Curriculum Guide 2021 - Relationships Respect Communication - Ceduna Area School
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Curriculum Guide 2021 Relationships Respect Communication
Welcome, Parents / Caregivers and Students
The purpose of the Senior School Curriculum
Handbook is to provide students, parents and
caregivers with information about courses and
subjects offered at Ceduna Area School at Year 10,
and at Stage 1 (normally undertaken at Year 11) and
Stage 2 (normally undertaken at Year 12) in 2021.
The SACE is the minimum academic requirement for
school leavers to gain entry into many TAFE and Simon Smith
Assistant Principal (7 to 12)
most University courses. These days it is generally
accepted that a young person will try to complete
Year 12 and their SACE before moving on to the
next phase of their lives.
At Year 10, students are introduced to a wide range
of subject choices, but these choices must be made
with future work / career choices and the subject
requirements of SACE in mind.
It is important that this handbook is looked at
carefully when making choices for Year 10, Stage 1 Frew Halbert
and Stage 2 subjects. Well Being Co-Ordinator (7 to 12)
Although the school endeavours to offer maximum
choice in our curriculum offerings it must be
emphasised that student interest and enrolment
numbers are the determining factors as to whether
courses proceed or not.
I wish you well in the choices that you make for
your future and invite you to contact members of
the staff if you require further assistance with this
very important process.
Assistance with subject choices can be sought at
any time from Homegroup teachers, Secondary
Student Counsellor- Frew Halbert, Laura Brooksby Laura Brooksby
Teaching and Learning Coordinator (10-12)
Teaching & Learning Coordinator (10-12), Simon
Smith Assistant Principal (7 to 12), Mark Price
Assistance Principle. Please contact the school to
make an appointment.
1
Year 12 Physics .............................................................. 21
Year 10 Visual Arts ......................................................... 23
Year 11 Visual Arts ......................................................... 23
Year 12 Visual Arts - Art ................................................. 24
Year 10 Physical Education ............................................ 26
Contents
Contents ...........................................................................2 Year 11 Physical Education ............................................ 26
The SACE – How do you get it? ........................................3 Year 12 Physical Education ............................................ 27
What are some of the features of the SACE? ..............3 Year 10 Food and Technology ....................................... 27
The requirements to achieve the SACE........................3 Year 11 Food and Hospitality......................................... 28
Some elements of the SACE are compulsory ...............3 Year 12 Food and Hospitality......................................... 28
Year 11 Society and Culture........................................... 30
How the SACE fits together ..........................................4
Year 12 Society and Culture........................................... 30
Stage 1 and 2 information................................................5
Year 12 Tourism ............................................................. 31
STAGE 1 ........................................................................5
Year 10 STEM ................................................................. 33
STAGE 2 ........................................................................5
Year 11 Pedal Prix .......................................................... 33
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR) ......5
Year 10 Digital Photography .......................................... 34
Other Options ..................................................................5
Year 11 Digital Photography .......................................... 34
VOCATIONAL EDUCATION............................................5
Year 12 Digital Photography .......................................... 35
Open Access College ....................................................5
Year 10 Design and Technology..................................... 35
Year 10 Personal Learning Plan ........................................8
Year 11 Design and Technology..................................... 33
Year 10 Research Practices ..............................................9
Year 12 Design and Technology..................................... 33
Year 11 Research Project .................................................9
Year 10 Hair and Beauty ................................................ 38
Year 10 Mathematics .....................................................11
Year 11 Hair and Beauty ................................................ 38
Year 11 General Mathematics .......................................11
Year 10 Marine Experience............................................ 39
Year 11 Mathematics .....................................................12
Year 11 Marine Experience............................................ 39
Year 11 Essential Mathematics ......................................12
Year 10 Doorways 2 Construction (D2C) ....................... 40
Year 12 Mathematical Methods ....................................13
Year 11 Doorways to Construction (D2C) ...................... 40
Year 12 General Mathematics Stage 2...........................13
Year 12 Workplace Practices ......................................... 41
Year 10 English ...............................................................15
Year 12 Child Studies ..................................................... 41
Year 11 English ...............................................................15
Year 10 SAASTA ............................................................. 42
Year 11 Essential English ................................................16
Year 11 SAASTA ............................................................. 42
Year 12 English Literary Studies .....................................16
Year 12 SAASTA............................................................. 43
Year 12 English ...............................................................17
Year 12 Essential English ................................................17
Year 10 Science – General..............................................19
Year 11 Biology...............................................................19
Year 11 Physics ...............................................................20
Year 12 Biology...............................................................20
2The SACE – How do you get it?
