CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
CENTRAL YORKE SCHOOL

                                                                                2021
                                                                         CURRICULUM
                                                                               GUIDE

consistently high    flexible local   individual course   bonus school
  SACE results        pathways &      selection & small   ATAR points
                    apprenticeships        classes
CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
A MESSAGE FROM
THE PRINCIPAL
                                                 The CYS Curriculum Guide
                                                 describes the curriculum offered
                                                 in year 10–12 at Central Yorke
                                                 School for 2021. Subject selection
                                                 at the secondary level is very
                                                 important in shaping future
                                                 pathways and links between
                                                 school, further study and the
                                                 world of work.

This information has been prepared to assist             21st Century learners at Central Yorke School value
students and parents in considering the range of         personalised, student-centred learning, and expect
course options available to students at Central Yorke    digitally rich pedagogy. They want to represent their
School. The SACE requires students in years 10, 11 and   understandings in a variety of ways that will enable
12 to select from relatively new subject frameworks      them to become global citizens.
and its compulsory requirements for literacy and
numeracy, and the Research Project. The Personal         An investment in learning
Learning Plan (PLP) is a compulsory subject in the
                                                         Central Yorke has invested heavily in our senior
SACE at year 10.
                                                         school leaning spaces. We are embedding modern
The curriculum at Central Yorke School is aligned        teaching practices focused on delivering individual
with both state and national expectations for all        students pathways to success. The Senior Suite has
schools. As of 2015 all curriculum areas R - 10 are      been designed to facilitate collaborate learning and
using the Australian Curriculum. At this stage the       increase student access to teaching staff through
South Australian Certificate of Education (SACE)         its open layout that provides a variety of learning
continues to be the mandated Curriculum in the           spaces. All year 11 and 12 students have access to
senior years.                                            their own dedicated laptop ensuring they have the
                                                         tools needed to succeed in the senior years. These
21st Century Skills                                      laptops are available for students to access 24/7 to
                                                         match the learning demands of modern students.
At Central Yorke School we want our students to
graduate with 21st Century skills. This requires:        If you have any questions about the SACE, subject
                                                         offerings, or ways Central Yorke School can meet
    • Creativity and Innovation
                                                         your child’s needs please contact the school and
    • Communication and Collaboration
                                                         arrange a time to speak to Mr Scott Moore, or myself.
    • Research and Information Fluency
    • Critical Thinking, Problem Solving, and Decision
      Making
    • Digital Citizenship                                Grant Keleher
    • Technology Operations and Concepts                 Principal Central Yorke School

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
CONTENTS                                                                  Learning Together; Making a Difference

THE SACE                                                   4    HEALTH & PHYSICAL EDUCATION                            34
VOCATIONAL EDUCATION & TRAINING                            6    Stage 1 Physical Education                             35
                                                                Stage 2 Physical Education                             35
POST SCHOOL PATHWAYS                                       8
                                                                Stage 1 Outdoor Education                              36
COURSE SELECTION                                           9    Stage 2 Outdoor Education                              37
2021 SUBJECT CHOICES                                    10      Stage 1 Food and Hospitality                           38
Football academy                                        11      Stage 2 Food and Hospitality                           38
ENGLISH                                                    12   HUMANITIES AND SOCIAL SCIENCES                         40
Stage 1 English                                            13   Stage 1 History                                        41
Stage 1 Essential English                                  14   Stage 1 Society and Culture                            41
Stage 2 English                                            14   Stage 2 Australian History                             42
Stage 2 Essential English                                  15   Stage 2 Modern History                                 42
                                                                Stage 2 Society and Culture                            43
MATHEMATICS                                             16
Stage 1 Mathematics                                     17      SCIENCE                                                44
Stage 1 General Mathematics                             17      Stage 1 Biology                                        45
Stage 1 Essential Mathematics                           18      Stage 2 Biology                                        45
Stage 2 Mathematical Methods                            18      Stage 1 Chemistry                                      46
Stage 2 General Maths                                   19      Stage 2 Chemistry                                      47
Stage 2 Essential Mathematics                           19      Stage 1 Physics                                        48
                                                                Stage 2 Physics                                        48
BUSINESS, ENTERPRISE & TECHNOLOGY                       20
                                                                Stage 1 Nutrition                                      49
Stage 1 Communication Products (Photography)            21
                                                                Stage 2 Nutrition                                      49
Stage 2 Communications Products (Photography)           21
                                                                Year 10 Agriculture                                    50
Stage 1 Information Technology                          22
                                                                Stage 1 Agriculture                                    51
Stage 2 Information Technology                          22
                                                                Stage 2 Agriculture                                    51
Stage 1 Workplace Practices                             23
Stage 2 Workplace Practices                             24      THE ARTS                                               52
Stage 1 Design and Technology - Material Products       25      Stage 1 Creative Arts                                  53
Stage 1 Personal Learning Plan (PLP)                    27      Stage 2 Creative Arts                                  54
                                                                Stage 1 Music                                          55
CROSS DISCIPLINARY                                       28
                                                                Stage 1 Drama                                          55
Stage 1 Research Practices                               28
Stage 1 Research Project                                 28
Certificate Studies – VET                                29
Year 8/9 SAASTA Connect                                  30
Stage 1 Integrated Learning – Aboriginal Power Cup       31
Stage 1 Integrated Learning – UNISA Shield               32
Stage 2 Integrated Learning – Personal Development       32
SAASTA VET Course - Certificate III Sport and Recreation 33

                                    CENTRAL YORKE SCHOOL CONTACTS
  Principal                       Head of Early Years            Community Engagement              Student Services
  GRANT KELEHER                   MEL RICHARDS                   TIM TUCK                          DEB BRIGGS
                                                                                                   SKYE BARLOW
  Deputy Principal                Learning & Student Pathways    Counsellor
                                                                                                   CHRIS WILLIAMS
  CHELSEA SCHMIDT                 SCOTT MOORE                    HELEN MOLONEY
                                                                                                   ANDREA VANDER WESTHUIZEN
  Head of Point Pearce            SAASTA & Middle School         Business Manager
  DAVE LOVE                       SHAYLA VINCE                   FIONA-LEE BUTTFIELD

            Junction Road, Maitland SA 5573 | P (08) 8832 2613 | F (08) 8832 2336 | E dl.0761.info@schools.sa.edu.au

