IMPORTANT INFORMATION FOR STUDENTS … INFORMATION FOR STUDENTS REGARDING 2018 SUBJECT SELECTIONS This Curriculum Handbook provides information on subject and course offerings for

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IMPORTANT INFORMATION FOR STUDENTS REGARDING 2018 SUBJECT SELECTIONS

This Curriculum Handbook provides information on subject and course offerings for 2018 for the Middle and Senior school years at Eastern Fleurieu School.

The content shows how subjects progress from years 7 to 12, and is designed to assist you to choose your subjects throughout your secondary education.

The Yr 7-10 curriculum is based on the Australian Curriculum. It is designed to provide students with a range of learning experiences while developing their literacy and numeracy skills.

The Senior School curriculum is based on the South Australian Certificate of Education (SACE) requirements.

The school recommends students, in consultation with their parents/carers, use this guide to familiarise themselves with the requirements of the South Australian Certificate of Education (SACE), then in consultation with teaching staff during the Course Counselling process, choose a well-balanced range of subjects. Your focus should be on your future, considering what may be needed to gain entrance into your chosen post-school career (university, TAFE or employment).

Advice, information or recommendations regarding subject selection (including SACE requirements, VET, etc) can be obtained from any of the following staff members:

Director of Secondary Education Assistant Principal: Senior Years Student Counsellors Student Pathways Leader Faculty Leaders Year Level Leaders

Current Year 9 – 11 students Students need to be aware that the subjects they choose during the subject selection process (including reserve subjects) will form their educational program for the next year. Changes to chosen subjects will only occur if it is demonstrated the change is needed to support a change in career direction. Subject changes will not be made because the student doesn’t like the subject, the teacher, other students or they have changed their mind. As such it is vitally important that student choose their subjects wisely according to potential future pathway considerations.

Subject Fees for 2018 Several subjects within the curriculum incur a compulsory materials charge which is in addition to the school’s Material and Services Charge (school fees). These costs are detailed in the relevant subject descriptors within this handbook. Some Faculty Leaders may request that an Agreement to Pay form is signed as part of the subject selection. Many subjects may also offer non-compulsory excursions which incur an additional expense. VET courses held within the Southern Adelaide & Fleurieu Trade School (SAFTS) will incur material costs and if held outside SAFTS material and training costs will be charged.

Key Dates for Course Counselling

End Term 2: Distribution of 2018 Subject Selection / Course Counselling information to students and parent/carers. Mon July 17th 2017: Course Counselling bookings open on SOBS website. All students moving into Yrs 10, 11 & 12 in 2018 must make an appointment. Wednesday Week 4 Term 3 (August 16th): SACE Information Evening for parents/carers of students moving into Years 10, 11 and 12 in 2018. Course Counselling Days: Mon Aug 21 & Tues Aug 22 (Wk 5, Term 3) Students moving into Years 10, 11 and 12 in 2018 will meet with counsellors on August 21st and 22nd to select subjects. Appointment times available from 12noon to 7.30pm each day – bookings via SOBS. Lessons as normal on both days – students leave class for their appointment only.

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Contents

Page

Important information regarding 2018 Subject Selection Process 3

Curriculum Area Flow Charts 5

Years 7 and 8 Curriculum Overview 11

Year 7 Subject Descriptors 12

Year 8 Subject Descriptors 16

Year 9 Curriculum Overview 22

Year 9 Subject Descriptors – Core subjects 23

Elective subjects 25

Year 10 Curriculum Overview 32

Year 10 Subject Descriptors – Core subjects 33

Elective Subjects 36

Learning Programs – Senior School (Yrs 11 & 12) 44

Overview of the SA Certificate of Education (SACE) 45

SACE Course Planner 48

Stage 1 – Subject Descriptors – The Arts 49

- Business, Enterprise & Technology 52

- Cross Disciplinary Learning 54

- English 55

- Health and Physical Education 56

- Humanities and Social Sciences 59

- Languages 61

- Mathematics 62

- The Sciences 64

Stage 2 – Subject Descriptors – The Arts 67

- Business, Enterprise & Technology 69

- Cross Disciplinary Learning 71

- English 73

- Health and Physical Education 76

- Humanities and Social Sciences 79

- Mathematics 82

- The Sciences 84

Vocational and Educational Training (VET) 87

Community Learning 95

Index of Subjects 96

CURRICULUM AREA / SUBJECT FLOW CHARTS

THE ARTS

Year 7 Year 8 Year 9 Stage 1 Stage 2 Year 10

Creative Arts - Multimedia


Creative Arts - Digital Photography


Creative Arts - Craft

Creative Arts - Craft

Creative Arts - Craft A

Creative Arts - Craft Creative Arts -

Craft B

Visual Arts - Design



Visual Arts- Design A Creative Art- Design

Visual Arts- Design B

ENGLISH


English English English English English

Essential English

English Literary Studies

Essential English

English

Compulsory SACE requirement:

20 credits English at St 1

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Visual Arts - Art

Creative Arts - Art

Visual Arts - Art

Visual Arts - Arts A

Visual Arts - Art Visual Arts - Arts B

Visual Arts - Art

Visual Arts - Art

Performing Arts - Drama


Drama Drama

Music Experience

Music Advanced

Performing Arts - Music

Performing Arts - Music

Performing Arts - Musc

Performing Arts - Dance


Music




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BUSINESS, ENTERPRISE and TECHNOLOGY


Workplace Practices Workplace Practices

Integrated Materials Products

Indoor Products: Furniture

Indoor Products: Furniture A & B

Integrated Materials Products

Integrated Materials & Robotics

Outdoor Products: Skate A & B

Systems and Robotics

Starting in 2019 Systems & Robotics:

Drone Design & Engineering

Outdoor Products: Skate

Systems & Robotics: Drone Design &

Engineering

Power Technology Auto

Architecture Architecture A & B Architecture Architecture

Starting in 2020 Systems & Robotics:

Drone Design & Engineering

HUMANITIES and SOCIAL SCIENCES (HASS)


Geography Geography Geography Geography Geography Geography

Modern History Modern History

History History History History

Tourism Tourism

Society & Culture

Ancient Studies

SYSTEMS and ENGINEERING

Ancient Studies


MATHEMATICS


Mathematics Mathematics Mathematics Mathematics

Compulsory SACE requirement:

10 credits Maths at St 1

CROSS DISCIPLINARY LEARNING


St 2 Research Project A or St 2 Research Project B Compulsory SACE requirement

St 1 Personal Learning Plan (Completed in either Year 10 or 11)

Compulsory SACE requirement

Community Studies Biographical Study

Inquiry Project

Mock Interviews

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General Mathematics

1 & 2

General Mathematics

Essential Mathematics 1 & 2

Essential Mathematics

Specialist Mathematics

Mathematics 1 & 2

Mathematical Methods

Mathematics 3

Community Studies

Pastoral Care Pastoral Care Pastoral Care Pastoral Care Pastoral Care The Rite Journey

Note: At the me of print the school is s ll reviewing Pastoral Care programs and changes may be made prior to the commencement of the 2018 academic year.


SCIENCES


Agriculture A Agricultural Production

Nutrition Nutrition

Agriculture B

Agriculture A

Agriculture B

Chemistry 1

Chemistry

Chemistry 2

Science Science Science Physics 1

Physics Physics 2

Science

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Biology 1

Biology 2

Biology

Psychology

Psychology A

Psychology B

Agriculture A

Agriculture B

LANGUAGES - Indonesian and Spanish


Languages

(1 semester each of Spanish &

Indonesian)

Indonesian

Spanish

Indonesian 1

Indonesian 2

Spanish 1

Spanish 2

Spanish 1

Spanish 2

St 2 Spanish - Beginners

Indonesian 1

Indonesian 2

St 2 Spanish - Beginners

or

A full year of Stage 1 Biology, Physics or Chemistry should be successfully completed before undertaking that subject at Stage 2 level.


HEALTH and PERSONAL DEVELOPMENT


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Health & PE Health & PE Health & PE

(Core unit – Sem 2)

Phys. Educ. A Physical Education

HPE - Fit to Lead

Phys. Educ. B

Outdoor Ed A

Outdoor Ed B

Outdoor Education

Food & Textiles

Food & Textiles

Food & Textiles A

Food & Textiles - Hospitality Practices

Food & Hospitality

Food & Hospitality

Food & Textiles B

Food & Textiles - Fashion

HPE - Advanced

Health Health

Child Studies A

Child Studies

Child Studies B

VOCATIONAL EDUCATION & TRAINING (VET)

Stage 2 Year 10 Stage 1

Certificate 1 Automotive Vocational Preparation

Certificate 2 Agriculture (over 2 years)

Certificate 3 Allied Health Assistance

(Year 1 of two year course)

Certificate 3 Allied Health Assistance

(Year 2 of two year course)

Certificate 2 Hospitality Certificate 2 Hospitality Certificate 3 Hospitality

(Subject to mee ng with VET Coordinator)

Certificate 2 Retail Cosmetics

Certificate 2 Retail Cosmetics

Certificate 2 Construction Pathways

Certificate 2 Construction Pathways

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Certificate 2 Equine Studies (over 2 years)

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Years 7 and 8 Curriculum Overview

At Eastern Fleurieu School the curriculum for Years 7 and 8 covers all requirements of the Australian Curriculum and is designed to be inclusive of all students. It runs over the two year levels and builds on skills learned during primary years as well as providing an introductory exposure to practical and/or specialist subjects.

The core subjects of English, Mathematics, Science, HASS (Geography and History) and Health and Physical Education are studied for a full year in each year level.

The other subjects are studied for one semester during the two years, some in Year 7 and others in Year 8.

During the latter part of each year level students undertake a Cross Disciplinary project (a Biographical Study of a family member in Year 7, and an Inquiry Project in Year 8). Each student then demonstrates their research and public speaking skills by presenting their project to their parents and teacher in a panel format. Time for the preparation of these presentations is shared across curriculum areas as the skills obtained are applicable to all learning.

Please note, at the time of print the Pastoral Care program is still under review and alterations may be made prior to the commencement of the 2018 academic year.

Subjects studied in Year 7

Duration

Core Subjects 7ESH English Full year

7GHY2 HASS ‐ Geography Second semester

7HSY1 HASS ‐ History First semester

7HPE Health and Physical Education Full year

7MAM Mathematics Full year

7SCI Science Full year

7CXD Cross Disciplinary Project ‐ Biographical Study Term 4

7IND & 7SPA Languages – Indonesian & Spanish 1 term each

7PCA Pastoral Care Full Year

7DAE Performing Arts ‐ Dance 1 semester

7DRM Performing Arts ‐ Drama 1 semester

7FTX Technologies ‐ Food and Textiles 1 semester


Duration

Core Subjects

8ESH English Full year



8HPE Health and Physical Education Full year



8CXD Cross Disciplinary Project ‐ Inquiry Project Term 4

8MMP Integrated Materials and Robotics 1 semester

8IND Languages ‐ Indonesian Single semester subjects. Students choose 1 only. 8SPA Languages ‐ Spanish

8PCA Pastoral Care Full Year

8MUE Performing Arts ‐ Music 1 semester

8VAA Visual Arts ‐ Art 1 semester

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7CXD 7 CROSS DISCIPLINARY PROJECT – BIOGRAPHICAL STUDY Term 4

Subject overview

Students research the life of an elderly relative or family friend and present their biography to a small panel of adults by way of a 10 minute oral presentation, using visual aids of their choice.

Course content

- Letter of request to subject person (formal letter writing) - Preparation of interview questions (appropriate and respectful questioning) - Interview (conversational and interview skills – deviating from plans to follow points of interest) - Prepare and rehearse oral presentation (oral skills) - Visual presentation of information (Multimedia presentation; poster display; items of interest or personal memorabilia/ possessions, etc)

- Individual private presentation to class teacher, parent and subject person if possible.

Assessment Content and presentation is assessed by all panel members as part of the student’s end‐of‐year report.

Note Nil

7ESH 7 ENGLISH Full year

Subject overview

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 7 students engage with a variety of texts to support and extend students as independent readers. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts. Students create a range of imaginative, informative and persuasive types of texts and are beginning to create literary analyses and transformations of texts.

Course content

Responding to Text

Exposition – students to learn how to use some persuasive devices in order to express a point of view.

Narrative writing – students to use a range of techniques to depict setting, character and plot.

Newspapers – Within an authentic journalistic process, students will work collaboratively to produce, collate, edit and publish a mock newspaper.

Poetry – following analysis of a range of poetic structures, students to write thematically linked poems to a set structure e.g. limericks

Creating Texts

Introducing visual literacy (advertising) – students to present ideas about how the visual composition of texts impact on audience. Oral Presentation.

Film study (Animation – The Hero’s Journey) Learning how to use evidence in an analytical essay. Grammar / Punctuation / Spelling

Ongoing individualised skill development driven by information derived from data analysis (e.g. NAPLAN results, PAT testing and formative assessment).

Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards.

Note Nil

7FTX 7 TECHNOLOGIES ‐ FOOD and TEXTILES One semester

Subject overview Students will examine the influences that impact on consumer food choices. They will investigate the role and significance of food companies within the supply chain.

Course content

Kitchen: An introduction to

The kitchen, safety and hygiene

Cooking terms and equipment identification

Appliances and technology

Skills and methods

Introduction to the Australian Guide to Healthy Eating – focus: fruit and dairy

Textiles: An introduction to

Textiles room

Safety and precautions

Basic hand sewing tools and equipment

Basic stitches and methods

Terminology related to textiles Assessment

Rubric based assessment drawing from the Australian Curriculum Achievement Standards.

Note Nil

Year 7 SUBJECTS

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7GHY2 7 HASS ‐ GEOGRAPHY Second semester

Subject overview Through Geography students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning in Geography equips students with the skills and understandings necessary for effective global citizenship.

Course content

There are two units of study: 1. Water in the world: This focuses on water as an example of a renewable environmental resource.

Content:

uses of water

perceptions and values related to water

its different forms as a resource

the ways it connects places as it moves through the environment

its varying availability in time and across space, and its scarcity 2. Place and liveability: This unit focuses on the concept of place through an investigation of liveability.

Content:

Factors that influence liveability and how it is perceived

The idea that places provide us with the services and facilities needed to support and enhance our lives

How spaces are planned and managed by people Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement

standards.

Note Nil

7HSY1 7 HASS ‐ HISTORY First semester

Subject overview

Through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. History equips students with the skills and understandings necessary for effective global citizenship. Students undertake studies of History from the time of the earliest human communities to the end of the ancient period (approx. 60,000 BCE‐ Circa 650CE).

Course content

All study is guided by the following inquiry questions:

How do we know about the ancient past?

Why and where did the earliest societies develop?

What emerged as the defining characteristics of ancient societies?

What have been the legacies of ancient societies? Depth Studies:

1. Investigating the Ancient Past 2. Ancient Greece 3. Ancient India


Note Nil

7HPE 7 HEALTH AND PHYSICAL EDUCATION Full year

Subject overview

Undertaking Physical Education allows students to develop positive team work skills through a wide range of sports and minor games participated in throughout the year. Students are given the opportunity to improve personal fitness through practicing and improving movement skills that can be transferred from sports to a wide range of physical activities and everyday life.

Course content

Students will participate in practical units in the following sports that will allow them to develop and refine movement skills specific to each sport:

• Athletics • Minor/Cooperative games • Basketball • Korfball • Speedball • Volleyball • Soccer • T‐Ball

Assessment Rubric based practical assessment for each individual sport drawn from relevant Australian Curriculum achievement standards.

Note Students must have and wear the EFS PE uniform and appropriate sports shoes.

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7IND and 7SPA

7 LANGUAGES – INDONESIAN and SPANISH One semester each

Subject overview

Students are encouraged to participate in a number of language and cultural activities designed to develop a positive, informative and educational approach to language learning and other cultures. Students research and engage in tasks set around their interests and the Australian Curriculum Achievement Standards.

Course content

Culture: Students will participate in a range of cultural tasks such as learning about food and drink, ceremonies and traditions, and arts & crafts. Speaking: Students develop language skills by learning to express opinions and feelings, likes and dislikes and descriptions. Reading and Responding: Students will view a range of cartoons, songs and stories in the target language and respond by completing simple comprehension tasks. Vocabulary: Using games and multimedia programs students will enhance their vocabulary in the target language.

Assessment Tests and rubric based assessment with tasks measuring language skills and cultural understanding. Note

Possible excursions/events could incur an additional expense.

7MAM 7 MATHEMATICS Full year

Subject overview

Students practice key skills, investigate a range of problems and develop their ability to think mathematically. Students are encouraged to develop a positive attitude, curiosity and enjoyment in Mathematics. Emphasis is on students experiencing success and growing in confidence in their ability to use Mathematics for practical and everyday purposes.

Course content

Students build and expand on fundamental skills developed during their primary years. They are provided with the opportunity to advance their mathematical skills in:

Number: Fractions, decimals, percentages, integers Algebra: Patterns, notation, variables Measurement: Shapes, perimeter, area volume Geometry: Shapes, angles, graphing Probability: Chance of events, probability diagrams, designing experiments

Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher.

Note Nil

7PCA 7 PASTORAL CARE Full year

Subject overview

Weekly Pastoral Care sessions are run in home groupings on Wednesday afternoons. Under the leadership of their Home Group Teacher students explore and discuss topics relevant to their social interactions, wellbeing and personal development. Regular assemblies help to address year‐level specific issues and school values.

Course content

Healthy choices are the focus of the structured Pastoral Care program. It focuses on developing important life skills and personal development. It is designed to explore the issues of sound decision‐making, positive self‐esteem, personal and societal values, sexuality, drug use, bullying and harassment. Topics covered include:

- Bullying and harassment - Goal setting - Alcohol and tobacco - Getting along with others; Respect - Cyber safety - Puberty and relationships

During Term 4 time is provided to work on their Cross‐Disciplinary Biography.

Assessment Assessment, based on student participation and performance, is provided each term with grade and/or comment.

Note Nil

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7DAE 7 PERFORMING ARTS ‐ DANCE One semester

Subject overview

Dance sees students involved in making and responding to dance independently, and with their classmates, teachers and communities. They explore dance as an art form through choreography, performance and appreciation.

Course content

Students work both individually and in groups to enhance their understanding of movement, skills and techniques required in various types of dance. Students will be given the opportunity to experience, choreograph and perform their work to their peers. An opportunity to learn about the origins and influences of dance styles as well as dance in other cultures is presented. Dance styles covered include Hip Hop, Ballet, Jazz and Contemporary. Evidence of success includes participation, effort, development of skills and completion of theory tasks. Practical Units:

Hip Hop • Contemporary

Ballet • Cultural Dance

Jazz (Musical Theatre)

Assessment Rubric based assessment involves performance, presentation and theory components based around the Australian Curriculum Achievement Standards.

Note Nil

7DRM 7 PERFORMING ARTS ‐ DRAMA One semester

Subject overview

Drama sees students making and responding to drama both independently and collaboratively. Students build on their understanding of role, character and relationships and use voice and movement to sustain character and situation. They use focus, tension, space and time to enhance drama incorporating language and ideas to create dramatic action, mood and atmosphere in performance, shaping drama for audiences.

Course content

Group Dynamics and Ensemble Work: Developing team skills and cooperation Body Language and Voice: Developing and extending performance skills through practical workshops centred around facial expressions, stance and gesture, vocal production The History of World Theatre through Greek Theatre: Students identify and analyse the format and structure of Greek Theatre through performance of King Oedipus or Medea which includes choral voice and movement, role, character and relationships, focus, language ideas and dramatic action, mood and atmosphere, bold gesture, mask and symbolism.

Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards in the following areas:

Journal: Students reflect and record a weekly journal Performance: Greek Theatre Theory: Written assessment and production report

Note Opportunities to watch live performances will be offered to students and may incur additional costs

7SCI 7 SCIENCE Full year

Subject overview Students investigate using the scientific method, working in the laboratory and how science is used in the world. The history, current and future trends of science are explored.

Course content

Mixtures ‐ Students investigate how both every day and more uncommon mixtures are made.

Resources ‐ Students look at the main resources on Earth and the forms of energy that people use.

Forces ‐ Students learn about the forces that control our world.

Earth and space ‐ Students learn about the Earth and the Universe that we live in.

Classification ‐ Students identify how all different life forms share common similarities and differences to each other.

Food webs ‐ Students learn about how different forms of life are involved with each other through prey and predation relationships.

Assessment Assessment will include a range of the following, both as individual and group tasks:

Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher.

Note Nil

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8CXD 8 CROSS DISCIPLINARY PROJECT ‐ INQUIRY PROJECT Term 4

Subject overview Students will undertake independent research with support and guidance from Home Group and subject teachers. In term 4, Pastoral Care lessons will be dedicated to the planning, research and reflection processes as well as incorporating workshops to help with skill development.

Course content

Purpose: To develop a range of key research, communication and personal skills by presenting ideas in response to an inquiry question. Objectives:

To create and present an engaging presentation to a panel which addresses an inquiry question, outlines the process you undertook and evaluates your skill development.

To extend your knowledge in a particular area of interest linked with your year 9 studies.

Develop fundamental research skills that will assist students during the SACE subjects.

Assessment Rubric based assessment completed by a panel of EFS staff and community members.

Note Nil


Subject overview

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 8, students engage with a variety of texts to support and extend students as independent readers. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts. Students create a range of imaginative, informative and persuasive types of texts and are beginning to create literary analyses and transformations of texts.

Course content

Creating Texts

Memoir – students to use a range of language techniques and structural devices to engage the reader in an imagined or real recount.

Advertising – Students use a range of persuasive devices to create an advertising campaign across several text types.

Debates – students participate in formal debates by creating speeches which argue for or against an issue. Responding to Texts

Song Lyric Analysis – students to present ideas on how a combination of poetic techniques conveys a message to the audience.

Film study –Analytical essay exploring how film techniques are used to develop characters and portray themes.

Novel Study ‐ exploring how writers use language to create imagery. Students produce a piece of descriptive writing incorporating varied techniques.

Grammar / Punctuation / Spelling



Note Nil

Year 8 SUBJECTS

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Subject overview Through Geography, students develop the skills, understanding and awareness of the complexities of the world in which they live. Geography equips students with the skills and understandings necessary for effective global citizenship.

Course content

There are two units of study: Landforms and landscapes: This focuses on investigating geomorphology through a study of landscapes and their landforms. Content:

The processes that shape individual landforms

The values and meanings placed on landforms and landscapes by diverse cultures

Hazards associated with landscapes, and management of landscapes Changing nations: This unit investigates the changing human geography of countries, as revealed by shifts in population distribution. Content:

Reasons for the high level of urban concentration in Australia,

Causes of population redistribution

Urban issues Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement

standards.

