CONTENTS CONTENTS ...... 2 INTRODUCTION ...... 5 YEAR 10 2018 ...... 9 ARTS ...... 11 MEDIA ART ...... 11 VISUAL ART ...... 12 DRAMA ...... 13 MUSIC...... 14 CHRISTIAN LIFE ...... 15 INDIVIDUALS & SOCIETY ...... 16 GEOGRAPHY ...... 16 HISTORY ...... 17 COMMERCE, CIVICS AND CITIZENSHIP ...... 18 ENGLISH ...... 19 LANGUAGE ACQUISITION ...... 20 MANDARIN 1 (CONTINUERS) ...... 20 MANDARIN 2 (CONTINUERS) ...... 20 GERMAN 1 (CONTINUERS) ...... 21 GERMAN 2 (CONTINUERS) ...... 21 MATHEMATICS ...... 22 Year 10 Specialist Mathematics ...... 22 HEALTH & PHYSICAL EDUCATION ...... 24 PHYSICAL EDUCATION ...... 24 SHAPE (Sport, Health and Physical Education) ...... 25 SCIENCES ...... 26 DESIGN ...... 27 ENGINEERING ...... 29 THE SACE – STAGE 1 AND STAGE 2 2018 ...... 31 THE SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION (SACE) ...... 33 VOCATIONAL EDUCATION AND TRAINING (VET) ...... 40 TERTIARY EDUCATION REQUIREMENTS ...... 42 TERTIARY EDUCATION ENTRANCE REQUIREMENTS ...... 43 CHOOSING A COURSE AT STAGE 1 AND STAGE 2 ...... 44 GLOSSARY...... 48 ARTS ...... 50 DRAMA ...... 50 DRAMA (STAGE 1) ...... 50 DRAMA (STAGE 2) ...... 52
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MUSIC...... 54 STAGE 1 MUSIC (Advanced) ...... 54 STAGE 2 MUSIC ...... 55 VISUAL ARTS ...... 58 STAGE 1 VISUAL ARTS ...... 58 STAGE 2 VISUAL ARTS ...... 60 BUSINESS ENTERPRISE AND TECHNOLOGY ...... 62 STAGE 1 BUSINESS AND ENTERPRISE ...... 62 STAGE 2 BUSINESS AND ENTERPRISE ...... 63 STAGE 1 DESIGN & TECHNOLOGY ...... 65 STAGE 2 DESIGN AND TECHNOLOGY ...... 66 STAGE 1 DIGITAL TECHNOLOGIES ...... 67 WORKPLACE PRACTICES ...... 69 STAGE 2 WORKPLACE PRACTICES ...... 69 CROSS DISCIPLINARY STUDIES ...... 71 STAGE 1 PERSONAL LEARNING PLAN ...... 71 STAGE 1 RESEARCH PRACTICES ...... 72 STAGE 2 RESEARCH PROJECT ...... 73 ENGLISH ...... 74 STAGE 1 ESSENTIAL ENGLISH ...... 74 STAGE 1 ENGLISH ...... 75 STAGE 2 ESSENTIAL ENGLISH ...... 77 STAGE 2 ENGLISH ...... 78 STAGE 2 ENGLISH LITERARY STUDIES...... 79 HEALTH & PHYSICAL EDUCATION ...... 81 STAGE 1 PHYSICAL EDUCATION ...... 81 PHYSICAL EDUCATION A ...... 81 PHYSICAL EDUCATION B ...... 82 STAGE 2 PHYSICAL EDUCATION ...... 82 FOOD & HOSPITALITY...... 84 STAGE 2 FOOD & HOSPITALITY ...... 84 HUMANITIES & SOCIAL SCIENCES ...... 86 ANCIENT STUDIES ...... 86 STAGE 1 ANCIENT STUDIES ...... 86 GEOGRAPHY ...... 87 STAGE 1 GEOGRAPHY ...... 87 STAGE 2 GEOGRAPHY ...... 88 HISTORY ...... 90
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STAGE 1 MODERN HISTORY ...... 90 STAGE 2 MODERN HISTORY ...... 91 LEGAL STUDIES ...... 93 STAGE 1 LEGAL STUDIES...... 93 STAGE 2 LEGAL STUDIES...... 94 SOCIETY AND CULTURE ...... 95 STAGE 2 SOCIETY & CULTURE ...... 95 LANGUAGES ...... 97 STAGE 1 LANGUAGES AT CONTINUERS LEVEL ...... 97 STAGE 2 LANGUAGES AT CONTINUERS LEVEL ...... 98 MATHEMATICS ...... 100 STAGE 1 SPECIALIST MATHEMATICS ...... 101 STAGE 1 MATHEMATICAL METHODS ...... 101 STAGE 1 GENERAL MATHEMATICS ...... 102 STAGE 1 ESSENTIAL MATHEMATICS ...... 102 STAGE 2 SPECIALIST MATHEMATICS ...... 103 STAGE 2 MATHEMATICAL METHODS ...... 104 STAGE 2 GENERAL MATHEMATICS ...... 105 STAGE 2 ESSENTIAL MATHEMATICS ...... 106 RELIGION STUDIES ...... 107 STAGE 1 RELIGION STUDIES ...... 107 STAGE 2 RELIGION STUDIES ...... 108 SCIENCES ...... 109 BIOLOGY ...... 109 STAGE 1 BIOLOGY...... 109 STAGE 2 BIOLOGY...... 110 CHEMISTRY ...... 111 STAGE 1 CHEMISTRY ...... 111 STAGE 2 CHEMISTRY ...... 112 PHYSICS ...... 113 STAGE 1 PHYSICS ...... 113 STAGE 2 PHYSICS ...... 114 PSYCHOLOGY ...... 115 STAGE 1 PSYCHOLOGY ...... 115 STAGE 2 PSYCHOLOGY ...... 116 VET COURSES ...... 117
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INTRODUCTION
A warm welcome to parents / caregivers and students of the Senior School.
This Curriculum Handbook has been prepared to provide parents and students with subject information for learning pathways from Year 10 through to Year 12 and beyond. In Year 10, the courses of study are based on the requirements of the Australian Curriculum and the South Australian Certificate of Education; whereas for Years 11 and 12, the courses meet the requirements of the South Australian Certificate of Education (SACE). All three levels of Senior School offer a curriculum that is challenging and diverse and provides students with flexibility: To pursue a variety of learning opportunities both within and outside of the College To develop knowledge and skills relative to their future career goals and aspirations
These will be further refined as students move through the Senior School. The information in this Handbook is designed to help you to make informed choices, supported by your attendance at Parent/Student Information evenings and at individual Subject Counselling appointments. As well as referring to this Handbook, students and their parents are encouraged to follow these steps: 1. Attend Open Days at the various Universities, TAFE and other tertiary educational institutions to become aware of the vast array of study courses available.
2. Refer to current copies of the SATAC University Guide, the online SATAC Tertiary Entrance booklet and any other materials available on line from the institutions. Please also refer to the links that appear later on in this Handbook.
It is important to refer particularly to the online SATAC Tertiary Entrance booklet to determine if there are any prerequisites for courses and if there are any subjects studied at Stage 2 level that are precluded combinations.
3. Decide on possible subjects to study at Stage 2 and then work backwards, using the subject information in this Handbook, to look at the subjects offered in Stage 1 and then Year 10, to ensure that they meet the desired pathway.
4. Remember that it is important to provide your child with a wide range of learning opportunities to keep their options open and to avoid confining them to too narrow a focus, too early.
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The following staff at Pedare can assist you throughout this exciting, challenging and important decision-making process: Mrs Debbie Hollister, Director of Senior Studies and Pathways Mrs Gillian Edwards, Head of Senior School Mr Lindsay Jackson, Deputy Principal Ms Jan Robertson, Assistant Head of Senior School Learning Area Coordinators Individual subject teachers Home Group teachers
We look forward to working in partnership with you and wish you well in making considered and informed decisions based on thorough research. We encourage you to take full advantage of the support available.
Gillian Edwards Head of Senior School
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opportunities north east Choice + Opportunities + Success 2018 SHARED LEARNING CAMPUS STUDY & SHARED LEARNING VET COURSES The One+ Campus comprises three schools; Gleeson College Pedare Christian College and Golden Grove High School. We are committed to excellence in teaching and learning and we work creatively and collaboratively to expand learning opportunities. We have worked in partnership to grow student pathways and opportunities for success. This has been a strong feature of One+ for 30 years serving approximately 2,500 students on our Campus. One+ is a vibrant collaboration that enhances the learning opportunities for all students in our campus schools, enriched by innovation and choice.
Shared Learning – What is it?
Students studying SACE (Year 11 and Year 12) have several options to personalise their educational pathway:
+ Shared Learning VET - In line with the One+ principle of + Take advantage of opportunities to find out more Shared Learning VET, students may study one or more of information from subject counselling sessions, subject these courses. The course may include students from all teachers, course information evenings, House and Year Level three schools and may be hosted by a teacher from any of the schools on campus. Coordinators Care Group/Home Group Teachers and VET Coordinators + Campus Study – At SACE Stage 1 or Stage 2 students may elect to study any one Campus subject. This means attending + Indicate interest on your online selections. a subject hosted at one of the other schools on Campus. + Attend your Course Counselling session to discuss your It is common for students to make use of these enhanced interest. At this time you will be provided with advice on the subject opportunities when one school offers a specialised suitability of this course for your identified pathway and course of interest or in order to best fit a student’s desired formal application paperwork and processes will be pathway. This effectively provides flexibility in student explained. timetables to study a subject their home school may not offer. + Return the completed application form to your own school. Taking advantage of Choice, Opportunity, + *Class viability will be determined by demand and staffing. Success Support in Learning The process for identifying interest and intent to study All students taking advantage of Campus Study or Shared Campus subjects or via Shared Learning VET is as follows: Learning VET are inducted and supported in their study outside their own school. Progress checks and communications between schools is routine.
To see what Shared Learning may offer to enhance your pathway, visit each school’s Curriculum Handbook.
www.oneplus.sa.edu.au
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PASTORAL CARE CURRICULUM
Pedare Christian College is committed to providing an environment that maximises the holistic educational opportunities of all students. We are a Christian community and as such Christian values underpin all that we do. The growth and learning of our students, and the safety and happiness of all are priorities. High expectations, equity, inclusiveness and respectful relationships are key features reflected in our College Core Values and Expectations. Pedare’s Core Values Acceptance & Understanding, Commitment, Community, Compassion, Excellence, Faith, Integrity, Knowledge, Self-Discipline, Self-Worth, Service and Pride Our aim is that these values are the accepted way in which we operate on a daily basis and are applied within the classroom, yard, on excursions and during extra-curricular activities. To help achieve positive teaching and learning outcomes at Pedare, staff and students seek to abide by a Behaviour Plan based upon ‘The 4 Ps’: Punctuality – arriving at school and to each lesson on time ready to engage in learning Personal Organisation – being equipped with the necessary and required materials and aids for learning Presentation – being correctly attired according to the expected College Uniform and Grooming expectations Performance – behaving in a manner that respects the rights of all students to learn, teachers to teach, and the rights of all to be safe.
Students are assigned to one of five Communities, named after the original farms in the Golden Grove area: Brooklyn, Eldergreen, Greenwith, Hillcott and Surrey. Each Community is led by a Community Coordinator, who, together with the Home group teachers, are responsible for the pastoral welfare of the students and who oversee coordination of Community activities throughout the year. Within each Community of the Senior School, there are two vertical Home groups made up of students from Years 11 and 12 and one Year 10 Home Group. The Home Groups meet every morning and for one module on a fortnightly basis, called Community Lesson, that forms part of the pastoral curriculum for all students. The pastoral curriculum is designed to reflect and encourage the development of the 12 Core Values of the College. Students also attend a fortnightly assembly where they have the opportunity to listen to guest speakers, to celebrate the efforts and achievements of their peers and to develop a sense of identity as a College. Senior School students also attend a Senior School Worship Service conducted by the College Chaplain, held every fortnight. The alternate weeks each Community (Years 6-12) also meets at Community Gatherings. Positive participation in COMMUNITY lesson and in all Home group and Community activities is an expectation of the Pastoral Care program and is an integral part of the overall curriculum at Pedare; and as such, forms part of the reporting process for students each semester.
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YEAR 10 2018
Year 10 at Pedare is a year in which students commence the SACE (South Australian Certificate of Education).
To comply with the requirements of the Australian Curriculum, every Year 10 student must study a full year of Mathematics, Science, English and a semester of History and Physical Education. At Pedare, Christian Life is also compulsory. The Year 10 curriculum is listed below and shows the number of modules per week for each subject. There are 35 modules per week. Subject Modules Per Week English 5 Mathematics 5 Sciences 5 Christian Life 2 Life Long Learning (Personal Learning Plan) 2 Assembly/Community 1 Elective Subjects: (5 modules per subject) 15 in S1 & 15 in S2 Total 35 Students study three elective subjects in Semester 1, and three in Semester 2. These subjects are chosen from a range of either Full Year Subjects or Semester Length Subjects. These subjects are listed in the table below, with more detail being given in the Description of Subjects Section of this booklet. Learning Area Subject Semester/Full Year Arts Drama Semester or Full Year Music Semester or Full Year Media Arts Semester or Full Year Visual Arts Semester or Full Year Language Acquisition Mandarin or German Semester 1 or Full Year Individuals & Society Geography Semester Commerce, Civica and Citizenship Semester 2 only. History Compulsory in either S 1 or S 2 Physical Education Physical Education Semester (Compulsory in either S1 or S2) SHAPE (Sport Health & Physical Education) Design - CAD/CAM/Robotics Semester - Digital Robotics Technology Semester (Coding & Systems) - Food Technology Semester or Full Year - Product Design in Timber and Steel Semester
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See pages 12 to 31 for more details of all Year 10 subjects.
The Personal Learning Plan (PLP) The Personal Learning Plan is a compulsory South Australian Certificate of Education (SACE) subject, undertaken in Year 10. Students consider their aspirations and research career, training and further study choices to help them map out their future. Students identify goals and plan how to achieve them through school and after finishing the SACE. The Personal Learning Plan helps students to: identify and research career paths and options, including further education, training and work choose appropriate SACE subjects and courses based on plans for future work and study consider and access subjects and courses available in and beyond school review their strengths and areas they need to work on, including literacy, numeracy, and information and communication technology skills gain skills for future employment develop goal setting and decision making skills gain understanding of citizenship and the importance of contribution to the community consider their learning styles identify strengths and weaknesses in the personal development, including health and well-being.
The Personal Learning Plan contributes 10 credits towards the SACE. Students will be required to complete a minimum 10 hour volunteer work/community service. Students need to achieve a C grade or above to pass the PLP and achieve their SACE.
For more details of the PLP, refer to page 71 of this booklet.
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ARTS
MEDIA ART
ADVICE TO STUDENTS Students will explore different viewpoints Media Art offers students the opportunity to and analyse artworks from a contemporary, cultural, personal and explore the use of a diverse range of technologies in the creation of visual images technical perspective and forms. Through the analysis and Students will experiment with different interpretation of contemporary artworks mediums and present media artworks students are encouraged to develop divergent that manipulate convention thinking skills and aesthetic awareness. Creative approaches to visual communication CONTENT is encouraged through the design and Knowledge of understanding of the elements refinement of independent art work. and principals of art Length: 1 or 2 units. Skill development in a variety of digital and Desirable Background: Successful completion non-digital mediums of Year 9 Art with an IB MYP achievement of Thinking creatively in response to alternative grade 4 or above. perspectives and imaginative solutions Students intending to continue with Art in Responding and evaluating the artwork of self Stage 1 and Stage 2 are encouraged to and others undertake both Year 10 Visual Art and Year 10 Media Art (2 units) ASSESSMENT AIMS Students demonstrate evidence of their learning through the following assessment Students will enrich their Media Arts criteria: knowledge by expanding their conceptual and aesthetic understanding of the Arts Practical application Students will develop creating thinking Knowledge and understanding skills in response to specific artists Analysis and response.
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VISUAL ART to experience a wide range of materials and techniques ADVICE TO STUDENTS to develop their research skills in both practical technique and theoretical Visual Art offers students the opportunity to analysis refine their skills in traditional art making to develop reflection and evaluation skills techniques through the creation of rendered images and sculptural forms. Aesthetic awareness is developed through the analysis CONTENT and interpretation of significant historical and Practical work in a variety of 2D and 3D contemporary artworks. Creative approaches Mediums to visual communication is encouraged through the design and crafting of Documentation of the development of independent art work. technique and concepts Length: 1 or 2 units. Theoretical analysis of Historical and Contemporary art pieces Desirable Background: Successful completion of Year 9 Art with an IB MYP achievement of Reflection and evaluation through journal grade 4 or above. entries and class critiques Students intending to continue with Art in ASSESSMENT Stage 1 and Stage 2 are encouraged to Students demonstrate evidence of their undertake both Year 10 Visual Arts and Year learning through the following assessment 10 Media Arts (2 units) criteria: AIMS Practical application to develop their visualisation skills in a Knowledge and understanding variety of areas using observational and Analysis and response. intuitive approaches to art making
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DRAMA
ADVICE TO STUDENTS CONTENT Length: 1 or 2 units. Knowledge and understanding of Drama Desirable Background: Successful completion Theory and Innovators of Year 9 Drama with an IB MYP achievement of grade 4 or above. Developing skills through practical work involving individual and group performances Notes: Students intending to continue with Drama in Stage 1 and 2 are encouraged to Thinking creatively in response to alternative undertake a full year of Drama (2 units). perspectives and imaginative solutions To study a full year of Drama: Students must Responding and evaluating to the dramatic achieve at least an IBMYP grade of 4 in performance of self and others Semester 1 of Year 10 Drama. ASSESSMENT AIMS Students demonstrate evidence of their to develop skills in character learning through the following assessment development, stage skills and script criteria: analysis knowledge and understanding to develop research skills and awareness application of Drama innovators analysis. to rehearse and present scripted monologues and group performances for assessment
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MUSIC To apply their knowledge to the analysis of music works, and through this, ADVICE TO STUDENTS develop an understanding and appreciation of music in context. Prerequisite: Successful completion of Year 9 Music with an achievement of at least an To view two public performances of IBMYP grade of 4. professional music and reflect on these in context of their own development as a Notes: Students must be undertaking private musician. instrumental/vocal lessons on their instrument To develop an awareness of career of choice at this year level. Students are also opportunities involving music. strongly encouraged to participate in a College Music Ensemble to further develop Year 10 Music in a comprehensive music their performance skills and to enjoy music course that directly prepares students for with other like-minded students. Stage 1 Music and beyond. AIMS ASSESSMENT to develop confidence and skills in Students demonstrate evidence of their performing music in both Solo and learning through the following assessment Ensemble performance. They also learn criteria:. how to present performances in varied contexts and for different audiences as a Practical application solo musician and in an ensemble. Knowledge and understanding To develop their conceptual Analysis and reflection. understanding of music theory and aural at a Grade 3 Theory level. This includes learning modern harmony.
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CHRISTIAN LIFE CONTENT ADVICE TO STUDENTS The topics covered will be: Length: Full year compulsory (2 modules per Social Issues week) Tackling Discrimination AIMS Forgiveness of the Gospel The Christian Life Program underpins the History of the Church Christian ethos of the College, and is taught by staff so as to raise awareness of the ASSESSMENT CRITERIA Anglican and Uniting Christian Tradition and to explore the religious basis of ethical and Knowledge and Understanding social justice issues. Investigation and Application Communication
Analysis and Personal Reflection
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INDIVIDUALS & SOCIETY examine geographical applications of a contemporary local/global issue.