Many students would know something about the South
Australian Certificate of Education, but you might not be
familiar with the finer details.
The SACE is the certificate you receive when you Some elements of the SACE are compulsory
successfully complete Year 12, by meeting certain
These are:
requirements. The certificate is internationally
A Personal Learning Plan at Stage 1 (usually undertaken
recognised and is essential if you want to get into most
in Year 10), worth 10 credits.
TAFE courses and universities in South Australia,
at least 20 credits towards literacy from a range of
interstate and overseas.
English/English as a Second Language studies at Stage 1
There are two stages in the SACE – Stage 1 and Stage 2. at least 10 credits towards numeracy from a range of
Most students will start Stage 1 in Year 10 and finish it in Mathematics Studies at Stage 1
Year 11. Stage 2 is usually undertaken in Year 12. a major Research Project at Stage 2, worth 10 credits
What are some of the features of the SACE? Completion of at least 60 additional credits in Stage 2
subjects and courses.
As part of the SACE students will:
receive credits for many different forms of education
The importance of the compulsory elements is reflected
and training (such as academic
in the requirement that students must achieve either an
A, B, C or equivalent in these subjects to complete the
The requirements to achieve the SACE SACE successfully.
To gain the SACE certificate students must earn 200
credits. Ten credits are equivalent to one semester or six In addition to the compulsory elements, students will
months’ study in a particular subject or course. choose from a wide range of subjects and courses to
earn the remaining 90 credits to gain the SACE. These
include subjects and courses from either Stage 1 or
Stage 2.
3How the SACE fits together
4Stage 1 and 2 information Other Options
STAGE 1
Students who have not completed their Personal VOCATIONAL EDUCATION
Learning Plan (PLP) to a ‘C’ grade or better at Year 10 Undertaking VET may benefit students’ exploration of a
will be required to do PLP during Year 11. This may be variety of career pathways; it is not just reserved for a
completed during semester one in their own time, with pathway within the trades (e.g. plumbing, automotive
support from a staff member. Students who have not and construction).
completed their PLP to a ‘C’ grade or better by the Students can complete VET qualifications in a diverse
beginning of semester two will be required to range of industries, including business administration,
participate in an intensive workshop at the end of Term veterinary nursing, aged care or sport and recreation.
2. VET is designed to expand opportunities and pathways
Students must enrol in and complete two semesters of for senior secondary students and improve educational
English to a ‘C’ grade or better for each semester. outcomes in line with the state governments objective
Students must enrol in at least one Mathematics subject to increase the number of students achieving their South
in semester one and may choose whether or not to Australian Certificate of Education (SACE).
select a Mathematics subject in semester two. Students
who do not complete at least one Mathematics subject Open Access College
in semester one to a ‘C’ grade or better, must repeat a
Mathematics subject in semester two. The Open Access College is available as a school-based
All Stage 1 students will be enrolled in Stage 2 Research option for students who have a particular subject need
Project in the second semester. This is to support that cannot be met by Ceduna Area School as a face to
greater flexibility and a stronger focus on the Stage 2 face subject.
subjects they will study in Year 12.
Please be aware that if students enrol in Open Access
STAGE 2 Courses there is a $50 per subject per semester cost
Students who have not completed Research Project to a involved.