Note Nil


Subject overview

Through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. History equips students with the skills and understandings necessary for effective global citizenship. Students investigate the world from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This is the period when major civilisations around the world came into contact with each other.

Course content


How did societies change from the end of the ancient period to the beginning of the modern age?

What key beliefs and values emerged and how did they influence societies?

What were the causes and effects of contact between societies in this period?

Which significant people, groups and ideas from this period have influenced the world today? Depth Studies:

The Vikings

Japan under the Shoguns

The Spanish Conquest of the Americas.


Note Nil

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8HPE 8 HEALTH AND PHYSICAL EDUCATION One semester

Subject overview

Students will develop knowledge, skills and processes that enable them to make informed decisions about their own health and well‐being. Physical Education students focus on physical activity and fitness and are encouraged to participate in a number of sporting and recreation activities designed to develop a positive attitude to team cooperation.

Course content

Students will participate in practical units in the following sports which will allow them to develop and refine movement skills specific to each sport:

Athletics ● Minor and Cooperative Games

Hockey ● Netball

Super 8 Cricket ● Recreational Football

Softball

Assessment Rubric based practical assessment for each individual sport drawn from relevant Australian Curriculum Achievement Standards.

Notes Students must wear the EFS PE and appropriate sports shoes.

8MMP 8 INTEGRATED MATERIALS AND ROBOTICS One semester

Subject overview

Students learn and apply new knowledge in a practical, challenged based environment. Emphasis is placed on student safety and confidence as they integrated materials with robotics to solve increasingly complex problems.

Course content Students complete projects working with timber, metal and control systems. Clear instructions are given

around process and safety, however, students are increasingly free to make design decisions to solve challenges. Emphasis is placed on process planning and the development of skills to allow students’ to work both individual and collaboratively.

Assessment Assessment will be based on; Practical tasks, Design and Planning tasks, Safety and Process, Evaluation, Quality Assurance Tasks.

Note Nil

8IND 8 LANGUAGES – INDONESIAN One semester

Subject overview

Students choose either Indonesian or Spanish to study for one semester in Year 8. In studying Indonesian, students have the opportunity to explore the diverse culture and language of our closest neighbour. The course will focus on developing language, communication and literacy skills.

Course content

Culture: Students will develop cultural knowledge, learning about festivals, ceremonies and the unique culture of specific islands. Through a film study of Laskar Pelangi, students will gain an insight into social issues of Indonesia’s more remote regions. Speaking: Students develop speaking skills and the ability to communicate the time through the creation of a short movie on their daily activities. Writing: Through emails, students will share basic information about hobbies to create and develop relationships with Indonesian peers. Reading and Responding: Students will be exposed to a broad range of cultural texts in the target language and respond by completing varied comprehension activities. Listening: Continued use of multimedia programs will allow students to develop their listening skills and expand their vocabulary.

Assessment Tests and rubric based assessment with tasks measuring language skills and cultural understanding.

Note Possible enrichment events could incur an additional expense.

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8SPA 8 LANGUAGES – SPANISH One semester

Subject overview

Students choose either Indonesian or Spanish to study for a semester in Year 8 In studying Spanish, students will develop skills in the use and understanding of languages, cultures and modes of communication. Students will engage in a range of learning activities to facilitate their communication in and understanding of Spanish and the Spanish‐speaking world.

Course content Culture: Students will develop cultural and geographical knowledge of the Spanish‐speaking world, its unique

history, and complete focus investigations of a range of Spanish festivals and the Mexican Day of the Dead. Socialising: Students will develop speaking skills and the ability to communicate time, interests, likes and dislikes and compare aspects of their lives with those of Spanish speaking peers. Reading and Responding: Students will be exposed to a broad range of cultural texts in the target language and respond by completing varied comprehension activities. Listening: Classroom language use combined with the use of multimedia programs will allow students to develop their listening skills and expand their vocabulary.

Assessment Tests and rubric based assessments with tasks measuring language skills and cultural understanding.

Note Possible enrichment excursions/events may incur an additional expense.


Subject overview


Course content The main topics covered are:

Number: percentages; decimals; fractions; ratios; positive and negative numbers; square roots and powers

Algebra: writing, graphing and using equations to solve real life problems

Measurement: two‐dimensional and 3‐dimentional solids; converting between units of measurement

Geometry: angles, shapes, Pythagoras’ Theorem,

Statistics: using graphs to represent data, statistical calculations


Note Nil


Subject overview

Weekly Pastoral Care sessions are run in home groupings on Wednesday afternoons. Under the leadership of their Home Group Teacher students explore and discuss topics relevant to their social interactions, wellbeing and personal development. Regular assemblies are help to address year‐level specific issues and school values.

Course content

During Terms 1‐3 topics cover - Bullying and harassment - Goal setting - Alcohol and marijuana - Values - Cyber safety - Relationships and sex

During Term 4 time is provided to work on their Integrated Study Formal Presentation. Assessment Assessment, based on student participation and performance, is provided each term with grade and/or

comment. Note Nil

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8MUE 8 PERFORMING ARTS ‐ MUSIC One semester

Subject overview

In Year 8 students explore and respond to music through listening, composing and performing. Drawing on music from a range of cultures, times and places, students develop their musicianship by identifying and manipulating the elements of music.

Course content

Elements of Music (focus on rhythm and pitch) – Students learn to read, write and interpret music notation.

Practical Application – Students apply their understanding of the elements of music through various practical tasks, including drum kit and keyboard.

Indigenous Australian Music – Students explore traditional and contemporary music of Indigenous Australians.

Assessment Assessment includes written and practical tasks.

Note Nil



Course content

Working Scientifically – work safely within the Lab, completing practical activities.

Cells ‐ cells are the basic building blocks of life and use a light microscope to examine them.

Body Systems ‐ functions and structure of body systems.

Energy ‐ Identify and explore the different types of energy.

Matter ‐ Describe the properties of solids/liquids/gases.

Elements ‐ Periodic Table elements, compounds and mixtures.

Chemical and Physical Change ‐ physical and chemical changes of substances.

Rocks ‐ identify major rock types and their uses, including ores.


Note Nil

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8VAA 8 VISUAL ARTS – ART One semester

Subject overview

In Year 8, Visual Art will involve students making and responding to visual arts independently and collaboratively. The artworks, styles and techniques explored will draw on a range of cultures, times and locations including the influences of Aboriginal and Torres Strait Islander Peoples. Students will design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms, styles, techniques and/or processes, whilst developing an informed opinion about artworks and extending their understanding of safe visual arts practices.

Course content

Students explore a range of Visual Arts through:

Looking at lettering, blending, patterns and symbols to create a Title Page, combining and adapting materials and techniques following a creative arts design process. Investigating how different

combinations of techniques can represent a theme, concept or idea.

Discussing and documenting the Elements of Art and representation to strengthen meaning and viewpoints in individual artwork.

Exploring ancient art through investigative theory tasks. Exploring and reflecting on the viewpoints and artworks of Cave Paintings, Greek, Aboriginal and Egyptian cultures and civilisations. Applying their understanding and knowledge into individual and contemporary practical works.

Introduction to colour theory, colour mixing and different artistic techniques.

Drawing and Tonal Exercises will look at step‐by‐step drawing techniques. Exploring the use of tone to create dimension in 2D form.

Grid Drawing involves applying a numeracy based understanding of proportion, measurement, angles, fractions and scale to reproduce an existing image.

Perspective technique development will look at 1 point and 2 point perspectives using basic scale and proportion techniques.

Portraiture will explore the mathematical proportions and details of the human face.

Crazy Drawing is an ongoing task looking at patterns, symbols, contrast, line and personal identity.

Throughout the semester of Year 8 Art, students will also develop an art specific vocabulary.

Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards.

Note Nil

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Year 9 Curriculum Overview In line with the Australian Curriculum requirements students in Year 9 at the Eastern Fleurieu School study the core subjects of English, Mathematics, Science, and Humanities & Social Sciences (HASS) for a full year plus Physical Education for one semester.

In addition, students have the opportunity to choose remaining subjects from a list of one‐semester electives in line with their personal interests and abilities.

The Rite Journey, the year‐long pastoral care program undertaken by all Year 9 students is designed to meet the challenging needs of Year 9 students. Through in‐depth discussion teachers create a meaningful series of events and experiences, aimed at honouring the transition into young adulthood. The Rite Journey has a strong focus on personal development and self‐reflection through conversations around what it is to be a respectful and responsible young adult in our society. This program, accompanied by a rigorous curriculum provides educational experiences that will continue to influence their lives long after they have left school.

Students wishing to study either Indonesian or Spanish in Year 10 must do a full year of that language in Year 9.


Core Subjects:

Code Subject Duration


9GHY2 HASS ‐ Geography Semester 2

9HSY1 HASS ‐ History Semester 1

9PCA Pastoral Care Semester 1

9HPE2 Health & Physical Education Semester 2



9TRJ The Rite Journey Full year

Choice Subjects: Two (2) additional subjects must be studied from those listed below.

All are single semester subjects.

Students cannot choose more than one Arts subject.

Students cannot choose more than one Technology subject.

Code Subject Learning Area

9AGA Agriculture A Science

9AGB Agriculture B Science

9CCP Architecture Technology

9CVC Creative Arts ‐ Craft Arts

9CVM Creative Arts ‐ Multimedia Technology

9FTA Food and Textiles A Health & PE

9FTB Food and Textiles B Health & PE

9MMP Integrated Material Products Technology

9IND (1 & 2) Languages – Indonesian (1 & 2) Languages Choose one Language only, Complete 1 & 2 in Yr 9 to continue in Yr 10. 9SPA (1 & 2) Languages – Spanish (1 & 2) Languages

9DAE Performing Arts ‐ Dance Arts

9DRM Performing Arts ‐ Drama Arts

9MUE Performing Arts ‐ Music Arts

9SSP Systems and Robotics Technology

9VAA Visual Arts ‐ Art Arts

9VAD Visual Arts ‐ Design Arts

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Subject overview

The English curriculum is built around the three inter‐related strands of Language, Literature and Literacy. In Year 9 students engage with a variety of texts drawn from a range of genres. They interpret, create, evaluate, discuss and perform a wide range of more complex texts. Students develop a critical understanding of the contemporary media, and the differences between media texts.

Course content

Creating Texts

Documentary making – study and deconstruction of the genre followed by small group work to produce a documentary

Critical literacy – analysis and production of range of media texts to explore the use of bias in the media and its impact on audience

Exposition – persuasive writing about chosen topic

Poetry – Publication of poetry anthology linked by theme; using a range of language techniques to express ideas

Responding to texts

Connected texts – students study thematically linked texts for comparison; texts reflect cross‐cultural perspectives. Texts may be novels, films, short stories, plays or poetry.

Grammar / Punctuation / Spelling




Subject overview Through Geography, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through geography equips students with the skills and understandings necessary for effective global citizenship.

Course content

There are two units of study in Year 9 Geography: 1. Biomes and Food Security which focuses on investigating the role of the biotic environment and its role

in food and fibre production. Students investigate:

The biomes of the world and their alteration and significance as a source of food and fibre.

The environmental challenges and constraints on expanding food production in the future. 2. Geographies of Interconnections focuses on investigating how people, through their choices and actions,

are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. Students investigate:

The interconnections between people and places through the products people buy and the effects of their production on the places that make them.

The ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places.



Subject overview

Through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through History equips students with the skills and understandings necessary for effective global citizenship. Students study the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power.

Course content

All study is guided by the following inquiry questions: What were the changing features of the movements of people from 1750 to 1918?

How did new ideas and technological developments contribute to change in this period?

What was the origin, development, significance and long‐term impact of imperialism in this period?

What was the significance of World War I? Depth Studies:

Industrial Revolution

Making a Nation (Australia prior to 1914)

World War I Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement

standards.

Year 9 CORE SUBJECTS

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Subject overview


Course content The main topics covered are:

Number ‐ money and simple interest , indices Algebra –straight‐line graphs from patterns and equations Measurement ‐ Calculate areas of shapes, and volume and surface area of 3D prisms Geometry ‐ special triangle features; Pythagoras’ theorem, Trigonometry Probability – Chance of events, probability diagrams, designing esperiments


Note Nil



Course content

Earth Science – Plate tectonics

Energy Systems – Energy flow, conversion and transfer

Ecosystems – Energy flow through food webs, ecological relationships

Life Systems – Body systems

Atoms and Matter – Nature of matter including atoms, elements, compounds and mixtures

Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher

Note Year 9 Zoo excursion will attract a small cost.

9HPE2 9 HEALTH AND PHYSICAL EDUCATION Second semester

Subject overview

Students are encouraged to participate in a number of sporting and recreational activities designed to develop a positive approach to health and physical fitness. Students identify factors that impact on healthy growth and development and address issues that may affect their own health at present and in the future. Practical units are taken from racquet and various ball sports as well as recreational activities that enhance personal wellbeing.

Course content Practical Units

Skills Knowledge Leadership Understanding (game sense & sportsmanship) Theory Units

Game knowledge and individual analysis/reflection Body systems Energy sources for physical performance

Assessment Rubic based assessment for each unit drawn from the relevant Australian Curriculum Achievement Standards.

Note Students must have and wear the EFS PE uniform and appropriate sports shoes. Additional costs apply where professional support is sought for recreational activities.

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9TRJ 9 THE RITE JOURNEY Full year

Subject overview The Rite Journey is a unique educational programme designed to support the development of self‐aware, vital, responsible and resilient adults. The programme is facilitated in single gender groups through in‐class discussions, tasks, mentoring, challenges and many other forms.

Course content

The Rite Journey programme goes for a full year, which encourages ongoing development of self‐awareness and builds strong, honest and respectful relationships with peers, parents and teachers. The 7 steps of The Rite Journey:

The Calling – The Calling is a ceremony in which students are ‘called’ by their teachers on their journey.

The Departure – The essence of this ceremony is to receive the parent/s/care‐giver’s approval and support to work with their child during The Rite Journey throughout they year.

The Following – Students are guided by their teachers throughout the year through discussions related to being a respectful and responsible adult. There is also a mentoring program where student and their families choose a same sex adult mentor.

The Challenge – Challenges will be presented to the students encompassing physical, social, emotional and spiritual realms.

The Abyss – A camp designed to provide significant challenge in which students are required to rely on themselves.

The Return – The acknowledgement of closing childhood and acknowledging progress into adulthood.

The Home Coming – Students communicated their gratitude to the people that have assisted them on their journey and reflect on the experience.

Assessment Not assessed.

Note The cost of this program, including a multi‐day camp, will be approximately $300

9AGA 9 AGRICULTURE A First semester

Subject overview

Emphasis is placed on giving understanding and reasoning behind current agricultural practices. Agriculture is promoted as a production system which must be ecologically sustainable.

Course content

Chemical Safety: Handling, Storage, Labels, Disposal

Horticulture: Gardening skills, Vegetable, Orchard and Vine crops

Poultry: Breeds, Care, Anatomy and Physiology, Pests and Diseases, Rearing Chicks

Sheep: Breeds, Handling, Production, Health

Cows Create Careers: Dairy Australia Project, Calf Rearing, Dairy Industry

Insects: Impact on man, Nature, Life Cycle, Control

Assessment Methods of assessment will include: Assignments and Worksheets, Practicals and Skills Assessment, Research Reports and Projects, Tests and Quizzes

Note Nil

9AGB 9 AGRICULTURE B Second semester

Subject overview


Course content

The Farm Environment: Climate, Soil, Farming Zones

Cattle: Industry Overview, Breeds, Parts, Production Cycle

Field Crops: Cereals, Pastures, Fodder/Protein/Oilseed Crops

Goats: Industry, Breeds, Parts, Handling and Show Preparation

Weeds: Problems, Identification, Control Methods

Pet Care: Basic Care, Responsibilities and Benefits


Note Nil

Year 9 ELECTIVES

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9CCP 9 ARCHITECTURE One semester

Subject overview From 2018 Architecture is a new focus within the subject Communication Products, offering students the

opportunity to explore the amazing world of architectural design. Emphasis is placed on skill development and design, where ideas are combined to form the best possible solution to challenges. Students will work with a range of programs as they design, develop and display their work.

Course content Students examine architectural programs and learn process through a variety of challenge based activities.

Students apply design principles to their products and are encouraged to make increasingly independent design decisions to find their own best possible solution.

Assessment Assessment may be based on work samples, exhibition, written / oral responses, observations

Note Nil

9CVC 9 CREATIVE ARTS ‐ CRAFT One semester

Subject overview

In Years 9 and 10, learning in Craft (one of the Visual Arts) involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region.

Course content

This course gives students an introduction to a range of craft materials, techniques and knowledge. Paper Cuts Brief: Using realist drawings students are to develop a paper cut using a craft knife and black and coloured paper. Students will go through a range of processes which include image refinement, hand control, knife skills, layering and colour understanding. They will also look at traditional Chinese paper cuts and contemporary paper cuts.

Embellished Fabric Bags Brief: Design a fabric based bag that can be dyed and hand embroidered. Students will experiment with colours, a range of dying techniques and fabric embellishment materials and techniques such as hand sewing, applique, layering of fabric, beading and basic embroidery stitches.

Ceramics: Alice In Wonderland Tea Party Brief: Students will be required to design a ceramic cup, saucer and spoon that are Alice in Wonderland inspired. They will go through the design process for their back up work, create images on a template, and learn skills in clay construction and painting.

Further elaboration on these activities is available on the school’s website (teacher learning plans).


Note Nil

9CVM 9 CREATIVE ARTS ‐ MULTIMEDIA One semester

Subject overview This course focuses on digital image manipulation, processing and application from creative photography, using graphic design principles for visual layout and appeal.

Course content

Digital Imaging – Using Photoshop and MS word to combine and blend images for a specific purpose – principles of effective layout.

Creative photography – image production and enhancement.

Image Processing – preparing photos for print and screen applications.

Graphic design – corporate image project using vector graphics software.

Assessment Assessment is in line with the relevant Australian Curriculum achievement standards.

Note USB required.

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9FTA 9 FOOD AND TEXTILES A One semester

Subject overview Students will examine the ethical and environmental impacts of the textiles industry. In the ‘Food’ component students will build on and extend their knowledge and skills with a focus on baking.

Course content

Food Technology:

What baking is and which products are classified under this terminology

The functions and uses of key ingredients and key ingredients and equipment

A practical exploration of different products that fall into this category including examples across cultures

Moral and ethical issues in food production

Recipe engineering to meet the needs of the consumer

Preparation of products for sale Textiles:

Textiles recycling

Recycled plastic pencil case

Environmental impact of natural and man‐made fabrics

T‐shirt construction and costing

Assessment Rubic based assessment drawing from the Australian Curriculum Achievement Standard.

Note Nil

9FTB 9 FOOD AND TEXTILES B One semester

Subject overview This course focuses on a range of personal, social, environmental and economic factors and behaviours that positively and negatively influence the health and wellbeing of teenagers. Students will investigate the ingredients, equipment and techniques from a selection of other cuisines and cultures.

Course content

Food (World Foods):

Cultural influences

Foods and their cultural and religious beliefs

Buying international cuisine ingredients in Australian supermarkets

Design project – Fusion Food

Textiles:

Australian Designers

The design cycle

Advertising

Sewing – develop basic skills and inderstandings in using patterns

Shorts construction

Apron construction Assessment Rubic based assessment drawing from the Australian Curriculum Achievement Standard.

Note Nil

9MMP 9 INTEGRATED MATERIALS PRODUCTS One semester

Subject overview

From 2018, Integrated Materials is a new focus within the subject Materials Products, offering students scope for building vastly more complex products than previously achievable. Emphasis is placed on skill development and design, where materials are combined to form the best possible solution to problems. Students will work with a range of materials including metals and timber products.

Course content

Students learn and apply joining techniques with metals and timber. MIG welding, basic lathe operations and metal fabrication is combined with traditional woodworking techniques to create purposeful and quality products. The significantly different properties of materials are explored and applied, making products of increased complexity and quality.


Note Nil

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9IND (1&2) 9 LANGUAGES ‐ INDONESIAN (1 & 2) One semester each

Subject overview

Indonesian 1 runs in Semester 1 and Indonesian 2 runs in Semester 2.

Students must complete Indonesian 1 before undertaking Indonesian 2.

Both Indonesian 1 & 2 must be successfully completed at yr 9 level in order to study Year 10 Indonesian.

In studying Indonesian, students have the opportunity to explore the diverse culture and language of our closest neighbour. The course will focus on developing language, communication and literacy skills.

Course content

Socialising: Students negotiate with others to make decisions and create plans for a class excursion. Informing: Through multimedia and graphs, students convey factual information and opinions in Indonesian. Creating: Students analyse the character, ideas and setting of a popular Indonesian story, comparing it to an Australian story. Translating: Students acquire the skills to translate a range of texts from Indonesian to English and vice versa. Reflecting: Through interaction with Indonesian peers and texts, students recognise how they are influenced by their own cultural assumptions, practices and beliefs. Their study of the film Untuk Rena will focus on a number of Indonesia’s humanitarian and social issues.


Note Excursions/events will incur an additional expense.

9SPA (1&2) 9 LANGUAGES ‐ SPANISH (1 & 2) One semester each

Subject overview

Spanish 1 runs in Semester 1 and Spanish 2 runs in Semester 2.

Students must complete Spanish 1 before undertaking Spanish 2.

Both Spanish 1 & 2 must be successfully completed at yr 9 level in order to study Year 10 Spanish. In studying Spanish, students will develop skills in the use and understanding of languages, cultures and modes of communication. Students will engage in a range of tasks, activities and excursions that will facilitate their communication in and understanding of Spanish and the Spanish‐speaking world.

Course content

Socialising: Students exchange and compare ideas and opinions relevant to their own lives and interests, such as relationships, events, aspirations, and give opinions on global issues. Informing: Students will analyse and interpret information in written, spoken and digital texts and present their findings in research presentations, posters, short films and recordings. Creating: Students will create Spanish language menu as well as plan a trip and create a fictional blog based on their travels in a Spanish‐speaking country. Translating: As part of the unit of Latin food, students will develop the skills to translate a range of Spanish texts and create bilingual texts of their own. Reflecting: Students continually reflect on their approaches to learning in languages and through investigations and interaction with Spanish speaking peers students will learn to reflect critically on their social and cultural assumptions and practices.


Note Excursions/events may incur an additional expense.

9SSP 9 SYSTEMS AND ROBOTICS One semester

Subject overview Systems and Robotics is a new subject for 2018, offering students entry into a STEAM pathway that they can

continue with, if they wish, into the senior years. Emphasis is placed on skill development and design, where materials are combined to solve challenges. Students integrate Arduino development boards and electronics to solve increasingly complex challenges. Students learn coding in a supportive and innovative environment.

Course content



Note Students will need to download a coding program onto their laptop to interface with the Arduinos.