GEOGRAPHY CONTENT
ADVICE TO STUDENTS Semester 1 or 2: Length: 1 Semester The geography of surfing: studying the natural and human features of the coastal areas. Why Notes: Students may choose either first or and how coastlines change over time, the second Semester. popularity of the coast and the impact of Pre-Requisites: none. humans will be discussed. Where are the best places to surf in South Australia? Learning Requirements: Students display learning through three assessments, at least 2 Students will participate in a full day field study from Type 1 and at least 1 from Type 2. of Adelaide’s coastline. Students are encouraged to complete at least Don’t panic – how many people can live on one semester of Year 10 Geography to study Planet Earth?: studying trends in world Geography in Stage 1 or Stage 2. population and the effect of population on development. A focus on Australia’s ageing AIMS population and its management. Geography allows students to: Poverty in the world: studying the factors that answer questions about the natural and contribute to uneven human and economic human world development. Health, social, economic and understand a range of peoples and population issues will be discussed. cultures, and a respect for different ASSESSMENT attitudes, views and beliefs develop spatial and information technology The following criteria are used in assessment. skills Note that not all criteria are used for each develop outstanding graphical and task. mapping skills Knowledge and develop unique ways of seeing the world Maximum A Understanding explore issues of environmental change and sustainable development Analysis and Maximum A recognise the need for a just and equitable Evaluation society Application Maximum A develop practical skills through field work use geographical and fieldwork skills, to examine geographical features
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HISTORY Rights and freedoms (1945 – present) ADVICE TO STUDENTS Students investigate struggles for human Length: History is offered as a one semester rights in depth. This will include how rights length course in Semester 1 or 2. and freedoms have been ignored, demanded Pre-Requisites: None. or achieved in Australia and in the broader world context. Learning Requirements: At least three of Type 1 and one of Type 2 assessments. The Globalising World AIMS Popular Culture (1945 – present) This subject is designed to develop students’: The nature of popular culture in Australia at the end of WW2, including music, film and • knowledge and understanding of major sport. events of the past that have influenced our lives today ASSESSMENT • understanding of causation The following criteria are used in assessment. • knowledge and understanding of the role Note that not all criteria are used for each of groups and individuals who have task. influenced events • research skills and the use of evidence. Assessment Type 1: Historical Skills Assessment Type 2: Historical Study CONTENT Assessment Tasks World War 2 Essays, source analysis, tests and exams. Students investigate wartime experiences Understanding and Maximum A through study of World War 2 in depth. This Application includes a study of the causes, events, Application and outcome and broader impact of the conflict as Maximum A an episode in world history, and the nature of Evaluation Australian involvement. Analysis Maximum A
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COMMERCE, CIVICS AND CITIZENSHIP Assessment Types
At least one of each of the following ADVICE TO STUDENTS assessment types: Length: One Semester (offered in Semester 2) Type 1 Folio Type 2 Issues Study Prerequisites: None Type 3 Presentation CONTENT Commerce Assessment Tasks Students will learn about money, forms of The assessment tasks will comprise any of the money, basic economics, markets, following: globalization, businesses and business structure. Tests Exams Civics and Citizenship Essay Students develop an understanding of Reports government, three levels of government, Oral Presentation federal parliament, voting and elections, Issues Investigations political parties, the legal system, laws and courts. Debate ASSESSMENT The following criteria are used in assessment. Note that not all criteria are used for each task. Knowing and Maximum A Understanding Inquiry Maximum A Analysis and evaluation Maximum A
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ENGLISH CONTENT Students will study texts including prose, film, ADVICE TO STUDENTS drama and poetry, of varying degrees of Length: Full year - compulsory complexity. This will involve the study of literary techniques, intended message and Prerequisite: Sound achievement in Year 9 audience, and the creation of students’ own Language & Literature (English) responses to literature. AIMS Written work must show students’ ability to Year 10 English is designed to prepare express themselves clearly and accurately in students for SACE English. Two streams are responses to literature, to their wider reading, offered, both of which focus on Responding to in comprehension exercises and in various Texts and Creating Texts. The English stream forms of writing, such as letters, essays and is open to all students, and Essential English recounts. will be offered to selected students based on ASSESSMENT teacher recommendation. Students are assessed on a scale of A to E based on the SACE performance standards.
Knowledge and understanding Analysis Application.
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LANGUAGE ACQUISITION MANDARIN 2 (CONTINUERS) ADVICE TO STUDENTS Students are able to continue their study of Mandarin or German at Year 10 level in Length: Semester 2 Semester 1 or for the full year. Prerequisite: Successful completion of Year 10 It is not possible to do one semester of Mandarin 1 language in Semester 2 only, as language study must be undertaken continuously. AIMS MANDARIN 1 (CONTINUERS) To further extend and broaden Mandarin language skills in Speaking, Reading,
Writing and Listening ADVICE TO STUDENTS To further develop an appreciation of Length: Semester 1 Mandarin culture, history and geography Prerequisite: Vocabulary and grammatical To further foster an awareness of cultural knowledge equivalent to approximately two diversity in a globalising world years’ study of the Mandarin language. To develop the ability to deal with Achievement of at least a 4 (or equivalent) in travellers from a Mandarin-speaking Year 9 study of Mandarin. country in a local setting
AIMS CONTENT To extend and broaden Mandarin language skills in Speaking, Reading, Students will build on the skills developed in Writing and Listening Semester 1. To develop an appreciation of Mandarin Students planning to continue their language culture history, and geography study in Stage 1 should undertake a full year To foster an awareness of cultural of study in Year 10. diversity in a globalising world ASSESSMENT
CONTENT Assessment consists of a variety of reading, writing, speaking and listening tasks, a In addition to concentrating on practical portfolio, and an end-of-year examination. language skills and real life situations, students will further their vocabulary and A grade of C or above in Year 10 Mandarin grammatical knowledge. Students will Semester 2 is needed to proceed to Stage 1 examine aspects of Mandarin culture and Mandarin. history. Assessment types Weighting ASSESSMENT Speaking 25% Assessment consists of a variety of reading, Reading 25% writing, speaking and listening tasks, and an end of semester examination. Listening 25% Writing 25%
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GERMAN 1 (CONTINUERS) GERMAN 2 (CONTINUERS)
ADVICE TO STUDENTS ADVICE TO STUDENTS Length: Semester 1 Length: Semester 2 Prerequisite: Vocabulary and grammatical Prerequisite: Successful completion of Year 10 knowledge equivalent to approximately two German 1. years’ study of the German language. AIMS Achievement of at least a 4 (or equivalent) in To extend and broaden German language Year 9 study of German. skills in Speaking, Reading, Writing and Listening. AIMS To develop an appreciation of German To extend and broaden German language culture, history and geography. skills in Speaking, Reading, Writing and To foster an awareness of cultural Listening; diversity in a globalising world. To develop an appreciation of German To develop the ability to deal with culture, history and geography; travellers from a German-speaking To foster an awareness of cultural country in a local setting. diversity in a globalising world CONTENT CONTENT Students will build on the skills developed in In addition to concentrating on practical Semester 1. language skills and real life situations, Students planning to continue their language students will further their vocabulary and study in Stage 1 should undertake a full year grammatical knowledge. Students will of study in Year 10. examine aspects of German culture and ASSESSMENT history. Assessment consists of a variety of reading,
writing, speaking and listening tasks, a ASSESSMENT portfolio, and an end-of-year examination Assessment consists of a variety of reading, A Grade C or above is needed for the student writing, speaking and listening tasks, and an to continue to Stage 1 German. end of semester examination. Assessment types Weighting
Speaking 25%
Reading 25% Listening 25% Writing 25%
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ASSESSMENT MATHEMATICS Students will demonstrate evidence of their learning through the following assessment Note: All programs incorporate the use of types: graphics calculator and/or computers, to Skills and Application Tasks, in the form support classroom teaching, learning and of topic tests assessment. Mathematical Investigations ADVICE TO STUDENTS Year 10 Specialist Mathematics Length: Full year ADVICE TO STUDENTS AIMS Year 10 Specialist Mathematics is an elective The Australian Curriculum for Mathematics and is studied in Semester 2 only. provides students with essential mathematical skills and knowledge across NB Students must study Year 10 Specialist three content strands: Number and Algebra, Mathematics in conjunction with Year 10 Measurement and Geometry, and Statistics Mathematics. and Probability, whilst developing the AIMS proficiencies of Understanding, Fluency, Problem Solving and Reasoning. The The Australian Curriculum for Mathematics proficiencies reinforce the significance of provides students with essential working mathematically within the content mathematical skills and knowledge across and describe how the content is explored or three content strands: Number and Algebra, developed. They provide the language to build Measurement and Geometry, and Statistics in the developmental aspects of the learning and Probability, whilst developing the of Mathematics. proficiencies of Understanding, Fluency, Problem Solving and Reasoning. The The program provides opportunities for proficiencies reinforce the significance of students to develop the skills and working mathematically within the content understanding of Mathematics to enable and describe how the content is explored or them to cope effectively with everyday developed. They provide the language to build situations in our society and to prepare them in the developmental aspects of the learning for further study of Mathematics. of Mathematics. CONTENT The program provides opportunities for Topics include Geometry and Measurement, students to develop the skills and Algebra, Coordinate Geometry and understanding of Mathematics to enable Trigonometry, Pythagoras, Indices and them to cope effectively with everyday Quadratic Equations. situations in our society and to prepare them for further study of Mathematics. All students cover the same core topics in this subject. Appropriate teaching strategies are CONTENT employed to ensure each student is Year 10 Specialist Mathematics consists of the appropriately supported and extended in their following topics: mathematical understanding and Functions and Relations development. Polynomials Advanced Trigonometry Logarithms and Exponentials
Linear and Non-Linear Functions
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ASSESSMENT Students will demonstrate evidence of their learning through the following assessment types: 3 x Skills and Application Tasks, in the form of topic tests 1 x Mathematical Investigations
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PHYSICAL & HEALTH EDUCATION • have a greater understanding of strategy, tactics and performance elements of sports and pastimes PHYSICAL & HEALTH EDUCATION • have a greater understanding of contemporary health issues and an ADVICE TO STUDENTS individual’s responsibility in dealing with them Length: one unit (one semester) • have a greater appreciation of active Note: All students will do one semester of recreational pastimes for their future. Physical and Health Education. They will also have the opportunity of undertaking an CONTENT elective Physical Education related subject SHAPE (Sport, Health and Physical Education): The practical component for this course will see separate information for details of the include a selection from the following SHAPE course. Students may therefore do: activities: One semester of Physical and Health • Individual and Team Sports Education, or • Fitness and Conditioning One semester of Physical and Health Education AND one semester of SHAPE, The Health (theory) component of this course but ideally not in the same semester. will include a selection from the following topics: AIMS Performance enhancing substances used in Sport At the end of this unit students will: Ethics in Sport • be performing sports skills at a higher Presentation Assessment and basic first level of proficiency aid treatment of sports injuries
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SHAPE (Sport, Health and Physical CONTENT Education) The practical components for this course will include a selection from the following topics: Sport, Health and Physical Education is ideally • Participation in a variety of fitness tests, suited to the student who enjoys Physical and leading to participation in a 6-10 week Health Education. It is designed so that fitness program students examine subject material in greater • Creation of a carefully designed circuit depth and broaden their understanding of training session as an aide to improving issues related to an individual’s participation and maintain fitness in Health and Fitness, Sport and Recreation • Group dynamics, problem solving/ pastimes. This course is designed to lead initiative activities and various team students into the Stage 1 Physical Education sport activities designed to highlight and course. develop leadership and teamwork skills ADVICE TO STUDENTS • Extension of personal sporting skills through participation in individual Length: One unit sporting activities Pre-requisites: None • Excursions to and contact with a cross- section of the Sport, Leisure and Desirable Background: Enthusiastic Recreation Industries completion of all Physical & Health Education units in Years 8 and 9 The theory components for this course AIMS include: At the completion of this unit students will: The Respiratory and Circulatory System • Acquire and appreciate skills of of the body leadership and teamwork as they relate Energy Systems in the human body to team sports, and more broadly Fitness for Sport • Gain an understanding and appreciation The Sport and Recreation Industry of varied vocational opportunities in the Sports Nutrition Sport, Leisure and Recreation industries • Be able to evaluate their diet and activity levels and understand the health Students will undertake a written examination consequences of lifestyle choices at the end of the semester, in addition to • Complete both a personal fitness ongoing assessment of both practical and program and diet analysis and evaluate theoretical units of work. The course consists them in relation to set criteria of approximately 50% practical activity and 50% theory-related work.
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SCIENCES To promote an awareness of the interrelationship of Science and This is a general Science course, and Technology. successful completion leads to all Stage 1 and Stage 2 Science courses. CONTENT Topics include Chemistry, Geology, Biology, Physics, Psychology and Technology. ADVICE TO STUDENTS ASSESSMENT Length: Full year The following criteria are used in assessment. Note that not all criteria are used for each AIMS task. To stimulate curiosity, inquiry and At the end of the assessment period, the interest in Science grade is based on performance standards To provide the communication skills and which describe five levels of achievement that foundation required for further study in are reported with the grades A to E at the related fields student’s completion of the subject. To provide theoretical and practical studies in Science
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DESIGN CONTENT CAD/CAM/Robotics (Systems) ADVICE TO STUDENTS Students use modern manufacturing The Content section below lists the units equipment to 3D Print, Laser Cut and CNC Mill offered in Design: out products to meet a set design tasks. This All units are semester length courses. area of study can branch into mechanical systems, innovate design and robotic Student demand and timetable/staffing mechanisms. constraints may determine which units will run. Digital & Robotics Technology (Coding & Systems) Students are able to choose any two electives from the selection provided below. In the new Year 10 Digital and Robotics Technologies subject, students reinforce AIMS programming concepts taught in the middle The Year 10 Design units at Pedare are years using several programming languages. structured into three main areas: Students will design the user experience of a digital system by evaluating alternative Information designs against criteria including functionality, The units enable students to identify, accessibility, usability, and aesthetics access, evaluate and acknowledge a wide range of information sources and Students also analyse and visualise data to information based solutions. Students create information and address complex also communicate the information problems. Using specialist robotics required to perform a task, achieve a equipment, students implement modular purpose or solve a problem. Information programs, applying selected algorithms and based solutions will involve computer data structures including using an object- technology. Students are expected to oriented programming language. select and use media and software that Food & Technology (Materials) are appropriate to the problem being solved. Students investigate and analyse issues relating to healthy eating and meal planning. Materials They will examine various Food Selection Creating a solution to a problem will Guides and diet-related diseases. Using the involve the use of materials. Students are design cycle students will have the asked to identify and select appropriate opportunity to create their own healthy meals techniques and materials (metal, timber while developing appropriate cooking and and food) in order to solve a problem. preparation techniques. Product Design in Manufacturing Innovation Systems In this unit students will identify and solve a Systems based solutions involves a group real-world problem that affects their lives, by of independent items that interact developing a practical working solution. regularly to perform a task or achieve a Students will design, manufacture and test a purpose. These items are materials, prototype that will incorporate the use of components or information that have electronics, laser cutting, wood and metal been incorporated into a system in order work in the workshop setting. Students will to provide a solution to a problem. learn about material jointing methods,
modern manufacturing techniques, integrated systems, assembly and finishing techniques to complete their design solution.
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ASSESSMENT Assessment Year 10 is school based. Students demonstrate evidence of their learning through the following assessment types: Skills & Applications Tasks Folio Product.
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YEAR 10 One+ Subject materials as well as the study of motion in (completed as a Stage 1 ENGINEERING two dimensions. Scientific Studies Unit receiving 10 SACE Credits) Students work in small groups as an Engineering team whilst studying the **This is a shared campus subject and will elements of Chemistry, Physics and have students from Gleeson College, Golden Mathematics to design and make a sports Grove High School and Pedare Christian shoe. Through practical studies students College. ** develop investigation skills, and an As this is a shared subject an application form understanding of the physical world that must be completed and places are limited. enables them to be questioning, reflective and critical thinkers. This subject is particularly useful for students planning to undertake Physics and or The focus capabilities for this subject are Chemistry at Stage 1. communication and learning. ADVICE TO STUDENTS CONTENT Stage 1 Scientific Studies can be studied as a The design and content of the program is 10-credit subject in Semester 2 only. This determined at the school level. Examples of course is designed for Year 10 students with areas of learning and topics include: an interest in studying Engineering at Area of Study Topics University and students will be required to apply for the course. Carbon Chemistry Hydrocarbons Prerequisite: a B grade or greater in Year 10 Organic nomenclature Science (in Semester 1). Materials The Scientific Subject Outline includes Two dimensional motion Forces performance standards, which describe five levels of achievement that are reported with Movement in 2D the grades A to E, at the student’s completion Skills Experimental design of the subject. Graphing The school-based assessments and the external assessment will be marked with ASSESSMENT reference to the performance standards. Assessment at Stage 1 is school based. OVERVIEW Students demonstrate evidence of their learning through the following assessment The study of Scientific Studies (Engineering) types: includes an overview of the matter that makes up materials, and the properties, uses, Investigations Folio means of production, and reactions of these Skills and applications Tasks
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YEARS 11 AND 12 AT PEDARE
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THE SACE – STAGE 1 AND STAGE 2 2018
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THE SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION (SACE)
Students who successfully complete their secondary education are awarded the South Australian Certificate of Education (SACE). The SACE is an internationally recognised qualification that paves the way for young people to move from school to work or further study. Achieving the SACE To gain the SACE, students complete about two years of full-time study which most students spread over three years. There are two stages to the SACE: Stage 1, which most students do in Year 11, apart from the Personal Learning Plan, which most students are likely to do in Year 10. Stage 2, which most students do in Year 12. Each subject or course successfully completed earns ‘credits’ towards the SACE. At least 200 credits are required for students to gain the certificate. Ten credits are equal to one semester, or two terms, of study in a subject, and 20 credits are equal to a full-year subject. Students will receive a grade from A to E (at Stage 1) and A+ to E- (at Stage 2) for each subject. For compulsory subjects, they will need to achieve a C grade or better. The compulsory subjects are: Personal Learning Plan (10 credits at Stage 1) Literacy – at least 20 credits from a range of English subjects or courses (Stage 1) Numeracy – at least 10 credits from range of mathematics subjects or courses (Stage 1) Research Project – an in-depth major project (10 credits at Stage 2) Other Stage 2 subjects totalling at least 60 credits. The remaining 90 credits can be gained through additional Stage 1 or Stage 2 subjects or SACE Board- recognised courses of a student’s choice.
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This table shows how the SACE fits together.
Requirements Credits
Year 10
Personal Learning Plan 10
Year 11 (Stage 1)
Literacy (from a range of English subjects and courses) 20
Numeracy (from a range of mathematics subjects and courses) 10
Year 11 or 12 (Stages 1 or 2 )
Other subjects and courses of the student's choice up to 90
Year 12 ( Stage 2)
Reasearch Project 10
Other Stage 2 subjects and courses* 60 or more
Total 200
Other subjects and courses Stage 1 compulsory subjects and courses Stage 2 compulsory subjects and courses
Most students will complete subjects or courses worth more than 70 credits at Stage 2
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Stage 1
Year 10 – Personal Learning Plan
This compulsory subject is the first step in the SACE and is usually undertaken in Year 10.
In the Personal Learning Plan http://www.sace.sa.edu.au/web/personal-learning-plan, students explore subject choices for Years 11 and 12 and look at career options. To prepare for these goals, students also look at their strengths and areas in which they need to improve.
As this is a compulsory subject, students will need to achieve a C grade or better.
Year 11 – SACE Stage 1
Year 11 is the first full year of SACE study.