‘C-’ grade or higher will need to complete it the
following year. Students who have completed Research Should students need to enrol in an Open Access College
Project may select subject it is advisable to do so during the subject
four or five Stage 2 subjects. counselling process to ensure that materials and phone
lessons are organised prior to the start of the school
AUSTRALIAN TERTIARY ADMISSION RANK year. To check out what subjects are available visit the
website at http://oac.schools.sa.edu.au/
(ATAR)
Receiving an ATAR is important if a student is looking to
apply for University. The ATAR provides a measure of a
student’s overall performance and academic
achievement relative to other secondary school students
across Australia. It is calculated based on the student’s
University aggregate and then reported on their Tertiary
Entrance Statement (provided they are eligible to
receive one). The ATAR is a rank, not a mark. It is used to
help universities rank applicants for selection into their
courses. The ATAR is a figure between 0 and 99.95; the
ATAR entrance score is based on University cut off
scores and will vary from course to course and each
year.
5Cross Disciplinary Studies
Year 10 Personal Learning Plan
Year 10 Research Practices
Year 11 Research Project
6Year 10 Personal Learning Plan
You will need to present your learning in two parts: Folio
Course Length: Semester
& Review. You’ll also come out of the subject with a plan
to get you where you want to go.
If you don’t have a career in mind yet, don’t worry!
There’s a subject in the SACE which is dedicated to
Your plan isn’t set in stone though – you can change it at
helping you discover your interests, strengths and
any point during your SACE studies. The idea is to get
ambitions, and putting you on the path to success
you thinking about what your options are and what path
you might like to take.
The Personal Learning Plan is a Stage 1 subject, usually
undertaken in Year 10. It’s worth 10 credits, and you
need to achieve a C grade or higher to gain your SACE.
Choosing your subjects
The Personal Learning Plan is particularly useful when it
Students must complete a week of work experience to comes to subject selection for Year 11 and 12. Some
successfully complete this subject. university courses require you to study prerequisite
subjects, so it’s helpful to know which Year 11 subjects
lead into those subjects in Year 12.
What’s the plan?
The Personal Learning Plan gives you the chance to
You can also look into the benefits of including
identify your plans and goals for the future, helping you
Vocational Education and Training (VET) in your SACE to
make informed decisions about your personal
help you reach your goals
development, education and training
If you have a career already in mind, the Personal Other skills you can learn
Learning Plan provides a chance for you to explore Through the Personal Learning Plan you may also learn
university, TAFE, and apprenticeship or traineeship work skills which you can apply to your current and/or
courses or pathways. future job, such as writing a resume and cover letter, or
learning about professional relationships.
For students who don’t know what they want to do yet,
the subject will give you an idea of what careers might By talking to employers and business people, you can
interest you and the kinds of subjects you can study to discover what skills and attributes they look for in young
maximise your choices in the future. people, and use these as guidelines to assist in your
personal development.
The Capabilities
The Personal Learning Plan is your introduction to the Undertake a block of Work Experience and reflect on
seven SACE capabilities – Literacy, Numeracy, skills learned and tasks they have performed. Students
are involved in the process of contacting employers and
Intercultural Understanding, Ethical Understanding,
completing a work journal under the work capability.
Critical & Creative Thinking, Personal & Social,
Information & Communication Technology.
More information about the Personal Learning Plan can
be found on the SACE website (www.sace.sa.edu.au)
You’ll learn what capabilities you need for your future,
as well as how to develop and improve them. under Subjects > Stage 1 > Cross disciplinary > Personal
Learning Plan.
Assessment
As part of the Personal Learning Plan you’ll identify your
strengths and weaknesses, investigate potential
pathways, and figure out how you’re going to get there.
8Year 10 Research Practices Year 11 Research Project
Course Length: Semester Course Length: Full Year
Assumed Knowledge Assumed Knowledge
No pre-requisite It is expected that students have completed their PLP.