29


Subject overview

Year 9 Dance allows students to continue to develop and extend the combinations of movement skills to include dance style‐specific movement skills whilst also extending technical skills, increasing confidence, accuracy and clarity of movement.

Course content

Students develop a strong focus on building body awareness, extending their understanding of space, time, dynamics and relationships. Students will have the opportunity to look at dance from a range of cultures, times and places and evaluate and reflect on their own and others’ choreographic intentions. Students will have the opportunity to work individually and safely in groups. Working within the genres of ballet, contemporary, jazz and hip hop students complete practical and theoretical assessment tasks as follows: PRACTICAL Choreographic Presentation Folio ‐ Students work in groups to plan, create, choreograph and teach a dance style. Choreographic Performance 1 ‐ Students combine the 4 styles of dance together to create a whole class routine. Partner Movement Piece (individual and pairs) – Pairs create a movement piece together based on culture, time and location. Choreographic Performance 2 – Students focus on one dance style and perform a whole class routine. THEORY Choreographic Presentation Folio ‐ Students work in groups to plan, create, choreograph and teach a dance style. Partner Movement Piece‐ Written piece on specific style and choreography.

Assessment Australian Curriculum Achievement Standards will be assessed through the described practical and theory course components.

Note Opportunities to watch professional dance performances may incur and extra charge on occasions.


Subject overview

In Year 9, the study of Drama involves students making and responding to drama independently and collaboratively. Through improvisation, scripted drama, rehearsal and performance, students refine and extend their understanding and use of role, character, relationships and situation, extending the use of voice and movement to sustain belief in character.

Course content

Children’s Theatre and Aboriginal Dreamtime: Through practical workshops students further develop, shape and refine their team building and performance skills including movement, voice, facial expression, stance and gesture. Students draw upon a range of skills in Children’s Theatre, Aboriginal Dreamtime, Aboriginal animal character work and narrative, physical theatre, mime, costume, linear and no linear use of time, voice, characterisation and prop work to create a performance for a variety of audiences and purposes. This unit culminates in an ensemble performance piece in the genre of Children’s Theatre focusing on use of ensemble skills, voice, character, and movement.

Monologues: Students will examine monologues written and performed by others and discuss how the elements of drama have been used in the text and performances they have seen in order to write, direct and perform a 2 minute monologue that follows the conventions of script writing, combining the elements of drama that create dramatic action for an audience. Students will develop their role and character consistent with dramatic form and will plan, structure and rehearse the monologue exploring ways to communicate and refine for dramatic effect.

Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards in the following areas: Journal: Students reflect and record a weekly journal Performance: Children’s Theatre and Monologue Theory: Review writing and production report

Note Students may be required to attend a live performance which will incur an additional cost of approx. $25.00.

30


Subject overview

In Year 9 the Music course involves students making and responding to music independently and in small groups, with their teachers and communities. They explore music as an art form through listening, composing and performing. Students continue to develop their aural skills as they build on their understanding and use of the elements of music. As they make and respond to music, students explore meaning and interpretation, forms and elements and social, cultural and historical contexts of music.

Course content

This course is designed to enhance students’ ability to construct music and develop the ability to design, create and critique sound. Students will have the opportunity to play, listen, improvise and compose music developing their ability to think and express themselves through sound. Theory

Conventional music notation skills that relate to their practical work

Cultural contexts – development of aural skills and critical analysis of musical structures.

Historical contexts ‐ blues music and historically significant eras. Practical

Solo performance

Group performance

Development of basic piano skills

Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Assessment criteria vary from project to project and are described to the students at the introduction to each task.

Note Satisfactory completion of Yr 8 Music is required. Private lessons and instrument hire are available on request.

9VAA 9 VISUAL ARTS ‐ ART One semester

Subject overview

In Yeas 9 learning in Visual Arts involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region.

Course content

Cartooning and Lettering. Title page: Students explore fantasy creatures within their name or art title, looking at the conventions of lettering. We look at shading and blending with coloured pencils and the techniques used. Tone and shape: Students look at exercises in developing skills in tone and shape using various drawing mediums e.g. Pencils .4 pens; this helps students gain confidence in drawing in a non‐threatening environment. Surrealism and basic perspective: Students briefly research surrealist artists to see why they painted fantasy images, and then develop their own ideas for developmental sketches. They review the basics of one and two point perspective, and look at how to use paint brushes and the skills involved. This gives the students the confidence to create their own Fantasy Composition. Scale Large and Small: Students investigate the use of scale in advertising and art works, from this they develop sketches of their own ideas. We experiment using chalk pastels and water colours. A final piece is presented with a choice of either medium. 3D Modelling: Students look at the work of Australian artist Colin Lanceley’s found object art works. They collect found objects to go towards a 3D relief collage representing a theme of their own choice. Techniques involved include joining, colour pattern and balance.


Note Nil

31

9VAD 9 VISUAL ARTS ‐ DESIGN One semester

Subject overview

In Year 9 learning in Design involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region.

Course content Students explore a range of techniques and creative processes including:

Developing a page design

Rendering techniques to develop skills, these include Photoshop shiny surfaces, shade/shadow, Photoshop and perspective. Pantone markers & Derwent pencils are also explored.

Design process‐ Brief, research, brainstorming/ ideation, thumbnail sketches, colour roughs, final, evaluation.

Process of how to develop ideas for a Surf Logo.

Further design briefs include: ‐ 18th Birthday invitation Scanning & Photoshop. ‐ Product Design Packaging. ‐ Lettering using text to represent a word; elephant, divide.


Note Further elaboration on these activities available on the school’s website (teacher learning plans).

32

Year 10 Curriculum Overview

Students in Year 10 are expected to approach their education with an increased level of personal responsibility and commitment in order to establish the study habits required for a successful completion of their senior years. In line with the Australian Curriculum requirements students in Year 10 at the Eastern Fleurieu School study a full year of the 4 Core subjects ‐ English, Mathematics, Science, and Humanities & Social Sciences (one semester of History and one of Geography). They will also complete the first unit (one semester) of their SA Certificate of Education (SACE) ‐ their Personal Learning Plan (PLP). Students undertake a week of Work Experience placement as a compulsory part of their PLP.

Students then have the opportunity to choose their remaining subjects from a list of one‐semester electives in line with their personal interests and abilities, some of which are Stage 1 subjects open to Year 10 students identified as capable of success at this level.

Year 10 students are also encouraged to engage in leadership opportunities. Year 10 Beacon Ambassadors run a series of events such as Speed Careering and the compulsory Mock Interviews in Term 4 to facilitate this.

Please note, at the time of print the Pastoral Care program is still under review and alterations may be made prior to the commencement of the 2018 academic year.

Core subjects

Core Subjects: Duration

0CXD Cross Disciplinary Project – Mock Interviews Term 4





0PCA Pastoral Care Full year

1PLP10 Personal Learning Plan One semester


Choice Subjects: Additional subjects must be selected from those listed below. All are single semester subjects.

Subject Learning Area

0AGA Agriculture A Science

0AGB Agriculture B Science

0CCP Architecture Technology

0CVC Creative Arts ‐ Craft Arts

0CVM Creative Arts ‐ Multimedia Arts

0FTF Food & Textiles – Fashion Health & PE

0FTH Food & Textiles – Hospitality Practices Health & PE

0HPA Health & PE – Advanced Health & PE

0HPF Health & PE – Fit to Lead Health & PE

0MPI Indoor Products ‐ Furniture Technology

0IND (1&2) Languages – Indonesian 1 & 2 Languages

0SPA (1&2) Languages – Spanish 1 & 2 Languages

0MPO Outdoor Products ‐ Skate Technology

0DAE Performing Arts ‐ Dance Arts

0DRM Performing Arts ‐ Drama Arts

0MUE Performing Arts ‐ Music Arts

0MMP Power Technology ‐ Auto Technology

0SSP1 Systems & Robotics – Drone Design & Engineering 1 Technology Both semesters must be chosen 0SSP2 Systems & Robotics – Drone Design & Engineering 2 Technology

0VAA Visual Arts ‐ Art Arts

0VAD Visual Arts ‐ Design Arts

1VAG VET – Cert 2 in Agriculture VET

1VCP VET – Cert 2 in Construction Pathways VET

1VEQ VET – Cert 2 in Equine Studies VET

1VHO VET – Cert 2 in Hospitality VET

1VRC VET – Cert 2 in Retail Cosmetics VET

2VAH VET – Cert 3 in Health Services Assistance VET

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0CXD 10 CROSS DISCIPLINARY PROJECT – MOCK INTERVIEWS Term 4

Subject overview

Facilitated by the Beacon Ambassadors, Year 10 students will have the opportunity to participate in a mock application process for a selection of local job vacancies across a range of industries.

Course content

The process for mock interviews involves students:

Selecting a desirable job vacancy from a range of advertisements (written by genuine businesses)

Identifying skills and abilities required

Writing a cover letter and resume to match requirements

Attending a mock interview with actual employers from local businesses

Participating in a Year 10 assembly in which individual students will be appointed to the mock vacancies

Assessment Rubric based assessment will be undertaken by both Home Group teachers and employers throughout the process. Criteria will describe the desirable attributes at each stage of the process. Feedback from the employers will also be offered.


Subject overview

The English curriculum is built around the three inter‐related strands of Language, Literature and Literacy. In Years 10 students engage with a variety of texts drawn from a range of genres. They interpret, create, evaluate, discuss and perform a wide range of more complex texts. Students develop a critical understanding of the contemporary media, and the differences between media texts.

Course content

Text Production

Review writing – Students watch a live production or film and write an authentic review which exploits evaluative language to influence the reader.

Investigative Journalism – Students select and research an important societal or global issue and write a journalistic article edited to publication standard.

Oral language task – Students to write and present either an inspirational speech, short film or poem to address an issue of their choice.

Text Analysis

Poetry – students study culturally significant thematically linked poems and compare how a range of language techniques and text structures are used for effect.

Romeo and Juliet – students complete a series of folio tasks which document their analysis of the original Shakespearian text and Baz Luhrmann’s film version. In response to a specific question, students will evaluation Baz Luhrmann’s interpretation of the play.

Connected Texts – study of two texts relating to World War II. Grammar / Punctuation / Spelling




Subject overview Through Geography, students develop an understanding and awareness of the complexities of the world in which they live. In Year 10 students explore physical and human geography by studying a range of geographical challenges.

Course content

There are two units of study in Year 10 Geography: 1. Environmental Change and Management which focuses on investigating environmental geography

through an in‐depth study of a specific environment. Students develop an understanding of:

the environmental functions that support all life.

the major challenges to their sustainability.

the environmental world views, including those of Aboriginal and Torres Strait Islander Peoples, that influence how people perceive and respond to these challenges.

2. Geographies of Human Wellbeing which focuses on investigating global, national and local differences in human wellbeing between places. Students investigate:

the different concepts and measures of human wellbeing.

the causes of global differences in these measures between countries.

spatial differences in wellbeing within and between countries, and the evaluation of these differences from a variety of perspectives.

programs designed to reduce the gap between differences in wellbeing.


Year 10 CORE SUBJECTS

34


Subject overview

Through History, students develop their understanding and awareness of the complexities of the world in which they live. Students investigate the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia‐Pacific region, and its global standing today.

Course content


How did the nature of global conflict change during the twentieth century?

What were the consequences of World War II, and how did these consequences shape the modern world?

How was Australian society affected by other significant global events and changes during this period?

Depth Studies:

World War II

Rights and Freedoms (Civil Rights Movement)

Pop Culture in Australia Assessment Assessment tasks will include source analysis, short and extended response and presentations. All tasks will

have rubrics developed from the Australian Curriculum Achievement Standards.

Note Nil


Subject overview

This course develops the ability to work mathematically by developing an appreciation for mathematics, with an emphasis on students developing their knowledge and understanding of general and advanced mathematics topics Students will develop an ability to choose and use mathematics in personal and community activities.

Course content

General and Advanced Mathematics topics include: Number ‐ Money and Financial mathematics Algebra ‐ Patterns and Algebra; Linear and non‐linear relationships Measurement ‐ Using units of measurement to calculate perimeter, area, volume of 3D and 3D shapes Geometry ‐ Solving problems with circles and triangles; Investigating triangles and angles using Pythagoras theorem and trigonometry Probability ‐ Chance events, probability calculations Statistics ‐ Collecting, describing, present and analysing data


Note Students who demonstrate high‐level mathematical skills may be placed in an advanced level class to undertake the Year 10A Australian Curriculum Advanced Mathematics course. Students in this class will also cover the following topics:

Surds/Indices – Powers and roots Non‐Linear Algebra – Graphing and solving quadratics

35


Subject overview Students work within home groups each week and participate in activities to enrich their personal development. The Pastoral Care program is supported by outside presenters and excursions.

Course content Road safety: applying for a licence, P‐plate legislations, purchasing a safe vehicle, RAA Street

Smart event

Shine: Sexual Health Education

Safe Partying: Drugs and alcohol misuse prevention

My Friends Youth: a “Youth Skills for Life” program designed to build resilience and assist young people to deal with challenging anxiety‐provoking situations.

Beacon: Promoting commitment to continuous education/ employment. Students participate in a range of events including Speed Careering and Beacon Charter Signing.

Youth Opportunities: Personal empowerment course (offsite)

Assessment Rubric based assessment based around engagement, collaboration and independent skills.

Note Students are required to participate in a selection process for involvement in the Youth Opportunities and Beacon programs as numbers are limited.

1PLP10 Stage 1 PERSONAL LEARNING PLAN One semester

Subject overview

The Personal Learning Plan (PLP) is a compulsory 10 credit subject of the South Australian Certificate of Education (SACE). Students undertake the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12, however, if not undertaken in Year 10 it must be completed in Year 11. Students must achieve a C grade or better to successfully complete the PLP with opportunities to add further evidence of learning at any stage during their SACE studies. The SACE helps students plan for their future by;

making informed decisions about the subjects they will study in Years 11 and 12, and any course outside of school

identifying possible career choices and ideas for community service

considering how best to prepare for their career options and other goals

Course content

Students will undertake the following topics:

All about Me

Career Planning

World of Work

Capability Development

Assessment The following assessment types enable students to demonstrate their learning in the Stage 1 Personal Learning Plan: Assessment Type 1: Folio Assessment Type 2: Review Students provide four or five pieces of evidence of their learning for assessment. Each assessment type should have a weighting of at least 20%.



Course content

DNA and genetics ‐ DNA and genetic information Global systems – carbon, nitrogen and water cycles The universe – black holes, supernovas and space travel Motion ‐ speed and acceleration Energy – forms and changes of energy Chemical reactions and the Periodic Table – atoms, elements & compounds, writing & understanding chemical reactions

Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher

Note

Students are allocated to classes based on capability to ensure work is appropriate for every student to succeed in this subject. Successful completion of Yr 10 Science leads to Stage 1 Science subjects (ie Biology, Chemistry, Physics, Psychology, Agriculture and Nutrition).

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0AGA 10 AGRICULTURE A First semester Subject overview


Course content

Sheep: Breeds/Uses, Husbandry/Management, Production/Marketing, Sheep/Wool Handling

Vines: Varieties/Uses, Growth/Vineyard Cycle, Vineyard Practical Tasks, Pests/Diseases

Soil: Soil Science, Testing, Conservation and Management

Farm Management: Financial Decisions, Experimental Design, Data Collection/Analysis

Farm Skills 1: Routine and Supervised Animal Handling Skills, Horticulture Activities


Note Successful completion leads to Stage 1 Agriculture & Horticulture

0AGB 10 AGRICULTURE B Second semester Subject overview


Course content

Cattle: Breeds, Production, Anatomy/Physiology, Handling’ Show Preparation

Crops and Pastures: Cultivation/Management, Pests/Diseases, Harvesting

Horticulture: Industry Overview, Plant Botany, Nursery Skills

Alternative Agriculture: Research, Alternative Marketing, Sustainability

Farm Skills 2: Routine/Supervised Skills, Show Preparation, Plant Propagation


Note Successful completion leads to Stage 1 Agriculture & Horticulture

0CCP 10 ARCHITECTURE One semester

Subject overview

From 2018 Architecture is a new focus within the subject Communication Products, offering students the opportunity to explore the amazing world of architectural design. Emphasis is placed on skill development and design, where ideas are combined to form the best possible solution to challenges. Students will work with a range of programs as they design, develop and display their work.

Course content

Students examine architectural programs and learn process through a variety of challenge based activities. Students apply design principles to their products and are encouraged to make increasingly independent design decisions to find their own best possible solution.

Assessment Assessment may be based on: Work Samples, exhibition, written / oral responses, observations

Note Nil

Year 10 ELECTIVES

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0CVC 10 CREATIVE ARTS ‐ CRAFT One semester

Subject overview

In Years 9 and 10, learning in Visual Arts involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region.

Course content

Individual Arts Dolls: Students research a number of artists according to their chosen theme that inspire them to create their own sculptured doll. They develop an individualised biography for their creature, looking at traditional stories and history. The ideation process is used to develop ideas through brainstorming and drawing to finalise ideas ready for sculpting. Looking at facial and body features and proportions, students learn to sculpt and construct their main body features using Sculpey clay, wire and material. Students learn about colour, paint effects, mixing and painting using acrylic paint. Character costumes are designed and made using individualised patterns and chosen materials. A written and visual journal is required for this segment of the course.

Silk Painting: Exploration and experimentation with traditional silk painting. Students research the history of silk painting and learn how to stretch a silk screen, how to transfer images onto the fabric, application of Gutta and experiment with a number of techniques used with the silk dyes and other materials.


Note Nil

0CVM 10 CREATIVE ARTS ‐ MULTIMEDIA One semester

Subject overview This course takes students from yr 9 multimedia basics to a more advanced level of digital image manipulation, processing and application.

Course content

Digital Imaging – Advanced Photoshop skills.

Graphic Design layout – effectively using photos for visual effect and appeal in a range of products.

Photography – essential DSLR camera controls and basics of photographic image composition.

Negotiated task – choose from advanced photography, animation, film production or game making.

Assessment Assessment is in line with the relevant Australian Curriculum Achievement Standards. Competencies in Photography Essentials will be assessed along with and a negotiated major project.

Note USB required. Possible excursions/events could incur an additional expense.

0FTF 10 FOOD & TEXTILES – FASHION One semester

Subject overview

This course offers an introduction to basic design and production processes in the area of fashion. Students will research and critically analyse ideas and designs and communicate their findings through a folio. Students will select materials, tools and equipment to develop and produce individualised garments, addressing the needs identified in their own design brief.

Course content

Investigate: Students investigate the design and fashion industry, famous Australian designers, ethical and sustainable fashion and production, commercial patterns and design processes.

Generate: Students generate ideas and communicate designs through a folio. Fashion figure illustrations will be the basis for communicating course concepts and individual designs and processes.

Produce: Students are directed to produce their own garment, modify a commercial pattern and construct a garment that addresses a need identified in their individual design brief. Manage and evaluate: Students manage their own design production and consider time, cost, risk, processes and sustainability. They evaluate all processes in the design cycle.

Assessment Students will be assessed on the completion and standard of written tasks presented in the form of a folio and practical constructions. Assessment criteria vary from project to project and will b e scaffolded on the Australian Curriculum Achievement Standard.

Note Successful completion of Year 9 Food & Textiles is required.

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0FTH 10 FOOD & TEXTILES – HOSPITALITY PRACTICES One semester

Subject overview Student will focus on working in the hospitality industry and will gain experience working front of house, customer service and food preparation. Students will have the opportunity to gain at least one VET competency.

Course content

This course has a focus on the hospitality industry, in particular developing an understanding of and Skills related to the Café Industry:

● The Hospitality Industry – Food and Drink ● Health, Safety and Hygiene ● Job roles, employment and training opportunities ● Nutrition and Menu planning ● Food Preparation, cooking, presentation and sale ● Costing and portion control ● Environmental considerations ● Specialist equipment

Assessment Written and practical tasks and participation in a public catering event. Assessment criteria vary from project to project and are described to the students at the introduction to each task.

Note An additional charge of $30 may be required for the access to online resources and some consumables.

0HPA 10 HEALTH & PE – ADVANCED One semester

Subject overview

This subject is a prerequisite for Stage 1 Health & PE and/or Stage 1 Health This course is for students who wish to participate in a variety of practical activities focusing on skills acquisitions. Theory units will be heavily linked to the practicals and an in‐depth analysis of the sports covered.

Course content

Practical Units: Basketball Badminton Table Tennis International Rules Football Theory Units: Energy Systems Chronic Adaptations Fitness and Training Issues and Analysis in Physical Activity Training Methods Exercise Physiology


Note This course is a prerequisite for St 1 Health and/or St 1 Health & PE. Students must have and wear EFS PE uniform and appropriate sports shoes. Possible career pathways: Physiotherapy, Occupational Therapy, Sports Science, Personal Training and HPE Teaching.

0HPF 10 HEALTH & PE – FIT TO LEAD One semester

Subject overview

This course provides opportunities for students to develop and refine leadership skills through coaching, and also to experience various roles that contribute to successful participation in physical activity. The ‘Fit to Lead’ unit will equip students to work in teams and deliver several practical sporting lessons to younger children. Students will need to demonstrate teamwork and collaboration to deliver these lessons successfully. A ‘Sport Education’ unit follows, with the emphasis moving to experiencing various roles within a sporting competition. Students identify how participation in physical activity and sport influences an individual’s identity.

Course content

Beginning Coaching ‐ General Principles (online course)

Coaching Theory and Application

Sport Education and Injuries in Sport


Note

While this HPE subject can be studied in conjunction with HPE‐ Advanced (above), it is strongly recommended that students undertake a variety of subjects in Yr 10. Students must have and wear the EFS PE uniform and appropriate sport shoes. Possible career pathways: Personal Training, Sports Management, Coaching and HPE Teaching.

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0MPI 10 INDOOR PRODUCTS ‐ FURNITURE One semester

Subject overview

From 2018 Indoor Products: Furniture is a new focus within the subject Material Products, offering students scope for building vastly more complex products than previously achievable. Emphasis is placed on skill development and design, where materials are combined to form the best possible solution to problems. Students will work with a range of materials including metals and timber products. This course is centred around students designing and building their own piece of furniture. Students are given much more design scope than previously achievable.

Course content


Assessment Assessment will be based on: Practical tasks, Design and Planning tasks, Safety and Process, Evaluation, Quality Assurance Tasks.

Note There is a compulsory materials charge of $50.00 associated with this course.

0IND 1&2 10 LANGUAGES ‐ INDONESIAN (1 & 2) One semester each

Subject overview

Students must have studied a full year of Yr 9 Indonesian before undertaking this subject.

Indonesian 1 runs in Semester 1 and Indonesian 2 runs in Semester 2.

Students must complete Indonesian 1 before undertaking Indonesian 2.