Students are able to choose from the range of SACE Stage 1 subjects offered.
In addition to the Personal Learning Plan, there are two other compulsory requirements to complete in Stage 1 - a full year of English subjects and a semester of a Mathematics subject. Again, as these subjects are compulsory, students need to achieve a C grade or better.
Stage 1 subjects are 100 per cent assessed by teachers and cross-checked by external experts.
Year 12 – SACE Stage 2
Students will have a choice of subjects
Teachers at the College will mark 70 per cent of work, while the remaining 30 per cent will be assessed by experts outside of the College. These experts will also double-check the marks students get from their teachers, to make sure everyone is marked according to the same standards.
The only compulsory subject in Stage 2 is the Research Project. This is a one semester (or 10 credit) subject which everyone has to complete. As with all compulsory subjects, students will need to achieve a C grade or better.
The Research Project will allow students to explore something in which they are deeply interested – it could be a scientific study, an art project, a community-based project, an historical investigation, or any number of other options.
In Year 12, most students will do four, full-year subjects in addition to the Research Project.
Students interested in applying for University and TAFE entry may need to meet certain requirements. www.sace.sa.edu.au/connect/students-online
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THE SACE AT PEDARE
The table on the following page summarizes the Stage 1 and Stage 2 subjects offered by Pedare. Note: Subjects will only run if there are sufficient students to form a class, and is also dependent on staffing and timetable constraints. At Stage 1 – subjects listed as A (eg Biology A) are offered in Semester 1, and subjects listed as B (eg Biology B) are offered in Semester 2. All semester length subjects are 10-credit subjects. Semester 1: students will study 6 10-credit subjects. Semester 2: students will study 5 10-credit subjects and complete the Research Project (a 10-credit Stage 2 subject). At Stage 2 – subjects listed are 20-credit subjects whole year subjects (music subjects are the exception). Most students will study four 20-credit subjects All students in Year 11 and Year 12 will study Religion Studies for 2 modules a week for the whole year. Religion Studies Stage 1 – 10-credit Stage 1 subject (studied at Year 11) Religion Studies Stage 2 – 10-credit Stage 2 subject (studied at Year 12) In Semester 1, all Year 11 students will study Research Practices, a 10 credit Stage 1 subject, for 2 modules a week, in preparation for the compulsory Research Project, which is to be completed in Semester 2.
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Stage 1 Subjects Stage 2 Subjects ARTS ARTS Drama A and B Drama 20-credit Music Advanced A and B Music – a selection of 10-credit subjects Visual Arts A and B Visual Arts 20-credit BUSINESS, ENTERPRISE & TECHNOLOGY BUSINESS, ENTERPRISE & TECHNOLOGY Information Technology (Digital Design & Technology - Communication Products Technologies) (Digital Technologies) 20-credit Design & Technology - Material Products Design & Technology - Material Products (Furniture (Furniture Construction) Construction) 20-credit Design & Technology-Systems & Control Design & Technology-Systems & Control Products Products (CAD/CAM) (CAD/CAM) 20-credit Business & Enterprise Business & Enterprise Workplace Practices 20-credit CROSS-DISCIPLINARY STUDIES CROSS-DISCIPLINARY STUDIES Personal Learning Plan Research Project 10-credit 10-credit (Studied in Year 10) (Studied in Semester 2 Year 11) Research Practices 10 credit (Studied in Semester 1 Year 11) ENGLISH ENGLISH English A and B English 20-credit Essential English A and B English Literary Studies 20-credit Essential English 20-credit HEALTH & PHYSICAL EDUCATION HEALTH & PHYSICAL EDUCATION Physical Education A and B Physical Education 20-credit Food & Hospitality 20-credit HUMANITIES & SOCIAL SCIENCES HUMANITIES & SOCIAL SCIENCES Ancient Studies Geography 20-credit Geography A and B Legal Studies 20-credit History A and B Modern History 20-credit Legal Studies Society and Culture 20-credit LANGUAGES LANGUAGES Chinese (continuers) A and B Chinese (continuers) 20-credit German A and B German 20-credit MATHEMATICS MATHEMATICS Essential Mathematics A Essential Mathematics 20-credit General Mathematics A and B General Mathematics 20-credit Mathematical Methods A and B Mathematical Methods 20-credit Specialist Mathematics A and B Specialist Mathematics 20-credit SCIENCES SCIENCES Biology A and B Biology 20-credit Chemistry A and B Chemistry 20-credit Physics A and B Physics 20-credit Psychology A and B Psychology 20-credit VOCATIONAL EDUCATION Partial Cert I Engineering (Metal) Cert II Kitchen Operations 40 credit Religion Studies is compulsory for all students.
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COMMUNITY LEARNING The SACE Board continues to recognise learning that happens in a range of community settings. SACE students can gain recognition for community learning in two ways: Community-developed Programs through a current award or certificate of a community- developed program, such as those offered by the Royal Life Saving Society or the Duke of Edinburgh’s Award. Self-directed Community Learning such as taking care of a family member, supporting a refugee family, or volunteering for a community project. To gain recognition for this kind of community learning, students need to show evidence about what they have learnt.
Community Developed Programs Many community organisations develop and accredit their own programs, and many of these are eligible for recognition towards the SACE. Examples of such programs include Australian Music Examinations Board, the Duke of Edinburgh’s Award, and the SA Country Fire Service.
Students that have received an award or certificate from one of the organisations detailed in the table shown at: www.sace.sa.edu.au/learning/community-learning may be eligible for SACE Credits.
Self-Directed Programs Self-directed Community Learning may be gained through learning experiences that do not follow a formal, accredited curriculum.
Individual students may participate in a range of programs or sets of activities that are not formally accredited. Examples of this type of learning include:
Acting as the carer for an elderly or invalid person Creating media productions (e.g. films, websites) outside school Officiating at a series of sporting events Performing in sport at an élite level Planning and coordinating community or recreational events Taking a leadership role in community land-care or conservation groups Taking a leadership role in community theatrical productions Taking a leadership role in volunteer organisations Taking a leadership role in the workplace Teaching others specialised skills (e.g. dance).
The process for students to have their self-directed community learning considered for recognition as part of their SACE involves the student filling in an application form and attending an interview.
Areas of Community Learning Community Development Independent Living Performance Recreation Skills and Management
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Self-development Sports Skills and Management Volunteering Work Skills and Career Development
SACE Completion and Community Learning Students can count up to 80 credits of community learning at Stage 1 and/or Stage 2 towards the completion requirements of the SACE. However, students cannot count the same community learning more than once towards SACE completion. For example, a student who has used part of the Queen’s Guide Award in a SACE subject, such as Community Studies or Physical Education, cannot then count the same award as community learning. If the student’s application for recognition is approved, the results are reported on the SACE Record of Achievement as status ‘granted’. No grade or score is attached to the results for community learning. Students will be notified of the results in the same way and at the same time as they are notified of their results for all other subjects. For more information about Community Learning visit the SACE Board website www.sace.sa.edu.au/learning/community-learning or contact the Director of Senior Studies and Pathways, Mrs. Hollister
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VOCATIONAL EDUCATION AND TRAINING (VET)
VET stands for Vocational Education and Training. In other words, VET is education and training that gives students skills and knowledge for work. VET operates through a national training system, particularly for the trades and other industry, and is certified by Registered Training Organisations, like TAFE. Students can gain recognition for up to 180 SACE credits at Stage 1 and/or Stage 2 for successfully completed VET. These recognition arrangements help students to build coherent pathways in the SACE through VET, and encourage students to complete, or make significant progress towards completing, VET qualifications while completing the SACE. Internal VET Courses At Pedare some of our staff have been trained to teach subjects that have VET embedded in them. External VET Courses It is also possible to study accredited VET programs through external providers, either organised through the College or privately. This may involve doing one or two subjects at TAFE or participating in an organized VET in schools course through a private provider. Students who are accepted into a particular course would have their College studies modified, usually by dropping one subject. Successful completion of a semester course would generally provide the equivalent of two SACE 10-credit subjects. As external courses are an optional part of the College curriculum, the fee charged by the external provider will be passed on to the student, with some adjustment of College fees being made when a subject is dropped. The cost of external courses is approximately $800 per semester, depending on the course chosen. Details of courses available will be sent to students as they become available. When making choices, be aware of the following: VET qualifications are recognised nationally VET courses can be helpful in identifying pathways for further education and workplace training VET courses may mean access to further study at TAFE or other providers to add to qualifications begun at school
SACE Stage 2 and VET Students choosing to study a VET Certificate I, II or part of Certificate III program at SACE Stage 2 will be enrolled in the SACE Stage 2 subject Workplace Practices, a TAS subject which can be counted towards an ATAR. Completion of Certificate III courses are recognised for ATAR calculation as 20 Credits (the average of the most 70 Credits of scaled scores) as part of the flexible 30 Credit option. Completion of most Certificate III best three 70 Credits of scaled. See the online SATAC Tertiary Entrance Booklet. Stage 1 and 2 All VET qualifications or units of competency that make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion requirements of the SACE.
The SACE Board determines the SACE stage at which qualifications will be granted recognition in the SACE. For details of how specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2,
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refer to the VET Recognition Register http://www.sace.sa.edu.au/web/vet on the SACE Board website.
Credits Students can gain SACE credits for the successful completion of VET qualifications or units of competency that make up a qualification. A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum number of credits allocated to each qualification. A student will earn 5 SACE credits for the successful completion of 35 nominal hours of VET. The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each qualification. Students can use a maximum of two qualifications at Certificate I level to gain credits towards the completion of the SACE. There is no limit to the number of qualifications at Certificate II level or higher that students can use to gain credits towards the completion of the SACE. For more information about any aspects of VET, contact Mrs Debbie Hollister (Director of Senior Studies and Pathways).
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TERTIARY EDUCATION REQUIREMENTS
For TAFE entry, the SACE meets the minimum requirements for entry into most courses.
Gaining the SACE, or an interstate or overseas equivalent, and obtaining an Australian Tertiary Admission Rank (ATAR) is generally the requirement for university entry directly from School.
Applications for university and TAFE courses are handled by the South Australian Tertiary Admissions Centre (SATAC).
Tertiary Admission Subjects A Tertiary Admission Subject (TAS) is a SACE Stage 2 subject which is recognised by the universities as providing appropriate preparation for tertiary studies. The universities require students to study a minimum number of credits of TAS to be eligible to receive a selection score or rank. While most subjects in the SACE are recognised as TAS, there are some that won’t be recognised by the universities for the purposes of calculating the ATAR. These non-TAS subjects include Community Learning, modified subjects (for students with severe disabilities).
Scaling All results for SACE subjects contributing to a student’s ATAR are scaled. Scaling is a process which converts students’ subject scores into tertiary admission points in each of their SACE Stage 2 (Year 12) subjects. This means that when different subjects are used to calculate an ATAR, the ATARs produced are comparable from student to student, regardless of the subjects they have studied. Scaling is a process determined by the universities and SATAC. SATAC has more information on scaling http://www.satac.edu.au/scaling
Are all subject combinations allowed? Some combinations of subjects are not allowed to count towards the SACE and university entrance, generally because the subjects are similar. These are called ‘precluded combinations’. Also there are limits on how many subjects in the same discipline can count towards university entrance, even if the subjects aren’t precluded combinations. These are called ‘counting restrictions’. Precluded combinations and counting restrictions are listed each year in SATAC’s Tertiary Entrance 2018, 2019, 2020 (SACE/NTCET) http://www.satac.edu.au/pages/satac-publications
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TERTIARY EDUCATION ENTRANCE REQUIREMENTS
The "Tertiary Entrance 2018/2019/2020" booklet details information regarding entrance to: Charles Darwin University Flinders University The University of Adelaide University of South Australia TAFE SA CQ University Australia Tabor College of Higher Education Torrens University Australia
The Tertiary Entrance booklet needs to be read carefully. TAFE Entry TAFE SA courses offered through SATAC have Course Admission Requirements (SAR) which all applicants must meet in order to be eligible for selection. CAR differ according to the level and type of course.
Course Admission Requirements Courses may be considered competitive if there are limited places available, or non-competitive if all interested and qualified students will be accepted. Admission requirements for competitive courses are either: satisfactory demonstration of reading, writing and numeracy skills by undertaking the Core Skills Profile for Adults (CSPA), or satisfactory demonstration of reading, writing and numeracy skills by undertaking the Core Skills Profile for Adults (CSPA) and satisfactory performance in an audition/written assessment/portfolio.
Most Certificate IV, Diploma and Advanced Diploma courses do not have any CAR, but some courses may require a lower level Certificate. SACE completion is a requirement for some courses.
There are no CAR for non-competitive Certificate I, II and III level courses at TAFE SA. Students are required to demonstrate satisfactory reading, writing and numeracy skills as part of course counselling before enrolling in a TAFE SA course.
Information about the CSPA and admission requirements for individual courses is available at www.tafesa.edu.au University Entrance
Selection into a university is based on ELIGIBILITY AND RANK To be ELIGIBLE you must obtain a university aggregate and an Australian Tertiary Admission Rank (ATAR) for entry in 2018 and: qualify for the SACE/NTCET comply with the rules regarding precluded combinations
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comply with the rules regarding counting restrictions complete at least 90 credits of study in Tertiary Admissions Subjects (TAS) and Recognised Studies at Stage 2 in a maximum of three attempts of the 90 credits of study a minimum of 70 credits of study must be from 20 credit Tertiary Admissions Subjects (TAS)* and a maximum of 20 credits can be Recognised Studies *Normally 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same area, when studied in pairs, can substitute for a 20 credit subject. The university aggregate is used to calculate the ATAR Meet any pre-requisite subject requirements of the course Take note of the section of the booklet that lists the courses for the four universities, and the relevant prerequisites and assumed knowledge for 2019 entrance.
CHOOSING A COURSE AT STAGE 1 AND STAGE 2 ADVICE TO STUDENTS Look into several courses, not just one. There are many resources that can be investigated to help determine possible career options. The Director of Senior Studies and Pathways has a lot of information that students can access and many Internet sites with valuable information can be accessed on pages 45 and 46. Consider the advantages of further study. Consider your development as a person, not just preparation for a job. WHEN CHOOSING Check your reasons – think carefully about your reasons for selecting a particular course of study. Find out what each subject involves: read the information in this booklet talk to teachers involved in that subject and students who have studied that subject. Check that the subjects you have chosen are necessary for: your career choice further study at tertiary level (check the prerequisites and assumed knowledge for certain courses in the Tertiary Entrance booklet or University/TAFE handbooks) Consider your chances of success and be realistic. Are you prepared for long hours of study? With what subjects are you likely to have most success? What subjects do you enjoy doing? Have you had reasonable success at school? Note: During the counselling process, the College may recommend which subject’s students should attempt. The responsibility for a final choice does; however, lie with the student and parents. If this choice is different from the College’s advice and recommendation, then the responsibility for the consequences of the choice lie with the parents of the student.
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NEED MORE INFORMATION
Below is a list of some of the resources that students can access for information re careers, further study, university entrance, etc.
• SACE Board Telephone: 8372 7400 www.saceboard.sa.edu.au
• SATAC (South Australian Tertiary Admissions Centre) Telephone: 1300 138 440 www.satac.edu.au
• SATAC GUIDE 2018 (issued to all Year 12 students) – University version Available in the Catford Library, from the Director of Senior Studies and Pathways, or can be purchased from newsagents.
• TAFE INSTITUTES (TECHNICAL AND FURTHER INFORMATION) Telephone: 1800 882 661 (TAFE Information Service) www.tafesa.edu.au
• UNIVERSITIES - Adelaide University Telephone: 8313 5208 www.adelaide.edu.au - Flinders University Telephone: 1300 354 633 www.flinders.edu.au - University of South Australia Telephone: 8302 2376 www.unisa.edu.au - Charles Darwin University Telephone 1800 061 963 www.cdu.edu.au - Tabor College of Higher Education Telephone 8373 8777 www.taboradelaide.edu.au
- CQ University Australia Telephone 13 27 86 www.cqu.edu.au - Torrens University Australia Telephone 1300 575 803 www.torrens.edu.au
• PUBLICATIONS - All universities produce Course Guide Booklets (booklets are in the Director of Senior Studies and Pathway’s Office) - Directory Undergraduate booklet – in the Director of Senior Studies and Pathway’s Office and available on loan from the Director of Senior Studies and Pathways
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CAREER PATHWAY RESOURCES
General career information (excellent for all course and career info) http://myfuture.edu.au/
Career Bullseyes http://myfuture.edu.au/bullseyes
School subjects you like & jobs they can lead to http://docs.education.gov.au/node/21546
The Job Guide http://www.education.gov.au/job-guide
Career Choices in South Australia: http://www.skills.sa.gov.au/DesktopModules/Bring2mind/DMX/Download.aspx?Command=Core_D ownload&EntryId=188&PortalId=6&TabId=1936
Australian Jobs 2017 https://docs.employment.gov.au/system/files/doc/other/australianjobs2017_0.pdf
Job search information www.joboutlook.gov.au
The Australian Government Department of Employment https://employment.gov.au/
Worksite expectations (conditions, wages, etc) www.worksite.actu.org.au
The Australian Government Department of Education http://education.gov.au/
Apprenticeship information http://www.australianapprenticeships.gov.au/
Building careers and associated choices www.citb.org.au
VET training package information http://training.gov.au/
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If you need more information about courses (subject selection/subject content), please feel free to contact the relevant person(s) from the list below. They can be contacted by phone at the College (8280 1700) or by email.
Deputy Principal Lindsay Jackson [email protected]
Head of Senior School Gillian Edwards [email protected]
Director of Senior Studies and Pathways Debbie Hollister [email protected]
Community Relations Manager Julie Holland [email protected]
Learning Leaders Arts Tom Tymukas [email protected]
Christian Life Sue Tula [email protected]
Cross-Disciplinary Studies Debbie Hollister [email protected]
Design & Technology Lisa Kuhlmann [email protected]
English Sarah Rose [email protected]
Health & Physical Education Brenton Fennell [email protected]
Humanities & Social Sciences Andrew Penny [email protected]
Languages Susan O’Connell [email protected]
Mathematics and Numeracy Nicola Fotheringham [email protected]
Science Leonie Brown [email protected]
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GLOSSARY
MODERATION A process by which school assessments may be adjusted by the SACE Board to ensure that assessments within a subject are comparable across all schools and teachers.
CREDITS 10-credit subjects are equivalent to one semester of study. 20-credit subjects are equivalent to two semesters of study.
SACE South Australian Certificate of Education
SATAC South Australian Tertiary Admissions Centre – a statutory body which administers tertiary selection.
SEMESTER A half year of study.
TAS Tertiary Admissions Subject
ATAR Australian Tertiary Admission Rank is derived from the university aggregate and is an indicator of how well a student has performed relative to others. It is reported as a number between 0 and 99.95.
UNIVERSITY A score out of 90 AGGREGATE
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DESCRIPTION OF SUBJECTS
How to interpret the information Each subject description contains:
• Flowchart diagram to summarise the subjects available in a particular curriculum area and the ways in which they are related. Note: a dotted line ( ) shows that it is desirable that the former subject be satisfactorily completed. a solid line ( ) shows that the former subject is a prerequisite and must be completed to the degree indicated in the subject description.
• ADVICE TO STUDENTS (length of course, desirable background, prerequisite) • AIMS • CONTENT ASSESSMENT Further information on Stage 2 subjects can be found in various SACE Board publications, or on the SACE Board website ( www.saceboard.sa.edu.au ).