Course Overview Course Overview
Fundamentals of research design and implementation The Research Project is a compulsory element of the
will be applied through a variety of learning activities SACE which students must complete with a C or higher
and assessment tasks. Students are encouraged to grade.
develop investigate and inquiry skills through both
independent and guided research. Students choose a research topic that is based on an
area of interest. Through their folio, they show their
Teachers will choose core themes throughout the first development in literacy and a second capability of their
three tasks. choice; Numeracy, ICT, Critical & Creative Thinking,
Personal & Social, Ethical Understanding and
Students develop their interests in an individual Intercultural that is relevant to their research. They use
component of this theme that directs their research. the framework (described below) as a guide to
Within this field, students have flexibility to modify and developing their research. They also show their
refine their topic. The findings will culminate within an developing knowledge and skills specific to their
overall compendium of work that includes a range of research topic.
folio and source tasks analysis tasks.
Students evaluate the research processes they use,
It is a compulsory program of work equalling 10 credits through which they demonstrate their capability for
over the semester. learning. Students also demonstrate and evaluate their
chosen capability. The four parts of the research
The following areas of study will be undertaken. framework are:
Exploring Research Approaches initiating, planning and managing the research
Topic 1 (The purpose of research) carrying out the research
Topic 2 (Research Methods) communicating the research outcome
evaluating the research
Exploring Research Skills
Topic 4 (Planning) This framework is flexible to accommodate different
Topic 3 (Development) models and approaches to research and inquiry-based
learning and to guide each student’s research, on any
topic and in any context.
Assessment
Assessment
This is a 10 credit course that consists of the following Internal 70%
assessments. Folio (preliminary ideas and research proposal, research
development and discussion) 30%
60% Folio (Purpose of research and Research Methods) Research outcome 40%
40% Source Analysis (Development and Planning) External 30%
Evaluation 30%
9Mathematics
Year 10 Maths
Year 11 Mathematics
Year 11 General Mathematics
Year 11 Essential Maths
Year 12 Mathematical Methods
Year 12 General Maths
10Year 10 Mathematics Year 11 General Mathematics
Course Length: Full Year Course Length: Semester
Available in: Semester 1 and 2
Assumed Knowledge:
Assumed Knowledge
Successful completion of year 9 Achievement Standard.
Students should have been successful in Mathematics at
Course Overview Year 10. Completion of Semester 1 is a prerequisite for
Semester 2.
In continuation from the year 9 Australian Curriculum,
this course will see students learn mathematics in three Course Overview
strands: number & algebra, measurement & geometry,
.
Numeracy is a compulsory 10 point component of the
and statistics & probability. The first half of the course is
SACE. It is achieved by gaining a C grade or better in any
structured to develop core skills that are transferrable
one of the Stage 1 Mathematics courses.
across the three strands and the second half of the
General Mathematics extends students’ mathematical
course will be aimed at preparing students for the
skills in ways that apply to practical problem solving. The
rigours of Stage 1 Mathematics.
topics presented cover a diverse range of applications of
The topics covered include: mathematics, including personal financial management,
measurement and trigonometry, the statistical
Semester 1
investigation process, modelling using linear and non-
• Pattern and Algebraic Reasoning
linear functions and discrete modelling using networks
• Application of Pythagoras’ Theorem
and matrices.