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
THE SACE
The South Australian Certificate of Education (SACE) is
a qualification awarded to students who successfully
complete their year 11/12 senior secondary education.
The certificate is based on two stages of                    • At least 20 credits towards literacy from a
achievement: Stage 1 (normally undertaken in Year              range of English/English as a Second Language
11) and Stage 2 (Year 12). Students will be able to            studies at Stage 1.
study a wide range of subjects and courses as part of        • At least 10 credits towards numeracy from a
the SACE.                                                      range of mathematics studies at Stage 1.
                                                             • A Research Project – an in-depth major project
What are features of the SACE?                                 – accredited at Stage 2, worth 10 credits.
                                                             • Completion of at least 60 additional credits in
As part of the SACE students will:
                                                               Stage 2 subjects and courses.
    • Receive credits for many different forms of
                                                          The importance of the compulsory elements is
      education and training (such as academic
                                                          reflected in the requirement that students must
      subjects, learning a trade, TAFE, vocational
                                                          achieve either an A, B, or C in these subjects to
      training and community service) provided they
                                                          complete the SACE successfully.
      are recognised by the SACE Board.
    • Be able to return to their studies at any time in   In addition to the compulsory elements, students
      the future to complete the SACE without losing      will choose from a wide range of subjects and
      credit for work already undertaken.                 courses to earn the remaining 90 credits to gain the
    • Receive A-E grades in every Stage 1 and Stage 2     SACE. These include subjects and courses from either
      SACE subject.                                       Stage 1 or Stage 2.
    • Be expected to gain and demonstrate essential
      skills and knowledge for their future, focusing     Community learning
      on communication, citizenship, personal
                                                          The SACE Board recognises that learning doesn’t just
      development, work and learning.
                                                          happen in the classroom, but in all kinds of settings.
    • Have 30 per cent of their work in every Stage 2
                                                          SACE students can earn credits for community
      subject externally assessed. This will be done
                                                          service or activities in two ways:
      in various ways, including exams, practical
      performances and presentations.                        • Community-developed programs through a
    • Have outside moderators check the school-                current award or certificate from a community-
      assessed parts of Stage 2 subjects to ensure             developed program, such as those offered by
      consistent grading across the State.                     the Royal Life Saving Society or the Duke of
                                                               Edinburgh’s Award. Other activities such as
What are the requirements to                                   State and National representation in a chosen
achieve the SACE?                                              field will also qualify for this.
                                                             • Self-directed community learning such as
To gain the certificate students must earn 200                 taking care of a family member, supporting
credits. Ten credits are equivalent to one semester or         a refugee family, or volunteering for a
six months’ study in a particular subject or course.           community project. To gain recognition for this
Some elements of the SACE are compulsory. These                kind of community learning, students need to
are:                                                           show evidence about what they have learnt.
    • A Personal Learning Plan (PLP) at Stage 1
      (undertaken in Year 10), worth 10 credits.

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
Learning Together; Making a Difference

Students with disabilities                                Students can log into students online by visiting the
                                                          following website.
The SACE offers a range of modified subjects to
provide opportunities for students with disabilities to   www.sace.sa.edu.au/students-online
demonstrate their learning.                               They will need their SACE registration number and
Modified subjects are intended for students who           pin number to log in. Their pin is usually the first 4
have any of the following                                 digits of their birthday, eg 14th of June is 1406.

   • Severe multiple disabilities
   • Moderate to profound disability
   • Mild intellectual disability
Modified subjects are available for Stage 1 and Stage
2, subject to eligibility requirements.

Students online
Students online is a one-stop-shop for information
about an individual and their current progress in
achieving their SACE. It can help students:
   • Plan their SACE, by looking at subjects and
     courses and deciding what combinations are
     best suited to them.
   • Check their progress
   • Access their results.

                                                          Stage 2 Outdoor Education: Rock Climbing

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
VOCATIONAL EDUCATION
& TRAINING
Vocational Education and Training (VET) pathways are
critical in course selection and are available from Year 10-
12. For 2021 Central Yorke is proud to offer a broad range
of courses across a variety of learning environments for
senior students to study.
VET refers to the national vocational qualifications    may have specific equipment or materials that you
that are endorsed by industry. VET courses provide      are required to purchase, eg steel-capped boots or
students with the opportunity to work to attain         equipment that becomes your personal property.
nationally accredited certification against the         It is the responsibility of the student to cover these
Australian Qualifications Training Framework,           extra costs.
and achieve their South Australian Certificate of
                                                        Some students may miss lessons for other subjects
Education (SACE) through diverse and rigorous
                                                        while at their VET program. This means that they
learning experiences.
                                                        will need to be well organised and prepared to
                                                        negotiate subject learning requirements by working
What is Vet?                                            closely with their subject teachers and Pathways
VET programs provide students in years 10, 11 and       Coordinator.
12 increased vocational pathway options through a       Many VET programs require students to undertake
broad range of VET program choices. VET programs        Structured Workplace Learning (SWL). This involves
are hosted by schools and Registered Training           learning opportunities related to your VET program
Organisations (RTOs). Students remain enrolled at       in a real or simulated workplace. These placements
Central Yorke School and attend CYS, a host school or   provide on-the-job training and mentoring to
RTO for their chosen VET program.                       develop your technical and employability skills. SWL
Some of the benefits of choosing VET include:           also provides opportunity for on-the-job assessment
                                                        as part of your VET program.
    • Gaining a nationally recognised qualification
      while completing your SACE
    • Getting a ‘head start’ in your chosen career
                                                        School Based Apprenticeships
    • Making your senior school studies more            A School Based Apprenticeship is a great way to
      relevant and interesting                          start your career while completing your SACE. ASBAs
    • Providing opportunities to learn ‘on-the-job’     allow senior school students to combine paid work,
      through workplace learning                        training and school, while working towards their
    • Gaining skills and knowledge that employers       SACE a nationally-recognised qualification.
      seek in their employees
                                                        Students undertaking ASBAs commence a Contract
    • Providing pathways into apprenticeships,
                                                        of Training through a part-time Apprenticeship or
      traineeships (including School-Based
                                                        Traineeship. They learn skills (competencies) on-the-
      Apprenticeships and Traineeships), further
                                                        job and through training with a Registered Training
      education or training, and direct employment
                                                        Organisation (RTO).
There are some courses where significant reductions
in fees can be obtained through Training Guarantees
for SACE Students (TGSS). Courses that fall outside
of the funded training list will require full fees at
the responsibility of the student. Some programs

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
Learning Together; Making a Difference

Some benefits of undertaking a School Based           which means that if all the training is successfully
Apprenticeship or Traineeship include:                completed and the employer believes the Apprentice
                                                      or Trainee is competent in all areas, the Contract of
   • Gaining a head start in your chosen job
                                                      Training can be ‘signed off’. Students commencing a
     without competing with the rest of the school
                                                      Certificate III or IV generally work part-time while
     leavers in the state.
                                                      still attending school, then continue full-time to
   • Earning credits as part of your training which
                                                      complete the Apprenticeship when their schooling is
     accrue towards your SACE.
                                                      finished (SACE is achieved).
   • Starting your career and earning money while
     you are still at school.                         The School Based Apprenticeship can be organised
   • Working towards or gaining a nationally-         in a number of ways. It can involve working one
     recognised qualification.                        or more days a week; on weekends; during school
   • Gaining hands-on experience in a career-         holidays or block of time (eg a number of weeks in a
     orientated job.                                  row). This is negotiated between the employer, the
   • Having adult responsibility as a member of the   school and the student. At least eight hours per week
     workforce                                        on-the-job is required (this can be averaged over
   • The relevant industry Award covers most          time).
     School Based Apprenticeships. Students are
                                                      Year 9, 10, 11 or 12 students can arrange a meeting
     paid for the time spent in the workplace.
                                                      with an Apprenticeship Broker. Meeting times can be
If the ASBA is not completed prior to the student     booked through the school. Speak to Mr Moore or Mr
completing SACE, students will continue on as         Keleher if this pathway appeals to you
a permanent employee until it is completed.
Apprenticeships are now competency-based,