Both Indonesian 1 & 2 must be successfully completed at yr 10 level in order to continue their study of Indonesian in later years.

In studying Indonesian, students have the opportunity to explore the diverse culture and language of our closest neighbour. The course will focus on developing language, communication and literacy skills.

Course content

Socialising: Students compare aspects of teenage life in Indonesia and Australia including relationships, events and aspirations. Through this, they share personal experiences and opinions with their peers. Informing: Students explore social issues in Indonesia and in doing so, locate information and present it in new ways to inform others of the issues. Creating: Through the creation of a short film or picture book, students write their own story in Indonesian to express imaginary people, places and experiences. Translating: Students face the challenge of creating bilingual texts such as performances, instructions, promotional materials and announcements in English and Indonesian. Reflecting: Students monitor how identity influences intercultural communication and reflect on their own identity and the diversity of Indonesian identities.


Note Excursions/events will incur an additional expense.

0SPA 1&2 10 LANGUAGES ‐ SPANISH (1 & 2) One semester each

Subject overview

Students must have studied a full year of Yr 9 Spanish before undertaking this subject.

Spanish 1 runs in Semester 1 and Spanish 2 runs in Semester 2.

Students must complete Spanish 1 before undertaking Spanish 2.

Both Spanish 1 & 2 must be successfully completed at Yr 10 level in order to study Spanish in later years.

In studying Spanish, students will develop skills in the use and understanding of languages, cultures and modes of communication. Students will engage in a range of tasks, activities and excursions that will facilitate their communication in and understanding of Spanish and the Spanish‐speaking world.

Course content

Socialising: Students compare aspects of teenage life in Australia and Spain including school life, relationships, events and aspirations. They will also investigate issues that are important to youth around the world as part of a global issues research topic. Informing: Students explore social issues locally and in the Spanish‐speaking world. They locate information and present possible solutions inform others of the issues through a range of texts and media. Creating: Students create a range of written, and audio‐visual texts. They will also a bilingual children’s story to share their language skills with younger learners and refine their own in the process. Translating: Students research and translate advertisements from the Spanish‐speaking world and Australia and develop skills in identifying culturally specific idioms and expressions. Reflecting: Students monitor their progress as reflective language learners. They identity influences from intercultural communication and reflect on their own identity.


Note Excursions/events may incur an additional expense.

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0MPO 10 OUTDOOR PRODUCTS ‐ SKATE One semester

Subject overview From 2018, Outdoor Products: Skate is a new focus within the subject Material Products, offering students

scope for building vastly more complex products than previously achievable. Emphasis is placed on skill development and design, where materials are combined to form the best possible solution to problems. Students will work with a range of materials including metals and timber products. This course is centred around students designing and building their own piece of skate/scooter/BMX park apparatus, however, scope is given to move outside of these bounds if students have interests in other outdoor pursuits. Students are given much more design scope than previously achievable and are taught costing and project management techniques. All products will utilise Finite Element Analysis to validate designs.

Course content

Students learn and apply joining techniques with metals and timber. MIG welding, basic lathe operations and metal fabrication is combined with woodworking techniques to create purposeful and quality products. The significantly different properties of materials are explored and applied, making products of increased complexity and quality.

Assessment Assessment will be based on: Practical tasks, Design and Planning tasks, Safety and Process, Evaluation, Quality Assurance Tasks.

Note There is a compulsory materials charge of $50.00 associated with this course.


Subject overview

Year 10 Dance allows students to combine and refine techniques learnt in previous years. Students will use choreographic devices, elements of dance, form and production to create a genre and style specific movement piece. A strong focus will also be on building stage presence, working towards a class production. Students will have the opportunity to understand the importance of communicating choreographic intent by analysing renown choreographed work as well as evaluating the impact of culture on Australian dance. Students will have the opportunity to work individually and safely in groups.

Course content

Students develop a strong focus on building stage presence, working towards a class production. Students will have the opportunity to understand the importance of communicating choreographic intent by analysing renowned choreographed work as well as evaluating the impact of culture on Australian dance. Students will have the opportunity to work individually and safely in groups.

Working within various genres, students complete practical and theoretical assessment tasks as follows:

PRACTICAL:

Genre and style specific movement piece ‐ Students work in groups to plan, choreograph, perform and review a dance genre and style.

Class Production ‐ Students collaborate to choreograph and perform a dance production to an audience.

THEORY:

Choreography Analysis ‐ Analyse the work, devices and style of a well‐known choreographer.

Evaluation of international dance vs Australian dance ‐ Research and evaluate the impact of different cultures, places and times on Australian dance.

Analysis of individual and peer performance ‐ Analyse expression, choreographic devices, stage presence and communication of both individual and peer performances.

Assessment Australian Curriculum Achievement Standards will be assessed through the described practical and theory course components.

Note Opportunities to watch professional dance performances may incur and extra charge on occasions.

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Subject overview

In Years 9 and 10, learning in Music involves students making and responding to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing. Students continue to develop their aural skills as they build on their understanding and use of the elements of music. As they experience music, students draw on music from a range of cultures, times and locations. As they make and respond to music, students explore meaning and interpretation, forms and elements and social, cultural and historical contexts of music.

Course content

Students will continue their development as musicians by studying a number of theory units, as well as honing their practical skills through individual and group performances. Theory

Chord construction ● Chord progressions Relative minor scales ● Arranging techniques Italian musical terms

Practical

Listening skills ● Small ensemble

Solo performance ● Performance techniques

Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Assessment criteria vary from project to project and are described to the students at the introduction to each task.

Note Satisfactory completion of Year 9 music is required. A strong commitment to music is essential and involvement in the school instrumental program or studying with a private teacher is compulsory.


Subject overview

In Year 10, the study of Drama involves students making and responding to drama independently and collaboratively. Through improvisation, scripted drama, rehearsal and performance, students refine and extend their understanding and use of role, character, relationships and situation, extending the use of voice and movement to sustain belief in character. This course mimics the structure for Stage 1 Drama in order to familiarise students with the requirements of SACE Performance Standards.

Course content

Contemporary Australian Theatre: Students participate in a collaborative group production that involves two or more students. Students adopt the role of an on‐stage or off‐stage practitioner to develop performance works that are presented to an audience (e.g. peers, other classes or schools, parents, or the wider community). Students investigate, develop and draw together the knowledge, skills, language, and expertise necessary to engage with the audience. Students review and evaluate the processes and outcomes of a group dramatic presentation.

Investigation and Presentation: Students investigate an area of interest within the dramatic arts. They may research dramatic elements, social issues, genres, and important events in the history of drama. Students apply their research in one or more chosen areas and give a presentation which demonstrates knowledge and skills they have acquired through their investigation. The presentation could take a variety of forms, although it should be dramatic in nature.

Scriptwriting: Students will write a script in small groups that follows the conventions of script writing and will have other students perform a rehearsed reading of the finished draft.

Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards and SACE Performance Standards: Folio - Includes journal reflections and review writing Group Performance - Students are assessed against SACE criteria in preparation for SACE Stage 1 Investigation and Presentation - Students present their investigation with the use of performance,

multimedia and dramatic conventions.

Note Students are required to attend a live performance which will incur an additional cost of approx. $25.00. Students wishing to study Stage 1 Drama are encouraged to participate in this course.

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0MMP 10 POWER TECHNOLOGY ‐ AUTO One semester

Subject overview

Power Technology introduces students to the mechanical and electrical systems that power and stop vehicles. Relevant aspects of workshop and industry processes and procedures are introduced to ensure safe operations. Students develop new skills and understandings and apply them to group and individual projects in both classroom and workshop settings. It is suggested that this course is studied as a lead in to the VET Cert 1 Automotive Vocational Preparation course at Stage 1 level.

Course content

Students will complete a range of classroom studies before moving on to practical projects in the school’s Automotive workshop. Studies will include mechanical components and systems as well as workshop tools and equipment. These skills will be applied in a series of practical activities including assembly and starting of multi‐cylinder engines.

Assessment Assessment will be based on :

Practical tasks Workshop journal

Design and Planning tasks Theory and research

Safety and processes Product Evaluation

Note Students planning to undertake the VET Cert 1 Automotive Vocational Preparation course at Stage 1 level have the option of completing units that can be credited to that course.

0SSP (1&2) 10 SYSTEMS & ROBOTICS – DRONE DESIGN & ENGINEERING (1&2) Full Year

Subject overview

Systems and Robotics: Drone Design and Engineering is a FULL YEAR subject where 0SSP1 must be studied in Semester 1 before 0SSP2 can be undertaken in Semester 2.

Systems and Robotics: Drone Design and Engineering is a new subject for 2018, offering students a STEAM (Science, Technology, Engineering, Arts and Maths) pathway that they can continue with, if they wish, into the senior years. Students build a controller to interface with a drone, 3D print components to build a drone and compete in a variety of challenges against other teams. The team environment of the course requires students to apply learnt business and enterprising skills to successfully make and market their product. This curriculum is designed to provide a platform to integrate STEAM concepts to solve complex problems. Students use advanced manufacturing and design realisation in the areas of; Robotics & Programming, Electronics, CAD & Engineering, Graphic Design and Marketing.

Course content

Robotics & Programming Students learn and apply robotic languages to remotely control a drone, whilst receiving and managing data, sent in real‐time, back to their controller. This data is then used to guide improvements and validate ideas. Electronics Students learn to integrate electronic and electro‐mechanical components with robotic interfaces to produce sophisticated solutions to complex problems. CAD & Engineering Using 3D modelling to produce parts for their drone, students virtually validate their design choices using stress analysis (FEA) and wind tunnel testing (Flow Design). Students 3D print their components and measure the effectiveness of their design choices. Graphic Design and Marketing Working in a team, students learn, manage and market their products. They seek sponsorship and communicate with community members to maximise their teams’ success

Assessment Assessment will be based on: A majority is assessed practically with supporting theoretical work.

Note There is a compulsory materials charge of $50.00 per semester associated with this course.

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0VAA 10 VISUAL ARTS ‐ ART One semester

Subject overview

In Years 9 and 10, learning in Art involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region.

Course content

Students explore a range of Visual Arts through:

Refining Shading Techniques. Students revisit pencils using H‐9B on sliding scale and do a shading exercise. Study of ellipses and drawing a simple object; experimentation with blending oil pastels using three or more colours. Using a Photocopy of Van Gogh self‐portrait, students use oil pastels in the same way as brush strokes. Still life picture A3 of bottle and fruit, combined with a coloured background using oil pastels.

Painting Techniques. Researching Mambo Artist Reg Mombassa, his life, achievements as well as his art work. Exploring different brushes and their uses. Enhancing various brush techniques including using acrylic and scumbling wet into wet. Students design own image for a painting, using the style of Van Gogh and Reg Mombassa linked to a theme of their choice.

Crosshatching Techniques. Using .4 black pen students practice and perfect this technique. Students create their own fantasy composition during the rooftop and animal assignment task.


Note Nil

0VAD 10 VISUAL ARTS ‐ DESIGN One semester

Subject overview

In Years 9 and 10, learning in Visual Arts involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region.

Course content

In this course students extend and build on previous skills. Rendering techniques: Students revisit some basic drawing techniques to look at their skill level and work

on a number of new skills including:

using Designer markers

Prismacolour Pencils, as used in fashion,

cartooning, car and landscape design

Photoshop is investigated and integrated into the course Design Process:

Students look at the Design Process and how it influences the outcomes of Designers creativity, and how they use this in their own work.

Design Briefs: Comic Design: The Design brief looks at the development of the comic, both classic comics, such as super heroes, and the Japanese comics of Anime and Manga. Students are then given a brief to design their own comic strip. Logo Design: Students research existing Logos for this brief, then design a logo using an animal to advertise a product or place. This involves using sections of the animals to create the design, examples are shown to get a clear understanding of the creative process.


Note Nil

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Learning Programs – Senior School (Yrs 11 & 12)

Overview

Preparation for the Future. At Eastern Fleurieu School we believe that senior schooling is a vital phase in each student’s preparation for the future. By now students will generally have made important decisions about their pathways out of school and beyond, and will now need to consider their individual subject pathway. The school offers extensive individualised support to each and every student in order to reach their future goals.

Study Support.

- Extensive range of courses and subjects. - Study area providing student work spaces and computer facilities, and access to teachers - An excellent Resource Centre with access to printed and on‐line learning support materials. - Personal support offered through the Learning Community Leaders, Student Counsellor, Homegroup

teachers and Year 12 mentors. - Close monitoring of student progress to recognise and celebrate success, and respond quickly when

intervention is necessary. - One‐on‐one mentoring for every Yr 12 student

Special Events. - Yr 12 students’ orientation and study skills program at the beginning of the year. - Student performance opportunities provided through performing arts. - Recognition of individual achievements at end‐of‐term assemblies. - Formal end‐of‐year Presentation Evening. - Leadership opportunities are available for those elected to House Captains, Senior School Captain,

Beacon Ambassadors or the Senior School Student Leadership team. - Regular sporting opportunities through inter‐school and knockout competitions. - Career exploration through Expos and university visits

The following pages provide an overview of the SA Certificate of Education (SACE) requirements

(source: SACE Board of SA)

South AustralianCertificate of Education FACT Sheet

What is the SACE?The South Australian Certificate of Education (SACE) is an internationally recognised qualification that paves the way for young people to move from school to work or further training and study.

By completing the SACE, students prepare for further learning, work and life, by:• Building essential skills and knowledge• Making informed choices about future study and

work, based on their strengths and interests• Gaining a certificate that gives them a head-start on

their pathway beyond school.

Students who successfully complete the SACE requirements are awarded the SACE certificate.

What subjects can students study?For a full list of SACE subjects for use in curriculum handbooks, including subject summaries, visit: https://www.sace.sa.edu.au/learning/subjects

How do students get the SACE?Students gain their SACE in two stages:• Stage 1, which most students complete in Year 11• Stage 2, which most students complete in Year 12.

Each subject or course successfully completed earns ‘credits’ towards the SACE, with a minimum of 200 credits required to gain the certificate.

Students receive a grade from A to E for each subject at Stage 1, and from A+ to E- at Stage 2.

To achieve the SACE, students must complete the following requirements with a C grade or higher at Stage 1 and a C- or higher for Stage 2:• Personal Learning Plan (10 credits at Stage 1)• Literacy – from a range of English subjects or

courses (20 credits at Stage 1 or Stage 2)• Numeracy – from a range of mathematics subjects

or courses (10 credits at Stage 1 or Stage 2)• Research Project – an in-depth major project

(10 credits at Stage 2)• Other Stage 2 subjects and/or courses totalling at

least 60 credits.

Students must also choose from a range of Stage 1 or Stage 2 subjects or courses worth 90 credits, and achieve a grade in these, to gain the SACE.

SACE Overview

July 2015

What is the Personal Learning Plan?The Personal Learning Plan is a SACE subject that all students undertake at the start of their SACE, in Year 10 or 11. The subject is worth 10 credits and students need to achieve a C grade or higher.

The Personal Learning Plan helps students to:• Identify strengths and interests• Set personal and learning goals• Choose the right SACE subjects and study options

for their future plans• Look at different career paths and choices• Gain skills for future study and employment, such

as planning and research.

What is the Research Project?The Research Project is a Stage 2 subject that all SACE students undertake. The subject is worth 10 credits, and students need to achieve a C- grade or higher to achieve their SACE. There are two Research Project options – Research Project A and Research Project B. Both Research Projects can be included as part of a student’s Australian Tertiary Admission Rank (ATAR).

The Research Project enables students to:• Undertake in-depth research and study a topic of

personal interest• Develop skills in planning, research, analysis and

communication• Gain experience of tertiary-style study through

self-directed learning.

What is VET and how can I do it?VET stands for Vocational Education and Training. VET gives students skills for work, particularly in the trades and industry. VET options in the SACE encourage students to complete, or make significant progress towards completing, VET qualifications while completing the SACE.

To complete the SACE, students must achieve at least 200 SACE credits; 150 of which can be gained through VET. The remaining 50 credits are derived from the Personal Learning Plan (10 credits), the Research Project (10 credits), the literacy requirement (20 credits), and the numeracy requirement (10 credits). Students can use a vocational context in completing these subjects.

The SACE Board determines whether the SACE credits earned for a particular VET qualification will be recognised at Stage 1 or Stage 2. Students can refer to the VET Recognition Register for more information about recognition at Stage 1 and Stage 2.

www.sace.sa.edu.au/web/vet/vet-in-the-sace

What is community learning?Students are able to earn SACE credits for community learning in two ways – Community-developed Programs and Self-directed Community Learning.

Community-developed Programs include, for example, the Australian Music Examinations Board, the Duke of Edinburgh’s Award and the SA Country Fire Service.

Program details are updated as new course information becomes available.

Self-directed Community Learning is gained through informal community activities such as coaching a sports team, being the primary carer of a family member, or leading an environmental project in the community. Students will need to provide evidence of their learning for assessment so that the SACE Board can recognise these other kinds of community learning.

www.sace.sa.edu.au/learning/community-learning

University and TAFE SA entryGaining the SACE is the main method used by South Australian students to gain admission into university and TAFE courses.

Students who complete the SACE are eligible for university entry, provided they meet certain requirements.

TAFE SA recognises the SACE as meeting the Course Admission Requirements for most of its courses. It also considers a variety of other qualifications and experiences in its entry and selection processes.

Applications for university and TAFE courses are handled by the South Australian Tertiary Admissions Centre (SATAC).

Details of university and TAFE entry requirements are included in the SATAC booklet Tertiary Entrance 2017, 2018, 2019 — published on-line by the South Australian Tertiary Admissions Centre.

Visit the SATAC website at www.satac.edu.au for more information about tertiary entry. Detailed information about TAFE SA course admission requirements is available at www.tafesa.edu.au

Students with disabilitiesThe SACE offers a range of modified subjects at Stage 1 and Stage 2 to provide opportunities for students with identified intellectual disabilities to demonstrate their learning.

A student’s achievement in a modified subject will be reported as ‘Completed’, with the appropriate number of SACE credits. The SACE certificate will indicate that the student has achieved the SACE using one or more modified subjects.

www.sace.sa.edu.au/web/modified-subjects/

Special ProvisionsSpecial provisions are available if a student has an illness, disability or experiences an unforeseen circumstance which significantly impacts their ability to participate in an assessment.

For school-assessed tasks in Stage 1 or Stage 2, schools decide if a student is eligible for special provisions. The SACE Board will determine a student’s eligibility for special provisions for external assessments at Stage 2 (examinations, investigations, etc.).

If a student applies for special provisions they need to provide evidence of how this impacts their ability to access assessment conditions.

www.sace.sa.edu.au/web/special-provisions

Interstate, overseas and adult studentsThe SACE Board will grant status for equivalent learning in recognised areas for interstate, overseas and adult students.

www.sace.sa.edu.au/students/interstate-overseas-and-adult-students

Students OnlineStudents Online can help students:• plan their SACE and look at different subjects, or

subject and course, combinations• check their progress towards completing the SACE • access their results.

Students can log in to Students Online using their SACE registration number and PIN at:

www.sace.sa.edu.au/connect/students-online

Achieve handbookA copy of the Stage 2 edition of Achieve, the SACE Board’s magazine for students and families, is being provided to all Year 11 students.

This edition focuses on the choices of subjects and study options that Year 11 students will be making. It is designed to be used as a resource during course counselling.

www.sace.sa.edu.au/news/school-news/achieve

Further informationVisit the SACE website, particularly the Students section and the Learning section.

Students are encouraged to read a copy of the Achieve handbook, and to talk with their teachers about their study options.

www.sace.sa.edu.au

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SACE Course Planner

CREDITS

You must complete the St 1 Personal Learning Plan (10 credits),

You must achieve either and A, B, C or equivalent grade in this subject.

PERSONAL LEARNING PLAN 10

You must complete at least 20 credits* towards literacy at Stage 1 level. Choose from a range of Stage 1 English subjects or courses.

You must achieve either and A, B, C or equivalent grade in these subjects.

You must complete at least 10 credits* towards numeracy at Stage 1 level. Choose from a range of Stage 1 Mathematics subjects or courses.


Subtotal:

You must complete other subjects (free choice) worth 90 credits at either Stage 1 or Stage 2 level *.


Subtotal:

You must complete the Stage 2 Research Project (10 credits).


RESEARCH PROJECT 10

You must complete Stage 2 subjects to a total of at least 60 credits.


Subtotal:

To gain your SACE, you must earn 200 credits TOTAL:

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

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1CVC10 Stage 1 Creative Arts – CRAFT (A & B) One semester each

Subject overview Creative Arts ‐ Craft A runs in Semester 1 and Creative Arts ‐ Craft B in Semester 2.

Both are stand alone 10 credit subjects. Students can undertake both to make a full year subject.

Within Creative Art students look at contemporary craft practitioners, forms, materials and techniques. They have an opportunity to explore and use a range of materials to produce some exploration and finished works.

Course Content

In consultation with the teacher, students can individually negotiate both their Craft Skills Investigation and Product. Students are encouraged to explore, develop and extend their knowledge of contemporary craft, concept development, materials and techniques. This is achieved through self‐investigation and teacher support. The course will include investigation and development of practical and literacy skills each semester. Opportunity exists for students to practising and refining skills, experimenting with or exploring materials, techniques.

Assessment 10 credit course requirements 1 x Product and back up Folio: 50% 1 x Craft Skills: 35% 1 x Investigation Study: 15% This is a School Based assessed course.

Note Ideally it would be beneficial to students to have some Art or Craft experience to enter Stage 1 Creative Arts, however not essential. Creative Arts will provide a strong foundation for students who wish to continue with Creative Arts‐ Craft or Visual Arts‐ Art and Design at Stage 2 level.

1CVD10 Stage 1 Creative Arts – DIGITAL PHOTOGRAPHY One semester

Subject overview In Creative Arts students participate in the development and the presentation of finished or realised creative arts products. Students will deepen their understanding of the techniques and processes used in creating quality photographic products. They will develop their understanding of DSLR camera settings and good image composition to create aesthetic photographs according to personal interests and chosen style / theme.

Course Content

Through research of professional photographers, students will work towards developing a personal portfolio of their own photos and produce an exhibition of images. Photoshop software is used to process and enhance photographs. Creative image production is also explored to extend skills in personal interests.

Assessment Investigation of Photographer/ Theme 20% Folio 20% Product (Exhibition of Photographs) 60%

Note Nil

1CVM10 Stage 1 Creative Arts – MULTIMEDIA One semester

Subject overview Students will develop their understanding of emerging technology being applied in a range of industry situations. They will develop their technical skills in making their own products to solve authentic community needs or personal interests.

Course Content

Students may elect to create digital products such as:

Interactive multimedia / Website creation

Video Animation

App design Game making.

Students will negotiate tasks and focus on effective planning, image production and processing, and the technical aspects of software use. They will develop a personal portfolio of their products.