• Volume and surface area of complex 3D shapes
• Index notation and exponential functions Semester 1 (10-credit)
Semester 2 • Investing & Borrowing
• Quadratic expressions: Product expansion and • Measurement
• factorisation. • Statistics Investigation
• Coordinate Geometry Semester 2 (10 credit)
• Formula manipulation • Applications of Trigonometry
• Solving simultaneous systems • Linear and Exponential Functions and their
graphs
• Matrices and Networks
Assessment
Each 10 credit unit will consist of the following
assessment items:
• 60% Three Skills Assessment Tasks (tests)
• 40% One mathematical investigation (a maximum of 8
A4 pages at size 10 font size including diagrams and
calculations)
11Year 11 Mathematics Year 11 Essential Mathematics
Course Length: Semester Course Length: Semester
Available in: Semester 1 and 2 Available in: Semester 1 and 2
Assumed Knowledge Assumed Knowledge
Students should have an interest in Mathematics and a Students should have been successful in Mathematics at
comprehensive knowledge of Year 10 Mathematics is Year 10. Completion of Semester 1 is a prerequisite for
assumed. Completion of Semester 1 is a perquisite of Semester 2.
the additional 10 credit units of Mathematics in
semester 2. Course Overview
Numeracy is a compulsory 10 credit component of the
Course Overview SACE. It is achieved by gaining a C grade or better in any
Numeracy is a compulsory 10 credit component of the one of the Stage 1 Mathematics courses.
SACE. It is achieved by gaining a C grade or better in any This subject aims to give students an understanding of
one of the Stage 1 Mathematics courses. the “real-life” applications of maths and has a specific
Stage 1 Mathematics may be undertaken as a 10-credit focus on maths applicable to trade and pre-
subject, a 20-credit subject or a 30-credit subject. apprenticeship. The subject has an emphasis on
Students will undertake three topics per semester. extending students’ computational skills and expanding
Students taking the 30-credit option will take Variant 2 their ability to apply their mathematical skills in flexible
and 3 (a total of 6 topics) in and resourceful ways. Students will study three topics
per semester:
Semester 1
Variant 1 - 10 credits Semester 1 (10-credit)
• Functions and Graphs, Indices & Surds • Calculations, Time & Ratio
• Polynomials Quadrics, Relations & Functions • Earning and Spending
• Trigonometry • Geometry
Semester 2 Semester 2 (10-credit)
Variant 2 & 3 – 10 credits • Data in Context
• Further Trigonometry • Measurement
• Matrices, Counting and Statistics • Earning and Spending
• Growth and Decay
• Introduction to Different Calculus Assessment
• Vectors in the Plane Each 10 credit unit will consist of the following
• Real and Complex Numbers assessment items:
50% Skills Assessment Tasks (tests)
Assessment 50% Mathematical Investigations
Variant 1, Variant 2 & Variant 3
Each 10 credit unit will consist of the following
assessment items:
• 75% Three Skills Assessment Tasks (tests)
• 25% One mathematical investigation (a maximum of 8
A4 pages at size 10 font size including diagrams
and calculations)
Note: at least one of the Skills Assessment Tasks in each
semester will be undertaken without the use of a
calculator or notes.
12Year 12 Mathematical Methods Year 12 General Mathematics Stage 2
Course Length: Full Year Course Length: Full Year
Assumed Knowledge Assumed Knowledge
Students should have an interest in Mathematics and Students need to have successfully completed 20 credit
need to have successfully completed 20 or 30 credit units of stage 1 Mathematics or General Mathematics.
units of stage 1 Mathematics.
Course Overview
Course Overview General Mathematics is a 20-credit subject at Stage 2.
Stage 2 Maths Methods is undertaken as a 20-credit A problem-based approach is integral to the
subject. This course is designed to give students a development of mathematical models and the
robust understanding of mathematics which will provide associated key concepts.
them with a strong foundation in any discipline they Successful completion of this subject at Stage 2 prepares
pursue in their tertiary studies, or later in their lives. students for entry to tertiary courses requiring a non-
Students undertake a total of 6 topics throughout the specialised background in mathematics.
year Stage 2 General Mathematics consists of the following
Further differentiation & applications five topics.