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ARTS DRAMA
YEAR 10 STAGE 2 STAGE 1 DRAMA DRAMA DRAMA (SEMESTER OR FULL YEAR)
STAGE 1
ENGLISH
Drama 10 Drama (Stage 1) Credits Subjects 10 Drama (Stage 2) Credits 20
Learning Area Arts
DRAMA (STAGE 1) Presentation of Dramatic Works Dramatic Theory and Practice ADVICE TO STUDENTS Individual Investigation and Presentation.
Stage 1 Drama can be studied as a 10-credit ASSESSMENT subject or 2 discreet 10 credit subjects (once in each semester). Assessment at Stage 1 is school based. Students demonstrate evidence of their Assumed Knowledge & Prerequisite: to study through the following assessments: either semester of Stage 1 Drama students must achieve an MYP grade of 4 in Year 10 Drama. To continue studies of Stage 1 Drama Performance 40 in Semester 2, students must achieve a grade Folio 30 C or above in Semester 1 of Stage 1 Drama. AIMS Investigation and Presentation 30 In Drama students participate in the planning, rehearsal, and performance of dramatic work. School Assessment Students participate in creative problem solving; they generate, analyse, and evaluate Assessment Type 1: Performance ideas. They develop personal interpretations Students participate in a group dramatic of texts. Students develop their curiosity and performance and undertake one major imagination, creativity, individuality, self- performance. The development of students as identity, self-esteem and confidence. actors or as off-stage practitioners is CONTENT encouraged through a study of text and characterisation. Stage 1 Drama consists of the following three areas of study:
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The group dramatic performance offers Assessment Type 3: Investigation and students opportunities to engage with Presentation different views, cultures, and societies. Students undertake at least one investigation For this assessment type, students provide and presentation in which they investigate an evidence of their learning primarily in relation area of interest within the dramatic arts. They to the following assessment design criteria: may research dramatic elements, social issues, genres, and important events in the knowledge and understanding history of drama. Students can apply their application research in areas such as, acting, design, Assessment Type 2: Folio dramaturgy, front-of-house, multimedia/film and video, stage management, scriptwriting Students prepare and present a folio and directing. containing at least one assessment on dramatic theory and practice. The assessment For this assessment type, students provide may be in written, oral, or multimodal form. evidence of their learning primarily in relation to the following assessment design criteria: Written assessments could include, character studies, research projects, reports, reviews, knowledge and understanding directorial/design concepts, essays and text- application based studies. analysis.
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DRAMA (STAGE 2) film, a workshop, or a tutorial. Students demonstrate their knowledge and ADVICE TO STUDENTS understanding of the play-script or dramatic innovator through the process of practical Stage 2 Drama is studied as a 20-credit subject. application. Assumed Knowledge and Prerequisite: to study For this assessment, students work in groups Stage 2 Drama, students must have achieved a of between two of five members. The length of ‘C’ grade or above in Stage 1 Drama. the presentation depends on the number of AIMS students involve and ranges from a minimum In Drama students participate in the planning, of 8 minutes to a maximum of 15 minutes. rehearsal, and performance of dramatic work. Students have a shared and equal Students participate in creative problem responsibility for the creation of the final solving; they generate, analyse, and evaluate presentation. During the preparation of the ideas. They develop personal interpretations of group presentation, students keep a record of texts. Students develop their curiosity and evidence that provides supporting evidence for imagination, creativity, individuality, self- the assessment of their analysis, and the identity, self-esteem and confidence. demonstration of their knowledge, CONTENT understanding, and application. Consists of the following four areas of study. For this assessment type, students provide Group presentation evidence of their learning primarily in relation to the following assessment design criteria: Folio - Review and Reflection knowledge and understanding Interpretative Study application Presentation of Dramatic Works analysis. ASSESSMENT Assessment Type 2: Folio (30%) Students demonstrate evidence of their In the Folio students undertake one report and learning through the following assessment at least two reviews. types: Report
The report focuses on the student’s own School-based Assessment Weighting experiences in the Performance. Students expand their knowledge and understanding of Group presentation 20% drama as a performing art, and develop skills Folio 30% of observation, analysis, and criticism, and the ability to apply arts-specific terminology. Interpretative Study 20% Review External Assessment During the program of study, students view, Performance 30% review, and analyse a range of live or recorded theatrical performances. Students have the
opportunity to use the knowledge and School Assessment experience they acquire to reflect on, and Assessment Type 1: Group Presentation (20%) evaluate, the work they have viewed. Students take part in a group presentation, but Assessment Type 3: Interpretative Study 20% are assessed individually. The group presentation could take a variety of forms, Students undertake one of the following including, for example, a live performance or individual interpretative studies:
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investigate and respond to a play-script Assessment Type 4: Performance (30%) adopting the role of a director, actor, or Students participate in a live group designer. performance, in an on-stage or off-stage role, investigate and respond to a dramatic and develop an understanding of the rehearsal innovator by developing a question that and performance process. they answer through their study. Each student is assessed on either: Students must provide evidence of how they have applied their knowledge of the play-script a focused group performance as an on- or dramatic innovator investigated. Students stage performer may provide relevant evidence, including or research or influences from additional sources an individual presentation about an off- such as visual material, sketches, diagrams, stage role related to the group displays, poems, novels, audio, music, songs, performance. film/video excerpts, live performance excerpts, On-stage performers should present a focused staged readings, or any other material that performance of between 10 and 15 minutes; supports their conceptual understanding and students who work off-stage should spend a demonstrates evidence of their learning. A maximum of 15 minutes presenting evidence bibliography and appropriate acknowledgment relevant to their specific off-stage role. of sources must be used in this assessment. A student’s involvement in the group The interpretative study should be a maximum performance may be in an area such as acting, of 1500 words. design, dramaturgy, front-of-house’ For this assessment type, students provide multimedia/film/video or stage management. evidence of their learning primarily in relation For this assessment type, students provide to the following assessment design criteria: evidence of their learning in relation to the knowledge and understanding following assessment design criteria: application knowledge and understanding analysis. application. External Assessment
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MUSIC
STAGE 2 YEAR 10 STAGE 1 MUSIC MUSIC MUSIC PERFORMANCE Advanced 10 Credit Elected Subjects 20 Credit
(See note at the end of Music descriptors)
Students will select Music courses under the guidance of the Director of Music. STAGE 1 MUSIC (Advanced)
ADVICE TO STUDENTS Students have the opportunity to Stage 1 Music is studied as a 20-credit appreciate and respond to music in subject. context of their own experiences through viewing two professional Prerequisite: Successful completion of Year public performances. 10 Music with an achievement of at least Stage 1 Music is a comprehensive course an IBMYP grade of 4. leading directly into Stage Two Music and Notes: Students must be undertaking ultimately to various pathways in the music private instrumental/vocal lessons on their industry. instrument of choice at this year level. Students should select Music course in Students are also strongly encouraged to either Stage 1 or Stage 2 Music under the participate in a College Music Ensemble to guidance of the Director of Music. further development their performance skills and to enjoy music with other like- Assessment Type 1: Skills Presentation minded students. Students demonstrate evidence of their Through Stage One Music students learning through the following assessment have the opportunity to engage in types: musical activities such as performing, School-based Assessment Weighting analyzing, arranging and composing using music technologies. Skills Presentation This course covers many aspects of - Solo Performances 40% both being a musician and - Ensemble Performances appreciating and understanding the technical aspects of music. Skills Development - S Students continue to develop their 30% o -Theory/Aural Tests practical and creative potential l through solo and ensemble o Folio performance. f Students develop their knowledge and - Analysis of Music Works s 30% k understanding of music as well as Arranging and Composing their aural awareness, through the e study of fundamental music theory. Reviewing Music Performances
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STAGE 2 MUSIC Students perform on only one instrument or the voice and in only one ensemble. Students may perform as a vocalist and as ADVICE TO STUDENTS an instrumentalist. They may also perform Stage 2 Music subjects may be undertaken with recognised doublings such as as one or more 10-credit subjects which saxophone and clarinet. each go for the duration of a year. Students prepare and present three public performances, comprising two initial Ensemble Performance Credits 10 performances and one final performance. ASSESSMENT Musicianship Credits 10 Students demonstrate evidence of their Performance Special Credits 10 learning through the following assessment Study types: Solo Performance Credits 10 School-based Assessment Weighting First Performance 30% AIMS Second Performance 40% Through the study of music students have the opportunity to engage in musical External Assessment activities such as performing, composing, Final Performance 30% arranging, researching, and developing and applying music technologies. Students benefit from the opportunity to develop STAGE 2 MUSICIANSHIP their practical and creative potential, oral and written skills, and their capacity to make informed interpretative and Stage 2 Musicianship includes the following aesthetic judgments. Study and three areas of study: participation in music draws together Theory, Aural Recognition, and students’ cognitive, affective, and Musical Techniques psychomotor skills, strengthening their Harmony ability to manage work and learning, and Arrangement. to communicate effectively and sensitively. Theory, Aural Recognition, and Musical Techniques STAGE 2 ENSEMBLE PERFORMANCE Students develop their aural acuity and ability to acquire fundamental functional This subject develops students’ skills on a musical knowledge, and associated aural, chosen instrument or their voice and the theoretical, and notational skills. They application of these skills and other learn theory, aural recognition, and musical knowledge in an ensemble. musical techniques in a variety of contexts through a variety of learning activities. CONTENT Students develop their understanding of Students who study Ensemble the relationship between theoretical Performance and/or Performance Special notation and sound, using aural and visual Study and/or Solo Performance may recognition, and notation. perform on the same instrument in all Harmony subjects.
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Students learn to harmonise a melody by Ensemble Performance may perform on applying theoretical knowledge. Students the same instrument in all subjects. undertake Jazz-related Harmony. CONTENT Arrangement This 10-credit subject consists of two areas Students develop their musical imagination of study: and ability to write musical arrangements. Part 1: Performance of an Approved Work They learn to apply fundamental knowledge of theoretical concepts, musical Part 2: Commentary. styles, and associated aural and notational Part 1: Performance of an Approved Work skills. This part develops and extends the Students create a notated arrangement of student’s skills on a chosen instrument or a melody of their choice, taken from the the voice and the application of these existing repertoire (not created by the skills, musical understanding, and aesthetic student). The arrangement is submitted awareness in a performance as an with a score using standard notation, a instrumental or vocal soloist or as a recording, and a statement outlining the member of a chamber ensemble. ideas in, and the musical intention of, the arrangement. The approved work may be: ASSESSMENT an extended work selected movements from an Students demonstrate evidence of their extended work learning through the following assessment a folio of related works or syntactically types: linked works.
Part 2: Commentary School-based Weighting Assessment This part develops the student’s analytical skills and the application of these skills, Skills Development 30% through analysis of the approved work. Arrangement 40% Students submit a written analysis at the second public performance. External Assessment ASSESSMENT Examination 30% Students demonstrate evidence of their learning through the following assessment types: STAGE 2 PERFORMANCE SPECIAL STUDY School-based Assessment Weighting Performance Special Study gives First Performance 20% instrumentalists and vocalists the Second Performance 30% opportunity to address the technical and Commentary 20% musical demands of performing an External Assessment approved work in public. Students may Final Performance 30% perform as a soloist or as a member of a chamber ensemble (one performer per part). Students who study Performance Special Study and/or Solo Performance and/or
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STAGE 2 SOLO PERFORMANCE such as piccolo and flute, tenor saxophone and alto saxophone, flute and saxophone, electric guitar and acoustic guitar. This subject develops students’ skills on a chosen instrument or the voice and the application of these skills, musical ASSESSMENT understanding, and aesthetic awareness in a Students demonstrate evidence of their solo performance. learning through the following assessment Students who study Ensemble types: Performance and/or Performance Special Study and/or Solo Performance may School-based Assessment Weighting perform on the same instrument in all First Performance 30% subjects. Second Performance 40% Each student must perform as an instrumental or vocal soloist or as a External Assessment vocalist and instrumentalist. The performance of a vocalist who Final Performance 30% accompanies himself or herself may include solo parts from each. Students may also perform with recognised doublings,
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VISUAL ARTS
YEAR 10
VISUAL ART STAGE 1 STAGE 2 VISUAL ARTS VISUAL ARTS YEAR 10 MEDIA ART
Visual Arts Subjects Visual Arts (Stage 1) A 10 B 10 Visual Arts (Stage 2) (full year) 20 Learning Area Arts
STAGE 1 VISUAL ARTS Visual Thinking Practical Resolution Visual Arts in Context ADVICE TO STUDENTS ASSESSMENT Stage 1 Visual Arts can be studied as a 10- credit subject or 2 discrete 10 credit subjects Students demonstrate evidence of their (one in each semester). learning through the following assessment types: AIMS In Visual Arts students express ideas through School-based Assessment Weighting practical work using drawings, sketches, Folio 40% diagrams, models, prototypes, photographs and/or audio visual techniques leading to Practical 30% resolved pieces. Students have opportunities Visual Study 30% to research, understand and reflect upon visual art works in their cultural and historical contexts. Information for School Assessment The broad area of Art includes both artistic Folio (40%) and crafting methods and outcomes, including the development of ideas, research, analysis The folio is a work in progress that should and experimentation with media and include visual, practical, written, and/or oral techniques, resolution and production. forms of evidence. Written evidence may include, for example, notes, annotations, CONTENT analytical reports, and/or a structured essay. The following three areas of study are As a guide, there should be a total of thirty A3 covered: sheets (or equivalent) of visual and written
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and/or oral evidence to support one resolved For this assessment type, students provide practical work or a body of resolved work. evidence of their learning primarily in relation to the following assessment design criteria: practical application For this assessment type, students provide knowledge and understanding evidence of their learning primarily in relation analysis and synthesis. to the following assessment design criteria: Practical (30%) practical application analysis and response. The practical is resolved from the visual thinking and learning documented in the folio. Visual Study (30%) The practical assessment consists of two A visual study is an exploration of one or more parts: styles, ideas, concepts, media, materials, methods, techniques, technologies, or art practical work processes. Students base their exploration the practitioner’s statement. and experimentation on critical analysis of the Producing the final resolved practical work work of other practitioners, individual involves the application of technical skills. This research, and the development of visual may include the production of multiple thinking and technical skills. They present the copies, print runs, sets or suites, or the findings of their visual study as well as their making of an artefact. Art practicals may take conclusions, insights, and personal opinions any of the following forms: film, animation, about aesthetics. installation, assemblage, digital imaging, For this assessment type, students provide painting, drawing, mixed media, printmaking, evidence of their learning in relation to the photography, wood, plastic, or metal following assessment design criteria: fabrication, sculpture, ceramics, and/or textiles. practical application analysis and synthesis Students prepare a written practitioner’s inquiry and exploration. statement of maximum of 250 words for the resolved practical.
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STAGE 2 VISUAL ARTS and/or oral evidence to support two resolved Stage 2 Visual Arts is studied as a 20-credit practical works. subject. For this assessment type, students provide Assumed Knowledge and Prerequisite: to evidence of their learning primarily in relation study Stage 2 Art, students must have to the following assessment design criteria: achieved a ‘C’ grade or above in Stage 1 Visual practical application In Visual Arts students research, analyse, knowledge and understanding explore and experiment with media and analysis and synthesis. technique, and resolve and produce practical work. They use visual thinking and Assessment Type 2: Practical (30%) investigation to develop ideas and concepts, refine technical skills, and produce All practicals are resolved from visual thinking imaginative solutions. Students learn to and learning documented in the folio. communicate personal ideas, beliefs, values, The practical assessment consists of two thoughts, feelings, concepts and opinions, and parts: provide observations of their lived or imagined experiences in visual form. art practical work the practitioner’s statement. ASSESSMENT Students produce two practicals, which must Students demonstrate evidence of their be resolved works or one body of resolved learning through the following assessment work. types: Producing the final resolved practical work or
works of art involves the application of School-based Assessment Weighting technical skills. This may include the production of multiple copies, print runs, sets Folio 40% or suites, or the making of an artefact, model, Practical 30% or prototype. External Assessment Art practicals may take any of the following forms: film, animation, installation, Visual Study 30% assemblage, digital imaging, painting, drawing, mixed media, printmaking,
photography, wood, plastic, or metal School BASED Assessment fabrication, sculpture, ceramics, and/or textiles. Assessment Type 1: Folio (40%) The Practitioner’s Statement Students produce one folio that documents their visual learning, in support of their two Students prepare two written practitioner’s works of art or design. statements The folio is a work in progress that should Each practitioner’s statement should be a include visual, practical, written, and/or oral maximum of 500 words. forms of evidence. Written evidence may External Assessment include, for example, notes, annotations, analytical reports, and/or a structured essay. Assessment Type 3: Visual Study (30%) As a guide, there should be a total of forty A3 Students produce one visual study. sheets (or equivalent) of visual and written A visual study is an exploration of, and/or experimentation with, one or more styles,
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ideas, concepts, media, materials, methods, throughout the visual study to inform the techniques, technologies, or processes. explorations and/or experiments Students base their exploration and/or exploring and/or experimenting with experimentation on critical analysis of the styles, genres, processes, media, work of other practitioners, individual materials, methods, techniques, and/or research, and the development of visual technologies, to further develop visual thinking and/or technical skills. They present thinking and technical skills the findings of their visual study as well as critically analysing and synthesising their conclusions, insights, and personal information and ideas, and/or visual opinions about aesthetics. thinking and technical skills, learning, and Students develop an idea for a visual study thoughts on visual arts, including issues that may: and/or questions developing and communicating insights answer a question about a practical into the visual arts, and findings and application opinions about a personal aesthetic. explore and/or experiment with concepts, ideas, media, materials, Students should submit a maximum of twenty techniques, technologies, and/or A3 pages (or equivalent) of visual study, processes integrated with a maximum of 2000 words of written text (source references not included) support or refute a visual arts-in-practice or a maximum of 12 minutes of recorded oral statement. explanation. Students are expected to understand and For this assessment type, students provide apply a process that leads to conclusions or evidence of their learning in relation to the findings of some significance. The process following assessment design criteria: should involve: practical application locating and acknowledging information about the chosen visual study analysis and synthesis analysing and interpreting the work of inquiry and exploration. relevant practitioners and works of art or design in context; this may be used as a starting point, and could continue
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BUSINESS ENTERPRISE AND TECHNOLOGY
Business and Enterprise Stage 1 Business and Enterprise 10 Subjects Credits Stage 2 Business and Enterprise 10 or 20 Learning Area Business, Enterprise and Technology
STAGE 1 BUSINESS AND ENTERPRISE CONTENT ADVICE TO STUDENTS Stage 1 Business and Enterprise comprises two core topics and nine option topics. Stage 1 Business and Enterprise is studied as a 10-credit subject. For the 10-credit subject, students undertake: The Business and Enterprise Subject Outline one core topic includes performance standards, which two to three option topics describe five levels of achievement that are Core Topics reported with the grades A to E at the Core Topic 1: Introduction student’s completion of the subject. to Business and Enterprise The school-based assessments and the external Core Topic 2: Business assessment will be marked with reference to and Enterprise in Practice the performance standards. AIMS Option Topics Business and Enterprise focuses on learning Establishing a Business about the successful management of business Business Plans and enterprise issues in personal, business, Business Management and and social contexts, locally, nationally, and Communication globally. Financial Planning and Management Technology for Business Students gain an understanding of business Marketing operations and practice, develop an Employment Relations awareness of business, financial, and Entrepreneurship: the Enterprising technological skills, participate in planning, Person developing, and controlling business activities, Global Business. and evaluate decisions on business practices.