Assessment Multimedia Skills Extension 20% Folio 20% Product 60%

Note Nil

Stage 1 THE ARTS

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1DRM10 Stage 1 DRAMA One semester

Subject overview In Drama students participate in the planning, rehearsal, and performance of dramatic work.

Course Content

Drama consists of three areas of study:

Presentation of Dramatic works involves participation as an on or off‐stage practitioner in the planning, rehearsal, and performance of a dramatic work as part of a group. The dramatic work can be an original work, or excerpts from, or a complete, established work. Dramatic Theory and Practice allows students to explore the ways in which theories and practices have shaped, and continue to shape, drama. Understanding is demonstrated through written, oral, and practical tasks. Individual Investigation and Presentation allows students to choose and investigate an area of study in the dramatic arts that is of interest to them. A student’s own cultural background, dramatic ability, prior knowledge, and experience may be a starting point for this area of study.

Assessment Assessment Type 1: Performance Assessment Type 2: Folio Assessment Type 3: Investigation and Presentation.

Note Prior study of Year 10 Drama is highly recommended. There is a compulsory excursion for this subject at a cost of approximately $30.

tba Stage 1 MUSIC One semester

Subject overview

Students may choose one or two semesters of Stage 1 Music. Students MUST speak with Music Staff to be individually counselled into the appropriate course. The subject consists of the following strands:

Understanding music

Creating music

Responding to music Students develop an understanding of the elements of music and apply this understanding to create their own music as performances, arrangements or compositions. They develop their music literacy through responding to and reflecting on their own and other’s’ musical works.

Course Content

The Music Experience program is designed for students with emerging musical skills and it provides opportunities for students to develop their musical understanding and skills in creating and responding to music. This program provides a pathway to Music Performance and/or Music Exploration at Stage 2 level.

The Music Advanced program is designed to extend students’ existing musical understanding and skills in creating and responding to music. This program provides a pathway to Music Performance, Music Expressions and/or Music Explorations at Stage 2 level.

Assessment Assessment Type 1: Creative Works – Students explore and apply their musical understanding, skills and techniques to develop, refine and present their musical works. Assessment Type 2: Musical Literacy – Students develop their musical literacy to communicate musical ideas using appropriate musical terminology. They develop the ability to make informed judgments about their performances, arrangements and/or compositions, and reflect on their own creative works.

Note

This course involves rehearsals and performances that may take place out of school hours. It is an expectation that students selecting Stage 1 Music are learning a musical instrument or voice, and will participate in all performances as required.

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1VAA10 Stage 1 Visual Arts – ART (A & B) One semester each

Subject overview Visual Arts ‐ Art A runs in semester 1 and Visual Arts ‐ Art B in semester 2.

Both are stand alone subjects which may be combined to form a full year. In Visual Arts students are involved in both artistic and crafting methods and outcomes. The processes of creation in both art and craft include the initiation and development of ideas, research, analysis, exploration, experimentation with media and technique, through to the resolution and production of practical work. Visual Arts engages students in conceptual, practical, analytical, and contextual aspects of creative human endeavour. It emphasises visual thinking, investigation, the ability to develop ideas and concepts, refine technical skills, and produce imaginative solutions. Students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts.

Course Content This subject includes both artistic and crafting methods and outcomes, including the development of

ideas, research, analysis and experimentation with media and techniques, resolution and production.

Assessment Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via two components – Product and Folio.

Note Nil

1VAD10 Stage 1 Visual Arts – DESIGN (A & B) One semester each

Subject overview Visual Arts – Design A runs in semester 1 and Visual Arts ‐ Design B in semester 2.

Both are stand alone subjects which may be combined to form a full year. In Visual Arts students are involved in both artistic and crafting methods and outcomes. The processes of creation in both art and craft include the initiation and development of ideas, research, analysis, exploration, experimentation with media and technique, through to the resolution and production of practical work. Visual Arts engages students in conceptual, practical, analytical, and contextual aspects of creative human endeavour. It emphasises visual thinking, investigation, the ability to develop ideas and concepts, refine technical skills, and produce imaginative solutions. Students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts.

Course Content

Visual Arts ‐ Design includes graphic and communication design, environmental design, Fashion Design and product design. It emphasises defining the problem, problem solving approaches, the generation of solutions and/or concepts and the skills to communicate resolutions.

Assessment Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via two components – Product and Folio.

Note Nil

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1CCP10 (A&B) Stage 1 ARCHITECTURE (A & B) One semester each

Subject overview

Architecture A runs in Semester 1 and Architecture B in semester 2

Both are stand‐alone subjects which can be studied independently or combined to form a full year.

From 2018, Architecture A&B is a new focus within the subject Communications Products, offering students scope for building vastly more complex models than previously achievable. Emphasis is placed on skill development and design, were programs are combined to form the best possible solution to problems. Students will work with a range of programs as they design, develop and display their work. Students are given much more design scope than previously achievable and are taught costing and project management techniques.

Course Content

Students examine architectural programs and learn process through a variety of challenge based activities. Students apply design principles to their products and are encouraged to make increasingly independent design decisions to find their own best possible solution.

Assessment

Assessment will be based on; Practical tasks (60%), Materials Application Tasks (20%), Design Folio (20%)

Note Nil

1MMP10F (A&B) Stage 1 INDOOR PRODUCTS: FURNITURE (A & B) One semester each

Subject overview

Indoor Products: Furniture A runs in Semester 1 and Indoor Products: Furniture B in Semester 2

Both are stand‐alone subjects that can be studies individually or can be combined to form a full year.

From 2018, Indoor Products: Furniture A&B is a new focus within the subject Material Products, offering students scope for building vastly more complex products than previously achievable. Emphasis is placed on skill development and design, where materials are combined to form the best possible solution to problems. Students will work with a range of materials including metals and timber products. This course us centred around students designing and building their own piece of furniture. Students are given much more design scope than previously achievable.

Course Content


Assessment

Assessment will be based on: Practical tasks (60%), Materials Application Tasks (20%), Design Folio (20%)

Note There is a compulsory materials charge of $100.00per semester associated with this course.

from 2019 Stage 1 Systems & Robotics – DRONE DESIGN & ENGINEERING (A & B)

Subject overview Commencing in 2019: SACE Code 1SSP10 – Systems & Control Products

A & B variant will be able to be combined for a full year course This will allow students to continue with robotics/STEAM pathway.

Course Content Will be finalised prior to 2019 subject selection and Course Counselling

Assessment Will be finalised prior to 2019 subject selection and Course Counselling

Note This will allow students to continue with robotics/STEAM pathway.

Stage 1 BUSINESS, ENTERPRISE & TECHNOLOGY

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1MMP10S (A&B) Stage 1 OUTDOOR PRODUCTS: SKATE (A & B) One semester each

Subject overview

Outdoor Products: Skate A runs in Semester 1 and Outdoor Products: Skate B in Semester 2

Both are stand‐alone subjects that can be studied independently or combined to form a full year.

From 2018, Outdoor Products: Skate is a new focus within the subject Material Products, offering students scope for building vastly more complex products than previously achievable. Emphasis is placed on skill development and design, where materials are combined to form the best possible solution to problems. Students will work with a range of materials including metals and timber products. This course is centred around students designing and building their own piece of skate/scooter/BMX park apparatus, however, scope is given to move outside of these bounds if students have interests in other outdoor pursuits. Students are given much more design scope than previously achievable and are taught costing and project management techniques.

Course Content

Students learn and apply joining techniques with metals and timber. MIG welding, basic lathe operations and metal fabrication is combined with woodworking techniques to create purposeful and quality products. The significantly different properties of materials are explored and applied, making products of increased complexity and quality.

Assessment Assessment will be based on; Practical tasks (60%), Materials Application Tasks (20%), Design Folio (20%)

Note There is a compulsory materials charge of $100.00 per semester associated with this course.

1WPS10 Stage 1 WORKPLACE PRACTICES One semester

Subject overview

Workplace Practices is particularly suited to students currently employed on a part‐time or casual basis, undertaking Vocational Education & Training (VET) or a school‐based apprenticeship/traineeship. In Workplace Practices students develop knowledge, skills and understandings of the nature, type and structure of the workplace. Students will learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices and local, national and global issues in an industry and workplace context. Students can undertake learning in the workplace to develop and reflect on their capabilities, interests and aspirations.

Course Content

Students will undertake two of the following topics:

Future Trends in the World at Work

The Value of Unpaid Work to Society

Workers’ Rights and Responsibilities

Career Planning

Negotiated Topic

Work Placement: Students MUST undertake 25 – 30 hours of work placement. This can be via an existing part‐time/casual job, through volunteer work, work placement for a VET course, caring, work experience or a combination of these.

Assessment Assessment at Stage 1 is school‐based. Students’ learning will be assessed through four assessments, each with a weighting of at least 20%. There will be at least one assessment for the folio, one assessment for the performance and at least one assessment for the reflection

Note Nil

54

1PLP10 Stage 1 PERSONAL LEARNING PLAN One semester

Subject overview

The Personal Learning Plan (PLP) is a compulsory 10 credit subject of the South Australian Certificate of Education (SACE). Students must achieve a C grade or better to successfully complete the PLP with opportunities to add further evidence of learning at any stage during their SACE studies. Students undertake the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12, however, if not undertaken in Year 10 it must be completed in Year 11.

Course Content

The PLP helps students plan for their future by:

making informed decisions about the subject selection in Years 11 and 12, and any course outside of school

identifying possible career choices and ideas for community service

considering how best to prepare for their career options and other goals Students will undertake the following topics: All about Me, Career Planning, World of Work and Capability Development.

Assessment The following assessment types enable students to demonstrate their learning: Assessment Type 1: Folio Assessment Type 2: Review. Students provide four or five pieces of evidence of their learning for assessment. Each assessment type should have a weighting of at least 20%.

Note A Modified Personal Learning Plan (code: 1PLM10) is available for students with significant disabilities and assists them to plan for their future and to choose other modified subjects that they might want to study. Students who complete a Modified PLP gain credit towards the SACE but will not receive a grade or score. Achievement will be recorded as either ‘completed’ or ‘not completed’.


Subject overview Students work within home groups each week and participate in activities to enrich their personal development. The Pastoral Care program is supported by outside presenters and excursions.

Course Content

Topics covered include Study Skills and Time Management; Mental Wellbeing and Beyond Blue; Charity Research as well as other topics which may present from time to time and which are seen to impact on the students’ lives.

Assessment Assessment is based around engagement, collaboration and independent skills, but does not attract SACE credits.

Note Nil

1COM10 (A&B) Stage 1 COMMUNITY STUDIES A & B One semester each

Subject overview

Community Studies provides students with insights into the ways in which communities are shaped and operate. It offers students the opportunity to learn in a community context, both within and beyond the school environment. The community provides the framework in which students develop capabilities that enable them to contribute actively and successfully to community activities. In interacting with teachers, peers, and community members, students use their experiences as a means of achieving personal growth and gaining an awareness of social identity.

Course Content

At Stage 1, and in Community Studies A, students complete a contract of work, including a community activity, and a reflection on their learning experiences. In Community Studies B, students complete a folio of evidence of their learning in a field of study, and report and reflect on a community application activity. An identifying feature of this subject is the autonomy it gives students in deciding the focus and direction of their community activity/community application activity. Students expand and enhance their skills and understanding in a guided and supported learning program, by beginning from a point of personal interest, skill, or knowledge, and setting challenging and achievable goals. Students develop their ability to work independently and to apply their knowledge and skills in practical ways in their communities.

Assessment The following assessment types enable students to demonstrate their learning in St 1 Community Studies: Assessment Type 1: Contract of Work Assessment Type 2: Reflection.

For a 10‐credit and a 20‐credit subject, students should provide evidence of their learning through the completion of a contract of work, which involves each of the two assessment types. The nature, scope, and depth of the community activity should be reflected in the time allocated to a 10‐credit or a 20‐credit subject.

Note Where a community activity is undertaken in a group context, each student must present evidence of individual learning so that it can be assessed against the performance standards.

Stage 1 CROSS DISCIPLINARY LEARNING

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20 credits of English at Stage 1 level is a compulsory requirement of SACE.

1ESH10 Stage 1 ENGLISH Full Year

Subject overview English requires students to identify and analyse the ways ideas and meaning in texts are influenced by

purpose, context and audience, as well as how language, stylistic features and conventions are used to convey ideas and perspectives. Students create oral, written and multimodal texts for particular purposes, contexts and audiences which demonstrate knowledge and understanding of accurate spelling, punctuation, syntax, and conventions.

Course Content In responding to texts, students explore the human experience and the world through reading and examining a

range of texts, including Australian texts, and making intertextual connections. They demonstrate their understanding by producing analytical essays, articles, blogs, websites, documentaries or oral reflections.

In creating texts, students create imaginative, interpretive, and/ or persuasive texts for different purposes, contexts and audiences in written, oral and/ or multimodal forms. The text type and mode chosen should be appropriate for the intended purpose, context and audience. Examples include websites, narrative, magazine article, advertisements and digital slide shows.

The Intertextual Study allows students to reflect on their understanding of intertextuality by analysing the relationships between texts, understanding intertextual references within texts and connecting texts with their own experiences or beliefs. Areas of study could include two texts by the same author, two texts of the same text type or texts covering the same topic.

Assessment Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Assessment Type 3: Intertextual Study Students provide evidence of their learning through four tasks per semester, one of which must be in oral form.

Note To meet SACE requirements students must achieve a ‘C’ grade or better for an English subject.

1ETE10 Stage 1 ESSENTIAL ENGLISH Full Year

Subject overview Essential English focuses on the development of students’ skills in communication, comprehension, language

and text by through responding to and creating texts.

Course Content In responding to texts, students consider a variety of ways in which texts communicate information, ideas, and

perspectives. They explore the structures and features and the context, purpose, and audience of texts.

In creating texts, students examine the links between language and the context in which texts are produce, and develop their skills in using appropriate vocabulary, accurate spelling, punctuation and grammar to enable effective communication in a range of contexts.

The range of texts explored may include websites, films, speeches, community texts, workplace documents, advertisements, magazine articles, film, video games or fiction.

Assessment Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Students provide evidence of their learning through four tasks per semester

Note To meet SACE requirements students must achieve a ‘C’ grade or better for an English subject.

Stage 1 ENGLISH

56

1CSD10A Stage 1 CHILD STUDIES A One semester

Subject overview

St1 Child Studies A runs in Semester 1 and St 1 Child Studies B runs in Semester 2

Both are stand‐alone subjects which can be studies independently or combined to make a full year subject

This course focuses on children’s well‐being and development from birth to eight years old. Students examine developmental areas and milestones. Students will use and develop a variety of research, management and practical skills. Students participate in a practical, which caters for primary school aged children.

Course content CHILD STUDIES A:

Play Development: characteristics of play, physical and cognitive milestones. Sleep Safety: safety, guidelines, legislation, responsibilities and relative developmental milestones. Menu Planning: nutrition, portioning, presentation, costing, dietary requirement and conditions. Investigation: sources and impacts of premature sexualization, legislation, guidelines, responsibility and solutions.

Assessment Practical Activity 40% Group Activity 30% Investigation 30% All assessments, excluding the investigation, can be presented in written, oral or multi‐modal form

Note There is a compulsory charge of $50.00 associated with each semester of Child Studies to cover materials for assessment including fabrics, ingredients and the simulated baby unit.

1CSD10B Stage 1 CHILD STUDIES B One semester

Subject overview

St1 Child Studies A runs in Semester 1 and St 1 Child Studies B runs in Semester 2

Both are stand‐alone subjects which can be studies independently or combined to make a full year subject

This course focuses on children’s well‐being and development from birth to eight years old. Students examine developmental areas and milestones. Students will use and develop a variety of research, management and practical skills. Students participate in a practical, which caters for primary school aged children.

Course content

CHILD STUDIES B: Nature Play: characteristics of nature play, benefits, logistics and developmental connections. Children’s Television Programs: rights and safety, legislation, responsibilities, developmental milestones. School Lunches: nutrition, portioning, presentation, costing, dietary requirements, assessing guidelines and current practices. Investigation: parenting styles, discipline, rights and legislation


Note There is a compulsory charge of $50.00 associated with each semester of Child Studies to cover materials for assessment including fabrics, ingredients and the simulated baby unit.

Stage 1 HEALTH AND PHYSICAL EDUCATION

57

1FOH10 Stage 1 FOOD AND HOSPITALITY One semester

Subject overview

This course focuses on industry trends, practices, legislation and standards. Students examine developmental areas and milestones. Students will use and develop a variety of research, management and practical skills. Students participate in class practical lessons as well as running a Café and catering for school events.

Course content

Dare to Éclair: Investigating the trend of eclairs, methods and techniques, practical planning of ingredients and time. Modern Café Lunch: food safety, planning main meals, presentation techniques and serving customers. Event Catering: planning and managing catering for a school event, ordering and preparing food in large numbers. Investigation: food sustainability, industry waste, establishment practices and solutions.


Note There is a compulsory charge of $50.00 associated with this course to cover materials for assessment including ingredients.

1HEH10 Stage 1 HEALTH One semester

Subject overview Students must have successfully studied Yr 10 HPE – Advanced in order to do this subject

Students recognise the various factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living, and caring for themselves and the environment. They develop skills to consider how changing social structures, community values, environmental issues, and new technologies affect the health and wellbeing of individuals and communities. Stage 1 Health provides the opportunity for teachers and schools to develop programs that suit the local needs of students.

Course content

Core concept 1: Ways of Defining Health

Definition, indicators and components of health

Responsibility and maintenance of health

The social body

Core Concept 2: Health Literacy

Health literacy and cultural diversity

Assessment Issues Response 40% Group Activity 30% Investigation 30% All assessments, excluding the investigation, can be presented in written, oral or multi‐modal form.

Note There will be a compulsory charge of approx $30.00 associated with practical tasks.

1OUE10 Stage 1 OUTDOOR EDUCATION (A & B) One semester each

Subject overview

Outdoor Education A runs in semester 1 and Outdoor Education B in semester 2.

Both are stand‐alone subjects which can be combined to make a full year course.

In Outdoor Education students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students develop skills in risk management and safety management and reflect on environmental practices.

Course content

Outdoor Education A: Basic map reading; two one‐day adventure activity excursions; Bushcraft skills and Basic First Aid; Two‐day snorkelling at Victor Harbor; Pre‐camp kayaking skill assessment; Three‐day Coorong kayaking expedition.

Outdoor Education B: Navigation and Orienteering; Orienteering; Bushcraft skills and Basic First Aid; Two‐day surfing at Victor Harbor; Two one‐day Adventure Activity excursions; Pre‐camp skills excursion; Three‐day bushwalking expedition.

Assessment Assessment at Stage 1 level is school‐based. Students demonstrate evidence of their learning and skills through the 3‐day expedition, folio and environmental impact studies.

Note There will be various compulsory charges associated with this subject to cover the activities which could total up to $300.00 per semester.

58

1PHE10 Stage 1 PHYSICAL EDUCATION (A & B) One semester each

Subject overview Students must have successfully studied Yr 10 HPE – Advanced in order to do this subject

Physical Education A runs in semester 1 and Physical Education B in semester 2.

Both are stand‐alone subjects which can be combined to make a full year course.

In Physical Education students should develop a greater insight into the significance of physical activity as it relates to sport, health, fitness and recreation. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations.

Course content

Physical Education A: Practical units will come from Badminton, Aquatics, Indoor Soccer and Basketball. Theory units include Skill Acquisition, Factors Affecting Learning, Psychology of Learning and Biomechanics. There will also be an Issues Study.

Physical Education B: Practical units will come from Volleyball, Tennis, Golf, Touch Football and Indoor Cricket. Theory units include Energy Sources for Physical Performance, Training and Evaluation of Physical Performance, Physiological Factors affecting Performance and an Issues Study.

Assessment Practical units 60% Folio Tasks 30% Exam 10%

Note There will be a compulsory charge of $60.00 associated with the Aquatics unit (St 1 PHE10A).

59

1ANT10 Stage 1 ANCIENT STUDIES One semester

Subject overview

In Stage 1 Ancient Studies, students investigate how the ancient world between 200BCE and 500 BCE is and has been represented through a focussed study of at least 1 ancient civilisation.

Course content

Students study the following in relation to an ancient civilization of their choosing: 1. Core Compulsory: “Understanding Ancient History” and 2. Any two of the following additional topics

Art, architecture, and technology

Warfare and conquest

Social structures, slavery, and everyday life

Beliefs, rituals, and mythology

Creative representations

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning by completing 4 assessment tasks in the following two assessment types:

Type 1: Skills and Applications Type 2: Inquiry

Note Nil

1GHY10 Stage 1 GEOGRAPHY One semester

Subject overview Through the study of Geography, students get to investigate and make sense of their world through the

investigation of specific themes. Fieldwork, in all its various forms, is central to the study of geography as it enables students to develop their understanding of the world through direct experience.

Course content

Students choose topics from the following three themes Theme 1: Sustainable Places

Topic 1: Rural and/or remote places Topic 2: Urban places Topic 3: Megacities.

Theme 2: Hazards Topic 4: Natural Hazards Topic 5: Biological and Human Induced Hazards.

Theme 3: Contemporary Issues Topic 6: Local Issues Topic 7: Global Issues.

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning by completing 4 assessment tasks in the following two assessment types:

Assessment Type 1: Geographical Skills and Applications

Assessment Type 2: Fieldwork Note Nil

1MOD10 Stage 1 MODERN HISTORY One semester

Subject overview

In the study of Modern History at Stage 1 level, students explore changes within the world since 1750. This occurs by examining developments and movements, the ideas that inspired them as well as their short and long‐term consequences on societies, systems, and individuals.

Course content

In Stage 1 Modern History students study at least 2 of the topics below: Topic 1: Imperialism Topic 2: Decolonisation Topic 3: Indigenous Peoples Topic 4: Social Movements Topic 5: Revolution Topic 6: Elective.

Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning by completing 4 assessment tasks, in the following two assessment types. Assessment Type 1: Historical Skills Assessment Type 2: Historical Study

Note Nil

Stage 1 HUMANITIES AND SOCIAL SCIENCES

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1TOS10 Stage 1 TOURISM One semester

Subject overview In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism

industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller on local, national and global scales.

Course content

Topics include: Investigating the History of Tourism Exploring Tourism in the Local Area Examining Local Impacts of Tourism Preparing for International Travel Understanding the Role of Organisations and Government in Tourism Examining Tourism and Technological Change Appreciating Tourism in Australia Investigating Tourism Markets Understanding Tourism and Natural Environments Tourism Industry Skills Negotiated Topic

Assessment Students will demonstrate evidence of their learning by completing 4 assessment tasks, one from each of the following assessment types: Type 1: Case Study Type 2: Source Analysis Type 3: Practical Activity Type 4: Investigation

Note This subject is recommended for students wishing to undertake Stage 2 Tourism and a related university pathway. At least one excursion per semester can be expected at a small cost to the student.