Discrete random variables 1. Modelling with Linear Relationships
Integral calculus 2. Modelling with Matrices
Logarithmic functions 3. Statistic Models
Continuous random variables and the normal 4. Financial Models
distribution 5. Discrete Models
Sampling and confidence Intervals
SACE Numeracy Requirements
Completion of 20 credits of Stage 2 General
Assessment Mathematics with a C grade or better, will meet the
Students provide evidence of their learning through 8 numeracy requirement of the SACE.
assessments:
• 6 skills and application tasks Assessment
• 1 Mathematical Investigation
• 1 examination Internal 70%
Internal 70% Investigations Folio 30%
Skills and Applications Tasks 40%
(50%) Assessment Type 1: Skills and Applications Tasks
(20%) Assessment Type 2: Folio Task: Mathematical External 30%
Investigation Examination 30%
External 30%
(30%) Assessment Type 3: Examination
13English
Year 10 English
Year 11 English
Year 11 Essential English
Year 12 English
Year 12 Essential English
Year 12 English Literary
14Year 10 English Year 11 English
Course Length: Full Year Course Length: Full Year
Assumed Knowledge Recommended Background
Successful completion of Year 9 Achievement Standard Successful completion of Year 10 English
Course Overview Subject Information
The English curriculum is built around the three Stage 1 English allows students to engage with a wide
interrelated strands of Language, Literature and Literacy. range of texts and text types. The subject offers
Together the strands focus on developing students’ opportunity for students to create their own texts. It is
knowledge, understanding and skills in listening, preparatory to English and English Literary Studies at
viewing, speaking, writing and creating. Stage 2.
Students will engage with a variety of texts created for Content
different purposes and will interpret, create, evaluate, Students should provide evidence of learning through
discuss and perform a wide range of literary texts in four assessments, with at least one assessment task
which the primary purpose is to entertain, as well as from each assessment type, at least one assessment task
texts designed to inform and persuade. delivered as an oral presentation or multimodal form
The range of texts studied will be drawn from classic and and at least one in written form. Assessment weightings
contemporary Australian literature, including the oral are balanced between text response and text creation
narrative traditions of Aboriginal and Torres Strait skills. Each semester is worth 10 credits.
Islander peoples, and literature from around the world.
Responding to texts
Students will create a range of imaginative, informative Students explore the human experience and the world
and persuasive types of texts including, narratives, through reading and examining a range of texts,
procedures, performances, reports, discussions, literary including Australian texts, and making intertextual
analyses, transformations of texts and reviews. connections.
Assessment Creating texts
Students will be assessed against the Year 10 Students create imaginative, interpretive, and/or
Achievement Standard in the following ways: persuasive texts for different purposes, contexts, and
audiences in written, oral, and/or multimodal forms.
Receptive modes (listening, reading and viewing)
Students evaluate how text structures can be used in Intertextual study
innovative ways by different authors, and; Students analyse connections between texts, exploring
Develop and justify their own interpretations of texts. and evaluating similarities and differences and learning
Productive modes (speaking, writing and creating) how the construction of texts influences audience
Students show how the selection of language features response.
can achieve precision and stylistic effect, and;
Create a wide range of texts to articulate complex ideas Assessment
and demonstrate their understanding of the language Assessment at Stage 1 is school-based and may be
features and conventions of Standard Australian English. externally moderated.
Minimum of 20% Responding to Texts
Minimum of 20% Creating Texts
Minimum of 20% Intertextual Study
15Year 11 Essential English Year 12 English Literary Studies
Course Length: Full Year Course Length: Full year
Recommended Background Recommended Background
Completion of Year 10 English A grade in Stage 1 English
Subject Information Subject Information
This subject is designed for those students who need Stage 2 English Literary Studies focuses on the skills and
additional support to ensure success. Many texts deal strategies of critical thinking that are needed to
with real world issues such as workplace literacy. interpret texts. Through shared and individual study of
texts, students encounter different opinions about texts,
Content have opportunities to exchange and develop ideas, find
Students should provide evidence of learning through evidence to support a personal view, learn to construct
four assessments, with at least one assessment task logical and convincing arguments, and consider a range
from each assessment type, and at least one assessment of critical interpretations of texts.