They have the opportunity to reflect on current issues in business and enterprise, and ASSESSMENT make informed decisions. Students evaluate Assessment at Stage 1 is school based. the impact and effect of business, enterprises, Students demonstrate evidence of their and technology on the well-being and lifestyle learning through the following assessment of individuals, communities, the economy, types: and the environment. Folio – consists of a variety of written
tasks and tests The focus capabilities for this subject are Practical communication, citizenship, and learning. Students undertake at least one
practical which can be negotiated
with the teacher. It could be:
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An application that provides students The focus capabilities for this subject are with an opportunity to undertake a communication, citizenship, and learning. practical assignment involving CONTENT research into or investigation of an aspect of a business or an enterprise; Stage 2 Business and Enterprise comprises a or core topic, and seven option topics. A business plan that provides For a 20-credit subject, students complete the students with a practical opportunity study of: to combine their knowledge and skills to develop a small-business concept The core topics proposal in an area of interest. Two option topics. Issues Study. Core Topics The Business Environment STAGE 2 BUSINESS AND ENTERPRISE Business in Australia ADVICE TO STUDENTS The Nature and Structure of Business Stage 2 Business and Enterprise can be The Business Enterprise studied as a 20-credit subject. Option Topics
People, Business , and Work The Business and Enterprise subject outline Business and the Global Environment includes performance standards , which Business and Finance describe five levels of achievement that are Business, Law and Government reported with the grades A+ to E- at the Business and Technology student’s completion of the subject. Business and Marketing The school-based assessments and the Business Research Task/Practical external assessment will be marked with Application. reference to the performance standards. AIMS ASSESSSMENT (20-credit subject) Business and Enterprise focuses on learning In a 20-credit subject, students’ demonstrate about the successful management of business evidence of their learning through the and enterprise issues in personal, business following assessment types: and social contexts, locally, nationally and School-based Assessment Weighting globally. Folio 30% Students gain an understanding of business operations and practice, develop an Practical 20% awareness of business, financial and technological skills, participate in planning, Issues Study 20% developing, and controlling business activities, External Assessment and evaluate decisions on business practices. They have the opportunity to reflect on Report 30% current issues in business and enterprise, and make informed decisions. Students evaluate the impact and effect of business, enterprises, Information on the External Assessment (20- and technology on the well-being and lifestyle credit subject) Report of individuals, communities, the economy, The report is up to a maximum of 2000 words and the environment. in length and will be a situation analysis that
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outlines the present state of an existing small conventions of a formal business report. to medium-sized business, and that examines Direct contact should include student aspects such as market, competitors, staff, interviews with a range of community and business structure. contacts conducted in person and/or by a range of other methods (e.g. post, facsimile, The situation analysis incorporates applied telephone, or online communication). knowledge from the core topic and the option topics. It includes factors from both internal It is to be presented in the format of a formal and external business environments. business report with embedded graphs, tables and diagrams. Students are required to have direct contact with the community and provide evidence of their learning in a report that uses the current
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DESIGN & TECHNOLOGY
YEAR 10 STAGE 1 STAGE 2 DESIGN AND DESIGN AND DESIGN AND TECHNOLOGY TECHNOLOGY TECHNOLOGY
Design and Technology 10 Design and Technology (Stage 1) A Credits 10 Design and Technology (Stage 1) B Subjects 20 Design and Technology (Stage 2) Credits 20
Learning Area Business, Enterprise and Technology
STAGE 1 DESIGN & TECHNOLOGY technology, including social, environmental, and ADVICE TO STUDENTS sustainable consequences. Stage 1 Design and Technology can be studied Stage 1 and Stage 2 Design and Technology as one or more 10-credit subjects. provides enrolment options in the following three focus areas: Pedare will offer the following topics to fit in with the 10-credit subjects listed below: Material Products – Students use a range of manufacturing technologies such as tools, Furniture Design (Material products) machines, equipment, and/or systems to CAD/CAM (Systems & Control Products) design and make products with resistant materials. Contexts include metals and The Design and Technology Subject Outline timber. includes performance standards, which describe five levels of achievement that are Systems and Control Products - students use reported with the grades A to E at the devices that are electronic and mechanical, student’s completion of the subject. The and interface components including school-based assessments will be marked with programmable control devices to design and reference to the performance standards. make products. AIMS ASSESSMENT Through the study of Design and Technology Assessment at Stage 1 is school based. students develop the ability to identify, Students demonstrate evidence of their create, initiate, and develop products, learning through the following assessment processes, or systems. Students learn to use types: tools, materials, and systems safely and Skills and Applications Tasks competently to complete a product. They Folio explore technologies in both contemporary and Product historical settings, and analyse the impacts of Partial Certificate I in Engineering.
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STAGE 2 DESIGN AND TECHNOLOGY machines, equipment, and/or systems to design and make products with resistant ADVICE TO STUDENTS materials. Contexts include metals, timber Stage 2 Design and Technology at Pedare will and food. be offered as 20-credit subjects. Systems and Control Products – students use devices that are electronic and mechanical, Pedare will offer the following topics to fit in and interface components including with the subjects listed below: programmable control devices to design and CAD/CAM (Systems and Control make products. products) Communication Products - Students engage in Furniture Construction (Material interactive project development, where a products) product or prototype is designed and tested Digital Technologies (Communication and/or implemented in stages Products) ASSESSMENT The Design and Technology Subject Outline Students demonstrate evidence of their includes performance standards, which learning through the following assessment describe five levels of achievement that are types: reported with the grades A+ to E- at the School-based Assessment Weighting student’s completion of the subject. The school-based assessments and the external Skills and Applications Tasks 20% assessment will be marked with reference to the performance standards. Product 50% AIMS External Assessment Through the study of Design and Technology Folio 30% students develop the ability to identify, create, initiate, and develop products, processes, or systems. Students learn to use Information on the External Assessment tools, materials, and systems safely and competently to complete a product. They Folio explore technologies in both contemporary and Students complete a Folio that contains historical settings, and analyse the impacts of documentation of their investigation and technology, including social, environmental, and planning for their product, process, or system. sustainable consequences. The Folio is double marked, firstly by the Stage 2 Design and Technology provide student’s teacher and secondly by an external enrolment options in the following three assessor appointed by the SACE Board. The focus areas: teacher and the external assessor make a Material Products decision about the quality of the Folio with Systems and Control Products reference to performance standards.
Material Products – students use a range of manufacturing technologies such as tools,
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DIGITAL TECHNOLOGIES
YEAR 10 STAGE 1 STAGE 2 DIGITAL AND DIGITAL DIGITAL ROBOTICS TECHNOLOGIES TECHNOLOGIES TECHNOLOGIES (ACARA) (2019)
Digital Technologies Digital Technologies (Stage 1) A 10 Credits Subjects Digital Technologies (Stage 1) B 10 Digital Technologies (Stage 2 2019) Credits 20
Learning Area Business, Enterprise and Technology
STAGE 1 DIGITAL TECHNOLOGIES At Stage 1 and Stage 2, students develop and ADVICE TO STUDENTS apply their skills in computational thinking and in program design. At Stage 2, they Stage 1 Digital Technologies can be studied as engage in iterative project development, one or more 10-credit subjects. where a product or prototype is designed and This subject is new to SACE, with a new tested and/or implemented in stages. They dedicated Stage 2 subject coming in 2019. follow agile practices and/or iterative Currently the Stage 2 pathway for students in engineering design processes. Learning 2018 will be under the existing focus area of environments in Digital Technologies may “Communication Products”. include physical, online and/or simulated The Digital Technologies subject outline spaces. includes performance standards, which Digital Technologies promotes learning describe five levels of achievement that are through initiative, collaboration, creativity and reported with the grades A to E at the communication, using project and inquiry student’s completion of the subject. The based approaches. school-based assessments will be marked with ASSESSMENT reference to the performance standards. Assessment at Stage 1 is school based. AIMS Students demonstrate evidence of their The study of Digital Technologies provides a learning through the following assessment platform for deeper interdisciplinary learning. types: Students make connections with innovation in Assessment Type 1: Project Skills other fields and across other learning areas. Assessment Type 2: Digital Solution In Digital Technologies students create practical, innovative solutions to problems of For a 10-credit subject, students provide interest. By extracting, interpreting, and evidence of their learning through four modelling real-world data sets, students assessments. Each assessment type should identify trends to examine sustainable have a weighting of at least 20%. solutions to problems in, for example, business, industry, the environment and the Students complete: community.
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At least two project skills tasks Focus Area 1: Programming At least one digital solution. Focus Area 2: Advanced Programming
Focus Area 3: Data Analytics Students will have the opportunity to work collaboratively in at least one assessment. Focus Area 4: Exploring Innovations For a 10-credit program, students study at least two focus areas. The focus areas chosen are not intended to be taught independently. They are not necessarily designed to be equivalent length. Pedare may allocate more time to some than others, and they may be sequenced and structured to suit individual cohorts of students.
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WORKPLACE PRACTICES
Workplace Practices Subjects Workplace Practices (Stage 2) Credits 20 Learning Area Business, Enterprise and Technology
STAGE 2 WORKPLACE PRACTICES Students must include the following areas of study: ADVICE TO STUDENTS Industry and Work Knowledge, and Stage 2 Workplace Practices can be studied as a 20-credit subject. Vocational Learning and/or Vocational Education and Training (VET). The Workplace Practices Subject Outline includes performance standards, which For the Industry and Work Knowledge describe five levels of achievement that are component, students undertaking: reported with the grades A+ to E- at the Workplace Practices (20-credits), study the student’s completion of the subject. three topics from the list below: The school-based assessments and the external assessment will be marked with reference to Topic 1: Work in Australian Society the performance standards. Topic 2: The Changing Nature of Work Topic 3: Industrial Relations AIMS
In Workplace Practices students develop ASSESSMENT knowledge, skills, and understanding of the Students demonstrate evidence of their nature, type and structure of the workplace. learning through the following assessment They learn about the changing nature of work, types: industrial relations, legislation, safe and sustainable workplace practices, and local, national, and global issues in an industry and School-based Assessment Weighting workplace context. Students can undertake Folio 30% learning in the workplace and develop and reflect on their capabilities, interests, and Performance 20% aspirations. The subject may include the undertaking of vocational education and Reflection 20% training (VET) as provided under the External Assessment Australian Qualifications Framework (AQF). Investigation 30% The focus capabilities for this subject are personal development, work, and learning. Information on the External Assessment CONTENT Investigation There are three focus areas of study of this subject: The Investigation may be either a practical investigation or an issues investigation. Industry and Work Knowledge Practical Investigation – Students undertake a Vocational Learning practical investigation based on a product, Vocational Education and Training (VET). task, or service in which they have been involved. The practical investigation may be
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presented in written, oral or multimodal form. investigation may be presented in written, Students complete a report on their practical oral or multimodal form. investigation in which they document the The report should be up to a maximum of process of planning, making, delivering, and 2,000 words for a 20-credit subject, if in evaluating. written form, or the equivalent in other The report should be up to a maximum of forms. 2,000 words for a 20 credit subject, if in The investigation is double marked, firstly by written form, or the equivalent in other the student’s teacher and secondly by an forms. external assessor appointed by the SACE Issues Investigation – Students undertake an Board. The teacher and the external assessor investigation of a local, national, and/or global make a decision about the quality of the issue, culture or environment relating to the investigation with reference to the focus industry. It should be based on one or performance standards. more of the topics studied. The issues
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CROSS DISCIPLINARY STUDIES STAGE 1 PERSONAL LEARNING PLAN
Personal Learning Plan
Subjects Personal Learning Plan (Stage 1) Credits 10
Learning Area Cross-disciplinary Studies Personal and Social ADVICE TO STUDENTS Information and Communication The Personal Learning Plan Subject Outline Technology includes performance standards, which Critical and Creative Thinking describe five levels of achievement that are Specific Content: reported with the grades A to E at the Planning and Decision-making Skills student’s completion of the subject. Employability and Work – related Skills - AIMS (including one week Work Experience The Personal Learning Plan (PLP) is a placement) compulsory 10-credit SACE subject. The PLP Health and Well-being helps students plan for their future by helping Community Service – (including an 8 hour them to make informed decisions about: Community Service placement) Skills and Abilities the subjects they will study in Years 11 Goal setting and Evaluation and 12, and any course outside of school Career Mapping and Pathways possible career choices and ideas for community service, how best to prepare ASSESSMENT
for their career options and other goals. Assessment at Stage 1 is school-based. Teachers design a set of assessments that Students normally begin the PLP in Year 10 so enable students to demonstrate the that they can plan for successful SACE learning knowledge, skills, and understanding they in Years 11 and 12. have developed to meet the learning Students must achieve a C grade or better to requirements of the PLP. successfully complete the PLP, and achieve their SACE. Teachers use performance standards to assess how well each student has demonstrated his The SACE capabilities enable students to make or her learning, based on the evidence connections in their learning within and provided through the set of assessments. This across subjects in a wide range of contexts. assessment is subject to external moderation They are central to learning in the Personal conducted by the SACE Board to confirm the Learning Plan and are incorporated in the final grade. assessment of the subject. Students provide evidence of their learning The capabilities are: through a set of assessments, which address Literacy the seven SACE capabilities. Each task will Numeracy contribute to one of the two SACE assessment Ethical Understanding types: Intercultural Understanding Folio Tasks 40% Review Tasks 60%
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STAGE 1 RESEARCH PRACTICES
Research Practices
Subjects Research Practices (Stage 1) Credits 10
Learning Area Cross-disciplinary Studies
ADVICE TO STUDENTS Capabilities Research Practices is a compulsory subject for literacy all Year 11 students at Pedare and will be numeracy studied in Semester 1 in preparation for the information and communication Research Project studied in Semester 2. technology capability critical and creative thinking AIMS personal and social capability This subject provides students with ethical understanding opportunities to: intercultural understanding
Examine the purpose of research Explore a range of research approaches Develop their investigative and inquiry skills
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STAGE 2 RESEARCH PROJECT
Research Project
Subject Research Project Credits 10
Learning Area Cross-Disciplinary Studies
ADVICE TO STUDENTS The Research Project Subject Outline includes information and communication performance standards, which describe five technology capability levels of achievement that are reported with critical and creative thinking the grades A+ to E- at the student’s personal and social capability completion of the subject. ethical understanding The school-based assessments and the external intercultural understanding assessment will be marked with reference to the performance standards. Students at Pedare will complete Research Project B. AIMS Research Project B, which has an external The Research Project is a compulsory 10- assessment that must be undertaken in credit Stage 2 subject that students need to written form, is for students wishing to complete with a ‘C’ grade or better to achieve include the subject in the calculation of their the SACE. All students study this subject in Tertiary Entrance Rank (TER). Semester 2. CONTENT The Research Project gives students the opportunity to study an area of interest in The content in the Stage 2 Research Project depth. It allows students to use their includes: creativity and initiative, while developing the the seven capabilities research and presentation skills they will need research skills in further study or work. The Research Project can take many forms, ASSESSMENT for example: School-based assessment community-based projects Assessment Type 1: technical or practical activities Folio (30%) work-related research 70% Assessment Type 2: Research subject-related research Outcome (40%)
In this subject, students will have External assessment opportunities to develop the seven Assessment Type 3: Evaluation 30% capabilities:
literacy numeracy
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ENGLISH STAGE 2
STAGE 1 ENGLISH YEAR 10 ENGLISH LITERARY STUDIES ENGLISH
STAGE 2
ENGLISH YEAR 10 STAGE 1 ESSENTIAL ENGLISH ESSENTIAL STAGE 2 ENGLISH ESSENTIAL
ENGLISH
Solid line denotes direct pathway Dotted line requires Learning
English (Stage 1) English A 10 English B 10 Subjects Credits Essential English A 10 Essential English B 10 Learning Area English
STAGE 1 ESSENTIAL ENGLISH requirement or for a semester satisfying just 10 of these credits. ADVICE TO STUDENTS In order to achieve their SACE students must Essential English courses are designed to gain a C grade or above in their Stage 1 and/or develop students’ skills in literacy and text Stage 2 English courses. comprehension. Students may apply to undertake this course, but eligibility will be determined by the English Learning Area EVIDENCE OF LEARNING Coordinator and Head of Senior School. The following assessment types enable There is flexibility for students to move students to demonstrate their learning in between Essential English and other English Stage 1 Essential English: courses, based on teacher recommendation and with the approval of the Learning Area Assessment Type 1: Responding to Texts Coordinator. Assessment Type 2: Creating Texts Students must complete a total of 20 credits For a 10-credit subject, students should of literacy throughout their Stage 1 and Stage provide evidence of their learning through 2 studies. four assessments, with at least one assessment from each assessment type. At Stage 1 Essential English can be undertaken least one assessment should be an oral or either for a full year and satisfy this
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multimodal presentation, and at least one Stage 1 English can be undertaken either for a should be in written form. full year and satisfy this requirement or for a semester satisfying just 10 of these credits. For a 20-credit subject, students should provide evidence of their learning through In order to achieve their SACE students must eight assessments, with at least two gain a C grade or above in their Stage 1 and/or assessments from each assessment type. Stage 2 English courses. At least two assessments should be oral or In order to enter Stage 1 English it is multimodal presentations, and at least two recommended that students complete Year should be in written form. 10 English with satisfactory achievement levels. Responding to texts Students who enjoy the study of texts and the creation of their own texts will enjoy this In responding to texts students consider a subject. variety of ways in which texts communicate information, ideas, and perspectives. They EVIDENCE OF LEARNING explore the relationship between structures The following assessment types enable and features and the purpose, audience, and students to demonstrate their learning in context of texts. Stage 1 English: The reading of a wide range of texts enables students to comprehend and interpret Assessment Type 1: Responding to Texts information, ideas, and perspectives in texts. Assessment Type 2: Creating Texts They locate and extract information and ideas Assessment Type 3: Intertextual Study by, for example, skim-reading to support comprehension of key information. For a 10 credit subject, students should provide evidence of their learning through Creating Texts four assessments, with at least one By examining the links between language and assessment from each assessment type. At the context in which texts are produced, least one assessment should be an oral or students are supported to create their own multimodal presentation, and at least one texts. should be in written form. Students develop their skills in using For a 20 credit subject, students should appropriate vocabulary, accurate spelling, provide evidence of their learning through punctuation, and grammar to enable effective eight assessments, with at least two communication. They create a range of texts, assessments from each assessment type. At using appropriate language features, content, least two assessments should be oral or and mediums for different purposes, multimodal presentations, and at least two audiences, and contexts. should be in written form. Students recognise and use textual Responding to texts conventions and language features to In responding to texts, students consider ways communicate information and ideas that in which the authors, readers, and viewers of convey simple and complex thoughts in a texts use language and stylistic features to range of mediums and digital technologies. make meaning and influence opinions. STAGE 1 ENGLISH Students also develop an understanding of ADVICE TO STUDENTS ways in which texts are composed for a range of purposes and audiences. Students must complete a total of 20 credits of literacy throughout their Stage 1 and Stage In responding to texts, students develop skills 2 studies. in supporting conclusions with the direct
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reference to evidence taken from their Intertextual Study reading, viewing, or listening to the text(s). In the intertextual study students connect two Creating Texts or more texts in relation: In creating texts, students aim to achieve a to the context in which each text was level of precision, fluency, and coherence generated appropriate for audience and context. to the context in which each text is read or viewed. Students may either produce responses to texts or create texts to demonstrate their understanding of intertextuality.
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English (Stage 2) Essential English 20 Subjects English Credits 20 English Literary Studies 20 Learning Area English
Please note that while English at Stage 2 is not a prerequisite for all South Australian University courses, should students wish to study interstate, they will likely require Stage 2 English.