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Special note to Spanish students – applicable to 2018 subject selection only:

Students who have taken Yr 10 Spanish during 2017 have undertaken an advanced year 10 course in preparation for this one‐year interim program. Students must have successfully completed Yr 10 Spanish in 2017 prior to selecting Spanish in 2018.

This is a special program for 2018 subject selections only. From 2019 Spanish will run to the more traditional program of St 1 Spanish – Continuers in Year 11, and St 2 Spanish – Continuers in Year 12.

2SPB20 Stage 2 SPANISH ‐ BEGINNERS Full year

Subject overview The language to be studied and assessed is the modern standard version of Spanish. Students should be aware

of different levels of language, for example, formal and informal. This includes the use of colloquialisms, where they are appropriate, and an awareness of regional differences. It should be noted that, where regional variants are used, it is also important to provide internationally recognised alternatives.

Course content

This is an interstate assessed language.

The prescribed themes and topics should be studied from two interdependent perspectives: The Personal World The Spanish‐speaking Communities.

Through the perspective ‘The Personal World’, students use Spanish to express and share ideas about their own activities and those of others relating to daily life and transactions in their own context.

Through the perspective ‘The Spanish‐speaking Communities’, students enquire about and express ideas in Spanish. This enables them to participate appropriately and understand a range of values, attitudes, and practices in communities where [Language] is spoken.

There are three interconnected prescribed themes: Relationships Lifestyles Experiences.

Students study prescribed topics within the themes. These topics provide the contexts for a range of assessments related to the learning requirements of interacting, creating texts, and interpreting texts. Not all topics will require the same amount of study time. A number of subtopics are also suggested.

Students should study a range of spoken, written, and multimodal texts in [Language] in their treatment of the themes and topics.

Assessment School Assessment (70%) Assessment Type 1: Interaction (30%) Assessment Type 2: Text Production (20%) Assessment Type 3: Text Analysis (20%)

External Assessment (30%) Assessment Type 4: Examination (30%).

Note Enrichment excursions may incur an additional cost on occasion.

Stage 1 LANGUAGES

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10 credits of Mathematics at Stage 1 level is a compulsory requirement of SACE. It is recommended that a full year of Mathematics is undertaken at Stage 1 level.

Students wishing to study Maths at Stage 2 level should check with the Maths Curriculum Coordinator to ensure they are selecting the appropriate Stage 1 subject.

1MEM10 Stage 1 ESSENTIAL MATHEMATICS (1 & 2) One semester each

Subject overview

Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem solving in everyday and workplace contexts. Students apply their mathematics to diverse settings that apply to everyday life beyond school. In Essential Mathematics there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways. This subject is intended for students planning to pursue a career in a range of trades or vocations.

Course content

3 topics from the list below are studied in each semester:

Calculations, Time, and Ratio

Earning and Spending

Geometry

Data in Context

Measurement

Investing

Assessment Four school based assessments comprised of:

At least 2 skills and applications tasks and

At least 1 folio task.

Note Nil

1MGM10 Stage 1 GENERAL MATHEMATICS (1 & 2) One semester each

Subject overview

General Mathematics allows students to use mathematical skills in practical problem solving. The topics cover a diverse range of applications of mathematics that are part of life outside and beyond school. Successful completion of this subject at Stage 2 prepares students for entry to tertiary courses requiring a non‐specialised background in mathematics.

Course content 3 topics per semester are studied from the following:

Investing and borrowing

Measurement

Statistical Investigation

Applications of Trigonometry

Linear Functions and their Graphs

Matrices and Networks.



At least 1 mathematical investigation

Note Nil

Stage 1 MATHEMATICS

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1MAM1011 & 1MAM1022

Stage 1 MATHEMATICS (1 & 2) One semester each

Subject overview

Stage 1 Mathematics 1 runs in semester 1 and Mathematics 2 runs in semester 2.

Students who wish to undertake Stage 2 Mathematical Methods must study both Mathematics 1 and Mathematics 2 at Stage 1 level.

Students who wish to undertake Stage 2 Specialist Mathematics must successfully complete Mathematics 1, 2 and 3 at Stage 1 level.

Stage 1 Mathematics 1 and 2 uses complex and sophisticated pure mathematics to describe and analyse physical processes and develop a deep understanding of the physical world. Stage 1 Mathematics 1 and 2 provides the foundation for further study in mathematics, economics, computer sciences, and the sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences. When studied together with Mathematics 3, this subject can be a pathway to engineering, space science, and laser physics.

Course content Stage 1 Mathematics 1 & 2 consists of the following list of six topics:

Functions and graphs

Trigonometry

Counting and Probability

Statistics

Growth and Decay

Introduction to Differential Calculus.




Note Nil

1MAM1032 Stage 1 MATHEMATICS (3) Semester 2

Subject overview

St 1 Mathematics 3 runs in semester 2.

St 1 Mathematics 1 should be successfully completed before undertaking St 1 Mathematics 3.

Students who wish to undertake Stage 2 Specialist Mathematics must successfully complete Mathematics 1, 2 and 3 at Stage 1 level.

St 1 Mathematics 3 aims to provide students with the highest level of Mathematical knowledge and skills in preparation for careers in areas such as engineering, computer science, mathematics and science. Students will develop their algebraic and geometric skills, develop proofs and problem‐solve in a variety of contexts.

Course content

The course content includes:

Sequences & Series

Geometry

Vectors

Trigonometry

Matrices

Complex Numbers




Note Nil

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1AGU10 Stage 1 AGRICULTURE (A & B) One semester each

Subject overview

Agriculture A runs in Semester 1 and Agriculture B in Semester 2.

Both are stand‐alone subjects which can be combined to make a full year subject. Students analyse benefits and risks of different methods of agricultural production, and develop their awareness of how agriculture impacts on their lives, society, and the environment. They develop skills in critical thinking that inspire them to explore strategies and possible solutions to address major challenges now and in the future related to the global food supply. They explore and understand agricultural science as a human endeavour, and are encouraged to pursue future pathways, including in agriculture, horticulture, land management, agricultural business practice, natural resource management, veterinary science, food and marine sciences, biosecurity, and quarantine.

Course content Agriculture A

Principles of Agriculture Enterprise Management

‐ Sheep and vines focus

Agriculture B

Principles of Agriculture Enterprise Management

‐ Cattle and crops/pasture focus

Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: Agricultural Reports (60%) and Applications Tasks (40%).

Note Students must wear sturdy, fully covered footwear.

1BGY10 Stage 1 BIOLOGY (1 & 2) One semester each

Subject overview

Biology 1 runs in semester 1 and Biology 2 in semester 2.

It is strongly recommended Biology 1 is successfully completed before Biology 2 is attempted. Students investigate the structure and function of a range of living organisms, how they interact with each other, and with their environments. Students conduct research into local ecosystems and participate in debates about how biology impacts on their lives, on society, and on the environment. There is a focus on practical activities, with theory being demonstrated through practical application wherever possible. Students will have the opportunity to carry out surveys of local animal populations, explore habitats in local ecosystems, model cellular process as well as many other activities.

Course content

Students will study the following topics in each semester course. Biology 1 Topic 1: Infectious Disease Topic 2: Cells and Microorganisms

Biology 2 Topic 3: Multicellular Organisms Topic 4: Biodiversity and Ecosystem Dynamics


At least one practical investigation

One ‘Science as a Human Endeavour” investigation

At least one skills application task

Note Nil

Stage 1 SCIENCES

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1CEM10 Stage 1 CHEMISTRY (1 & 2) One semester each

Subject overview

Chemistry 1 runs in semester 1 and Chemistry 2 in semester 2.

It is strongly recommended Chemistry 1 is successfully completed before Chemistry 2 is attempted. Chemistry involves investigating the properties, uses, methods of production and reactions of materials. It also includes a study of the social and environmental impact of materials and chemical processes. There is a focus on practical activities, with theory being demonstrated through practical application wherever possible. Students have to opportunity to make chemical compounds, create perfume, electro‐plate metal, produce fire‐proof materials as well as many other activities.

Course content

Students will study the following topics in each semester course. Chemistry 1 Topic 1: Materials and their Atoms Topic 2: Combinations of Atoms Topic 3: Molecules

Chemistry 2 Topic 4: Mixtures and Solutions Topic 5: Acids and Bases Topic 6: Redox Reactions





Note Nil

1NUT10 Stage 1 NUTRITION One semester

Subject overview

Students of Nutrition are presented with up‐to‐date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. Students explore the links between food, health and diet‐related diseases, with the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous and global concerns and associated issues. They investigate methods of food production and distribution that affect the quantity and quality of food and how these influence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes.

Course content

Students undertake the study of two or three topics, which may include:

Macro and Micro Nutrients

Australian Dietary Guidelines and Nutrition in the Lifecycle Fresh versus Processed Foods

Contaminated Food

Psychology of Food Marketing

Safe Food Handling

Assessment Assessment is school based and will involve:

Investigations Folio (practical investigations and an issues investigation)

Skills & Applications Tasks (tests)

Note Nil

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1PYI10 Stage 1 PHYSICS (1 & 2) One semester each

Subject overview

Physics 1 runs in semester 1 and Physics 2 in semester 2.

It is strongly recommended Physics 1 is successfully completed before Physics 2 is attempted.

It is highly recommended that a full year of St 1 Physics is successfully completed before attempting Stage 2 Physics

Physics offers opportunities for students to understand and appreciate the physical world at its most fundamental level – matter and energy. This gives a powerful insight into the forces that shape our universe and lead to a better understanding of the other sciences such as chemistry and biology. There is a considerable focus on practical activities, with theory being demonstrated through practical application wherever possible. Students will have the opportunity to build bottle rockets, electric motors, electrical circuits as well as many other activities.

Course content

Students will study the following topics in each semester course. Physics 1 Topic 1: Linear Motion and Forces Topic 4: Energy and Momentum Topic 3: Heat

Physics 2 Topic 2: Electric Circuits Topic 5: Waves Topic 6: Nuclear Models and Radioactivity





Note Nil

1PSC10 Stage 1 PSYCHOLOGY (A & B) One semester each

Subject overview

Psychology A runs in semester 1 and Psychology B in semester 2.

They are run as two independent 10‐unit subjects which can be combined to make a full year (20 units).

It is highly recommended that one semester of St 1 Psychology is successfully completed before attempting Stage 2 Psychology.

Psychology is the study of human behaviour. It addresses the ways that behavioural patterns develop and can change. Students learn that the psychological evidence, theories and principles address four levels of explanation of human behaviour ‐ biological, basic processes, person and socio‐cultural. Studying Psychology enables students to better understand their own behaviours and the behaviours of others, and has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure.

Course content

Topics will include a selection from the following:

Introduction to Psychology

Social behaviour

Intelligence

Cognition

Brain & behaviour

Human psychological development

Emotion.

Assessment Assessment is school based and will involve:

Investigations Folio (practical investigations and an issues investigation)

Skills & Applications Tasks (tests)

Note Nil

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2CVA20 Stage 2 Creative Arts ‐ ART Full year

2CVC20 Stage 2 Creative Arts – CRAFT Full year

2CVD20 Stage 2 Creative Arts ‐ DESIGN Full year

Subject overview Students actively participate in the development and presentation of creative arts products. Focused

study of the work of creative arts practitioners provides students with in‐depth knowledge of the nature of their work and their roles and responsibilities within the creative arts. Students build a personal aesthetic by working in the creative arts and appraising creative arts products.

Course content

Product ‐ Students develop and present two creative arts products. One product may be experimental and used to prepare for the other product, or the products may be unrelated and enable students to explore and develop different knowledge, skills, and understanding.

Investigation ‐ Students undertake two investigations to a maximum of 1000 words each if written, or a maximum of 6 minutes each for an oral presentation, or the equivalent in multimodal form; or one investigation to a maximum of 2000 words if written or a maximum of 12 minutes for an oral presentation, or the equivalent in multimodal form.

Practical Skills ‐ Students are required to: conduct a focused exploration, application, and evaluation of a skill or skills appropriate to

their preferred area of the creative arts provide documentation of the key phases of the skills exploration and application present an evaluative response.

This is designed to enable students to further develop, refine, and apply their creative arts skills, provide samples of these skills, and evaluate the ways in which their skills have developed and improved.

Assessment Students provide evidence of their learning through five assessments, including an external assessment component. Assessment weighting of content: Product 50%; Investigation: 20%; Practical Skills 30%

Note Nil

2DRM20 Stage 2 DRAMA Full year

Subject overview

In Drama students participate in the planning, rehearsal, and performance of dramatic work.

Course Content

Drama at Stage 2 is based on the following four areas of study: Group Analysis and Creative Interpretation In this area of study, students work in groups to analyse a play‐script or the work of a dramatic innovator, and devise creative interpretations of these works in practical and collaborative ways to create Assessment Type 1: Group Presentation. Review and Reflection In this area of study, students expand their knowledge and understanding of drama as a performing art, developing their skills of observation, analysis, and criticism, and their ability to apply arts‐specific terminology. Interpretive Study This area of study gives students the opportunity to explore in depth a specific play‐script or the work of a dramatic innovator. In doing so, they learn to investigate, analyse, and communicate their interpretation of concepts and ideas about play‐scripts and innovators. Presentation of Dramatic Works students undertake either: a group performance or a related off‐stage presentation or an individual performance or presentation.

Students are expected to participate in extensive out‐of‐hours rehearsals and performances, and attend theatre performances at an additional cost of around $30 per student.

Assessment Assessment Type 1: Group Presentation (20%) Assessment Type 2: Folio (30%) Assessment Type 3: Interpretative Study (20%) Assessment Type 4: External Assessment Performance (30%).

Note Prior study of Stage 1 Drama is essential. Students are expected to participate in extensive out‐of‐hours rehearsals and performances. There is a compulsory excursion for this subject at a cost of approximately $30.

Stage 2 THE ARTS

IMPORTANT NOTE REGARDING STUDENTS APPLYING FOR TERTIARY ENTRY: Students needing to achieve an ATAR for tertiary entry and wanting to study both Art and Design will need to select one as a Visual Arts subject and the other as a Creative Arts subject. The art teachers will be able to provide further information regarding this.

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Code tbc Stage 2 MUSIC Full year

Subject overview

Stage 2 Music is comprised of several courses that are tailored to individual students’ abilities and areas of interest.

At least one semester of Stage 1 Music must have been successfully completed.

Stage 2 Music enrolments are made by teacher recommendation. Subjects will be determined through negotiation with the teacher.

Course Content

Students must choose two from the following music courses, in consultation with the music teacher, to make a 20‐credit subject:

Ensemble Performance

Music Individual Study

Musical Styles

Musicianship

Solo Performance More information about the specific content of each course can be found on the SACE website.

Assessment Assessment will be based on the requirements and the Performance Standards in the Subject Outline of the selected course.

Note Opportunities to watch professional performances or to engage in performance may incur an additional charge.

2VAA20 Stage 2 Visual Arts ‐ ART Full year

2VAD20 Stage 2 Visual Arts ‐ DESIGN Full year

Subject overview

In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/ or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts

Course content Folio ‐ Students produce one folio that documents their visual learning, in support of their two works of

art or design. The folio should include visual, practical, written, and/or oral forms of evidence. Written evidence may include, for example, notes, annotations, analytical reports, and/or a structured essay.

Practical ‐ All practicals are resolved from visual thinking and learning documented in the folio. The practical assessment consists of two parts:

art or design practical work the practitioner’s statement.

Visual Study (Externally assessed) ‐ Students produce one visual study which is an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, technologies, or processes. Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Assessment Assessment weighting of content: Folio 40%; Practical 30%; Externally assessed Visual Study 30%

Note At least one semester of a Stage 1 Art‐related subject is recommended. Art is one of the language‐rich subjects. This is a very time‐demanding subject requiring consistent effort. Students must demonstrate initiative, self‐motivation and good organisational and time management skills.

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2CCB20 Stage 2 ARCHITECTURE Full year

Subject overview

From 2018 Architecture is a new focus within the subject Communication Products II, offering students scope for building vastly more complex models than previously achievable. Emphasis is placed on skill development and design, were programs are combined to form the best possible solution to problems. Students will work with a range of programs as they design, develop and display their work. Students are given much more design scope than previously achievable and are taught costing and project management techniques.

Course Content Students examine architectural programs and learn process through a variety of challenge based activities.

Students apply design principles to their products and are encouraged to make independent design decisions to find their own best possible solution.

Assessment Assessment will be based on: Practical tasks (60%), Materials Application Tasks (20%), Design Folio (20%)

Note A strong pass in St 1 Architecture is advised.

2MMA20 Stage 2 MATERIALS PRODUCTS II ‐ INTEGRATED Full year

Subject overview

From 2018 Materials Products II ‐ Integrated is a new focus within the subject Materials Products I, offering students scope for building vastly more complex products than previously achievable. Emphasis is placed on the design, creation and evaluation of student driven projects where materials are combined to form the best possible solution. Students have opportunities and scope to work with a range of materials including metals and timber products.

Course Content Students demonstrate a range of skills in a skills test. A design folio is completed documenting design decisions

and process planning. Students are encouraged to explore an area of interest, creating a design brief and ultimately building and evaluating this design.

Assessment Assessment will be based on: Practical tasks (50%), Materials Application Tasks (20%), Design Folio (30%) Attention to detail in the design and planning stages is crucial to success as the folio is double marked by the class teacher and SACE Board.

Note There is a compulsory materials charge of $150.00 associated with this course. A strong pass in Stage 1 Outdoor or Indoor Products is advised.

2WPC20 Stage 2 WORKPLACE PRACTICES Full year

Subject overview

In Workplace Practices students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the relationships between work‐related issues and practices, the changing nature of work, industrial relations influences, and workplace issues that may be local, national or global, or industry specific. The subject may include the undertaking of Vocational Education and Training (VET) as provided under the Australian Qualifications Framework (AQF).

Course Content

Students will undertake three topics

Industrial Relations The Changing Nature of Work

Finding Employment

Assessment Internally assessed: Folio (25%), Performance (25%) Reflection (20%). Externally assessed: Investigation (30%)

Note Work Placement: Students MUST undertake 50– 60 hours of work placement. This can be via an existing part‐time/casual job, through volunteer work, work placement for a VET course, caring, work experience or a combination of these.

Stage 2 BUSINESS, ENTERPRISE & TECHNOLOGY

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From 2020 Stage 2 Systems and Robotics: DRONE DESIGN & ENGINEERING

Subject overview Commencing in 2020: SACE code 2SSA20 – Systems & Control Products

This will allow students to continue on a robotics STEAM pathway.

Course Content Full course content will be finalised prior to its commencement.

Assessment

This will be finalised prior to its commencement.

Note

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Codes below Stage 2 COMMUNITY STUDIES Full year

Subject overview

Community Studies provides students with insights into the ways in which communities are shaped and operate. It offers students the opportunity to learn in a community context, both within and beyond the school environment. The community provides the framework in which students develop capabilities that enable them to contribute actively and successfully to community activities. In interacting with teachers, peers, and community members, students use their experiences as a means of achieving personal growth and gaining an awareness of social identity.

Course Content

In developing an individual program of learning around his or her interests, knowledge, and skills, each student prepares a contract of work to undertake a community activity in one of the following six areas of study:

As part of their program of learning, students may undertake a community activity that applies to more than one area of study. The area of study chosen should reflect the primary focus or emphasis of the activity.

Students may undertake more than one Community Studies subject. In each subject they prepare a contract of work to undertake a community activity. These contracts must be in different areas of study.

Students undertake specific tasks and activities relating to their community project namely:

The Contract of Work

Deciding on the Community Activity

Preparing for the Community Activity

Carrying Out the Community Activity

Getting Feedback from the Community

Undertaking a Community Presentation

Reflecting on Learning Keeping Evidence of Activities and Learning

Code

Arts and the Community 2AAY20

Communication and the Community 2CAY20

Foods and the Community 2FAY20

Health, Recreation and the Community 2HAY20

Science, Technology and the Community 2SAY20

Work and the Community 2WAY20

Assessment Internally assessed: Contract of Work 70% Externally assessed: Reflection 30%

Note Additional costs may be associated with individual student projects.


Course Content

Students work with their homegroup teacher or Mentor each week to track their progress through year 12 and monitor their study/life balance. The Pastoral Care program is supported by outside presenters and excursions relevant to the students’ study and post‐school opportunities.

Assessment

Assessment is based around engagement, collaboration and independent skills, but does not attract SACE credits.

Note Nil

Stage 2 CROSS DISCIPLINARY LEARNING

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2RPA10 Stage 2 RESEARCH PROJECT A One semester

Subject overview

Research Project A may contribute to a student’s Australian Tertiary Admissions Rank (ATAR).

Research Project is a compulsory Stage 2 requirement of SACE, and students must achieve a C‐grade or better in this subject to qualify for their SACE.

Course Content

The content of Research Project A consists of: developing the capabilities applying the research framework.

In Research Project A students choose a research question that is based on an area of interest. They identify one or more capabilities that are relevant to their research.

Students use the research framework as a guide to developing their research and applying knowledge, skills, and ideas specific to their research question. They choose one or more capabilities; explore the concept of the capability or capabilities, and how it/they can be developed in the context of their research.

Students synthesise their key findings to produce a research outcome, which is substantiated by evidence and examples from the research. They review the knowledge and skills they have developed, evaluate decisions made and reflect on the quality of their research outcome.

Assessment School‐based Assessment: Folio (30%) Research Outcome (40%).

External Assessment: Review (30%) Students can choose to present their Review in written, oral or multimodal form.

Note

2RPB10 Stage 2 RESEARCH PROJECT B One semester

Subject overview Research Project B may contribute to a student’s Australian Tertiary Admissions Rank (ATAR).

Students undertaking St 2 Research Project B MUST present their Evaluation (the External component of their assessment) in written format.

Research Project is a compulsory Stage 2 requirement of SACE, and students must achieve a C‐grade or better in this subject to qualify for their SACE.

Course Content The content of Research Project B consists of:

developing the capabilities applying the research framework.

In Research Project B students choose a research question that is based on an area of interest. They identify one or more capabilities that are relevant to their research.

Students use the research framework as a guide to developing their research and applying knowledge, skills, and ideas specific to their research question. They choose one or more capabilities; explore the concept of the capability or capabilities, and how it/they can be developed in the context of their research.

Students synthesise their key findings to produce a research outcome, which is substantiated by evidence and examples from the research. They evaluate the process used to gather information, the decisions made and reflect on the quality of their research outcome.