                                                          Senior Agriculture: Animal Production

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
POST SCHOOL
PATHWAYS
Gaining the SACE is the main method used by South
Australian students to gain admission into university and
TAFE courses. However, there are a number of other things
students need to know to be eligible to apply.
Achieving the SACE is important if a student wants      For entry to TAFE using the SACE, students will have
a place at university, but there are some other         to meet the following requirements:
requirements for university entry.
                                                          • For Certificate I level courses there are no
Students must:                                              Minimum Entry Requirements.
                                                          • For Certificate II level courses students
    • Complete the SACE including all compulsory
                                                            must successfully complete the literacy and
      subjects.
                                                            numeracy standards in the SACE – this means
    • Complete at least 80 credits at Stage 2. Of the
                                                            achieving a ‘C’ grade or better in 20 credits of
      80 credits, at least 60 credits must be from
                                                            a Stage 1 or Stage 2 English subject(s) and 10
      Tertiary Admissions Subjects (TAS) and the
                                                            credits of a Stage 1 or Stage 2 Mathematics
      other 20 either from TAS subjects, Recognised
                                                            subject.
      Studies, or a mix of the two.
                                                          • For Certificate III level courses and higher
    • Complete any prerequisite requirement for a
                                                            students must achieve the SACE.
      chosen university course.
                                                          • For Certificate IV level courses and higher
    • Comply with rules regarding subject
                                                            students must achieve the SACE and gain a
      combinations.
                                                            TAFE SA Selection Score.
    • Obtain an Australian Tertiary Admission Rank
      (ATAR).                                           Applications for university and TAFE courses are
                                                        handled by the South Australian Tertiary Admissions
                                                        Centre (SATAC). See the SATAC tertiary entrance
                                                        booklet for full details, (copies are available from
                                                        the school) or visit the SATAC website http://www.
                                                        satac.edu.au for more information. During Term 3 of
                                                        Year 12 Mr Scott Moore will also sit down with each
                                                        family and chart out a course in consultation with
                                                        the students for their future pathways beyond life at
                                                        Central Yorke School.

                       Year 12 students

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
COURSE SELECTION
AND SUBJECT OPTIONS                                                          Learning Together; Making a Difference

In selecting subjects for Senior School, it is important                tertiary courses require certain Senior School
that students and parents:                                              subjects.
                                                                      • This information is available in the Job Guide
Consider student’s interests & career aspirations
                                                                        and in the Tertiary Entrance Guide.
  • Consider the student’s main interests and
     success in certain subject fields.                             Understand the Subject Pathways
  • Consider possible career pathways.                                • Understand the ‘Subject Pathways’
  • Consider whether there is any professional                           (flowcharts) within each Area of Study.
     assistance or advice needed from appropriate                     • Students need to think carefully about the
     staff members.                                                      subjects they choose and be committed to
  • Persons to contact with regard to specific                           undertaking them.
     subjects are indicated in the Subject
     Descriptors.
Read carefully the subjects on offer and future
subject possibilities
   • Read which subjects each Area of Study is
      offering.
   • Look at Subject Descriptors
   • Read the details about what each subject
      involves and where it leads.
   • Read the section ‘STUDENT PATHWAYS’ in
      the Subject Descriptors. Certain careers and

      Literacy (compulsory) from a
      range of English subjects
      Numeracy (compulsory) from a
      range of mathematics subjects
      Personal Learning Plan                                                                         Free choice subjects from
                                                       20 Credits
      (compulsory)                                                                                   either Stage 1 or Stage 2
                                          10 Credits

      Resarch Project                 10 Credits
      (compulsory)
                                     10 Credits
                                                                       90 Credits

                                          60 Credits

                                                                                                     Compulsory Stage 1 = 40 Credits

                                                                                                     Compulsory Stage 2 = 70 Credits

       Stage 2 subjects                                                                              Free Choice = 40 Credits

                                                                                                     Stage 1 - Year 10 & 11

                                                       SACE = 200 Credits                            Stage 2 - Year 12

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CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
2021 SUBJECT CHOICES
Central Yorke School makes every effort to offer          available, teleconference and Skype lessons are used
students face to face options when subjects are viable.   where possible to tap into local resource sharing
If individual students or a small number of students      arrangements throughout our partnership, and off line
express interest in a course there are several options    studies can be implemented to help broaden student
that can be explored. Open Access College provides        choice in subjects and delivery mode. If a subject of
a range of lessons, these are supported through           interest is not listed in this booklet speak to Mr Scott
the Flex Room environment with teacher support            Moore to discuss possible opportunities.

      Learning area                                   Subject                                Length of course
                            7-10 English                                                 2 Semesters
English
                            English                                                      2 Semesters
                            7-10 Mathematics                                             2 Semesters
Maths                       General Mathematics                                          1 or 2 semesters
                            Mathematics                                                  1 or 2 semesters
                            Communication Products                                       1 or 2 semesters
Business, Enterprise,       Information Technology                                       1 or 2 semesters
and Technology
                            Design Technology (Woodwork, Metal)                          1 or 2 semesters
                            Personal Learning Plan                                       1 semester
                            Research Practice                                            1 semester
Cross Disciplinary          Research Project                                             1 semester
                            Certificate Studies - VET (Range of Certificates)            2 semesters
                            SAASTA                                                       2 Semesters
                            Physical Education                                           1 or 2 semesters
Health and Physical         Outdoor Education                                            2 semesters
Education
                            Food and Hospitality                                         1 or 2 semesters

Humanities and              History                                                      1 or 2 semesters
Social Sciences             Society and Culture                                          1 or 2 semesters
                            Biology                                                      1 or 2 semesters
                            Chemistry                                                    2 Semesters
Science                     Physics                                                      2 Semesters
                            Nutrition                                                    2 Semesters
                            Agriculture                                                  1 or 2 semesters
                            Music                                                        1 or 2 semesters
The Arts
                            Creative Arts                                                1 or 2 semesters

*Generally Stage 1 Subjects are completed over 1 Semester, in most cases students will choose to complete 2
semesters in a year. Stage 2 Subjects are completed over 2 semesters. Each semester is worth 10 SACE credits.

