTH 1 Semester

SACE CREDITS 20

SACE CREDITS 10

STAFF CONTACT Andrew Beaven | Christa Oosthuizen

STAFF CONTACT Christa Oosthuizen

REQUIRED BACKGROUND

Successful completion of the Year 10 Nutrition examination at a C level or higher.

STAFF CONTACT Andrew Beaven | Christa Oosthuizen 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

Chemistry / Nutrition

The topics covered at Stage 1 Chemistry A are:

Sciences

STAGE 1 NUTRITION

YEAR LEVEL 11

SACE CREDITS 10 (for each semester)

STAGE 2 CHEMISTRY

+ + +

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

RECOMMENDED BACKGROUND

Successful completion of at least 1 semester of Stage 1 Chemistry is required. It is recommended that students wishing to continue to Stage 2 Chemistry successfully complete Stage 1 Chemistry A and B.

COURSE CONTENT Stage 1 Nutrition has two main topics: +

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

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: Students explore the Australian Guide to Healthy Eating to understand what types of foods support a healthy body, the recommended quantities for consumption, and the most nutritious food sources. They also learn how to modify recipes to reduce salt, fat, and sugar content for healthier meal options.

30% ASSESSMENT

Practical Design Task

ASSESSMENT TYPE 1

ASSESSMENT TYPE 2

Investigations Folio

Two Skills and Applications Tasks

ASSESSMENT TYPE 2

Year 11 students complete four assessments per semester.

Skills and Applications Tasks Year 11 students complete three assessments per semester.

2027 Curriculum Guide Contents

STAGE 1 PHYSICS A&B

STAGE 2 PHYSICS

YEAR LEVEL 12

YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH Full Year

COURSE LENGTH 1 Semester (per course)

COURSE LENGTH Full Year

SACE CREDITS 10 (for each course)

STAFF CONTACT Christa Oosthuizen

STAFF CONTACT Adam Croxford | Christa Oosthuizen

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 ASSESSMENT TYPE 1 Investigations Folio

30%

ASSESSMENT TYPE 2 Skills and Applications Tasks

Successful completion of the Physics units of the Year 10 Science course at a C level or higher.

STAFF CONTACT Adam Croxford | Christa Oosthuizen REQUIRED BACKGROUND Successful completion of Stage 1 Physics B at a C level or higher is required.

Successful completion of the Year 10 Physics examination 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

Physics involves inquiry based learning and a high degree of skill in application of the course concepts using the Scientific Method.

Stage 2 Physics involves hands on and inquiry based learning with a high degree of skill in application of the Scientific Method.

Key topics in Stage 1 Physics A are:

Key topics are:

+ + +

Electricity Heat Waves and Light

Motion and Relativity Electricity and Magnetism Light and Atoms

Key topics in Stage 1 Physics B are:

ASSESSMENT

40%

ASSESSMENT TYPE 1

30%

+ +

ASSESSMENT TYPE 3 External Examination

RECOMMENDED BACKGROUND

SACE CREDITS 20

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 Year 11 students complete four assessments per semester.

Investigations Folio

30%

ASSESSMENT TYPE 2 Skills and Applications Tasks

40%

ASSESSMENT TYPE 3 External Examination

30%

Nutrition / Physics

SACE CREDITS 20

Sciences

STAGE 2 NUTRITION

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STAGE 1 PSYCHOLOGY YEAR LEVEL 11

YEAR LEVEL 12

LEARNING AREA Sciences

COURSE LENGTH 1 Semester

COURSE LENGTH Full Year

SACE CREDITS 10

SACE CREDITS 20

STAFF CONTACT Sebastian Hogan | Christa Oosthuizen

RECOMMENDED BACKGROUND

REQUIRED BACKGROUND

Successful completion of Year 10 Science at a C level or higher.

Successful completion of a Stage 1 Science.

Successful completion of the Year 10 Psychology examination at a C level or higher.