task delivered as an oral presentation or multimodal Content
form and at least one in written form. Assessment Responding to texts, comprising Shared Studies and
weightings are balanced between text response and text Comparative Studies:
creation skills and can be modified to suit individual Shared Studies
student needs, but no assessment type will be less than Among the texts chosen for these shared studies there
20% weighting. Each semester is worth 10 credits. must be:
Responding to texts · A study of three texts (one extended prose text, one
Students consider a variety of ways in which texts film and one drama text)
communicate information, ideas, and perspectives. The · A study of poetry
reading of a wide range of texts enables students to · A study of a range of short texts
comprehend and interpret information, ideas, and Comparative Studies
perspectives in texts. This study involves the comparative study of two texts:
Creating texts one from the shared studies and the other
Students create a range of texts using appropriate independently chosen by the student.
language features, content, and mediums for different Creating texts, comprising Transforming Texts and
purposes, audiences, and contexts. They recognise and Creating a Written, Oral, or Multimodal Text
use textual conventions and language features to Students create texts that enable them to apply the
communicate ideas that convey simple and complex knowledge, skills, and understanding developed through
thoughts in a range of mediums and digital technologies. their study of literary texts in a range of forms.
Assessment Assessment
Assessment at Stage 1 is school-based and may be Students will complete up to nine assessments which
externally moderated. are assessed in the following manner:
Minimum of 20% Responding to Texts 70% School Assessment
Minimum of 20% Creating Texts · 50% Assessment Type 1: Responding to Texts
· 20% Assessment Type 2: Creating Texts
30% External Assessment
Assessment Type 3: Text Study:
· 15% Part A: Comparative Text Study
· 15% Part B: Critical Reading Examination
16Year 12 Essential English
Year 12 English
Course Length: Full year
Course Length: Full year
Recommended Background
Recommended Background
C grade or better at Stage 1 English or Essential English
C grade or better at Stage 1 English
Subject Information Subject Information
In English students analyse the interrelationship between In this subject student respond to and create texts in
author, text, and audience, with an emphasis on how and for a range of personal, social, cultural, community,
language and stylistic features shape ideas and and/or workplace contexts.
perspectives in a range of contexts. They consider social, Students understand and interpret information, ideas,
cultural, economic, historical, and/or political perspectives and perspectives in texts and consider ways in which
in texts and their representation of human experience and language choices are used to create meaning.
the world.
Students explore how the purpose of a text is achieved
Content
through application of text conventions and stylistic
Responding to Texts
choices to position the audience to respond to ideas and
Students respond to a range of texts that instruct,
perspectives. An understanding of purpose, audience and
context is applied in students’ own creation of imaginative,
engage, challenge, inform, and connect readers. They
interpretive, analytical, and persuasive texts that may be consider information, ideas, and perspectives
written, oral, and/or multimodal. represented in the chosen texts. Students may select
Students have opportunities to reflect on their personal texts related to their role or experience as a member of
values and those of other people by responding to a workplace, social network, a school community, etc.
aesthetic and cultural aspects of texts from the Creating Texts
contemporary world, from the past, and from Australian Students create procedural, imaginative, analytical,
and other cultures. interpretive, or persuasive texts appropriate to a
Content context.
Responding to texts Language Study
Students demonstrate a critical understanding of the The language study focuses on the use of language by
language features, stylistic features, and conventions of people in a local, national, or international context.
particular text types and identify the ideas and Contexts include, but are not limited to:
perspectives conveyed by texts. This includes a study of • School
how language conventions influence interpretations of • Volunteering
texts, and how omissions and emphases influence the • Community
reading and meaning of texts. Students reflect on the • Sporting
purpose of the text and the audience for whom it was • Cultural
produced. • Religious
Creating texts
• Workplace
Students create a range of texts for a variety of purposes.