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FEATURED SUBJECT                                               Learning Together; Making a Difference

FOOTBALL ACADEMY
Subject Code: N/A
Length: Full Year
Contact Person: Scott Moore
Learning Requirements:
Stage 1 is two 10-credit subject. (Both semester
                                                      This program has a strong practical focus with
courses). Stage 2 is a 20-credit subject
                                                      competitive games played against other teams
Content:                                              throughout the year. All learning is SACE accredited
The Yorke Peninsula Academy has been developed by     allowing students to complete up to 60 SACE
Central Yorke School in partnership with the SANFL,   credits over a two-year period, students will also
Port Adelaide Football Club and Woodville West        have access to quality VET courses and career
Torrens Football Club.                                development. As this program has a focus on high
A squad of 25 boys and 25 girls will be selected to   performance, students must meet KPIs around
attend a full day program at Central Yorke School.    attendance, behavior and academic achievement.
They will be provided with a program aligned to
the SACE that covers topics such as Nutrition, Game
Preparation and Recovery, Skill Development and
Career Pathway development. Specialised programs
in Coaching, Umpiring and Sports Medicine Trainer
will be an integral part of this program as they
provide a holistic view of the football industry.

                                                                                  CY Football Academy

                                                                                                         11
ENGLISH

In English students analyse the interrelationship of author,
text and audience, with an emphasis on how language
and stylistic features shape ideas and perspectives in a
range of contexts. They consider social, cultural, economic,
historical and/or political perspectives in texts and their
representation of human experience and the world.
Students explore how the purpose of a text is           Students have opportunities to reflect on their
achieved through application of text conventions        personal values and those of other people by
and stylistic choices to position the audience to       responding to aesthetic and cultural aspects of texts
respond to ideas and perspectives. An understanding     from the contemporary world, from the past, and
of purpose, audience, and context is applied in         from Australian and other cultures.
students’ own creation of imaginative, interpretive,
analytical, and persuasive texts that may be written,
oral, and/or multimodal.

Curriculum Pathway (10-12)
     YEAR 10                         YEAR 11                      YEAR 12

      10 English                   Stage 1 English              Stage 2 English

                                                                    Stage 2
                                                                Essential English

                                       Stage 1                      Stage 2
                                   Essential English            Essential English

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Learning Together; Making a Difference

STAGE 1 ENGLISH
Course Code: 1ESH10                                        For a 20-credit subject, students should provide
Length: Full Year                                          evidence of their learning through eight
Contact Person: Lauren Smith                               assessments, with at least two assessments from
                                                           each assessment type. At least two assessments
Course Description:
                                                           should be oral or multimodal presentations, and at
In English students analyse the interrelationship
                                                           least two should be in written form. Each assessment
of author, text, and audience with an emphasis on
                                                           type should have a weighting of at least 20%.
how language and stylistic features shape ideas and
perspectives in a range of contexts. They consider         Student Pathway:
social, cultural, economic, historical, and/or political   Students who successfully complete two semesters
perspectives in texts and their representation of          of Stage 1 English are able to continue on to Stage 2
human experience and the world.                            English.
Students explore how the purpose of a text is
achieved through application of text conventions
and stylistic choices to position the audience to
respond to ideas and perspectives. An understanding
of purpose, audience, and context is applied in
students’ own creation of imaginative, interpretive,
analytical, and persuasive texts that may be written,
oral, and/or multimodal.
Students have opportunities to reflect on their
personal values and those of other people by
responding to aesthetic and cultural aspects of texts
from the contemporary world, from the past, and
from Australian and other cultures.
Assessment:
The following assessment types enable students to
demonstrate their learning in Stage 1 English:
 Assessment Type 1: Responding to Texts
 Assessment Type 2: Creating Texts
 Assessment Type 3: Intertextual Study
For a 10-credit subject, students should provide
evidence of their learning through four assessments,
with at least one assessment from each assessment
type. At least one assessment should be an oral or
multimodal presentation and at least one should be
in written form. Each assessment type should have a
weighting of at least 20%.

                                                                                              YP Investigation

                                                                                                              13
ENGLISH
STAGE 1 ESSENTIAL ENGLISH                                 STAGE 2 ENGLISH
Course Code: 1ETE10                                       Course Code: 2ESH20
Length: Full Year                                         Length: Full Year
Contact Person: Lauren Smith                              Contact Person: Scott Moore
Course Description:                                       Prequestite:
Essential English is a 10-credit subject or a 20-credit   B grade or higher in Stage 1 English
subject at Stage 1, and a 20-credit subject at Stage 2.
                                                          Learning Requirements:
In this subject students respond to and create            Stage 2 English is a 20-credit subject.
texts in and for a range of personal, social, cultural,
                                                          The content includes:
community, and/or workplace contexts. Students
                                                            • Responding to Texts
understand and interpret information, ideas, and
                                                            • Creating Texts.
perspectives in texts and consider ways in which
language choices are used to create meaning.              In Stage 2 English students read and view a range
                                                          of texts, including texts created by Australian
Assessment:
                                                          authors. In comparing texts students analyse
The following assessment types enable students
                                                          the relationships between language and stylistic
to demonstrate their learning in Stage 1 Essential
                                                          features, text types, and contexts. Recognising and
English:
                                                          analysing the language and stylistic features and
 Assessment Type 1: Responding to Texts                   conventions of text types in literary and everyday
 Assessment Type 2: Creating Texts.                       texts influences interpretation. Through close study
                                                          of texts, students explore relationships between
For a 10-credit subject, students should provide
                                                          content and perspectives and the text and its
evidence of their learning through four assessments,
                                                          context.
with at least one assessment from each assessment
type. At least one assessment should be an oral or        Course Description:
multimodal presentation, and at least one should be       In English students analyse the interrelationship
in written form. Each assessment type should have a       of author, text, and audience, with an emphasis on
weighting of at least 20%.                                how language and stylistic features shape ideas and
                                                          perspectives in a range of contexts. They consider
For a 20-credit subject, students should provide
                                                          social, cultural, economic, historical, and/or political
evidence of their learning through eight
                                                          perspectives in texts and their representation of
assessments, with at least two assessments from
                                                          human experience and the world.
each assessment type. At least two assessments
should be oral or multimodal presentations, and at        Assessment:
least two should be in written form. Each assessment      Students demonstrate their learning through:
type should have a weighting of at least 20%.             School Assessment (70%)
Student Pathway:                                            Assessment Type 1: Responding to Texts (30%)
Students who successfully complete two semesters            Assessment Type 2: Creating Texts (40%)
of Stage 1 Essential English are able to continue on to   External Assessment (30%)
Stage 2 Essential English.                                  Assessment Type 3: Comparative Analysis (30%).
                                                          Student Pathway:
                                                          This is a TAS subject and can be used for University
                                                          and TAFE entrance.