Completion of Stage 1 Psychology would give students an advantage, but this is not compulsory

COURSE CONTENT

Stage 1 Psychology is comprised of a number of topics. By the end of the course, students will have completed two of the following:

Stage 2 Psychology consists of the following compulsory topics:

+ + + + + + +

Cognitive Psychology Neuropsychology Lifespan Psychology Emotion Psychological Wellbeing Psychology in Context Negotiated Topic

ASSESSMENT

Psychology

Psychology of the individual Psychological Health & Wellbeing Organisational Psychology Psychology of learning

ASSESSMENT ASSESSMENT TYPE 1 Investigations Folio

30%

ASSESSMENT TYPE 2 Skills and Applications Tasks

Investigations Folio

ASSESSMENT TASK 3

ASSESSMENT TYPE 2

External Examination

Year 11 students complete three (3) assessments per semester.

Sciences

+ + + +

ASSESSMENT TYPE 1

Skills and Applications Tasks

STAGE 2 PSYCHOLOGY

40%

30%

SACE Stage 1 SF / Non-SF Assessment

COMPULSORY

(via Application)

Christian Studies Peer Support

Christian Studies Spiritualities Religion & Meaning COMPULSORY

SENIOR SCHOOL YEAR 10

Christian Studies

Compulsory Core Subject

MYP

Christian Studies - THRIVE COMPULSORY

MIDDLE SCHOOL YEAR 9

AIF COMPULSORY

COMPULSORY

(Community, Justice & Diversity)

Spiritualities, Religion & Meaning

COMPULSORY

Indonesia Service Trip

(Community, Justice & Diversity)

Spiritualities, Religion & Meaning

AIF COMPULSORY

SENIOR SCHOOL YEAR 11 (STAGE 1)

Christian Studies COMPULSORY

SENIOR SCHOOL YEAR 12

2027 Curriculum Guide Contents

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.

CHRISTIAN STUDIES: SPIRITUALITIES, RELIGION & MEANING (YEAR 10) YEAR LEVEL 10 COURSE LENGTH Full Year COMPULSORY SACE CREDITS 10 SACE Stage 1 STAFF CONTACT Sebastian Hogan | Erin Eckermann COURSE OUTLINE The course utilizes 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. Students are encouraged to engage in online discussions with their peers and respond to texts frequently. The course is designed to help students develop their critical thinking skills, learn and reflect upon how belief and values shape how people interact with the world, and foster empathy, respect and gratitude.

Compulsory Core Subject Subject

Christian Studies

Unit 1: Seeking and Enlightenment Explores the concepts of ‘Seeking’ and ‘Enlightenment’ in both secular and sacred contexts. This unit encourages students to explore why humans seek out knowledge and wisdom, human desire and its link to decision making, theories of enlightenment from different world religions including Christian texts, and theories of human motivation.

70 58

Unit 2: Origins of Right and Wrong This unit explores morality and its development throughout human history, including Greek philosophy, Christian concepts of Morality, Temptation, Subjective and Objective Morality and ethics in decision making. The primary task for this unit includes students analysing a text of their choice and making links to the concepts of morality explored in class. Students will also have opportunities to consider how different cultures and perspectives may influence what is considered right and wrong. Unit 3: Charity, Service and Sacrifice Unit 3 explores the concepts of Charity, Service and Sacrifice. The role of charity is considered in world religions, the Lutheran context, and in everyday acts of service. Service is explored further, whereby students work collaboratively to take a close look at the acts of service at Unity College. Finally, the idea of Sacrifice is explored, starting with expressions and portrayals in media, through to acts of sacrifice in the Bible and other religious texts.

Unit 4: World Issues The final unit focuses on current issues facing young people in the world today. This unit allows students to explore their own experiences, share their values and insights and provide feedback on issues relevant to their everyday experiences. This involves discussions around technology, social media, job and financial security, and emotional development and relationships. The unit further encourages students to draw together ideas from the previous units and synthesis ideas and ground their discussions in prior learning. 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. CURRICULUM CHARGES An essential and compulsory part of the Year 10 SRM course is the School Rough Sleepout run by Baptist Care SA in the Adelaide CBD. This may incur an additional cost that is NOT included in the composite fee. This additional cost can be subsidised through fundraising by the students and is also part of the course.