Assessment School‐based Assessment: Folio (30%), Research Outcome (40%). External Assessment: Written Evaluation (30%)

Note A modified version of this compulsory St 2 requirement of SACE (St 2 Research Project ‐Modified [code 2RPM20]) is an option available to identified students, through negotiation.

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2ESH20 Stage 2 ENGLISH Full year

Subject overview

Advice to students: Students should have successfully completed two semesters of SACE Stage 1 English. Entry to the course is approved through teacher recommendations.

In English students analyse the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Course content

Responding to Texts: Students produce three responses to texts. Two of the responses must be written, and one must be oral chosen from at least three of the categories listed below.

1. an extended text such as a novel, a graphic novel, a collection of short stories, a biography, or other non‐fiction prose text

2. a selection of poetry texts such as a poet study, anthology, theme study, song lyrics 3. a drama text or performance 4. a film or episode of a television miniseries 5. media texts such as advertisements, talkback radio programs, magazines, technical journals, news

presentations, sports reporting, political commentary or cartoons, editorials, websites, social media, blogs, podcasts, gaming, and other forms of digital media.

The written responses should total a maximum of 2000 words; the oral response should be a maximum of 6 minutes; a response in multimodal form should be of equivalent length.

Creating Texts: Students create written, oral, and/or multimodal texts for procedural, imaginative, analytical, persuasive, and/or different purposes. Students create:

three texts one writer’s statement.

At least one text should be written. The three texts should total a maximum of 3000 words, and the writer’s statement should be a maximum of 1000 words; an oral and/or multimodal text or writer’s statement should be of equivalent length.

Comparative Analysis: Students complete an independent written comparative analysis of two texts and evaluate how the language features, stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and to influence audiences. These texts can be selected from one or more of the following categories:

extended texts poetry drama texts film texts media texts.

The comparative analysis should be a maximum of 2000 words.

Assessment

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%)

External Assessment (30%) Assessment Type 3: Comparative Analysis (30%).

For a 20‐credit subject, students should provide evidence of their learning through eight assessments, including the external assessment component.

Note This is a university pathway subject

Stage 2 ENGLISH

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2ELS20 Stage 2 ENGLISH LITERARY STUDIES Full year Subject overview

Advice to students: Students should have successfully completed two semesters of SACE Stage 1 English. Entry to the course is approved through teacher recommendations.

Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts.

Students produce responses that show the depth and clarity of their understanding. They extend their ability to sustain a reasoned critical argument by developing strategies that allow them to weigh alternative opinions against each other. By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.

Course Content

Responding to Texts Students produce up to five responses to their text studies; together, the responses comprise a maximum of 5000 words. One of these responses can be oral or multimodal in form, where 6 minutes is equivalent to 1000 words. There is flexibility within this study for the texts to be considered in terms of each other. The Folio must not exceed 5,000 words. As a set, the responses must cover extended prose, film, drama and poetry. Creating Texts Students create: one transformative text linked to another text, with a writer’s statement (1500 words, or 9 minutes, or equivalent in multimodal form)

one written, oral, or multimodal text (1000 words, or 6 minutes, or equivalent in multimodal form). Texts may be from one of the following text types: Narrative Expository writing Letter writing Speech for a specific purpose Vlog/Podcast

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 English Literary Studies: School Assessment (70%) Assessment Type 1: Responding to Texts (50%) Assessment Type 2: Creating Texts (20%)

External Assessment (30%)

Assessment Type 3: Text Study:

– Part A: Comparative Text Study (15%) A comparative text study that compares one of the texts studied in the shared studies with another text individually chosen by the student, in a response of a maximum of 1500 words. This response is a critical essay, in which the two texts are discussed in relation to each other. Students frame their own question and develop their response during the year, and submit the completed response for external assessment.

– Part B: Critical reading (15%) External Exam 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 with graphic or visual elements, or excerpts from film or soundtracks). The critical reading is a 90‐minute examination developed by the SACE Board.

Note This is a university pathway subject.

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2ETE20 Stage 2 ESSENTIAL ENGLISH Full year

Subject overview

Advice to students: Students should have successfully completed two semesters of SACE Stage 1 English or Stage 1 Essential English before studying this course.

In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.

Course Content

Responding to Texts Students will produce three responses to texts.

1 x written (max 800 words) 1 x oral/multimodal (6 minutes maximum) 1 x Written/oral/multimodal

Texts for study will be selected from a wide range of text types and purposes. Creating Texts Students create written, oral, and multimodal texts for procedural, imaginative, analytical, persuasive, and/or interpretive purposes. Students create:

one advocacy text

two additional texts. At least one of the responses must be in written form, and at least one in oral or multimodal form. A written text should be a maximum of 800 words; an oral response should be a maximum of 6 minutes; a text in multimodal form should be of equivalent length. Language Study Students focus their study by devising a question or hypothesis about the use of language in a chosen context. For this assessment type, students complete an independent language study. Students, in consultation with their teacher, select one of the following contexts for study:

workplace, training, or volunteering

virtual social networking

a recreational or personal interest (e.g. sport, reading)

educational/academic (e.g. school)

cultural (e.g. language group, festival)

the local community

a community of interest.

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Essential English:

School Assessment (70%) Assessment Type 1: Responding to Texts (30%) Assessment Type 2: Creating Texts (40%)

External Assessment (30%) Assessment Type 3: Language Study (30%)

Note This is an ATAR subject.

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2CSD20 Stage 2 CHILD STUDIES Full Year

Subject overview

This course focuses on children’s wellbeing and development from birth to eight years old. Students will use and develop a variety of research, management and practical skills. Students complete one placement at a school or early learning center.

Course content

Gender Inclusivity: influences on gender construction and gender typing and play development. Family Meals: nutrition, cost, portion sizing, planning. Preventing Accidents: common childhood accidents in Australia, writing children’s storybooks, language

techniques and illustrations. Food Additives: behavioral and developmental effects, canteen menu planning. Computer Games: obesity, physical activity, motor skill development and milestones. Paddock to Plate: food origins, economic and environmental influences, dietary considerations and nutrition. Investigation/Special Study: students select a contemporary topic of their choice related to the development

and well‐being of Australian children.

Assessment School‐based Assessment: Practical Activity 50% Group Activity 20% External Assessment: 30% All assessments, excluding the external assessment, can be presented in written, oral or multi‐modal form.

Note There will be a compulsory charge of approximately $50.00 associated with practical tasks.

2FOH20 Stage 2 FOOD AND HOSPITALITY Full Year

Subject overview

This course focuses on industry trends, practices, legislation and standards. Students examine developmental areas and milestones. Students will use and develop a variety of research, management and practical skills. Students participate in class practical lessons as well as running a number of catering events.

Course content

Dietary Requirements: investigating common dietary requirements and how this impacts the industry and businesses, to then cater for customers.

Cupcake Creations: investigating and practicing the skills required for cake making and decorating. Food Miles: analyse environmental industry impacts of food miles. Prepare local produce to serve customers at

event. Dessert Trends: investigate contemporary food trends to plan and present dessert dish of choice. Group Task/Safe Food Handling: investigate Australian food safety and hygiene standards to then apply

knowledge and cater for school event. Group Task/Food Packaging: investigate food packaging waste and possible solutions to then apply knowledge

to cater for school event, with a focus on sustainable packaging. Investigation/Special Study: students select a contemporary topic of their choice related to the Australian food

and hospitality industry. Assessment School‐based Assessment: Practical Activity 50% Group Activity 20%

External Assessment: 30% All assessments, excluding the investigation (external assessment), can be presented in written, oral or multi‐modal form.

Note Students who undertake this subject must understand that it is an academic subject with a considerable, but appropriate work load for Stage 2. This subject is not primarily a practical one, even though there is a practical element.

There is a compulsory charge of $140.00 associated with this course to cover materials for assessment including ingredients.

Stage 2 HEALTH & PHYSICAL EDUCATION

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2HEH20 Stage 2 HEALTH Full Year

Subject overview

Students will demonstrate a critical understanding of influences on personal and community health and well‐being. They will investigate and critique the roles and responsibilities of individuals, communities, and governments in addressing health and well‐being issues and priorities. There will be a strong focus on critically understanding and applying health based literacy.

Course content

Core concept 1: Health Literacy

Development and application of critical health literacy

Critical health literacy and Indigenous communities

Ways of accessing and interpreting health information through health literacy

How health literacy can help in understanding issues related to, and concerns about, personal and community health

Knowledge as a core aspect of health Core Concept 2: Social and Economical Determinants of Health

Major global health initiatives

Public action taken by funded and voluntary groups to support priorities and actions in health care

The impact of alternative and emerging initiatives in health care on individuals and communities

The role of the World Health Organization

Assessment School Assessment Issues Response: 20% Group Investigation and Presentation: 30% Practical Activity: 20% External Assessment Investigation: 30% All assessments, excluding the investigation, can be presented in written, oral or multi‐modal form.

Note It is desirable that students have successfully completed Stage 1 Health.

2OUE20 Stage 2 OUTDOOR EDUCATION Full Year

Subject overview

Recommended Experience: Stage 1 Outdoor Education is highly recommended and experience in camping, mountain biking and bush walking is desirable.

Outdoor Education is the study of the human connection to natural environments through outdoor activities. Students develop their sense of self‐reliance and build relationships with people and natural environments. Through outdoor journeys, students increase their effectiveness as members of a group and develop skills in leadership, self‐management, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety, and minimising environmental impacts for sustainable futures.

Course content

Practical - 4 day bushwalking expedition ‐ 5 day kayaking expedition - 3 day solo expedition ‐ Minor units

Theory - Risk management and planning ‐ Leadership and emergency response - River study ‐ Journal

Assessment School Assessment: Folio 20% Group Practical 30% Individual Practical 20% External Assessment: 30%

Note Students should be aware of the financial, fitness and out‐of‐school hour’s requirements associated with this course.

Cost: There will be a compulsory charge of approximately $800.00 plus food associated with excursions/camps.

Extra‐curricular: As part of this course students may need to commit a total of 8 days during their vacation periods to complete the off‐site components of this subject.

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2PHE20 Stage 2 PHYSICAL EDUCATION Full Year

Subject overview

In Physical Education students develop a level of proficiency in three practical units.

Students demonstrate knowledge and understanding of the concepts of exercise physiology, biomechanics, skill acquisition and psychology of learning. They communicate using appropriate terminology and reflect on principles and issues related to physical performance.

Course content

Practical

Bowls

Badminton

Aquatics

Theory

Exercise physiology

Skill Acquisition

Biomechanics

Assessment School‐based Assessment: Practical Units 50% Folio 20% External Examination: 30%

Note There are two compulsory charges associated with this subject:

$50.00 for the text book

$90.00 for the Aquatics unit.

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2ANT20 Stage 2 ANCIENT STUDIES Full Year Subject overview

Students will study various aspects of 1‐2 Ancient Civilisations from a prescribed list. These Civilisations existed between 2000 BCE and 907 CE.

Course content

In negotiation with the teacher students will study 3 of the following topics in relation to the chosen Civilisation:

1. Daily Life 5. Religion 2. Military Conflict 6. Literature – Prose, Narrative, Epic 3. Political Power & Authority 7. Literature – Drama & Poetry 4. Material Culture

Assessment Students will complete 7‐8 assessment tasks including at least 4 skills and applications tasks, at least 2 connections tasks and one inquiry. Assessment Type 1: Skills & Applications (4,000 words) 50% Assessment Type 2: Connections 20% Assessment Type 3: Inquiry (2,000 words) 30%

Note This is a University pathway subject. The outline is yet to be approved by the SACE Board and may change.

2GHY20 Stage 2 GEOGRAPHY Full Year Subject overview

The discipline of Geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism, economic development, agriculture, and urban planning. Through the study of Geography, students develop an understanding of the spatial interrelationships of people, places, and environments. They develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities, challenges, and constraints of different locations. Students will develop and use a range of Geographical Skills to enable them to investigate environmental and social issues encouraging them to develop positive environmental ethics and become active citizens.

Course content

Stage 2 Geography contains the following content: The Transforming World

Theme 1: Environmental Change

Ecosystems and People

Climate Change Theme 2: Social and Economic Change

Population

Globalisation

Global Inequity Fieldwork

Students independently choose a local topic or issue of personal interest.

Students create their own question or hypothesis

Assessment School Assessment: Geographical Skills & Applications 40% Fieldwork Report 30% External Assessment : Examination 30%

Note This is a University pathway subject. It is expected that all assessments will be submitted electronically. Students will need to retain copies of their work for the entire year.

Stage 2 HUMANITIES AND SOCIAL SCIENCES

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2MOH20 Stage 2 MODERN HISTORY Full Year

Subject overview

In the study of stage 2 Modern History, students investigate the growth of modern nations at a time of rapid global change. By examining the world since 1945 students will develop understanding about social, political and economic factors that are impacting on the contemporary world.

Course content

Students will undertake one study from each of the following areas: Modern Nations World since 1945

- Australia (1901‐56) ‐ The Changing World Order - USA (1914‐55) ‐ Australia’s relationship with Asia - Germany (1918‐48) ‐ National Self‐determination in South‐East Asia - Soviet Union & Russia (1944‐2005) ‐ The Struggle for Peace in the Middle East - Indonesia (1945‐2005) ‐ Challenges to Peace and Security - China (1949‐2012) ‐ The UN and Global Perspective+

Assessment Students will need to complete 5 Skills tasks, 1 Study and 1 exam. School‐based Assessment: Historical Skills 50% Historical Study 20% External Examination: 30% It is expected that all Assessment tasks will to be submitted electronically. Students will be expected to retain copies for the entire year.

Note This is a University pathway subject.

2SOR20 Stage 2 SOCIETY AND CULTURE Full Year

Subject overview Students learn about the ways in which societies constantly change and are affected by social,

political, historical, environmental, economic, and cultural factors. They investigate the ways in which people function in groups and communicate within and across cultural groups.

Course content

Students choose one topic from each of the following 3 groups: Group 1 Topics: Culture Cultural Diversity; Youth Culture; Work and Leisure or The Material World

Group 2 Topics: Contemporary Challenges Social Ethics; Contemporary Contexts of Aboriginal and Torres Strait Islander Peoples; Technological Revolutions or People and the Environment

Group 3 Topics: Global Issues Globalisation; A Question of Rights or People and Power

Students also undertake an investigation on a negotiated topic.

Assessment School‐based Assessment: Folio 50% Interaction 20% External Assessment: Investigation 30%

Note University pathway subject. Completion of Stage 1 Geography, History or Tourism useful but not compulsory.

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2TOS20 Stage 2 TOURISM Full year

Subject overview

In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller locally, nationally, and globally.

Course content

Topics include: - Applications of Technology in Tourism ‐ The Economics of Tourism - Establishing a Tourism Venture ‐ Indigenous People and Tourism ‐ Management of Local Area Tourism ‐ The Impacts of Tourism ‐ Marketing Tourism ‐ Special Interest Tourism ‐ Responsible Travel ‐ Tourism Industry Skills ‐ The Role of Governments and Organisations in Tourism ‐ Negotiated Topic

Assessment Students will provide evidence of their learning by completing 6 to 8 assessment tasks including the examination. School Assessment

Folio (20%) Practical Activity (25%) Investigation (25%)

External Assessment

Examination (30%). Note It is expected that all Assessment tasks will to be submitted electronically. Students will be expected to

retain copies for the entire year. Completion of Stage 1 Tourism useful but not compulsory. At least one excursion per semester can be expected at a small cost to the student.

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Students wishing to study Maths at Stage 2 level should check with the Maths Curriculum Coordinator to ensure they have undertaken an appropriate Stage 1 subject.

2MEM20 Stage 2 ESSENTIAL MATHEMATICS Full Year

Subject overview

This course is designed for students who have shown competence in Stage 1 General Mathematics or Stage 1 Essential Mathematics.

Students gain the knowledge, skills, and understanding required to apply mathematics in different contexts, and to participate in a wide variety of problem‐solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem‐solving, with the goal of communicating to others the relationships observed and the problems solved.

Course Content Students will study 5 of the 6 topics below, with topics 2, 4 & 5 being compulsory

1. Scales, Plans and Models 2. Measurement 3. Business Applications 4. Statistics 5. Investments and Loans 6. Open Topic

Assessment School‐based Assessment: Four Skills & Application Tasks 30% Three Folio Tasks 40% External Assessment: Examination 30%

Note Nil

2MGM20 Stage 2 GENERAL MATHEMATICS Full Year

Subject overview

This course is designed for students who have shown competence in Stage 1 Mathematics 1 & 2, or Stage 1 General Mathematics.

Stage 2 General Mathematics enables students to understand mathematics in contemporary situations. It gives relevance and meaning to their world and the world of enterprise. Students learn mathematical processes associated with investigating, modelling and solving problems drawn from real or realistic contexts. Technology is an important tool throughout the course.

Course Content Students will study 5 of the 6 topics below, with topics 1, 3, 4 & 5 being compulsory

1. Modelling and Linear Relationships 2. Modelling with Matrices 3. Statistical Models 4. Financial Models 5. Discrete Models 6. Open Topic

Assessment School‐based Assessment: Five Skills & Application Tasks 40% Two Mathematical Investigations 30% External Assessment: Examination 30%

Note Nil

Stage 2 MATHEMATICS

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2MHS20 Stage 2 MATHEMATICAL METHODS Full Year

Subject overview This course is designed for students who have shown competence in Stage 1 Mathematics 1 & 2, and/or 3.

Through the study of Mathematical Studies students explore, describe and explain aspects of the world around them in a mathematical way. Students understand fundamental concepts, demonstrate mathematical skills, and apply routine mathematical procedures, making informed and critical use of electronic technology. Mathematical Studies provides students with the tools to explore, describe and explain aspects of the world around them in a mathematical way.

Course Content

Students will study the 6 topics listed below.

1. Further Differentiation and Application 2. Discrete Random Variables 3. Integral Calculus 4. Logarithmic Functions 5. Continuous Discrete Random Variables and the Normal Distribution 6. Sampling and Confidence Intervals

Assessment

School‐based Assessment: Six Skills & Application Tasks 50% One Mathematical Investigation 20% External Assessment: Examination 30%

Note Nil

2MSC20 Stage 2 SPECIALIST MATHEMATICS Full Year

Subject overview

Students must have successfully completed Stage 1 Mathematics 1, 2 & 3.

This course should be undertaken by students who have an interest in mathematical ideas and their applications to a broad range of endeavours important to a modern, dynamic society. These would include the fields of engineering, physics, optimisation of industrial processes, finance and commerce and other related areas where the application of mathematics is important. Successful completion of this subject can lead to tertiary studies at university in engineering, physics, optimisation of industrial processes, finance and commerce.

Course Content

Students will study the 6 topics listed below.

1. Mathematical Induction 2. Complex Numbers 3. Functions and Sketching Graphs 4. Vectors in Three Dimensions 5. Integration Techniques and Applications 6. Rates of Change and Differential Equations

Assessment

School‐based Assessment: Six Skills & Application Tasks 50% One Mathematical Investigation 20% External Assessment: Examination 30%

Note Nil

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tba Stage 2 AGRICULTURAL PRODUCTION Full Year

Subject overview

In Stage 2 Agricultural Productions students extend and integrate their understanding of the key aspects of animal production, including nutrition, reproduction, breeding systems, animal welfare, and disease and pest management. They examine the links between an increasing global population and the demands this places on efficient food production.

Students apply and evaluate practical animal management principles and skills. They investigate the role of technology, and explore how scientists develop and improve technological processes to maximise and therefore improve production outputs.

Students extend their literacy skills through use of industry‐specific terminology and conventions, and their numeracy and critical thinking skills through analysing data to inform decision‐making. They examine different perspectives on ethical considerations in animal production, for agricultural animals, communities, and the environment.

Course Content

Coursework is arranged around the following topics:

Animal Production

Plant Production

Resource Management

Agribusiness

Assessment School‐based Assessment: Agricultural Reports 30% Applications Tasks 40% External Investigation: 30%

Note Nil

2BIG20 Stage 2 BIOLOGY Full Year

Subject overview The 21st Century is widely regarded as ‘The Century of Biology’, with many major breakthroughs in disease

treatment and genetics expected in the coming years. Biology offers opportunities for students to understand and appreciate the natural world and humanity’s place in it. Students gain a better knowledge and understanding of the living world, from the macromolecular to the global level. Students apply knowledge to solve problems and develop investigation and communication skills through practical and other learning activities. They gather evidence from experiments and research new knowledge through their own investigations. Successful completion of this subject can lead to tertiary studies in Zoology, Nutrition, Botany, Molecular Biology, Environmental Studies, Agriculture, Park Ranging, Nursing, Environmental Management, Medicine, Medical Research, Forensic Science, Forestry, Microbiology.

Course Content

Coursework is arranged around the following four topics:

DNA and proteins Cells Homeostasis

Evolution

Assessment School‐based Assessment ‐ 70%

Investigations Folio 30%

Skills and Applications Tests 40% External Examination ‐ 30%

End‐of‐year exam

Note It is recommended that a full year of Stage 1 Biology has been successfully completed prior to undertaking this subject.

Stage 2 SCIENCES

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2CME20 Stage 2 CHEMISTRY Full Year

Subject overview

Stage 2 Chemistry is organised so that each intended learning outcome is related to one of five key chemical topics or concepts: Elemental and Environmental Chemistry; Analytical Techniques; Using and Controlling Reactions; Organic and Biological Chemistry; Materials. Through the study of these key ideas and concepts students develop their Chemistry investigation skills.

Successful completion of this subject leads to tertiary studies in chemistry and related career pathways including pharmacy, medical research, forensics, chemical engineering, environmental science, biomedicine, nanotechnology, mining, aerospace engineering.

Course Content

Topics include:

Monitoring the Environment

Managing Chemical Processes

Organic and Biological Chemistry

Managing Resources





Note It is recommended that a full year of Stage 1 Chemistry has been successfully completed prior undertaking this subject.

2NUT20 Stage 2 NUTRITION Full Year

Subject overview

Students of Nutrition investigate and learn about current scientific information on the role of nutrients in the body as well as social, cultural, and environmental issues in nutrition. The study of theoretical concepts is supported by practical activities.

Course Content

Students explore the links between food, health, and diet‐related diseases and examine strategies to promote good health. Environmental and global issues related to nutrition are also considered. Students are required to respond to texts, perform mathematical calculations (eg percentages), undertake scientific analysis of practical experiments, and analyse and interpret data.





Note Nil

2PSC20 Stage 2 PSYCHOLOGY Full Year

Subject overview

The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure.

Course Content

Topics include:

Introduction to Psychology

Learning

Personality

Healthy Minds

Social Cognition

Psychology of Altered States of Awareness



Skills and Applications Tests 40%

External Examination ‐ 30%


Note Recommendation: One semester of St 1 Psychology be successfully completed prior to attempting Stage 2 Psychology.