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Learning Together; Making a Difference

STAGE 2 ESSENTIAL ENGLISH
Course Code: 2ETE201                                      Assessment:
Length: Full Year                                         The following assessment types enable students to
Contact Person: Scott Moore                               demonstrate their learning:
Prequestite:                                              School Assessment (70%)
C grade or better in either Stage 1 English or Stage 1      Assessment Type 1: Responding to Texts (30%)
Essential English                                           Assessment Type 2: Creating Texts (40%)
Learning Requirements:                                    External Assessment (30%)
The learning requirements summarise the                     Assessment Type 3: Language Study (30%)
knowledge, skills, and understanding that students        Students provide evidence of their learning
are expected to develop and demonstrate through           through seven assessments, including the external
their learning in Stage 2 Essential English.              assessment component. Students complete:
In this subject, students are expected to:                   • Three assessments for responding to texts
   • Extend communication skills through reading,            • Three assessments for creating texts
     viewing, writing, listening, and speaking               • One language study.
   • Consider and respond to information, ideas,          Student Pathway:
     and perspectives in texts selected from social,      This is a TAS subject and can be used for University
     cultural, community, workplace, and/or               and TAFE entrance.
     imaginative contexts
   • Examine the effect of language choices,
     conventions, and stylistic features in a range of
     texts for different audiences
   • Analyse the role of language in supporting
     effective communication
   • Create oral, written, and multimodal texts
     that communicate information, ideas, and
     perspectives for a range of purposes.
Course Description:
In this subject students respond to and create
texts in and for a range of personal, social, cultural,
community, and/or workplace contexts.
Students understand and interpret information,
ideas, and perspectives in texts and consider ways in
which language choices are used to create meaning.

                                                                                                                 15
MATHEMATICS
Mathematics provides students with essential
mathematical skills and knowledge in Number and
Algebra, Measurement and Geometry, and Statistics and
Probability.
It develops the numeracy capabilities that all           understanding, fluency, logical reasoning,
students need in their personal, work and civic          analytical thought and problem-solving skills.
life, and provides the fundamentals on which             These capabilities enable students to respond to
mathematical specialties and professional                familiar and unfamiliar situations by employing
applications of mathematics are built.                   mathematical strategies to make informed decisions
                                                         and solve problems efficiently.
The curriculum focuses on developing increasingly
sophisticated and refined mathematical

Curriculum Pathway (10-12)

      YEAR 10                         YEAR 11                      YEAR 12

                                       Stage 1                Stage 2 Mathematical
     10 Mathematics
                                     Mathematics                    Concepts

                                                                    Stage 2
                                                              General Mathematics

                                       Stage 1                      Stage 2
                                 General Mathematics          General Mathematics

                                                                     Stage 2
                                                              Essentail Mathematics

                                         Stage 1                     Stage 2
                                 Essential Mathematics        Essentail Mathematics

16
Learning Together; Making a Difference

STAGE 1 MATHEMATICS                                       STAGE 1 GENERAL
Course Code: 1MAM10                                       MATHEMATICS
Length: 1 Semester
                                                          Course Code: 1MGM10
Contact Person: Will Baker
                                                          Length: 1 Semester
Course Description:                                       Contact Person: Will Baker
The SACE website displays the curriculum content for
                                                          Course Description:
each topic in this course: In particular students study
                                                          General Mathematics extends students’
the following topics during Semester 1.
                                                          mathematical skills in ways that apply to practical
   • Functions and Graphs including Linear                problem-solving. A problem-based approach is
     relationships and functions.                         integral to the development of mathematical
   • Polynomials including quadratic, cubic and           models and the associated key ideas in the topics.
     quartic functions.                                   These topics cover a diverse range of applications
   • Trigonometry including the unit circle, and          of mathematics, including personal financial
     trigonometric functions.                             management, measurement and trigonometry,
Learning activities will include teacher instruction,     the statistical investigation process, modelling
investigations, interactive activities and homework.      using linear and non-linear functions, and discrete
                                                          modelling using networks and matrices.
Assessment Tasks:
 Supervised tests                                         Assessment Tasks:
 Investigations                                            One test per topic each semester.
 90 min Semester examination.                              One major folio investigation each semester (S1 -
                                                           Borrowing; S2 - Measurement).
Student Pathway:
Successful completion of this unit attains the            Student Pathway:
compulsory Numeracy requirement to achieve the            Students who successfully complete two semesters
SACE certificate.                                         of Stage 1 General Mathematics are able to continue
                                                          on to Stage 2 General Mathematics. Alternatively,
Successful completion of this unit is acceptable          students may choose to study Stage 2 Essential
background for continued study of Stage 2,                Mathematics
Mathematical Methods, General Mathematics and
Essential Mathematics.
Students studying Stage 1 Mathematics need
to achieve and A or a B grade to study Stage 2
Mathematical Methods.

                                                                                                               17
MATHEMATICS
STAGE 1 ESSENTIAL                                         STAGE 2 MATHEMATICAL
MATHEMATICS                                               METHODS
Course Code: 1MEM10                                       Course Code: 2MHS20
Length: 1 Semester                                        Length: Full Year
Contact Person: Will Baker                                Contact Person: Luke Trenorden
Course Description:                                       Assumed Knowledge:
This course is designed to build on concepts              A - B grade or better, in Stage 1 Mathematics and/or
developed to the end of Year 10 and to prepare            a written recommendation from their mathematics
students for further development in Stage 1               teacher.
The SACE website displays the curriculum content for      Learning Requirements:
each topic in this course:                                This whole year course is designed to build on
                                                          concepts developed by Stage 1 Mathematics.
In particular students study the following topics
during Semester 1.                                        Course Description:
                                                          In particular students study the following topics.
     • Calculations and Ratio including arithmetic of
       whole numbers and fractions.                          • Further differentiation & applications
     • Earning and Spending including calculation of           including Differentiation rules, exponential
       wages, taxation and budgeting.                          & trigonometric functions and the second
     • Geometry including properties of angles                 derivative.
       and polygons, construction processes with             • Discrete random variables Bernoulli
       compasses.                                              distribution and Binomial distributions.
                                                             • Integral Calculus including anti differentiation,
Learning activities will include teacher instruction,
                                                               area under curve and applications.
investigations, interactive activities and homework
                                                             • Logarithmic functions including solving
Assessment Tasks:                                              Exponential equations, Log functions and their
 Supervised tests                                              graphs and calculus of Log functions.
 Folio (investigations).                                     • Continuous Random variables and Normal
Student Pathway:                                               Distribution including Normal distributions
Successful completion of this unit attains the                 and Sampling.
compulsory Numeracy requirement to achieve the               • Sampling and Confidence Intervals
SACE certificate. Successful completion of this unit is        including Population mean & proportions
acceptable background for continued study of Stage             and Confidence intervals for population
2 Essential Mathematics.                                       proportions.

Students studying Stage 1 Essential Mathematics           Learning activities will include teacher instruction,
need to achieve and A or a B grade to study Essential     investigations, interactive activities and homework.
Mathematics at Stage 2 (Year 12) and/or a written         Assessment Tasks:
recommendation from their mathematics teacher.             Six supervised tests 50%
Essential Mathematics at Stage 2 has an externally         Investigation 20%.
assessed Exam (30%).                                       3 hour external examination 30%.
                                                          Student Pathway:
                                                          This is a TAS subject so can be used for University or
                                                          TAFE entrance.