2027 Curriculum Guide Contents

Christian Studies is COMPULSORY for all Year 10 students.

In Year 11 Christian Studies is COMPULSORY and offered in a one semester block of five lessons.

CHRISTIAN STUDIES: PEER SUPPORT (YEAR 10)

CHRISTIAN STUDIES: SPIRITUALITIES, RELIGION & MEANING (COMMUNITY, JUSTICE & DIVERSITY (YEAR 11)

BY APPLICATION ONLY

YEAR LEVEL 11 COURSE LENGTH Semester COMPULSORY

YEAR LEVEL 10

SACE CREDITS 10 Stage 1

COURSE LENGTH Full Year COMPULSORY

STAFF CONTACT Erin Eckermann

SACE CREDITS 10 SACE Stage 1

COURSE CONTENT

STAFF CONTACT Adam Yeager | Erin Eckermann

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.

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.

ASSESSMENT A variety of assessment modes including practical activities, involvement, written work, oral presentations, multimedia 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.

Christian Studies

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.

Compulsory Core Subject

COURSE OUTLINE

2027 Curriculum Guide Contents

In Year 11 Christian Studies is COMPULSORY and offered in a one semester block of five lessons.

Christian Studies is COMPULSORY for all Year 12 students.

CHRISTIAN STUDIES: INDONESIA SERVICE LEARNING PROGRAM (YEAR 11)

CHRISTIAN STUDIES (YEAR 12)

YEAR LEVEL 11

YEAR LEVEL 12

COURSE LENGTH 1 Semester (Semester 2 ONLY)

COURSE LENGTH Full Year COMPULSORY

SACE CREDITS 10 Stage 1

STAFF CONTACT Erin Eckermann

STAFF CONTACT Adam Yeager | Benjamin Gallasch

COURSE CONTENT

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.

Compulsory Core Subject Subject

Christian Studies

ASSESSMENT

58 72

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. ADDITIONAL CONSIDERATIONS Participation in this course requires students to be able to complete the Indonesian Service Learning Trip to Pematansiantar, Sumatra, Indonesia in approx. Sept/ Oct 2027. The parent/caregiver will be required to meet any associated costs for this course and the associated travel, as communicated by the school.

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.

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VET

Vocational Education & Training

VET at Unity College

INDUSTRY AREA

QUALIFICATION NAME

SACE STAGE

MAX SACE CREDITS

SUBJECT/ YEAR LEVEL

TIMETABLE

Community Services

Certificate III Individual Support (Ageing and Disability)

135

Year 11

One day a week FULL YEAR

Engineering

Certificate II Engineering Pathways Manufacturing & Welding

Year 11

One day a week FULL YEAR

Engineering

Engineering Extension

Year 12

One day a week SEMESTER

Sport And Recreation

Certificate III Fitness

Year 11

Online FULL YEAR

Primary Industries

Certificate III Agriculture Certificate III Rural Operations

170

Year 11/12

Workshops | Online 1-2 YEARS

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.

WHAT IS VET?

WILL STUDENTS HAVE STUDY LESSONS?

VET stands for Vocational Education and Training. In other words, VET is education and training that gives you skills and knowledge for work.

Students will have one line of study lessons. Study lessons will be decided once the course details are available 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.

VET operates through a national training system, particularly for the trades and other industries, and is certified by Registered Training Organisations, like TAFE.

WHY STUDY VET?

HOW DOES VET COUNT TOWARDS SACE CREDITS?

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.

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.

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.

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.

CAN A STUDENT STUDY MORE THAN ONE VET COURSE? A student can only study 1x subsidised VET course per year.

Up to the maximum credit allocation, students can earn:

Please note, that undertaking multiple VET courses will impact both funded and school subsidies.

+ 10 SACE credits for the completion of 70 nominal hours of VET towards a VET qualification.

