CURRICULUM GUIDE 2021 - CENTRAL YORKE SCHOOL
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CENTRAL YORKE SCHOOL
2021
CURRICULUM
GUIDE
consistently high flexible local individual course bonus school
SACE results pathways & selection & small ATAR points
apprenticeships classes
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
2
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
3
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.
4
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
5
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
6
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
7
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
8
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
9
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.
10FEATURED 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
11ENGLISH
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
12Learning 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
13ENGLISH
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.
14Learning 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.
15MATHEMATICS
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
16Learning 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.
17MATHEMATICS
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.
18Learning 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
19BUSINESS, 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
20Learning 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%
21BUSINESS, 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
22Learning 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.
23BUSINESS, 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).
24Learning 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
25CROSS 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
26Learning 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
27CROSS 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.
28Learning 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
29CROSS 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
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