18
Learning Together; Making a Difference

STAGE 2 GENERAL MATHS                                    STAGE 2 ESSENTIAL
Course Code: 2MGM20                                      MATHEMATICS
Length: Full Year
                                                         Course Code: 2MEM20
Contact Person: Luke Trenorden
                                                         Length: Full Year
Assumed Knowledge:                                       Contact Person: Luke Trenorden
Successful completion of two semesters of Stage 1
                                                         Assumed Knowledge:
General Mathematics or Stage 1 Mathematics
                                                         Successful completion of two semesters of Stage
Learning Requirements:                                   1 Essential Mathematics or Stage 1 General
In Stage 2 General Mathematics students are              Mathematics.
expected to:
                                                         Learning Requirements:
   • understand mathematical concepts,                   This whole year course is designed to build
     demonstrate mathematical skills, and apply          on concepts developed in Stage 1 Essential
     mathematical techniques                             Mathematics.
   • investigate and analyse mathematical
                                                         Course Description:
     information in a variety of contexts
                                                         The SACE website displays the curriculum content for
   • recognise and apply the mathematical
                                                         each topic in this course: In particular students study
     techniques needed when analysing and
                                                         the following topics.
     finding a solution to a problem, including the
     forming and testing of predictions                     • Scales, Plans and Models including properties
   • interpret results, draw conclusions, and reflect         of shapes, constructing scale diagrams and
     on the reasonableness of solutions in context            problem solving.
   • make discerning use of electronic technology           • Measurement including Linear measurement,
     to solve problems                                        area, Mass Volume, Capacity and Density.
   • communicate mathematically and present                 • Business Applications including Planning a
     mathematical information in a variety of                 business, Business costs & Break-even price and
     ways.                                                    Taxation.
                                                            • Statistics including Sampling Statistical
Course Description:
                                                              measures Linear Correlation (scatterplots).
General Mathematics extends students’
                                                            • Investments and Loans including Lump sums
mathematical skills in ways that apply to practical
                                                              investing, Annuities (pensions) and Loans.
problem solving. Topics cover a diverse range of
applications of mathematics, including personal          Learning activities will include teacher instruction,
financial management, the statistical investigation      investigations, interactive activities and homework.
process, modelling using linear and non-linear           Assessment Tasks:
functions, networks and matrices, and discrete            Supervised tests 30%
models.                                                   Folios 40%
Assessment Tasks:                                         2hr external examination 30%.
 End of unit test for each of the five topics (8%each)   Student Pathway:
 Two folio investigations (15% each)                     This is a TAS subject so can be used for University or
 Externally moderated exam (30%)                         TAFE entrance.
Student Pathway:
This is a TAS subject and can be used for University
and TAFE entrance

                                                                                                             19
BUSINESS, ENTERPRISE
& TECHNOLOGY
In Business, Enterprise & Technology subjects students
develop design briefs, demonstrating their design and
technological ability through activities in contexts that
have a practical outcome.
They make sound decisions about materials               design brief. They develop their ability to evaluate
and techniques, based on their testing and              outcomes against the design brief.
understanding of the physical properties and
                                                        Students investigate and critically analyse a range
working characteristics of materials. Students
                                                        of products, processes, and production techniques
identify product characteristics and make critical
                                                        used in industrial situations. This information is used
judgments about the design and creation of products
                                                        to create potential solutions through the design and
and systems.
                                                        creation of products and systems. Students identify
They work with a range of tools, materials,             demands on their design, taking cost, ethical,
equipment, and components to a high degree              cultural, and environmental issues into account. They
of precision, while implementing safe working           explain how their ideas address these demands,
practices. They demonstrate an understanding of         and use their analysis to produce proposals for the
the needs and values of a range of users to design      present and future.
and create products or systems that fit an identified

Curriculum Pathway (10-12)

      YEAR 10                          YEAR 11                     YEAR 12

       10 Visual or                     Stage 1                     Stage 2
     Performing Arts                  Photography                 Photography

      10 Design &                       Stage 1                     Stage 2
      Technology                  Design & Technology         Design & Technology

20
Learning Together; Making a Difference

STAGE 1 COMMUNICATION                                      STAGE 2 COMMUNICATIONS
PRODUCTS (PHOTOGRAPHY)                                     PRODUCTS (PHOTOGRAPHY)
Course Code: 1CCP10                                        Course Code: 2CCP20
Length : 1 Semester                                        Length : Full Year
Contact Person: Pat Hasting                                Contact Person: Pat Hasting
Course Description:                                        Learning Requirements:
The course as designed will introduce theory and           In this subject, students are expected to:
practice to support the production of quality
                                                              • Investigate and critically analyse the purpose,
photographs and communication products with
                                                                design concepts, processes, and production
quality contemporary design elements.
                                                                techniques of existing products or systems
The range of interests, skills and abilities of students      • Create, test, validate, modify, and
will be accommodated to ensure that success is                  communicate design ideas for an identified
achievable by all.                                              need, problem, or challenge
                                                              • Investigate, analyse, and use the differing
Assessment Tasks:
                                                                characteristics and properties of materials,
The following assessment types enable students to
                                                                components, processes, and equipment to
demonstrate their learning in Photography.
                                                                create products or systems safely
 Skills and Applications Tasks                                • Use the design process to select materials,
 Folio                                                          components, processes, techniques, and
 Product                                                        equipment, to develop and implement
Student Pathway:                                                solutions and ideas for products or systems
Leads to Stage 2 Communications Products II but not           • Apply appropriate knowledge & understanding
prerequisite                                                    of skills, processes, procedures, & techniques to
                                                                a range of technological activities
                                                              • Evaluate product or system development and
                                                                outcome, and reflect on technological ideas
                                                                and procedures used, with reference to the
                                                                design brief
                                                              • Analyse the impact of technological practices,
                                                                products, or systems on individuals, society,
                                                                and/or the environment.
                                                           Course Description:
                                                           This focus area involves the use of images, to design
                                                           and make products that communicate information.
                                                           Students produce outcomes that demonstrate the
                                                           knowledge and skills associated with manipulation
                                                           of communication media
                                                           Assessment Tasks:
                                                           The following assessment types enable students to
                                                           demonstrate their learning in Photography.
                                                            Skills and applications tasks - 20%
                                                            Product - 50%
                                                            External Component Folio - 30%