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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.

WHAT SCHOOL SUBJECTS SHOULD STUDENTS STUDY WITH A VET COURSE?

HOW MUCH DOES VET COST?

WHEN DOES WORKPLACE LEARNING NEED TO BE COMPLETED? Some courses require the students to complete Workplace Learning. Where possible, this needs to be completed in school holidays.

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.

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.

Unity College will pay 40% of VET training costs charged by the provider, up to a maximum of $750 on full Certificate Courses (short courses such as white card, RSA and Barista courses are not subsidised by the College). 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 chooses 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).

HOW DO I APPLY FOR A VET COURSE?

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.

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.

Please note all costs are subject to change.

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.

ARE THERE OTHER VET COURSES ON OFFER?

Vocational Education & Training

CAN A STUDENT WITHDRAW FROM A VET COURSE?

VET

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.

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.

2027 Curriculum Guide Contents

CERTIFICATE III INDIVIDUAL SUPPORT (AGEING AND DISABILITY) YEAR LEVEL 11

COMPETENCIES CORE

COURSE CONTACTS Carlee Stewart | Jasmine Barolo 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

Face-to-face on site at Unity College Trade Skills Centre.

HLTWHS002

Follow safe work practices for direct client care

COURSE OUTLINE

CHCCCS031

Provide individualised support

CHCCCS038

Facilitate the empowerment of people receiving support

CHCAGE013

Work effectively in aged care

CHCAGE011

Provide support to people living with dementia

CHCPAL003

Deliver Care Services using a palliative approach

CHCDIS020

Work effectively in disability support

CHCDIS011

Contribute to ongoing skills development using a strengthsbased approach

CHCDIS012

Support community participation and social inclusion

CHCCCS044

Follow established person-centered behavior supports

CHCCCS036

Support relationships with carers and family

HLTAID011

Provide first aid

LECTURER HITsa COURSE LENGTH Full Year SACE CREDITS 135 MAX Stage 2 QUALIFICATION CHC33021 Certificate III in Individual Support (Ageing and Disability) COURSE STRUCTURE

You will gain the skills to: + + + +

VET

Community Services

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 National Police Check (NPC), Working with Children Check (WWCC), NDIS Worker Check, Aged Care Sector Employment Check prior to work placement.

UNIFORM

PATHWAYS

Students will wear normal Unity College PE 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. COST 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. $460 for students meeting the eligibility requirements of VETRO. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2027.

Personal care worker, home care assistant, community care worker, in-home respite worker, personal care attendant, care assistant, personal care giver, residential care worker, community support worker, support worker, Assistant in Nursing

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CERTIFICATE II ENGINEERING PATHWAYS MANUFACTURING AND WELDING COMPETENCIES

CORE

COURSE CONTACTS Carlee Stewart | Jasmine Barolo

MEMPE005

Develop a career plan for the engineering and manufacturing industries

MEM16008

Interact with computing technology

MEM20422 Certificate II in Engineering Pathways Manufactoring and Welding

MEM16006

Organise and communicate information

COURSE STRUCTURE

MSMENV272

Participate in environmentally sustainable work practices

MEMPE006

Undertake a basic engineering project

MEM11011

Undertake manual handling

MEM18001

Use hand tools

MEM18002

Use power tools / hand held operations

MEMPE002

Use electric welding machines

MEMPE004

Use fabrication equipment

MEM13015

Work safely and effectively in manufacturing and engineering

LECTURER TAFE SA COURSE LENGTH Full Year SACE CREDITS 50 MIN (60 MAX) Stage 1 QUALIFICATION

One day per week over 35 weeks 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.

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 2, Term 1, 2027.

MEMPE001

Use engineering workshop machines

MEMPE007

Pull apart and reasemble engineering mechanisms

UNIFORM

PATHWAYS

WORKPLACE LEARNING Students are encouraged to complete Workplace Learning during their course. Students can complete these hours during school holidays. COST 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, 2027 together with a resources cost of approx. $30 (includes MIG Welding gloves and safety glasses).