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2PYS20 Stage 2 PHYSICS Full Year

Subject overview Physics offers opportunities for students to understand and appreciate the natural world at its most

fundamental level; how matter and energy shape the universe around us.

As well as applying knowledge to solve problems, students develop experimental, investigation and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations. Successful completion of this subject can lead to tertiary studies in physics and related career pathways including Engineering, Aeronautics, Atmospheric Science, Bio‐Physicists, Civil Engineers, Computer Scientists, Cosmologists, Electrical Engineering, Environmental Engineering, Geochemists, Geologists and Medicine.

Course Content

Content includes:

Motion and Relativity

Electricity and Magnetism

Light and Atoms



Skills and Applications Tests 40%

External Examination ‐ 30%


Note It is recommended that a full year of Stage 1 Physics has been successfully completed prior undertaking this subject.

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Vocational Education and Training (VET) is education and training that gives students skills and knowledge for work. VET operates through a national training system, and is delivered, assessed and certified by Registered Training Organisations. The recognition arrangements for VET in the SACE enable students to include more vocational education and training (VET) in their SACE studies. 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. Southern Adelaide & Fleurieu Trade School

The Southern Adelaide & Fleurieu Trade School (SAFTS) is a consortium of schools in the Southern Adelaide, Fleurieu Peninsula and Kangaroo Island regions of the Department for Education and Child Development in the south of Adelaide.

Students access a range of vocational courses across the region hosted by local schools working with the local community and industry. At the same time, young people will be able to achieve their South Australian Certificate of Education (SACE) while learning skills and working toward industry‐accredited qualifications. They will be better prepared to take on apprenticeships and skilled jobs in areas that include the areas we have identified skill shortages in ‐ Health and Education; Agribusiness and Environmental; Advanced Manufacturing and Automotive; Construction; and Food, Wine and Tourism.

‘School to Work’ Apprenticeship Brokers help connect students with local industry and employers. The Apprenticeship Brokers also make sure that contracts of training for young people are fair and reasonable for everyone involved. Trade School students can do an apprenticeship or training while still at school, spending their week days involved in a combination of school, working at a business and skills training at a TAFE or other training provider.

The Southern Adelaide and Fleurieu Trade School partners with TAFE and other RTO’s to provide nationally accredited and industry recognised courses.

For more information about the Southern Adelaide and Fleurieu Trade School contact the VET Coordinator.

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, refer to the VET Recognition Register.

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.

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.

Recognition Register

All VET qualifications or units of competency listed on training.gov.au website can contribute to a student's completion of the SACE. The SACE Board assigns to each of these qualifications a SACE level (Stage 1 and/or Stage 2) at which SACE credits will be earned for SACE purposes.

The VET Recognition Register is published by the SACE Board and is derived from the VET qualifications listed on the training.gov.au website. The register lists qualifications that are most commonly undertaken by students and have been recommended for delivery by key stakeholders.

The VET Recognition Register shows, for each qualification, the maximum and minimum number of SACE credits that students can earn by completing the qualification. SACE stage(s) at which SACE credits earned for the qualification will be recognised for SACE purposes.

Application Process Students interested in undertaking VET courses, either on‐site, through SAFT’s or other training providers will need to complete an application form during the school course counselling process. Costs will apply to VET courses.

VET - Vocational Education and Training

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VET COURSES OFFERED AT EASTERN FLEURIEU SCHOOL

Certificate 1 in Automotive Vocational Preparation – (AUR10112)

IT IS STRONGLY SUGGESTED THAT YR 10 POWER TECHNOLOGY – AUTO IS SUCCESSFULLY COMPLETED BEFORE TAKING

THIS COURSE AT STAGE 1 LEVEL.

Format: Wednesdays 9.00am – 3.00pm for a full year commencing Week 2, Term 1, 2017

Work Placement: 5 additional days (minimum)

Fee: $200

SACE Level: Stage 1

SACE Credits: Credits gained will depend on electives completed

Max. class size: 15 students

Selection Criteria / Student Requirements: Competent numeracy and literacy skills. Overalls, steel‐capped boots and

safety glasses.

Course Content Students will undertake vocational competencies enabling them to pursue a pathway in the automotive industry.

Assessment Assessment is conducted with theory and practical assessment tasks. A workplace assessment will also take place during

the industry placement. Students will be required to perform at least 5 days structured work placement in industry

workshops.

Advice to Students: Students should be seriously considering a future career in the field of automotive or mechanical repair.

National Competencies Delivered:

National Code Competency Name

Core

AURASA1001 Apply automotive workplace safety fundamentals

AURAEA1001 Identify environmental requirements in an automotive workplace

AURETR1003 Apply automotive electrical system fundamentals

AURLTA1001 Apply automotive mechanical system fundamentals

AURTTK2002 Use and maintain workplace tools and equipment

Elective

AURTTA2004 Carry out service operations

AURAMA2001 Work effectively with others

AURAFA2002 Read in automotive workplace

AURAFA2001 Use numbers in an automotive workplace

Subject code: 1VAU

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Certificate 2 in Agriculture ‐ (AHC20110)

Training Provider / Location: Eastern Fleurieu School, 11 Callington Road, Strathalbyn. Format:

Work Placement:

Wednesdays 9.00 am to 2.55 pm for a full year (commencing Week 2, Term 1, 2017)

10 additional days

Fee: $200.00 (covers 2 excursions and materials)

SACE Level: Stage 1

SACE Credits: 60

Max class size:

Duration:

15 students

Over 2 years

Course Content This qualification provides an entry level occupational outcome in Agriculture. The qualification enables individuals to select a livestock production or cropping context as a job focus or both, in the case of mixed farming enterprises. Compulsory work placement must be completed and signed off by the property owner/manager. Prospective Job Pathways Job roles and titles vary across different industry sectors but include:

Assistant animal attendant / stockperson

Assistant Farmhand or Station hand

Assistant Farmworker or Station worker

Assistant Farm or Stationer Labourer Core Competencies


AHCOHS201A Participate in OHS processes

AHCWRK209A Participate in environmentally sustainable work practices

Elective Units


AHCLSK204A Carry out regular livestock observation

AHCLSK205A Handle livestock using basic techniques

AHCLSK206A Identify and mark livestock

AHCLSK210A Muster and move livestock

AHCLSK211A Provide feed for livestock

AHCWRK207A Collect and record production data

AHCMOM203A Operate basic machinery and equipment

AHCCHM201A Apply chemicals under supervision

AHCPMG201A Treat weeds

AHCWRK201A Observe and report on weather

AHCLSK202A Care for health and welfare of livestock

AHCNSY201A Pot up plants

AHCNSY203A Undertake propagation activities

AHCPMG202A Treat plant pests, diseases and disorders

AHCSOL201A Determine basic properties of soil and/or growing media

Assessment: Assessment is conducted with a variety of theory and practical tasks. A workplace assessment will also take place during the industry placement. The 10 day structured work placement will enable the assessment of several units in a real world situation.

Subject code: 1VAG

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Certificate 2 in Construction Pathways ‐ (CPC20211) Format: One year course Work Placement: TBA Fee: $150.00

SACE Level: Stage 1 (Open to Yr 10 and Yr 11 students) SACE Credits: 50 Max. class size: 16 students Duration: 1 semester Course Content This qualification provides an entry into the building trades. Students gain skills in the wet trades and carpentry. Prospective Job Pathways: Any student looking to enter the building trades. Core National Competencies Delivered:


2016 CPCCCA2001A Handle carpentry materials

CPCCCA2002B Use carpentry tools and equipment

CPCCCM1012A Work effectively and sustainably in the construction industry

CPCCCM1014A Conduct workplace communication

CPCCCM1015A Carry out measurements and calculations

CPCCCM2001A Read and interpret plans and specifications

CPCCOHS1001A Work safely in the construction industry

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

CPCCVE1011A Undertake a basic construction project

CPCCBL2001A Handle and prepare bricklaying and blocklaying materials

CPCCBL2002A Use bricklaying and blocklaying tools and equipment

CPCCCM1013A Plan and organise work

CPCCCO2013A Carry out concreting to simple forms

Subject code: 1VCP

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Certificate 2 in Equine Studies ‐ (22246VIC) Subject code: 1VEQ

Format:

Work Placement:

Wednesdays (9am – 2.55pm) over 2 year course. Note: Highly experienced riders may

complete the course in a reduced timeframe.

10 additional days

Fee:

$500.00 (for 2 year course)

SACE Level: Stage 1

SACE Credits: will depend on the electives undertaken

Max class size:

15 students

Course Content This course will enable students to gain skills and practical knowledge for undertaking future work in the different sectors of the equine industry, or for applying the knowledge and skills to their own horse and riding interests. Core Competencies


AHCHBR203A Provide daily care for horses

AHCWRK204A Work effectively in the industry

HLTFA211A Provide basic emergency life support

SISOEQO201A Handle horses

VU21401 Work safely in an equine organisation

VU21402 Implement horse health and welfare practices

VU21403 Implement and monitor a horse feeding program

VU21404 Relate equine form and function

VU21405 Equine anatomy

VU21406 Equine physiology

Elective Competencies – 2 to be undertaken


SISOQO202A Demonstrate basic horse riding skills

HLTFA311A Apply first aid

VU21407 Demonstrate basic horse riding or driving skills

VU21409 Assist in the preparation of a horse for an event

VU21412 Care for pregnant mares and foals

Assessment: Assessment is conducted with a variety of theory and practical tasks as well as on‐the‐job. Advice to students: Students will need to ensure they have jodhpurs, riding boots, body protector and a riding hat compliant to Australian standards. A polo shirt may be obtained at an additional cost. Access to a horse is desirable, but not essential.

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Certificate 2 in Hospitality ‐ (SIT20312)

Format: Wednesdays, 9.00 – 3.00pm full year, starts Week 2, Term 1 2017. Work Placement: 5 days (recommended) Fee: $100 (materials / consumables). Training Guarantee funded, if students are eligible, otherwise

additional fees will apply. SACE Level: Stage 1 SACE Credits: Credits gained will depend on electives completed Max. class size: 15 students Course Content This course enables students to gain the practical skills and knowledge in Hospitality – Kitchen Operations Assessment Assessment is conducted with theory and practical assessment tasks. Advice to Students: Students MUST wear enclosed shoes. National Competencies Delivered:


SITHCCC201 Produce dishes using basic methods of cookery

SITHCCC101 Use food preparation equipment

BSBWOR203B Work effectively with others

STTXFSA101 Use hygienic practices for food safety

SITXWHS101 Participate in safe work practices

SITXINV202 Maintain the quality of perishable items

SITHCCC207 Use cookery skills effectively

SITHKOP101 Clean kitchen premises and equipment

SITHCCC202 Produce appetisers and sandwiches

SITHCCC103 Prepare sandwiches

SITHCCC203 Produce stock, sauces and soups

SITHCCC204 Produce vegetables, fruit, eggs, farinaceous dishes

SITXINV201 Receive and store stock

Subject code: 1VHO

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Certificate 2 in Retail Cosmetics ‐ (SHB20116) Format: One semester course Work Placement: TBA Fee: $300.00 for the student’s own professional make‐up kit.

SACE Level: Stage 1 (Open to Yr 10 and Yr 11 students) SACE Credits: 50 Max. class size: 16 students Duration: 1 semester Course Content This qualification provides an entry into THE BEAUTY INDUSTRY. Students gain skills in the effective application of cosmetics as well as the retail trade. Prospective Job Pathways: Any student looking to enter the cosmetics and beauty professions. Core National Competencies Delivered:


SIBBFAS201A Demonstrate retail skin care products

SIBXCCS201A Conduct financial transactions

SIRXCLM001A Organise and maintain work areas

SIRXCOM001A Communicate in the workplace

SIBXFAS201A Design and apply make‐up

SIRXIND001A Work effectively in a retail environment

SIRXMER001A Merchandise products

SIRXOHS001A Apply safe work practices

SIRXRPK002A Recommend hair, beauty and cosmetic products and services

SIRXSLS001A Sell products and services

Elective Competencies Delivered:


SIBXCCS202A Provide service to clients

SIBXFAS202A Design and apply make‐up for photography

SIBBRES201A Research and apply beauty industry information

Subject code: 1VRC

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Certificate 3 in Allied Health Assistance

Location: Eastern Fleurieu School’s purpose built Allied Health Trades Skills Centre. Format: Wednesdays 9.00 am to 3.00 pm, starts Week 2, Term 1 2018. Over 18 months.

Work Placement: 80 hours structured work placement.

Fee: $350.00 (full course + criminal history check, first aid, logbook & uniform top)

SACE Level: Stage 2

SACE Credits: TBA

Max class size: 16 students

Selection Criteria / Student Requirements: It is preferred that students are in Yr 11 or 12 or at least 16 years of age to access Training Guarantee Funding. Students will need to attend an interview with the trainer prior to course acceptance. Course Content If you like working and communicating with others, care about how people are treated in relation to medical intervention, then a career in Allied Health may be a career pathway for you. By completing this qualification over 18 months you will leave school with qualifications enabling you to begin working within the health industry. Some units will be delivered by the school (theory) and TAFESA will undertake the practical delivery and assessment. Assessment Assessment is conducted with theory and practical assessment tasks. Advice to students Students MUST wear enclosed shoes.

Core National Competencies Delivered:

National Code

Competency Name Delivery & Assessment by:

HLTWHS001 Participate in Workplace Health and Safety

School

CHCCOM001 Communicate and work in health or community services

HLTINF001 Comply with infection prevention and control policies and procedures

CHCDIV001 Work with diverse people

CHCCCS010 Maintain a high standard of service

HLTFSE001 Follow basic food safety practices

HLTFSE001 Provide First Aid Red Cross

BSBMED301 Interpret and apply medical terminology appropriately

TAFESA HLTAHA001 Assist with an allied health program

CHCCCS002 Assist with client movement

Subject code: 2VAH

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The SACE Board continues to recognise learning that happens in a range of settings outside the school environment. 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, participating in an exchange student program, 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.

Self Directed Community Learning 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). Students need to plan ahead if the wish to have their self‐directed community learning considered for recognition as part of their SACE. Goals and targets need to be set, so an assessment can be made regaining the attainment of these goals. The student will be required to negotiate with the SACE Co‐ordinator and complete an application form, as well as attend an interview. Students who are applying for credits at Stage 1 may be interviewed by a school‐based assessor; however, schools may request a SACE Board assessor to undertake the interview. At the interview the student provides evidence of his or her learning to a Community Learning assessor(s). The Community Learning assessor(s) will make notes, record the interview electronically, and make a written record of evidence. Students who are applying for Stage 2 units, or combinations of credits at Stage 1 and units at Stage 2, will be interviewed by both a Board‐trained school‐based assessor and a SACE Board assessor.

COMMUNITY LEARNING

96

Subject coding: Where a subject has an A and a B variant, A runs in Semester 1 and B runs in Semester 2, and both can be studied independently or combined to form a full‐year subject. Where a subject has a 1 and a 2 variant, 1 runs in Semester 1 and 2 runs in Semester 2, and a successful pass in Semester 1 is a pre‐requisite for continuing in Semester 2.

Year Code Subject Page

7 7CXD Cross Disciplinary Project ‐ Biographical Study 12

7 7ESH English 12

7 7FTX Technologies ‐ Food and Textiles 12

7 7GHY2 HASS ‐ Geography 13

7 7HSY1 HASS ‐ History 13

7 7HPE Health and Physical Education 13

7 7SPA / 7IND Languages ‐ Spanish and Indonesian 14

7 7MAM Mathematics 14

7 7PCA Pastoral Care 14

7 7DAE Performing Arts ‐ Dance 15

7 7DRM Performing Arts ‐ Drama 15

7 7SCI Science 15

8 8CXD Cross Disciplinary Project ‐ Inquiry Project 16

8 8ESH English 16



8 8HPE Health and Physical Education 18

8 8MMP Integrated Materials & Robotics 18

8 8IND Languages ‐ Indonesian 18

8 8SPA Languages ‐ Spanish 19



8 8MUE Performing Arts ‐ Drama 20

8 8SCI Science 20

8 8VAA Visual Arts ‐ Art 21

9 9AGA Agriculture & Horticulture A 25

9 9AGB Agriculture & Horticulture B 25

9 9CCP Architecture 26

9 9CVC Creative Arts ‐ Craft 26

9 9CVM Creative Arts ‐ Multimedia 26

9 9ESH English 23

9 9FTA Food and Textiles A 27

9 9FTB Food and Textiles B 27



9 9HPE2 Health and Physical Education 24

9 9MMP Integrated Material Products 28

9 9IND (1&2) Languages ‐ Indonesian 1 & 2 28

9 9SPA (1&2) Languages ‐ Spanish 1 & 2 24




9 9MUE Performing Arts ‐ Music 28

9 9SCI Science 29

9 9SSP Systems and Robotics 30

9 9TRJ The Rite Journey 24


9 9VAD Visual Arts ‐ Design 31

10 0AGA Agriculture A 36

10 0AGB Agriculture B 36

INDEX of SUBJECTS

97

10 0CCP Architecture 36

10 0CVC Creative Arts ‐ Craft 37

10 0CVM Creative Arts ‐ Multimedia 37

10 0CXD Cross Disciplinary Project ‐ Mock Interviews 33

10 0ESH English 33

10 0FTF Food & Textiles ‐ Fashion 37

10 0FTH Food & Textiles ‐ Hospitality Practices 38



10 0HPA Health & PE ‐ Advanced 38

10 0HPF Health & PE ‐ Fit to Lead 38

10 0MPI Indoor Products ‐ Furniture 39

10 0IND (1&2) Languages ‐ Indonesian 1 & 2 39

10 0SPA (1&2) Languages ‐ Spanish 1 & 2 39


10 0MPO Outdoor Products ‐ Skate 40




10 0MUE Performing Arts ‐ Music 41

10 1PLP10 Personal Learning Plan 35

10 0MMP Power Technology ‐ Auto 42

10 0SCI Science 35

10 0SSP (1&2) Systems & Robotics ‐ Drone Design & Engineering 1 & 2 42


10 0VAD Visual Arts ‐ Design 43

St 1 1AGU10 (A&B) Agriculture A & B 64

St 1 1ANT10 Ancient Studies 59

St 1 1CCP10 (A&B) Architecture A & B 52

St 1 1BGY10 (1&2) Biology 1 & 2 64

St 1 1CEM10 (1&2) Chemistry 1 & 2 65

St 1 1CSD10 (A&B) Child Studies A & B 56

St 1 1COM10 (A&B) Community Studies 54

St 1 1CVC10 (A&B) Creative Arts ‐ Craft A & B 49

St 1 1CVD10 Creative Arts ‐ Digital Photography 49

St 1 1CVM10 Creative Arts ‐ Multimedia 49

St 1 1DRM10 Drama 50

St 1 1ESH10 English 55

St 1 1ETE10 Essential English 55

St 1 1FOH10 Food and Hospitality 57

St 1 1GHY10 Geography 59

St 1 1HEH10 Health 57

St 1 1MMP10F (A&B) Indoor Products – Furniture A & B 52

St 1 1MEM10 (1&2) Maths Essential Mathematics 1 & 2 62

St 1 1MGM10 (1&2) Maths General Mathematics 1 & 2 62

St 1 1MAM1011 and 1MAM1022

Maths Mathematics 1 & 2 63

St 1 1MAM1032 Maths Mathematics 3 63

St 1 1MOD10 Modern History 59

St 1 tba Music 50

St 1 1NUT10 Nutrition 65

St 1 1OUE10 (A&B) Outdoor Education A & B 57

St 1 1MMP10S (A&B) Outdoor Products – Skate A & B 53

St 1 1PCA Pastoral Care 54

St 1 1PLP10 Personal Learning Plan 54

98

St 1 1PHE10 (A&B) Physical Education A & B 58

St 1 1PHI10 (1&2) Physics 1 & 2 66

St 1 1PSC10 (A&B) Psychology A & B 66

St 1 2RPA10 / 2RPB10 Research Project A or Research Project B 72

St 1 2SPB20 (1&2) Spanish ‐ Beginners 61

St 1 1TOS10 Tourism 60

St 1 1VAA10 (A&B) Visual Arts ‐ Art A & B 51

St 1 1VAD10 (A&B) Visual Arts ‐ Design A & B 51

St 1 1WPS10 Workplace Practices 53

St 2 tba Agricultural Production 84

St 2 2CCB20 Architecture 69

St 2 2ANT20 Ancient Studies 79

St 2 2BIG20 Biology 84

St 2 2CME20 Chemistry 85

St 2 2CSD20 Child Studies 76

St 2 Refer subject info Community Studies 71

St 2 2CVA20 Creative Arts ‐ Art 67

St 2 2CVC20 Creative Arts ‐ Craft 67

St 2 2CVD20 Creative Arts ‐ Design 67

St 2 2DRM20 Drama 67

St 2 2ESH20 English 73

St 2 2ETE20 Essential English 75

St 2 2ELS20 English Literary Studies 74

St 2 2FOH20 Food and Hospitality 76

St 2 2GHY20 Geography 79

St 2 2HEH20 Health 77

St 2 2MMA20 Materials Products II ‐ Integrated 69

St 2 2MGM20 Maths General Mathematics 82

St 2 2MEM20 Maths Essential Mathematics 82

St 2 2MSC20 Maths Specialist Mathematics 83

St 2 2MHS20 Maths Mathematical Methods 83

St 2 2MOH20 Modern History 80

St 2 Refer subject info Music 68

St 2 2NUT20 Nutrition 85

St 2 2OUE20 Outdoor Education 77

St 2 2PCA Pastoral Care 71

St 2 2PHE20 Physical Education 78

St 2 2PYS20 Physics 86

St 2 2PSC20 Psychology 85

St 2 2RPA10 / 2RPB10 Research Project A or Research Project B 72

St 2 2SOR20 Society and Culture 80

St 2 2TOS20 Tourism 81

St 2 2VAA20 Visual Arts ‐ Art 68

St 2 2VAD20 Visual Arts ‐ Design 68

St 2 2WPC20 Workplace Practices 69

VET 1VAU VET – Cert 1 Automotive Vocational Preparation 88

VET 1VAG VET ‐ Cert 2 in Agriculture 89

VET 1VBC VET ‐ Cert 2 in Construction Pathways 90

VET 1VEQ VET ‐ Cert 2 in Equine Studies 91

VET 1VHO VET ‐ Cert 2 in Hospitality 92

VET 1VRC VET ‐ Cert 2 in Retail Cosmetics 93

VET 2VAH VET ‐ Cert 3 in Health Services Assistance 94

Documents

IMPORTANT INFORMATION FOR STUDENTS … INFORMATION FOR STUDENTS REGARDING 2018 SUBJECT SELECTIONS This Curriculum Handbook provides information on subject and course offerings for