                                                                                                              21
BUSINESS, ENTERPRISE
& TECHNOLOGY
STAGE 1 INFORMATION                                       STAGE 2 INFORMATION
TECHNOLOGY                                                TECHNOLOGY
Course Code: 1IFT10                                       Course Code: 2IFT20
Length : 1 Semester                                       Length : Full Year
Contact Person: Scott Moore                               Contact Person: Scott Moore
Course Description:                                       Assumed Knowledge:
Information Technology is a 10-credit subject at          Successful completion of two semesters of Stage 1
Stage 1. It is organised into the following six topics:   Information Technology
     •   Computer Systems                                 Learning Requirements:
     •   Relational Databases                                • Use appropriate communication methods
     •   Application Programming                                and tools to explain information technology
     •   Multimedia Programming                                 concepts, including how data is represented
     •   Website Programming                                    and transferred in computer-based systems
     •   Dynamic Websites.                                   • Apply skills and concepts with computer
                                                                application software to manipulate and
Assessment Tasks:
                                                                process data to produce outcomes involving
The following assessment types enable students to
                                                                complex processes
demonstrate their learning in Stage 1 Information
                                                             • Apply the systems development life cycle and
Technology:
                                                                other information technology knowledge,
 Assessment Type 1: Folio                                       skills, and problem-solving techniques to
 Assessment Type 2: Skills and Applications Tasks               create and document userfriendly, reliable,
 Assessment Type 3: Project.                                    and accurate systems in response to identified
For a 10-credit subject, students should provide                problems
evidence of their learning through four or five              • Critically analyse the responsibilities of the
assessments. Each assessment type should have a                 developer of systems
weighting of at least 20%. Students undertake:               • Critically analyse and discuss ethical use
                                                                of current and potential computer-based
Student Pathway:                                                systems/technologies and their social impact
Stage 2 Information Technology or related TAFE                  on individuals and society.
courses.
                                                          Course Description:
                                                          Stage 2 Information Technology is a 20-credit subject
                                                          that consists of two core topics and five option
                                                          topics. Students study both core topics and two of
                                                          the option topics.
                                                          Core Topics
                                                            • Information Systems
                                                            • Computer and Communication Systems
                                                          Option Topics
                                                            •   Relational Databases
                                                            •   Application Programming
                                                            •   Multimedia Programming
                                                            •   Website Programming
                                                            •   Dynamic Websites

22
Learning Together; Making a Difference

ASSESSMENT TASKS:                                       Assessment Tasks:
The following assessment types enable students to       The following assessment types enable students
demonstrate their learning in Stage 2 Information       to demonstrate their learning in Stage 1 Workplace
Technology:                                             Practices:

School Assessment (70%)                                  Assessment Type 1: Folio
  Assessment Type 1: Folio (20%)                         Assessment Type 2: Performance
  Assessment Type 2: Skills and Applications Tasks       Assessment Type 3: Reflection.
  (30%)
  Assessment Type 3: Project (20%)
External Assessment (30%)
  Assessment Type 4: Examination (30%).
Student Pathway:
This is a TAS subject and can be used for University
and TAFE entrance.

STAGE 1 WORKPLACE
PRACTICES
Course Code: 1WPS10
Length : 1 Semester
Contact Person: Scott Moore
Course Description:
At Stage 1 all students undertake Industry and Work
Knowledge and either Vocational Learning, VET or
Vocational Learning and VET.
Industry and Work Knowledge
Students develop knowledge and understanding of
the nature, type, and structure of the workplace.
Specific areas include, for example, the changing
nature of work; industrial relations and legislation;
safe and sustainable workplace practices; technical
and industry-related skills; and issues in industry
and workplace contexts.
Vocational Learning
Vocational learning is general learning that has
a vocational perspective. It includes any formal
learning in a work-related context outside Australian
Qualifications Framework (AQF) qualifications.
Students undertake learning in the workplace to
develop and reflect on their capabilities, interests,                                    Senior Agriculure
and aspirations and to reflect on the knowledge,
skills, and attributes valued in the workplace.

                                                                                                         23
BUSINESS, ENTERPRISE
& TECHNOLOGY
STAGE 2 WORKPLACE PRACTICES
Course Code: 2WPC20                                   ASSESSMENT TASKS:
Length : Full Year                                    The following assessment types enable students
Contact Person: Scott Moore                           to demonstrate their learning in Stage 2 Workplace
Assumed Knowledge:                                    Practices:
Nil                                                   School Assessment (70%)
Learning Requirements:                                  Assessment Type 1: Folio (25%)
In this subject, students are expected to:              Assessment Type 2: Performance (25%)
                                                        Assessment Type 3: Reflection (20%)
   • Understand and explain concepts of industry
     and work                                         External Assessment (30%)
   • Analyse the relationships between work-            Assessment Type 4: Investigation (30%).
     related issues and practices in workplaces       Student Pathway:
   • Demonstrate knowledge of the roles of            This is a TAS subject so can be used for University or
     individuals, government legislation and          TAFE entrance.
     policies, unions, and employer groups in work-
     related and workplace issues
   • Investigate the dynamic nature of work-
     related and workplace issues, cultures, and/
     or environments locally, nationally, and/or
     globally
   • Demonstrate and apply generic work skills
     and, where relevant, industry knowledge and
     skills, in a workplace and/or work-related
     context
   • Reflect on and evaluate learning experiences
     in/about the workplace.
Course Description:
There are three areas of study within Workplace
Practices:
   • Industry and Work Knowledge
   • Vocational Learning
   • Vocational Education and Training (VET).

24
Learning Together; Making a Difference

STAGE 1 DESIGN AND TECHNOLOGY - MATERIAL PRODUCTS
Course Code: 1CCP10                                      demonstrate their learning in Photography.
Length : 1 Semester
                                                          Skills and Applications Tasks
Contact Person: William Baker
                                                          Folio
Course Description:                                       Product
This focus area involves the use of a diverse range of
                                                         Student Pathway:
manufacturing technologies such as tools, machines,
                                                         Leads to Stage 2 Co Design and Technology - Material
equipment, and/or systems to design and make
                                                         Products
products with resistant materials such as metals,
plastics, wood, composites, ceramics, textiles, and
foods.
Examples of contexts for material products include:
   •   building and construction
   •   timber and timber products
   •   metals
   •   polymers.
The following assessment types enable students to

                                                                                          Careers Expo visit

                                                                                                          25
CROSS DISCIPLINARY
Cross Disciplinary subjects focus on the development
of key capabilities of the SACE. The capabilities connect
student learning within and across subjects in a range of
contexts. They include essential knowledge and skills that
enable people to act in effective and successful ways.
Completion of the PLP and the Research Project is              capability
compulsory for SACE completion.                            •   Critical and creative thinking
                                                           •   Personal and social capability
The capabilities that have been identified are:
                                                           •   Ethical understanding
   • Literacy                                              •   Intercultural understanding.
   • Numeracy
   • Information and communication technology

Curriculum Pathway (10-12)

     YEAR 10                           YEAR 11                      YEAR 12

                                        Stage 1                      Stage 2
Personal Learning Plan
                                   Reasearch Practices           Research Project

                                    Certificate Studies
                                            VET
                                  (Range of Certificates