Certificate III Engineering (needs to be completed under an Apprenticeship), other trade related careers.

Engineering

ELECTIVES (ONE OF THE FOLLOWING ONLY)

COURSE STRUCTURE

VET

YEAR LEVEL 11

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ENGINEERING EXTENSION YEAR LEVEL 12

FROM CERTIFICATE III ENGINEERING TECHNICAL (ADVANCED ENGINEERING SKILL SET)

COURSE CONTACTS Carlee Stewart LECTURER TAFE SA

NUMBER

NAME

PREREQUISITES

MEM30012

Apply mathematical Techniques in a manufacturing, engineering or related environment

Nil

MEM30031

Operate computer aided design (CAD) system to produce basic drawing elements

Nil

MEM09229

Read and Interpret technical engineering drawings

Nil

COURSE LENGTH Semester 1 SACE CREDITS Speak to your VET Coordinator about SACE Stage 2 credits COURSE STRUCTURE One full day per week (day to be negotiated) COURSE OUTLINE This course is intended for students who have completed Certificate II Engineering Pathways and would like to continue on with additional Engineering units. The units completed will equip students with knowledge and skills which will enhance their prospects of employment in an engineering or related working environment. SELECTION CRITERIA Student must have completed Certificate II Engineering Pathways.

VET

Engineering

Students meeting selection criteria will need to complete a Unity College Trade Skills Centre Enrolment Form.

COST

Please note that this course is dependent on student numbers and may be combined with the Certificate II Engineering Pathways Course.

The course cost is $1350. An additional $100 Unity College TSC Administration Fee will be invoiced to all students in Term 1, 2026.

COMPETENCIES

UNIFORM

NUMBER

NAME

PREREQUISITES

MEM12024

Perform computations

MEM13015, MEM16006,

MEM12023

Perform Engineering measurement

MEM13015, MEM16006,

MEM09002

Interpret Engineering drawing

MEM13015, MEM16006, MEM12023, MEM12024

MEM05050

Perform routine Gas Metal Arc Welding (MIG)

MEM13015, MEM16006, MEM11011

MEM05049

Perform routine gas Tungsten Arc welding (TIG)

MEM13015, MEM16006, MEM11011

MEM05006

Perform Brazing and /or silver soldering

MEM13015, MEM16006, MEM11011

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. PATHWAYS Certificate III Engineering (needs to be completed under an Apprenticeship), Fabrication, Boilermaker, Sheet Metal Worker, Mining Industries and other trade related careers.

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CERTIFICATE III FITNESS COMPETENCIES

HLTAID011

Provide first aid and

HLTAID009

Provide cardiopulmonary resuscitation.

SISFFIT047

Use anatomy and physiology knowledge to support safe and effective exercise.

SISFFIT032

Complete pre-exercise screening and service orientation

SISXIND009

Respond to interpersonal conflict

SIRXSLS001

Sell to the retail customer

SISFFIT052

Provide healthy eating information

BSBOPS304

Deliver and monitor a service to customers

SISFFIT033

Complete people fitness assessments

HLTWHS001

Participate in workplace health and safety

SISFFIT040

Develop and instruct gym-based exercise programs for individual clients.

SISFFIT035

Plan group exercise sessions

SISFFIT036

Instruct group exercise sessions

BSBPEF301

Organise personal work priorities

BSBCRT311

Apply critical thinking skills in a team environment

CHCPRP003

Reflect on and improve own professional practice

LECTURER Fit College COURSE LENGTH Full Year SACE CREDITS 95 MAX Stage 2 COURSE STRUCTURE Online blended course 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. UNIFORM Students will be required to wear Unity College PE Uniform. COST $2000 with Unity College contributing up to approx. $750. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2027. 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.