STAGE 2 ESSENTIAL ENGLISH external assessment component. Students complete: ADVICE TO STUDENTS three assessments for responding to texts Essential English courses are designed to three assessments for creating texts develop students’ skills in literacy and text one language study. comprehension. Students may apply to undertake this course, but eligibility will be Responding to Texts determined by the English Learning Area Students produce three responses to texts. At Coordinator and Head of Senior School. least one of the responses must be produced At Stage 2, Essential English is a 20 credit SACE in written form, and at least one response in subject. oral or multimodal form. SUBJECT DESCRIPTION Creating Texts In this subject students respond to and create Students create written, oral, and multimodal texts in and for a range of personal, social, texts for procedural, imaginative, analytical, cultural, community, and/or workplace persuasive, and/or interpretive purposes. contexts. Students create: Students understand and interpret one advocacy text information, ideas, and perspectives in texts two additional texts. and consider ways in which language choices At least one of the responses must be in are used to create meaning. written form, and at least one in oral or
multimodal form. ASSESSMENT Language Study The following assessment types enable students to demonstrate their learning in For this assessment type, students complete Stage 2 Essential English: an independent language study. The focus of study is an understanding of the use of School Assessment (70%) spoken, non-verbal, visual, and/or written Assessment Type 1: Responding to Texts language by people in a chosen context (30%) beyond the classroom. Assessment Type 2: Creating Texts (40%) External Assessment (30%) Assessment Type 3: Language Study (30%) Students provide evidence of their learning through seven assessments, including the
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STAGE 2 ENGLISH External Assessment (30%) ADVICE TO STUDENTS Assessment Type 3: Comparative Analysis (30%). It is highly recommended that students complete either the 10 or 20-credit Stage 1 For a 20-credit subject, students should English course prior to undertaking Stage 2 provide evidence of their learning through English. eight assessments, including the external assessment component. This is a creative and rigorous course and it is important that students who choose to Students complete: undertake it have excellent time management three responses to texts skills. four created texts (one of which is a writer’s statement) SUBJECT DESCRIPTION one comparative analysis. In English students analyse the Responding to Texts interrelationship of author, text, and audience, with an emphasis on how language Students produce three responses to texts. and stylistic features shape ideas and Two of the responses must be written, and perspectives in a range of contexts. They one must be oral. Either the oral response or consider social, cultural, economic, historical, one of the written pieces may be replaced by and/or political perspectives in texts and their a multimodal response. representation of human experience and the Creating Texts world. Students create written, oral, and/or Students explore how the purpose of a text is multimodal texts for procedural, imaginative, achieved through application of text analytical, persuasive, and/or different conventions and stylistic choices to position purposes. the audience to respond to ideas and Students create: perspectives. An understanding of purpose, audience, and context is applied in students’ three texts own creation of imaginative, interpretive, one writer’s statement. analytical, and persuasive texts that may be At least one of the created texts should be written, oral, and/or multimodal. written. Students have opportunities to reflect on Comparative Analysis their personal values and those of other Students complete a written comparative people by responding to aesthetic and cultural analysis of two texts and evaluate how the aspects of texts from the contemporary language features, stylistic features, and world, from the past, and from Australian and conventions in these texts are used to other cultures. represent ideas, perspectives, and/or aspects ASSESSMENT of culture, and to influence audiences. The following assessment types enable students to demonstrate their learning in Stage 2 English:
School Assessment (70%) Assessment Type 1: Responding to Texts (30%) Assessment Type 2: Creating Texts (40%)
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STAGE 2 ENGLISH LITERARY STUDIES Students produce responses that show the depth and clarity of their understanding. They extend their ability to sustain a reasoned ADVICE TO STUDENTS critical argument by developing strategies Stage 2 English Literary Studies is only that allow them to weigh alternative opinions available as a full year (20-credit) subject and against each other. By focusing on the thus entirely satisfies the SACE literacy creativity and craft of the authors, students requirement as long as the student achieves a develop strategies to enhance their own skills C grade or above. It is highly recommended, in creating texts and put into practice the however, that students complete either the techniques they have observed. 10 or 20-credit Stage 1 English course in order ASSESSMENT to prepare them for the depth and rigour of this subject. The following assessment types enable students to demonstrate their learning in Students who enjoy reading and have a Stage 2 English Literary Studies: passion for the English language will enjoy this analytical subject. School Assessment (70%) The English Literary Studies Subject Outline Assessment Type 1: Responding to Texts includes performance standards, which (50%) describe five levels of achievement that are Assessment Type 2: Creating Texts (20%) reported with the grades A+ to E- at the student’s completion of the subject. The External Assessment (30%) school-based assessments and the external Assessment Type 3: Text Study: assessment are marked with reference to the performance standards. – Part A: Comparative Text Study (15%) – Part B: Critical Reading (15%) SUBJECT DESCRIPTION Students provide evidence of their learning Stage 2 English Literary Studies focuses on the through up to nine assessments, including the skills and strategies of critical thinking needed external assessment component. Students to interpret texts. Through shared and complete: individual study of texts, students encounter different opinions about texts, have up to five responses to texts opportunities to exchange and develop ideas, two created texts find evidence to support a personal view, two tasks for the text study (one learn to construct logical and convincing comparative text study and one critical arguments, and consider a range of critical reading). interpretations of texts. Responding to Texts English Literary Studies focuses on ways in which literary texts represent culture and Students produce up to five responses to their identity, and on the dynamic relationship text studies; together, the responses comprise between authors, texts, audiences, and a maximum of 5000 words. One of these contexts. Students develop an understanding responses can be oral or multimodal in form, of the power of language to represent ideas, where 6 minutes is equivalent to 1000 words. events, and people in particular ways and of There is flexibility within this study for the how texts challenge or support cultural texts to be considered in terms of each other, perceptions. leading to a single response or set of responses of up to 5000 words. Creating Texts one transformative text linked to another text, with a writer’s statement (1500 words, Students create:
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or 9 minutes, or equivalent in multimodal which the two texts are discussed in relation form) to each other. Students frame their own one written, oral, or multimodal text (1000 question and develop their response during words, or 6 minutes, or equivalent in the year, and submit the completed response multimodal form). for external assessment. Text Study Part B: Critical Reading (15%) The external assessment is divided into two sections, Part A and Part B. A critical reading of one or more short texts. The short texts may be in a variety of forms (e.g. prose, fiction, non-fiction, poetry, texts Part A: Comparative Text Study (15%) with graphic or visual elements, or excerpts A comparative text study that compares one from film or soundtracks). of the texts studied in the shared studies with The critical reading is a 90-minute another text individually chosen by the examination developed by the SACE Board. student, in a response of a maximum of 1500 words. This response is a critical essay, in
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HEALTH & PHYSICAL EDUCATION
YEAR 10 STAGE 1 PHYSICAL STAGE 2 EDUCATION SHAPE PHYSICAL (A and / or B) EDUCATION
Physical Education Physical Education (Stage 1) A 10 Credits Subjects Physical Education (Stage 1) B 10 Physical Education (Stage 2) Credits 20
Learning Area Health and Physical Education
STAGE 1 PHYSICAL EDUCATION PHYSICAL EDUCATION A ADVICE TO STUDENTS Practical Skills and Applications Stage 1 Physical Education can be studied as a 10-credit subject or as 2 discrete 10-credit For a 10-credit subject, students complete subjects (one in each semester). two or three practicals. These may include two or more from the following: Prerequisites: C-level in Year 10 SHAPE. Volleyball AIMS Netball In Physical Education students gain an Badminton understanding of human functioning and Fitness Testing physical activity, and an awareness of the community structures and practices that Principles and Issues (consists of the following influence participation in physical activity. two areas of study) Students explore their own physical capacities Energy Sources for Physical Performance and analyse performance, health, and lifestyle Training and Evaluation or Physical issues. They develop skills in communication, Performance investigation, and the ability to apply knowledge to practical situations. Issues Analysis The focus capabilities for this subject are Topics may include: communication, learning, and personal Anatomy and Physiology – body systems development. Human physical performance CONTENT Fitness – testing and training Stage 1 Physical Education consists of the Training principles and training methods following two areas: Sedentary and Lifestyle Diseases Issues Analysis Practical Skills and Application Students analyse issues that are relevant Principles and Issues to local, national or global communities through topics of interest to them.
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PHYSICAL EDUCATION B STAGE 2 PHYSICAL EDUCATION
ADVICE TO STUDENTS Practical Skills and Applications Stage 2 Physical Education is a 20-credit For a 10-credit subject, students complete subject. two or three practicals. These may include: Pre Requisites: satisfactory completion of Skills Acquisition both Semester 1 and Semester 2 Stage 1 Practical Coaching Physical Education. Individual cases will be Aquatics Camp taken into consideration for students who have successfully completed one Semester of Principles and Issues (consists of the following Health and Physical Education. area of study) The Physical Education Subject Outline ‘Coaching Aussie Youth’ includes performance standards, which This area of study requires an experimental, describe five levels of achievement that are analytical approach to physical activity and reported with the grades A+ to E- at the well-being. student’s completion of the subject. Topics may include: The school-based assessments and the external assessment will be marked with reference to Skills Learning Theories the performance standards. Coaching Theory Games Modification Theory AIMS Sports Administration In Physical Education students gain an Biomechanics in Sport understanding of human functioning and physical activity, and an awareness of the N.B. There are additional expenses of community structures and practices that approximately $300 associated with this influence participation in physical activity. course, to cover the costs of the camp. Students explore their own physical capacities ASSESSMENT and analyse performance, health, and lifestyle Assessment at Stage 1 is school based. issues. They develop skills in communication, Students demonstrate evidence of their investigation, and the ability to apply learning through the following assessment knowledge to practical situations. types: The focus capabilities for this subject are Practical communication, learning, and personal development Folio CONTENT A copy of student assessments must be kept at the school for moderation purposes. Stage 2 Physical Education consists of two key areas of study and related key concepts:
Practical Skills and Applications
Principles and Issues
Practical Skills and Applications
Students complete at least three practicals that are balanced across a range of individual, fitness, team, racket, aquatic, and outdoor activities and that
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cater for the different skills, interests of the Gender; students. Media; N.B. There are additional expenses of Professionalism; approximately $300 associated with this Patterns of physical activity; course, to cover the costs for the 3 day Sport in the Australian context; aquatics camp. The Paralympics’; The science of drugs; Principles and Issues (consists of the following Technology three topics):
Exercise Physiology and Physical Activity ASSESSMENT The Acquisition of Skills and the Biomechanics of Movement Students demonstrate evidence of their Issues Analysis learning through the following assessment types: Topics include: School-based Assessment Weighting Exercise Physiology and Physical Activity Key Concept 1: The sources of energy affecting Practical 50% physical performance Folio 20% Key Concept 2: The effects of training and evaluation on physical performance External Assessment Key Concept 3: The specific physiological factors affecting performance Examination 30%
The Acquisition of Skills and the Biomechanics of Movement A copy of student assessments must be kept Key Concept 1: Skill acquisition at the school for moderation purposes. Key Concept 2: Specific factors affecting Information on the External Assessment learning Key Concept 3: The effects of psychology of Examination learning on the performance of physical skills Students undertake a 2-hour external Key Concept 4: The ways in which examination, which is divided into two parts: biomechanics improve skilled performance Short-answer and Extended-response
Questions Issues Analysis Students analyse and interpret their findings The examination covers the content of the from investigating a chosen issue. ‘Exercise Physiology and Physical Activity’ and ‘The Acquisition of Skills and the Topics include, for example: Biomechanics of Movement’ topics. Commercialism; The examination will be marked by external Patterns of physical activity; assessors with reference to the performance Culture/race relations; standards. Equity;
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FOOD & HOSPITALITY
YEAR 10 STAGE 2 FOOD CERTIFICATE II FOOD & HOSPITALITY TECHNOLOGY
Physical Education 10 Subjects Stage 2 Food & Hospitality Credits 10 or 20 Learning Area Health and Physical Education
STAGE 2 FOOD & HOSPITALITY Students work independently and collaboratively to achieve common goals. ADVICE TO STUDENTS They develop skills and safe work practices in Stage 2 Food & Hospitality is a 20-credit the preparation, storage and handling of food, subject. complying with current health and safety legislation. Students investigate and debate Students focus on the impact of the food and contemporary food and hospitality issues and hospitality industry on Australian society and current management practices. examine the contemporary and changing nature of the industry. Students develop The focus capabilities for this subject are relevant knowledge and skills as consumers communication, learning, or work. and/or as industry workers. CONTENT The Food and Hospitality subject outline Students study topics within one or more of includes performance standards, which the following five areas of study: describe five levels of achievement that are Contemporary and Future Issues reported with the grades A+ to E- at the Economic and Environmental Influences student’s completion of the subject. Political and Legal Influences The school-based assessments and the Socio-cultural Influences external assessment will be marked with Technological Influences. reference to the performance standards. The 20-credit subject includes all 5 areas of AIMS study. In Food and Hospitality, students focus on the ASSESSMENT dynamic nature of the food and hospitality industry in Australian society. They develop Students demonstrate evidence of their an understanding of contemporary learning through the following assessment approaches and issues related to food and types: hospitality.
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School-based Assessment Weighting The Investigation is double marked, firstly by the student’s teacher and secondly by an Practical Activity 50% external assessor appointed by the SACE Group Activity 20% Board. The teacher and the external assessor External Assessment make a decision about the quality of the investigation with reference to the Investigation 30% performance standards.
The Food and Hospitality subject outline Information on the External Assessment includes performance standards, which describe five levels of achievement that are The Investigation is a piece of writing of up to reported with the grades A to E at the a maximum of 2000 words for the 20-credit student’s completion of the subject. subject, and 1000 words for the 10-credit subject. Students identify a relevant The school-based assessments and the contemporary issue related to an area of external assessment will be marked with study, which is stated as a research question reference to the performance standards. or hypothesis.
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HUMANITIES & SOCIAL SCIENCES ANCIENT STUDIES STAGE 2 STAGE 1 MODERN YEAR 10 MODERN HISTORY
ENGLISH HISTORY STAGE 2 MODERN YEAR 10 HISTORY STAGE 1 HISTORY ANCIENT STUDIES
Ancient Studies
Subjects Ancient Studies (Stage 1) Credits 10
Learning Area Humanities and Social Sciences
5. Research and understand the ideas and STAGE 1 ANCIENT STUDIES innovations that emerged from the ADVICE TO STUDENTS ancient world, and consider their Stage 1 Ancient Studies is a 10-credit subject. influence. It is offered in either Semester 1 or Semester 2. 6. Communicate ideas and arguments, Prerequisites: An IB MYP score of 4 or above using subject-specific language. in Year 10 English and History. CONTENT All assessments and the external assessment In this 10-credit subject, students study at will be marked with reference to the SACE least two ancient societies or cultures. performance standards. Students consider the environmental, social, economic, religious cultural and aesthetic LEARNING REQUIREMENTS aspects of societies. In this subject, students are expected to: ASSESSMENT 1. Demonstrate knowledge and At Stage 1, assessment is school based. understanding of the nature of historical Students demonstrate evidence of their and/or archaeological evidence. learning through the following assessment types: 2. Demonstrate knowledge and understanding of texts, artefacts, ideas, Assessment Type 1: Skills and Applications events, and/or people. Assessment Type 2: Inquiry For this subject, the assessment design 3. Understand life in the ancient world, criteria are: including beliefs, attitudes, and/or Knowledge and understanding values. Research and analysis 4. Apply inquiry skills to analyse and Application. evaluate sources and perspectives, and synthesise evidence.
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GEOGRAPHY
YEAR 10 STAGE 1 STAGE 2
GEOGRAPHY GEOGRAPHY GEOGRAPHY
YEAR 10 ENGLISH
YEAR 10
HISTORY
YEAR 10 SCIENCE
Geography Geography (Stage 1) A 10 Credits Subjects Geography (Stage 1) B 10 Geography (Stage 2) Credits 20
Learning Area Humanities and Social Sciences
STAGE 1 GEOGRAPHY 2. Demonstrate knowledge and understanding of the nature and ADVICE TO STUDENTS complexity of the interdependence of Stage 1 Geography can be studied as a 10- human and physical environments. credit subject or as two discrete 10-credit 3. Use geographical and fieldwork skills, subjects (one in each semester). including use of spatial technologies, to Prerequisites: An IB MYP Score of 4 or above examine geographical features. in Year 10 Geography or History or English. 4. Analyse information to determine management strategies and make All assessment tasks will be marked with recommendations for improvements to reference to the SACE performance standards. human and physical environments. Students will be required to cover the cost of 5. Examine geographical implications of a a Geography camp. Semester 1 and Semester contemporary local and/or global issue. 2 have Geography camps. (Stage 1 6. Communicate geographical information and ideas, using subject-specific LEARNING REQUIREMENTS terminology and visual representations. In this subject, students are expected to: CONTENT 1. Demonstrate knowledge and understanding of geographical concepts For a 10-credit subject, students study at least of place, space, environment, 2 topics from one or two of the themes. interconnection, sustainability, scale and change.
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For a 20-credit subject, students study at least 3. Use geographical and fieldwork skills, 4 topics, with at least one topic from each including the use of spatial technologies, theme. to examine geographical features, patterns, and processes. Semester 1 4. Analyse information to evaluate Topics: projections for change, and make Rural and remote places, Hazards, Local and recommendations for improvements to Global Issues human and physical environments. Field Trip: Morialta 5. Evaluate the environmental, social and Camp: Flinders Ranges economic causes, effects, and consequences of change. Semester 2 6. Communicate geographical information, Topics: using subject-specific terminology and Hot Cities, Wild Wetlands, Local Issues visual representations. Field Trip: Adelaide Camp: Coorong or the Riverland CONTENT
Theme 1: Environmental Change ASSESSMENT Topic 1: Ecosystems and People Assessment at Stage 1 is school based. Students demonstrate evidence of their Topic 2: Climate Change learning through the following assessment Theme 2: Social and Economic Change types: Topic 3: Population Change Geographical skills and Applications - 2 assessment tasks Topic 4: Globalisation Fieldwork – 1 assessment task. Topic 5: Transforming Global Inequality.
STAGE 2 GEOGRAPHY Topic 1 and Topic 3 are the focus of Part B of the external examination. ADVICE TO STUDENTS ASSESSMENT Stage 2 Geography is a 20-credit full year Students demonstrate evidence of their subject. learning through the following assessment Pre-Requisites: The school-based assessments types: and the external assessment will be marked with reference to the SACE performance School-based Assessment Weighting standards. Geographical Skills and 40% LEARNING REQUIREMENTS Applications In this subject, students are expected to: Fieldwork Report 30% 1. Demonstrate knowledge and understanding of geographical concepts External Assessment of place, space, environment, Examination 30% interconnection, sustainability, scale and change. 2. Demonstrate knowledge and Information on the External Assessment understanding of the complexity of Examination (2 hours) human-environment interdependence in local, national, and/or global contexts.
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Students undertake a 2-hour written examination that focuses on the core topic. The examination will be marked by external The examination consists of short-answer and assessors with reference to the performance extended-answer questions on knowledge, standards. skills, application, and analysis of issues.