26
Learning Together; Making a Difference

PERSONAL LEARNING PLAN (PLP)
Course Code: 1PLP10                                        to work on, including literacy, numeracy and
Length : 1 Semester                                        information and communication technology
Contact Person: Shayla Vince                               (ICT) skills.
                                                         • Gain skills for future employment.
Course Description:
                                                         • Identify goals and plans for improvement.
The Personal Learning Plan is a compulsory SACE
                                                         • Review and adjust plans to achieve goals.
subject, which will be undertaken in Year 10 and
must be completed at ‘C’ grade or better to achieve   The Personal Learning Plan will contribute 10 credits
SACE. Students will consider their aspirations and    towards the SACE.
research reliable career information to help them
                                                      Assessment Tasks:
make appropriate subject choices and map out their
                                                      The PLP will contain a range of Assessment Tasks
future. Students will work towards goals they need
                                                      including written, research, self-reflection, work
to achieve as they progress through school towards
                                                      experience and oral tasks..
work, training or further study.
                                                      Student Pathway:
The Personal Learning Plan will help students:
                                                      The PLP subject will form the basis for further
  • Identify and research career paths and options    student personal and pathway development
    (including further education, training and        opportunities in Year 11 and Year 12. Students must
    work).                                            gain ‘C’ grade minimum to achieve SACE.
  • Choose appropriate SACE subjects and courses
    based on plans for future work and study.
  • Consider and access subjects and courses
    available in and beyond school.
  • Review their strengths and areas they need

                                                                                             Senior Science

                                                                                                           27
CROSS DISCIPLINARY
RESEARCH PRACTICES                                      RESEARCH PROJECT
Course Code: 1RPP10                                     Course Code: 2RPA10 / 2RPB10
Length : 1 Semester                                     Length : 1 Semester
Contact Person: Shayla Vince                            Contact Person: Shayla Vince
Course Description:                                     Assumed Knowledge:
Students explore research practices to develop skills   Successful completion of Stage 1 Research Practices.
in undertaking research, such as planning their
                                                        Learning Requirements:
research, developing and analysing their data, and
                                                        The Research Project is a compulsory 10-credit
presenting their research findings.
                                                        subject that gives students the opportunity to study
Assessment Tasks:                                       an area of interest in depth and use their creativity
The following assessment types enable students          and initiative, while developing skills they will need
to demonstrate their learning in Stage 1 Research       in later study or work.
Practices:
                                                        Course Description:
 Assessment Type 1: Folio                               Students will have opportunities to develop the
 Assessment Type 2: Sources Analysis.                   seven capabilities which develop in students the
                                                        knowledge, skills, and understanding to be successful
For this 10-credit subject, students should provide
                                                        learners, confident and creative individuals, and
evidence of their learning through four or five
                                                        active and informed citizens. The capabilities include:
assessments. Each assessment type should have a
weighting of at least 20%. Students undertake:             • literacy and numeracy
                                                           • information and communication technology
 One folio consisting of at least two assessment
                                                             capability
 tasks
                                                           • critical and creative thinking
 At least two sources analysis assessments.
                                                           • personal and social capability
Student Pathway:                                           • ethical understanding
Students can complete their Research Project after         • intercultural understanding.
successful completion of this subject.
                                                        The capabilities enable students to make connections
                                                        in their learning within and across subjects in a
                                                        wide range of contexts. Students will also have the
                                                        opportunity to develop their research skills. The
                                                        Research Project can take many forms including
                                                        community-based projects, technical or practical
                                                        activities and work or subject-related research.
                                                        Assessment Tasks:
                                                        School Assessment (70%)
                                                          Record of research
                                                          Discussion of research
                                                          Findings of research
                                                        External Assessment (30%)
                                                          External assessment.
                                                        Student Pathway:
                                                        Students must gain a “C” grade minimum to achieve
                                                        their SACE.

28
Learning Together; Making a Difference

CERTIFICATE STUDIES – VET
Students access a range of vocational courses across   an apprenticeship or training while still at school,
the region hosted by local schools working with        spending their week days involved in a combination
the local community and industry. At the same          of school, working at a business and skills training at
time, young people will be able to achieve their       a TAFE or other training provider. Certificates studied
South Australian Certificate of Education (SACE)       at Central Yorke School in 2017 included:
while learning skills and working toward industry-
                                                          •   Hospitality
accredited qualifications. They will be better
                                                          •   Early Childhood
prepared to take on apprenticeships and skilled jobs
                                                          •   Individual Care
in areas that have identified skill shortages.
                                                          •   Auto
Students also have access to VET for schools courses      •   Agriculture
at TAFE and other Registered Training Organisations.      •   Engineering - Fabrication Trade
These include short courses, Certificate 2 and 3          •   Sport and Recreation
courses. Up to date details of these course can be
                                                       In 2021 we will again offer these coursed and are
found at http://www.tafesa.edu.au/apply-enrol/
                                                       seeking interest in:
how-to-apply/secondaryschool-courses/short-
courses-for-high-school-students                          • Hair and Beauty
                                                          • Tourism
‘School to Work’ Apprenticeship Brokers help
                                                          • Business
connect students with local industry and employers
via education and support with setting up              If there are other courses that students are
apprenticeships & traineeships. The Apprenticeship     interested in there is a high likelihood that these
Brokers also makes sure that contracts of training     can be explored. Speak to Mr Scott Moore for more
for young people are fair and reasonable for           information.
everyone involved. Trade School students can do

                                                                                                          SAASTA

                                                                                                              29
CROSS DISCIPLINARY
SAATSA
The South Australian Aboriginal Sports Training Academy
(SAASTA) is a unique sporting and educational program.
It provides Aboriginal and Torres Strait Islander high     It aims to support positive indigenous achievement
school students with the skills, opportunities and         and to encourage students to engage in programs
confidence to dream, believe and achieve in the areas      covering key curriculum areas.
of sport, education, employment and healthy living.

Curriculum Pathway (8-12)

                                  Stage 1 Integrated Learning –
8/9 SAASTA Connect                                                         Stage 2 Integrated
                                      Aboriginal Power Cup
                                                                           Learning – Personal
                                  Stage 1 Integrated Learning –               Development
                                          UNISA Shield

                                 SAASTA VET Course - Certificate
                                   III in Sport and Recreation

YEAR 8/9 SAASTA CONNECT
Course Code: N/A                                           and sporting activities.
Length : Full Year
                                                           Students will be rewarded for their active
Contact Person: Shayla Vince
                                                           engagement with an invitation to undertake
Course Description:                                        sporting activities with other schools and each
SAASTA Connect aims to engage younger students             semester cultural/sporting camps. This reward
in their learning and act as an incentive program          is for students who achieve their behavioural
to help make connections to their older peers and          and academic goals as outlined in the student
services established within the SAASTA Academy.            expectations and KPI’s. These camps have limited
                                                           places, selection will be based on attendance and
The program encourages students to make smart
                                                           student reports.
choices in life through guided activities. The unique
aspect of the program is the delivery of cultural          Assessment Tasks:
identity activities including aspects of Aboriginal        Assessment is based on the evaluation of physical
language and different ways the students can               skills and completed student work based on the
express who they are and where they come from.             Australian Curriculum Achievements Standards.
Students will be encouraged to attend and                  Student Pathway:
participate positively in all areas of their schooling,    Stage One Integrated Learning SAASTA
including SAASTA Connect where they will do cultural

30
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