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

Sport and Recreation

CORE

COURSE CONTACTS Carlee Stewart | Jasmine Barolo

VET

YEAR LEVEL 11

2027 Curriculum Guide Contents

CERTIFICATE III AGRICULTURE | CERTIFICATE III RURAL OPERATIONS YEAR LEVEL 11/12

COMPETENCIES

CORE

COURSE CONTACTS Carlee Stewart | Jasmine Barolo LECTURER RST (Regional Skills Training) COURSE LENGTH 1-2 years

AHCWHS302

Contribute to workplace health and safety processes

AHCWRK320

Apply environmentally sustainable work practises

SACE CREDITS 155-170 MAX Stage 2

ELECTIVE

COURSE STRUCTURE Online | Workshops

AHCBIO303

QUALIFICATION AHC30122 Certificate III Agriculture AHC32822 Certificate III Rural Operations COURSE OUTLINE RST will work with you to determine the most suitable course to meet your needs. Students participating in these courses can expect to gain practical skills needed for careers in various sectors of the agricultural industry including broadacre cropping, livestock and mixed farming enterprises. SELECTION CRITERIA Students meeting the criteria will need to complete a Trade Skills Centre Enrolment Form and complete an interview process with RST. Students will be notified if they are successful in gaining a place.

VET

Primary Industries

UNIFORM

Students will be required to provide their own PPE (eg. steele capped boots, safety glasses etc) depending on workshops selected. COST The cost will be approx $900. A $100 Unity College TSC administration fee will be invoiced to all students in Term 1, 2026. SPECIAL CONDITIONS

Students will be required to organise/provide their own transport to off-site workshops.

Apply biosecurity measures (core for Rural Operations ONLY)

Other elective options include: + + + + + + + +

Welding and Workshop Tools Machinery Maintenance Chainsaw Working at Heights and in Confined Spaces Mobile Plant Operation Chemical Accreditation Crop Agronomy / Pest, Disease and Weed Control Livestock Feeding Plans

PATHWAYS + + + +

Farm Hand Agronomy Animal Handling Bachelor or Agriculture

+ + + + + + + + + + + + + + + + + + + + + + + +

Bachelor of Disability and Community Inclusion Bachelor of Disability and Developmental Education Bachelor of Early Childhood Education – Birth to 5 Bachelor of Early Childhood Education – Birth to 8 Bachelor of Education (Primary) Bachelor of Education (Secondary) Bachelor of Education (Secondary Health and Physical Education) Bachelor of Engineering (Civil) (Honours) Bachelor of Engineering (Electrical and Electronic) (Honours) Bachelor of Engineering (Environmental) (Honours) Bachelor of Engineering (Honours) - Flexible Entry Bachelor of Engineering (Honours) - General Entry Bachelor of Engineering (Maritime) (Honours) Bachelor of Engineering (Mechanical) (Honours) Bachelor of Engineering (Robotics) (Honours) Bachelor of Engineering (Software) (Honours) Bachelor of Engineering Science Bachelor of Exercise and Sport Science Bachelor of Health Sciences Bachelor of Human Nutrition Bachelor of Medical Science Bachelor of Nursing (Pre-registration) (Bedford Park only) Bachelor of Nutrition and Exercise Bachelor of Public Health

Any additional course speciﬁc entry requirements as listed on the relevant course webpage (e.g. subject pre-requisites, audition, portfolio, etc) will also need to be met.

Flinders Aligned

FLINDERS COURSES ELIGIBLE THROUGH THESE PATHWAYS:

Unity College - Flinders University Partnership

2027 Curriculum Guide Contents

Unity College - Flinders University Partnership

Flinders Aligned

2027 Curriculum Guide Contents

Unity College - Flinders University Partnership

Flinders Aligned

2027 Curriculum Guide Contents

Unity College - Flinders University Partnership

Flinders Aligned

2027 Curriculum Guide Contents

Unity College - Flinders University Partnership

Flinders Aligned

2027 Curriculum Guide Contents

Education is the most powerful weapon which YOU can use to change the world. Nelson Mandela Owl Drive, Murray Bridge South Australia 5253

t. 08 8532 0100 e. unity@unitycollege.sa.edu.au www.unitycollege.sa.edu.au

YOUbelong Updated August 2026