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HISTORY
STAGE 1 YEAR 10 MODERN
HISTORY HISTORY STAGE 2 MODERN YEAR 10 STAGE 1 HISTORY ENGLISH ANCIENT STUDIES
History
Modern History (Stage 1) Credits 10 Subjects Modern History (Stage 2) Credits 20
Learning Area Humanities and Social Sciences
STAGE 1 MODERN HISTORY Draw conclusions and communicate ADVICE TO STUDENTS reasoned historical arguments. CONTENT Stage 1 Modern History is a 10-credit subject. It may be offered as two discrete 10 credit For a 10-credit subject students study 2 or subjects, one in each semester. more topics. Prerequisites: An IB MYP score of 4 or above Stage 1 Modern History consists of the in Year 10 History and Year 10 English. following topics: All assessment tasks will be marked with In Semester 1, students study the French reference to the SACE performance standards. Revolution and an overview of the social protest movements of the twentieth century. LEARNING REQUIREMENTS In Semester 2, students study Imperialism, the In this subject, students are expected to: Russian Revolution and an overview of major Understand and explore historical events of the twentieth century. concepts. ASSESSMENT Understand and explore the role of Assessment at Stage 1 is school based. ideas, people, and events in history. Students demonstrate evidence of their Analyse developments and/or learning through the following assessment movements in the modern world, and types: their short and long-term impacts. Analyse ways in which societies in the Assessment Type 1: Historical Skills - 3 modern world have been shaped by assessment tasks both internal and external forces and Assessment Type 2: Historical Study – 1 challenges. assessment task Apply the skills of historical inquiry to Assessment tasks include: sources anaylsis, examine and evaluate sources and oral multi-modal and other creative interpretations, and support presentations, essays, and an individual arguments. research essay.
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STAGE 2 MODERN HISTORY Topic 4: The Topic 10: The Struggle Soviet Union and for Peace in the ADVICE TO STUDENTS Russia (1945- Middle East (1945- ) Stage 2 Modern History is a 20-credit subject. c.2004) The school-based assessments and the external Topic 5: Indonesia Topic 11: Challenges assessment will be marked with reference to (1942-2005) to Peace and Security the SACE performance standards. (1945- ) Topic 6: China Topic 12: The United LEARNING REQUIREMENTS (1949-c.2012) Nations and In this subject, students are expected to: Establishment of a Global Perspective 1. Understand and explore historical (1945- ) concepts. 2. Understand and explore the role of ideas, ASSESSMENT people, and events in history. Students demonstrate evidence of their 3. Analyse ways in which the development learning through the following assessment of modern nations has been shaped by types: both internal and external forces and challenges. 4. Analyse interactions and relationships School-based Assessment Weighting among nations, states, and/or groups, and their short and long-term impacts on Historical Skills 50% national, regional, and/or international Historical Study 20% development. 5. Apply the skills of historical inquiry to External Assessment examine and evaluate sources and Examination 30% interpretations, and support arguments. 6. Draw conclusions and communicate reasoned historical arguments. Students provide evidence of their learning through seven assessments including the CONTENT external component. Students study: Students undertake five historical skills assessments, one historical study and one one topic from “Modern Nations” examination. one topic from “The World since 1945” Information on the External Assessment
Modern Nations The World since 1945 Examination (2 hours) Topic 1: Australia Topic 7: The Changing The 2 hour external examination consists of (1901-1956) World Order (1945- ) two parts: Topic 2: United Topic 8: Australia’s States of America Relationship with Asia Section 1: Source Analysis (1914-1945) and the South Pacific Section 2: Essay Region (1945- ) Section 1: Sources Analysis Topic 3: Germany Topic 9: National Self- (1918-1948) determination in This part of the examination will focus on the South-East Asia skills of source analysis. Students are required (1945- ) to answer the sources analysis section.
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Students use the skills of historical inquiry to Section 2: Essay evaluate the origin, reliability, usefulness, Students complete an argumentative essay limitations and contestable nature of sources. based on the topic they have studied from They analyse, interpret and synthesise “Modern Nations”. evidence from different types of sources to Students provide evidence of their learning in recognise and evaluate differing perspectives Stage 2 Modern History in relation to: on and interpretations of the past. Understanding and exploration The examination will be marked by external assessors with reference to the performance Application and evaluation standards. Analysis
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LEGAL STUDIES
YEAR 10 STAGE 1 STAGE 1
HISTORY LEGAL STUDIES LEGAL STUDIES
YEAR 10 GEOGRAPHY
YEAR 10 ENGLISH
Legal Studies Legal Studies (Stage 1) 10 Subjects Credits Legal Studies (Stage 2) 20 Learning Area Humanities and Social Sciences
STAGE 1 LEGAL STUDIES 4. recognise ways in which the Australian legal system responds to diverse groups in ADVICE TO STUDENTS the community Stage 1 Legal Studies can be studied as a 10- 5. evaluate the nature and operation of credit subject. aspects of the Australian legal system Prerequisites: An IB MYP score of 4 or above 6. develop inquiry skills through accessing in Year 10 English. and using information on aspects of the All assessment tasks will be marked with legal system reference to the SACE performance standards. 7. communicate informed observations and LEARNING REQUIREMENTS opinions on contemporary legal issues and In this subject, students are expected to: debates, using legal terminology and 1. display knowledge and understanding of appropriate acknowledgment of sources. the legal rights and responsibilities of CONTENT individuals and groups in Australian society A 10-credit subject consists of: 2. know and understand the values inherent Topic 1: Law and Society in the Australian legal system a minimum of two other topics. 3. display knowledge and understanding of Topics different sources of law in the Australian Topic 1: Law and Society legal system Topic 2: People, Structures and Processes Topic 3: Law Making Topic 4: Justice and Society
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Topic 5: Young People and the Law CONTENT Topic 6: Victims and the Law At Stage 2 students study the following four Topic 7: Motorists and the Law topics: Topic 8: Young Workers and the Law Topic 1: The Australian Legal ` Topic 9: Relationships and the Law System
Topic 2: Constitutional Government ASSESSMENT Topic 3: Law-making Assessment at Stage 1 is school-based. Topic 4: Justice Systems. Students demonstrate evidence of their learning through the following assessment types: ASSESSMENT Students demonstrate evidence of their Folio learning through the following assessment Issues Study types: Presentation
School-based Assessment Weighting STAGE 2 LEGAL STUDIES Folio 50% ADVICE TO STUDENTS Inquiry 20% Stage 2 Legal Studies is a 20-credit subject. External Assessment Desirable background: Study of ONE semester of Stage 1 Legal Studies. Examination 30%
The school-based assessments and the external Information on the External Assessment assessment will be marked with reference to the SACE performance standards. Examination (3 hours) LEARNING REQUIREMENTS The examination is divided into two parts: Part A: Short Responses In this subject, students are expected to: Part B: Extended Responses 1. display knowledge and understanding of the influences that have shaped the Australian legal system Part A: Short Responses Part A consists of some compulsory questions. 2. know, understand, and analyse legal Students may also be required to respond to principles, processes, and structures short-answer questions, analyse a media 3. recognise ways in which the Australian article, respond to a stimulus, or analyse a legal system responds to diverse groups in legal process. All topics are examined in this the community part. 4. demonstrate civic literacy through inquiry into the legal system Part B: Extended Responses 5. analyse the Australian legal, constitutional, Students answer two questions, including at and justice systems least one extended response. 6. communicate informed observations and The examination will be marked by external opinions on contemporary legal issues and assessors with reference to the SACE debates, using legal terminology and performance standards. appropriate acknowledgment of sources.
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SOCIETY AND CULTURE
STAGE 1 STAGE 2 HISTORY SOCIETY & CULTURE
STAGE 1 ENGLISH
STAGE 2 SOCIETY & CULTURE Topics ADVICE TO STUDENTS Topic group 1: Culture Stage 2 Society and Culture is a 20-credit Cultural Diversity subject. Youth Culture The school-based assessments and the external Work and Leisure assessment will be marked with reference to The Material World. the SACE performance standards. LEARNING REQUIREMENTS Topic group 2: Contemporary Challenges In this subject students are expected to: Social Ethics 1. Investigate and analyse different aspects Contemporary Contexts for Aboriginal and of, and issues related to, contemporary Torres Strait Islander Peoples societies and cultures, in local and global Technological Revolutions contexts. People and the Environment. 2. Demonstrate knowledge and understanding of the nature and causes Topic group 3: Global Issues of social change. Globalisation 3. Investigate and analyse ways in which A Question of Rights power structures operate in societies. People and Power. 4. Evaluate and use a range of sources and ASSESSMENT perspectives to communicate informed ideas about societies and social and Students demonstrate evidence of their cultural issues. learning through the following assessment 5. Collaboratively plan, undertake, and types: calculate informed social action as a School-based Assessment Weighting result of an inquiry. 6. Demonstrate understanding of ways in Folio 50% which societies and cultures are connected and interdependent. Interaction 20%
External Assessment CONTENT For a 20-credit subject, students study three Investigation. 30% topics (each from a different group of topics) Schools are required to use the external assessment type specified in this subject outline.
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Information on the External Assessment The investigation is double marked, firstly by the student’s teacher and secondly by an Investigation - The investigation should be up external assessor appointed by the SACE to a maximum of 2000 words. Board. The teacher and the external assessor Students undertake an independent make a decision about the quality of the investigation of a contemporary social or investigation with reference to the cultural issue. The issue may arise from a performance standards. topic covered in the study of the subject, or it may be a topic linked to a student’s personal interest.
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LANGUAGES
YEAR 10 STAGE 1 STAGE 2 MANDARIN CHINESE CHINESE (CONTINUERS) (CONTINUERS)
YEAR 10 STAGE 1 STAGE 2 GERMAN GERMAN GERMAN
LANGUAGES AT CONTINUERS LEVEL German (Stage 1) A 10 credits German (Stage 1) B or 20 German (stage 2) credits 20 SUBJECTS Chinese (continuers) (Stage 1) A 10 credits Chinese (continuers) (Stage 1) B or 20 Chinese (continuers) (Stage 2) credits 20
LEARNING AREA Languages
STAGE 1 LANGUAGES AT CONTINUERS The student should have completed Year 10 LEVEL German or Mandarin with a grade of C or higher. ADVICE TO STUDENTS It is preferable that the student has Stage 1 Languages at Continuers Level can be completed Semester 1 and Semester 2 studied as a 10-credit subject (Semester 1 German or Mandarin. Consideration will be only) or one 20-credit subject. Language A is given on an individual basis to students who a prerequisite for Language B. have only completed Semester 1. An accelerated Stage 1 class may be run for AIMS Year 10 students, depending on need. Entry to this class will be based on student The Continuers Level languages are designed achievement and teacher recommendation. for students who have studied the language for 400 to 500 hours by the time they have The Locally Assessed Languages at Continuers completed Stage 2, or who have an equivalent Level Subject Outline includes performance level of knowledge. standards, which describe five levels of achievement that are reported with the In these languages subject’s students interact grades A to E at the student’s completion with others to share information, ideas, of the subject. opinions and experiences. They create texts in the specific language to express The school-based assessments and the external information, feelings, ideas and opinions. assessment will be marked with reference to They analyse texts to interpret meaning, and the performance standards. examine relationships between language, culture and identity, and reflect on the ways in which culture influences communication.
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The focus capabilities for this subject are completed Stage 2, or who have an equivalent communication and citizenship. level of knowledge. CONTENT In these languages subject’s students interact with others to share information, ideas, Stage 1 Languages at Continuers Level consist opinions and experiences. They create texts of three themes and a number of prescribed in the specific language to express topics and suggested subtopics. information, feelings, ideas and opinions. Themes: They analyse texts to interpret meaning, and The Individual examine relationships between language, The Mandarin or German-speaking culture and identity, and reflect on the ways Communities in which culture influences communication. The Changing World. The focus capabilities for this subject are
communication and citizenship. ASSESSMENT CONTENT Assessment at Stage 1 is school based. Stage 2 Languages at Continuers Level Students demonstrate evidence of their consists of three themes and a number of learning through the following assessment prescribed topics and suggested subtopics. types: Themes: Interaction The Individual Text Production The Mandarin or German-speaking Text Analysis Communities Investigation The Changing World. STAGE 2 LANGUAGES AT CONTINUERS ASSESSMENT LEVEL Students demonstrate evidence of their ADVICE TO STUDENTS learning through the following assessment Stage 2 Languages at Continuers Level is a 20- types: credit subject. The Locally Assessed Languages at Continuers School-based Assessment Weighting Level Subject Outline includes performance standards, which describe five levels of Folio 50% achievement that are reported with the In-depth Study 20% grades A+ to E- at the student’s completion of the subject. External Assessment The school-based assessments and the external Examination 30% assessment will be marked with reference to the performance standards. Information on the External Assessment The student should have successfully The examination consists of: completed 20 credits of Stage 1 German or Oral examination Mandarin with a minimum Grade of C. Written examination AIMS Oral Examination The Continuers Level languages are designed The oral examination will take 10–15 minutes for students who have studied the language and consists of two sections: for 400 to 500 hours by the time they have Section 1: Conversation Section 2: Discussion
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Written Examination (3 hours) The written examination has three sections: The examinations will be marked by external Section 1: Listening and Responding assessors with reference to performance Section 2: Reading and Responding standards. Section 3: Writing in Mandarin or German.
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MATHEMATICS
YEAR 10 STAGE 1 STAGE 2 SPECIALIST SPECIALIST SPECIALIST MATHEMATICS MATHEMATICS MATHEMATICS
STAGE 1 STAGE 2 MATHEMATICAL
YEAR 10 METHODS MATHEMATICAL METHODS MATHEMATICS STAGE 1 STAGE 2 GENERAL MATHEMATICS GENERAL MATHEMATICS STAGE 1 STAGE 2 ESSENTIAL ESSENTIAL MATHEMATICS MATHEMATICS
Note: All programs incorporate the use of graphics calculator and/or computers, to support classroom teaching, learning and assessment.
Stage 1 Mathematics Specialist Mathematics A 10 Specialist Mathematics B 10 Mathematical Methods A 10 Mathematical Methods B 10 Subjects Credits General Mathematics A 10 General Mathematics B 10 Essential Mathematics A 10 Essential Mathematics B 10 Learning Area Mathematics
SACE NUMERACY REQUIREMENT Completion of 10 credits of any Stage 1 Mathematics subject with a C grade or better will meet the numeracy requirement of SACE.
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STAGE 1 SPECIALIST MATHEMATICS learning through the following assessment types for a 10 credit course: ADVICE TO STUDENTS 3 x Skills and Applications Tasks Prerequisites: IBMYP score of 5 or above. If a 1 x Mathematical Investigation score of 4 is achieved in IB MYP consultation with Mathematics Learning Area Coordinator is required to pursue these subjects. STAGE 1 MATHEMATICAL METHODS NB Specialist Mathematics A is a prerequisite for Specialist Mathematics B. ADVICE TO STUDENTS Students must study Stage 1 Mathematical Prerequisites: IBMYP score of 5 or above. If a Methods A in conjunction with Specialist score of 4 is achieved in IB MYP consultation Mathematics A for at least Semester 1. In with Mathematics Learning Area Coordinator Semester 2 students can have the option of is required to pursue these subjects. just choosing Mathematical Methods B, or choosing Mathematical Methods B and NB Mathematical Methods A is a prerequisite Specialist Mathematics B. for Mathematical Methods B. AIMS AIMS In the study of mathematics students In the study of mathematics students participate in a wide variety of problem- participate in a wide variety of problem- solving activities. The subject gives students solving activities. The subject gives students the abilities and skills required in the the abilities and skills required in the workplace and in everyday life. They learn workplace and in everyday life. They learn how to approach new challenges by how to approach new challenges by investigating, modelling, reasoning, investigating, modelling, reasoning, visualising, and problem-solving with the goal visualising, and problem-solving with the goal of communicating to others the relationships of communicating to others the relationships observed and the problems solved. observed and the problems solved. CONTENT CONTENT Stage 1 Specialist Mathematics consists of the Stage 1 Mathematical Methods consists of the following topics: following topics: Arithmetic and Geometric Sequences Functions and graphs and Series Polynomials Geometry Trigonometry Vectors in the Plane Counting and Statistics Further Trigonometry Growth and Decay Matrices Introduction to Differential Calculus Real and Complex Numbers. Students who want to undertake Stage 2 Students who want to undertake Stage 2 Mathematical Methods should study 20 Specialist Mathematics should study at least credits of Stage 1 Mathematical Methods. 20 credits of Stage 1 Mathematical Methods ASSESSMENT at least 10 additional credits of Stage 1 Assessment at Stage 1 is 100% school based. Specialist Mathematics. Students demonstrate evidence of their ASSESSMENT learning through the following assessment Assessment at Stage 1 is 100% school based. types for a 10 credit course: Students demonstrate evidence of their
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3 x Skills and Applications Tasks 3 x Skills and Application Tasks 1 x Mathematical Investigation 1 x Mathematical Investigation STAGE 1 GENERAL MATHEMATICS STAGE 1 ESSENTIAL MATHEMATICS ADVICE TO STUDENTS Essential Mathematics offers senior secondary AIMS students the opportunity to extend their In the study of mathematics students mathematical skills in ways that apply to participate in a wide variety of problem- practical problem solving in everyday and solving activities. The subject gives students workplace contexts. the abilities and skills required in the In Essential Mathematics there is an emphasis workplace and in everyday life. They learn on developing students’ computational skills how to approach new challenges by and expanding their ability to apply their investigating, modelling, reasoning, mathematical skills in flexible and resourceful visualising, and problem-solving with the goal ways. of communicating to others the relationships observed and the problems solved. This subject is intended for students planning to pursue a career in a range of trades or Stage 1 Mathematics allows students to vocations. achieve the numeracy requirement of the SACE. Students who achieve a C grade or CONTENT better in this subject meet the compulsory 10- Stage 1 Essential Mathematics consists of the credit numeracy requirement. following topics: CONTENT Calculations, Time and Ratio Stage 1 General Mathematics consists of the Earning and Spending following topics: Geometry Investing and Borrowing Data in Context Measurement Measurement Statistical Investigation Investing Applications of Trigonometry Topics covered provide a background for Linear and Exponential Functions and students proceeding to Stage 2 Essential their Graphs Mathematics. Matrices and Networks ASSESSMENT Topics covered provide a background for students proceeding to Stage 2 General Assessment at Stage 1 is 100% school based. Mathematics. Students demonstrate evidence of their learning through the following assessment ASSESSMENT types: Assessment at Stage 1 is 100% school based. Skills and Application Tasks Students demonstrate evidence of their Folio learning through the following assessment types for a 10 credit course:
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STAGE 2 SPECIALIST MATHEMATICS
Specialist Mathematics
Subject Outline Specialist Mathematics (Stage 2) Credits 20
Learning Area Mathematics
ADVICE TO STUDENTS CONTENT Prerequisite: Completion at grade C or above Stage 2 Specialist Mathematics consists of the in 2 semesters Stage 1 Mathematical Methods following six topics: and 1 semester of Stage 1 Specialist Topic 1: Mathematical Induction Mathematics Topic 2: Complex Numbers AIMS Topic 3: Functions and Sketching Graphs Specialist Mathematics draws on and deepens Topic 4: Vectors in Three Dimensions students’ mathematical knowledge, skills, and Topic 5: Integration Techniques and understanding, and provides opportunities for Applications students to develop their skills in using Topic 6: Rates of Change and Differential rigorous mathematical arguments and proofs, Equations. and using mathematical models. It includes the study of functions and calculus. The subject leads to study in a range of tertiary ASSESSMENT courses such as mathematical sciences, Students demonstrate evidence of their engineering, computer science, and physical learning through the following assessment sciences. Students envisaging careers in types: related fields will benefit from studying this subject. Specialist Mathematics must be studied in School-based Assessment Weighting conjunction with Mathematical Methods. 6 x Skills and Application Tasks 50% 1 x Mathematical Investigation 20%
External Assessment
Examination (3 hours) 30%
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STAGE 2 MATHEMATICAL METHODS Mathematical Methods
Subject Outline Mathematical Methods (Stage 2) Credits 20
Learning Area Mathematics
ADVICE TO STUDENTS CONTENT Prerequisite: Completion at grade C or above Stage 2 Mathematical Methods consists of the in 2 semesters of Stage 1 Mathematical following six topics: Methods Topic 1: Further Differentiation and AIMS Applications Topic 2: Discrete Random Variables Mathematical Methods develops an Topic 3: Integral Calculus increasingly complex and sophisticated Topic 4: Logarithmic Functions understanding of calculus and statistics. By Topic 5: Continuous Random Variables and using functions and their derivatives and the Normal Distribution integrals, and by mathematically modelling Topic 6: Sampling and Confidence Intervals. physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving ASSESSMENT rates of change. Students use statistics to Students demonstrate evidence of their describe and analyse phenomena that involve learning through the following assessment uncertainty and variation. types: Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the School-based Assessment Weighting sciences. It prepares students for courses and 6 x Skills and Application Tasks 50% careers that may involve the use of statistics, such as health or social sciences. 1 x Mathematical Investigation 20% When studied together with Specialist External Assessment Mathematics, this subject can be a pathway to Examination (3 hours) 30% engineering, physical science, and laser physics.
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STAGE 2 GENERAL MATHEMATICS
General Mathematics
Subject Outline General Mathematics (Stage 2) Credits 20
Learning Area Mathematics
ADVICE TO STUDENTS CONTENT Prerequisite: Completion at grade C or above Stage 2 General Mathematics consists of the in 2 semesters of Stage 1 Mathematical following five topics: Methods or General Mathematics 1. Modelling with Linear Relationships 2. Modelling with Matrices AIMS 3. Statistical Models General Mathematics extends students’ 4. Financial Models mathematical skills in ways that apply to 5. Discrete Models practical problem solving. A problem-based approach is integral to the development of mathematical models and the associated key ASSESSMENT concepts in the topics. These topics cover a Students demonstrate evidence of their diverse range of applications of mathematics, learning through the following assessment including personal financial management, the types: statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and School-based Assessment Weighting matrices. Successful completion of General 5 Skills and Application Tasks 40% Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non- 2 Mathematical Investigations 30% specialised background in mathematics. External Assessment
Examination (2 hours) 30%
Students undertake a 2-hour external
examination in which they answer questions on the following three topics: Topic 3: Statistical Models Topic 4: Financial Models
Topic 5: Discrete Models
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STAGE 2 ESSENTIAL MATHEMATICS
Essential Mathematics
Subject Outline Essential Mathematics (Stage 2) Credits 20
Learning Area Mathematics
AIMS Essential Mathematics offers senior secondary ASSESSMENT students the opportunity to extend their Students demonstrate evidence of their mathematical skills in ways that apply to learning through the following assessment practical problem-solving in everyday and types: workplace contexts. Students apply their mathematics to diverse settings, including everyday calculations, financial management, School-based Assessment Weighting business applications, measurement and geometry, and statistics in social contexts. In 4 x Skills and Application Tasks 30% Essential Mathematics there is an emphasis 3 x Folio 40% on developing students’ computational skills and expanding their ability to apply their External Assessment mathematical skills in flexible and resourceful Examination (2 hours) 30% ways. This subject is intended for students planning to pursue a career in a range of trades or vocations. Students undertake a 2-hour external CONTENT examination in which they answer questions on the following three topics: Stage 2 Essential Mathematics consists of the Topic 2: Measurement following five topics: Topic 4: Statistics Topic 1: Scales, Plans, and Models Topic 5: Investments and Loans. Topic 2: Measurement Topic 3: Business Applications
Topic 4: Statistics Topic 5: Investments and Loans
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RELIGION STUDIES
YEAR 10 STAGE 1 STAGE 2
CHRISTIAN LIFE RELIGION RELIGION STUDIES STUDIES
Religion Studies 10 (over the length of a Religion Studies (Stage 1) Credits full year) Subjects 10 (over the length of a Religion Studies (Stage 2) Credits full year) Learning Area Humanities & Social Sciences
STAGE 1 RELIGION STUDIES Topic One: Understanding Religion Part A: A Search for Meaning ADVICE TO STUDENTS Part B: A Christian View of Love and Death Length: 10 Credits
All students will study this unit for 2 modules Topic Two: Ethical & Social Justice Issue Study per week for the full year, hence counting as a Part A: Sneaking Suspicions 10 Credit Subject. Reflection on the ways in which religion OVERVIEW provides a basis for personal and ethical decision making. In this course students have the opportunity Part B: In-depth Issue Study to focus on an aspect of religion or spirituality Investigation - Ethics within the Anglican/Uniting Tradition, as well Report (750 – 1000 words) as across other traditions, and to explore the religious basis of an ethical or social justice issue. ASSESSMENT Students gain an appreciation of, and respect Assessment Criteria for, the different ways in which people Knowledge and Understanding develop an understanding and knowledge of Investigation and Application religion as something living and dynamic, and Communication the ways in which they think, feel and act Analysis and Personal Reflection because of their religious beliefs.
The focus capabilities of this subject are Students demonstrate evidence of their communication, citizenship and personal learning through the following assessment development types: CONTENT Practical Activities Issues Investigations Stage 1 Religion Studies will be studied as a 10 credit subject in Year 11. Reflection
The course includes:
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STAGE 2 RELIGION STUDIES Topic Two: World Religions: Judaism ADVICE TO STUDENTS Islam Length: 10 Credits Buddhism Hinduism All students will study this unit for 2 modules per week for the full year, hence counting as a Topic Three: Ethics 10 Credit Subject. The focus capabilities for this subject are ASSESSMENT communication, citizenship and personal Design Assessment Criteria development Knowledge and Understanding AIM Investigation and Application Students gain an appreciation of, and respect Analysis and Evaluation for, the different ways in which people Reflection develop an understanding and knowledge of religion as something living and dynamic, and Students demonstrate evidence of their the ways in which they think, feel and act learning through the following assessment because of their religious beliefs. types: CONTENT School Based Assessment (70%): The course includes: Introduction: Sources Analysis (30%) What is Religion Folio Assessment 1 (20%) Folio Assessment 2 (20%) Topic One: Religious Traditions: Christianity External Assessment (30%) Beliefs and Practice
Religion in Australia Investigation (30%) In this investigation
students have the opportunity to focus on an
aspect of religion or spirituality and to explore
the religious basis of an ethical or social
justice issue.
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SCIENCES BIOLOGY
STAGE 1
YEAR 10 BIOLOGY STAGE 2 OR ANY OTHER SCIENCE BIOLOGY STAGE I SCIENCE COURSE
Biology Biology (Stage 1) A 10 Credits Subjects Biology (Stage 1) B 10 Biology (Stage 2) Credits 20
Learning Area Sciences
STAGE 1 BIOLOGY investigations. As they explore a range of biology-related issues, students recognise that ADVICE TO STUDENTS the body of biological knowledge is constantly Stage 1 Biology can be studied as a 10-credit changing and increasing through the subject or as 2 discrete 10-credit subjects (one applications of new ideas and technologies. in each semester). The focus capabilities for this subject are Prerequisite: at least a C grade in Year 10 communication and learning. Science in Semester 2, (or in the Biology unit). CONTENT The Biology Subject Outline includes The three standards of science integrated performance standards, which describe five throughout the student learning are: levels of achievement that are reported with the grades A to E at the student’s completion Science inquiry skills of the subject. Science as a human endeavor Science understanding. The school-based assessments and the external assessment will be marked with reference to Examples of areas of study include. the performance standards. Cells and Microorganisms OVERVIEW Infections Disease Multicellular Organisms In Biology students learn about the cellular Biodiversity and Ecosystem Dynamics and overall structures and functions of a range of organisms. They have the ASSESSMENT opportunity to engage with the work of biologists and to join and initiate debates Assessment at Stage 1 is school based. about how biology impacts on their lives, on Students demonstrate evidence of their society, and on the environment. learning through the following assessment types: Students design and conduct biological investigations and gather evidence from their Investigations Folio 40% Skills and Applications Tasks 60%
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STAGE 2 BIOLOGY Homeostasis ADVICE TO STUDENTS Evolution
Stage 2 Biology is a 20-credit subject. ASSESSMENT Prerequisite: Satisfactory completion of any Students demonstrate evidence of their 10-credit Stage 1 Science. learning through the following assessment The Biology Subject Outline includes types: performance standards, which describe the School based assessment is subject to levels of achievement that are reported with external moderation by the SACE (Board). the grades A+ to E- at the student’s completion of the subject. School-based Assessment is The school-based assessments and the external subject to external assessment will be marked with reference to Weighting moderation by the SACE the performance standards. (Board) OVERVIEW Investigations Folio 30% In Biology students investigate and learn about the structure and function of a range of Skills and Applications Tasks 40% living organisms, how they interact with other External Assessment living things, and with their environments. Students have the opportunity to engage with Examination 30% the work of biologists and to join and initiate debates about how biology impacts on their Information on the External Assessment lives, on society, and on the environment. The focus capabilities for this subject are Examination (2 hours) communication and learning. Questions: CONTENT Will be of different types The three standards of science integrated May require students to show an throughout the student learning are: understanding of science as human Science inquiry skills endeavor Science as a human endeavor May require students to apply their Science understanding. science understanding from more than one topic
Stage 2 Biology is organized around the following four topics: The examination will be marked by external assessors with reference to performance DNA and Proteins standards. Cells as the Basis of Life
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CHEMISTRY
STAGE 1 STAGE 2
YEAR 10 CHEMISTRY CHEMISTRY
SCIENCE
STAGE 1 MATHEMATICS
Chemistry Chemistry (Stage 1) A 10 Credits Subjects Chemistry (Stage 1) B 10 Chemistry (Stage 2) Credits 20
Learning Area Sciences
STAGE 1 CHEMISTRY environmental impact of materials and chemical processes. ADVICE TO STUDENTS Students consider how human beings make Stage 1 Chemistry can be studied as a 10- use of the earth’s resources and the impact of credit subject (in Semester 1 only) or two 10- human activities on the environment. credit subjects. Chemistry A is a prerequisite Through practical studies students develop for Chemistry B. investigation skills, and an understanding of Prerequisite: At least a C grade overall in Year the physical world that enables them to be 10 Science (in Semester 2) questioning, reflective, and critical thinkers. The Chemistry Subject Outline includes The focus capabilities for this subject are performance standards, which describe five communication and learning. levels of achievement that are reported with CONTENT the grades A to E at the student’s completion of the subject. The three standards of science integrated throughout the student learning are: The school-based assessments and the external assessment will be marked with reference to Science inquiry skills the performance standards. Science as a human endeavor Science understanding. OVERVIEW The study of chemistry includes an overview The design and content of the program is of the matter that makes up materials, and determined at the school level. Examples of the properties, uses, means of production, areas of learning and topics include: and reactions of these materials. It also includes a critical study of the social and Materials and their Atoms
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Combinations of Atoms chemical idea or concept within four topics. Molecules Through the study of these key ideas and Mixtures and Solution concepts students develop their chemistry Acid and Bases investigation skills. Redox Reactions Topics: Monitoring the Environment Managing Chemical Processes ASSESSMENT Organic & Biological Chemistry Assessment at Stage 1 is school based. Managing Resources Students demonstrate evidence of their learning through the following assessment ASSESSMENT types: Students demonstrate evidence of their
Investigations Folio 40% learning through the following assessment Skills and Applications Tasks 60% types:
STAGE 2 CHEMISTRY School-based Assessment is ADVICE TO STUDENTS subject to external Weighting Stage 2 Chemistry is a 20-credit subject. moderation by the SACE (Board) Prerequisite: A grade of C or above in Semester 2 Chemistry B (Stage 1). Investigations Folio 30% The Chemistry Subject Outline includes Skills and Applications Tasks 40% performance standards, which describe the levels of achievement that are reported with External Assessment the grades A+ to E- at the student’s Examination 30% completion of the subject.
The school-based assessments and the external Information on the External Assessment assessment will be marked with reference to the performance standards. Examination (2 hours) OVERVIEW Questions: The study of chemistry involves investigating Will be of different types and learning about the properties, uses, May require students to show an means of production, and reactions of natural understanding of science as human and processed materials. It also includes a endeavor critical study of the social and environmental May require students to apply their impact of materials and chemical processes. science understanding from more than one topic The focus capabilities for this subject are communication and learning. The examination will be marked by external CONTENT assessors with reference to performance Stage 2 Chemistry is organised so that each standards. intended student learning is related to a key
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PHYSICS
YEAR 10 STAGE 1
SCIENCE PHYSICS STAGE 2
PHYSICS
STAGE 1 MATHEMATICAL METHODS
Physics Physics (Stage 1) A 10 Credits Subjects Physics (Stage 1) B 10 Physics (Stage 2) Credits 20
Learning Area Sciences
STAGE 1 PHYSICS problems, students develop experimental, investigation design, information, and ADVICE TO STUDENTS communication skills through practical and Stage 1 Physics can be studied as a 10-credit other learning activities. Students gather subject in (Semester 1 only) or two 10-credit evidence from experiments and research and subjects. Physics A is prerequisite for Physics acquire new knowledge through their own B. investigations Prerequisite: At least a grade of C overall for The focus capabilities for this subject are Year 10 Science and Mathematics in Semester communication and learning. 2 CONTENT The Physics Subject Outline includes The three standards of science integrated performance standards, which describe five throughout the student learning are: levels of achievement that are reported with the grades A to E at the student’s completion Science inquiry skills of the subject. Science as a human endeavor Science understanding. The school-based assessments and external assessment will be marked with reference to the performance standards. The design and content of the program is determined at the school level. Examples of OVERVIEW areas of study with possible topics and The study of physics offers opportunities for applications include: students to understand and appreciate the Linear Motion and Forces natural world. This subject requires the Electric Circuits interpretation of physical phenomena through Heat a study of motion in two dimensions, Energy and Momentum electricity, light and matter, and atoms and Waves nuclei. As well as applying knowledge to solve
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Nuclear Models & Reactivity Stage 2 Physics is organised into four sections. Each section is divided into three topics ASSESSMENT Assessment at Stage 1 is school based. Motion and Relativity Students demonstrate evidence of their Electricity and Magnetism learning through the following assessment Light and Atoms types: Investigations Folio 40% ASSESSMENT Skills and Applications Tasks 60% Students demonstrate evidence of their learning through the following assessment STAGE 2 PHYSICS types: ADVICE TO STUDENTS School-based Assessment is Stage 2 Physics is a 20-credit subject. subject to external Weighting Prerequisite: A grade C or above in Stage 1 moderation by the SACE Physics Semester 2 and a C or above in Stage (Board) 1 Mathematical Methods. Investigations Folio 30% The Physics Subject Outline includes Skills and Applications Tasks 40% performance standards, which describe five levels of achievement that are reported with External Assessment the grades A+ to E- at the student’s completion of the subject. Examination 30% The school-based assessments and the external assessment will be marked with reference to Information on the External Assessment the performance standards. Examination (2 hours) OVERVIEW Questions: The study of physics offers opportunities for Will be of different types students to understand and appreciate the May require students to show an physical world. This subject requires the understanding of science as human investigation and interpretation of endeavor phenomena of physics through a study of May require students to apply their motion in two dimensions, electricity and science understanding from more than magnetism, light and matter, and atoms and one topic nuclei. The focus capabilities for this subject are Students are given a sheet containing symbols communication and learning. of common quantities, the magnitude of physical constants, some formulae, and
stands SI prefixes. CONTENT The examination will be marked by external The three standards of science integrated assessors with reference to performance throughout the student learning are: standards Science inquiry skills Science as a human endeavor Science understanding.
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PSYCHOLOGY
STAGE 1 PSYCHOLOGY YEAR 10 SCIENCE STAGE 2 Or any other Stage PSYCHOLOGY 1 Science course
Note: Although Psychology provides an insight into ourselves and others, Stage 1 Psychology and Stage 2 Psychology do not provide professional training in Psychology.
Psychology Psychology (Stage 1) A 10 Credits Subjects Psychology (Stage 1) B 10 Psychology (Stage 2) Credits 20
Learning Area Science
STAGE 1 PSYCHOLOGY analytical and critical thinking, and in making inferences. ADVICE TO STUDENTS The focus capabilities for this subject are Stage 1 Psychology can be studied as a 10- communication and learning. credit subject (in Semester 1 only) or as two 10-credit subjects. Psychology A is CONTENT prerequisite to Psychology B. The 10-credit subject consists of the The Psychology Subject Outline includes compulsory topic and two topics (Psychology performance standards, which describe five A). levels of achievement that are reported with The 20-credit subject consists of the the grades A to E at the student’s completion compulsory topic and five topics (Psychology of the subject. A & B). The school-based assessments will be marked Topics with reference to the performance standards. Introduction to Psychology (compulsory) OVERVIEW Social Behaviour Intelligence Psychology is the systematic study of Cognition thoughts, feelings and behaviour and the Brain and Behaviour factors that influence these. Human Psychological Development Stage 1 and Stage 2 Psychology builds on the Emotion scientific method by involving students in the Negotiated Topic collection and analysis of qualitative and ASSESSMENT quantitative data. By emphasising evidence- based procedures (i.e. observation, Assessment at Stage 1 is school based. experimentation and experience) the subject Students demonstrate evidence of their allows students to develop useful skills in learning through the following assessment types:
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Investigations Folio 40% Personality Skills and Applications Tasks 60% Psychobiology of Altered States of Awareness Healthy Minds
STAGE 2 PSYCHOLOGY ASSESSMENT ADVICE TO STUDENTS Students demonstrate evidence of their The Psychology Subject Outline includes learning through the following assessment performance standards, which describe the types: levels of achievement that are reported with the grades A+ to E- at the student’s completion of the subject. School-based Assessment is subject to external moderation Weighting The school-based assessments and the external by the SACE (Board) assessment will be marked with reference to the performance standards. Investigations Folio 30% OVERVIEW Skills and Applications Tasks 40% Psychology is the systematic study of thoughts, feelings and behaviour and the External Assessment factors that influence these. Examination 30% The focus capabilities for this subject are communication and learning. Examination (2 hours) CONTENT For the 20-credit subject students undertake a For the 20-credit subject all topics must be 2-hour external examination. The examination studied. consists of short-answer and extended- response questions. Topics Introduction to Psychology (compulsory) The examination will be marked by external Social Cognition assessors with reference to performance Learning standards.
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VET COURSES 2018 Shared Learning Campus Study & Shared Learning VET Courses Hospitality and Kitchen Operations Cert. II Course Description This course is designed for students interested developing an understanding in the nature, range and structure of the Hospitality Industry, who enjoy practical work and like being involved in a diverse social environment. Cost to students: $1055 Time Commitment: Attend lessons on lines across the week plus any required work placements Electronics Cert II Course Description Students will complete competencies and skills related to the electro technology industry. The skills are relevant to a range of areas under the umbrella of electro technology including air conditioning, electrical, refrigeration, data communications, security systems, electronics and engineering, computer systems, instrumentation, and plumbing. Cost to students: $2400 Time Commitment: Attend a full day of training each week plus any required work placements Construction D2C Cert II Course Description Learning includes working effectively and sustainably in the Construction Industry, planning, organizing and carrying out workplace communication, measurements and calculations, a basic construction project, reading and interpreting plans, use of construction materials, tools and equipment, basic levelling and how to work safely in the Construction Industry. Cost to students: $950 Time Commitment: Attend a full day of training each week plus any required work placements
Micro Business Operations Cert III Course Description This course is designed to give year 11 and 12 school students the skills required to measure business viability. It covers a range of operational practices necessary to research a small business environment. The course is designed for people intending to open their own small business in the near future. This course offers pathways into the Certificate IV in Small Business Management (BSB40415). It may also lead into diploma and advanced diploma level study and higher qualifications at university. Cost to students: $1350 Time Commitment: Attend half-day sessions over a 30-week period during school hours on site. Sessions will be held at Pedare on Thursday afternoons - 1:30 pm to 4:30 pm
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