• Virtual
By experimenting with innovative and imaginative
language features, stylistic features and text conventions,
students develop their personal voice and perspectives. Assessment
They demonstrate their ability to synthesise ideas and For a 20-credit subject, students should provide
opinions, and develop complex arguments. evidence of their learning through seven assessments,
Assessment including the external assessment component.
For a 20-credit subject, students should provide 70% School Assessment
evidence of their learning through eight assessments, 30% Assessment Type 1: Responding to Texts
including the external assessment component. 40% Assessment Type 2: Creating Texts
70% School Assessment 30% External Assessment (30%)
30% Assessment Type 1: Responding to Texts 30% Assessment Type 3: Language Report
40% Assessment Type 2: Creating Texts
30% External Assessment
30% Assessment Type 3: Comparative Analysis
17Sciences
Year 10 Science General
Year 11 Biology
Year 11 Physics
Year 12 Biology
Year 12 Physics
18Year 10 Science – General Year 11 Biology
Course Length: Full Year Course Length: Semester
Available in: Semester 1 and 2
Assumed Knowledge Assumed Knowledge
Satisfactory completion of Year 9 Science Satisfactory completion of Year 10 Science.
Course Overview
Course Overview
In the Year 10 curriculum, students explore systems at
different scales and connect microscopic and Biology is the study of life, what life needs to survive,
macroscopic properties to explain phenomena. Students what makes life possible, how life evolves and changes,
explore the biological, chemical, geological and physical and how life forms interact with one another.
evidence for different theories, such as the theories of
Natural Selection and the Big Bang. Atomic theory is Areas of study:
developed to understand relationships within the
periodic table. Understanding motion and forces are • Cells and Microorganisms
related by applying physical laws. Relationships between • Infectious Disease
aspects of the living, physical and chemical world are • Multicellular Organisms
applied to systems on a local and global scale and this • Biodiversity and Ecosystem Dynamics
enables students to predict how changes will affect
equilibrium within these systems. Students have the opportunity to engage with the work
The course explores four Science Understanding strands: of biologists and initiate debates about how biology
• Biological Sciences impacts on their lives, on society, and on the
• Chemical Sciences environment.
• Earth and Space Sciences
• Physical Sciences Students have the opportunity to identify and formulate
questions, hypotheses, concepts, and purposes that
The Science Inquiry Skills and Science as a Human
guide biological investigation, design and conduct
Endeavour are interwoven into each of the conceptual
individual and collaborative biological investigations and
strands and are the essence of science. Topics include:
demonstrate and apply biological knowledge and
• DNA and Genetics understanding of concepts and interrelationships to a
• Geological Time range of contexts and problems.
• Natural Selection and Evolution
• The Periodic Table Assessment
• Chemical Reactions Investigations Folio (including practical reports and issue
• Global Systems investigation) 50%
• The Universe Skills and Applications Tasks (including tests) 50%
• Motion and Energy
•
Assessment
A combination of tests, reports and visual presentations
will be used to assess student’s skills, knowledge and
understanding on the subject content.
Information Communication Technologies will be
utilised for assessment tasks where possible.
19Year 11 Physics Year 12 Biology
Course Length: Semester 1 or Full Year Course Length: Full Year
Assumed Knowledge Assumed Knowledge
Satisfactory completion of year 10 science No background knowledge is assumed however,
satisfactory completion of Year 11 Biology is desirable.
Course Overview
Physics is the most fundamental of all sciences and deals Course Overview
with the structure and behaviour of matter from sub Biology is the study of life, what life needs to survive,
atomic particles to the universe as a whole. what makes life possible, how life evolves and changes,
and how life forms interact with one another.
Semester 1
Content
Areas of study:
Linear Motion and Forces
DNA and Proteins
Electric Circuits
Cells as the basis of Life
Heat
Homeostasis
Semester 2
Evolution
Content
Students have the opportunity to engage with the work
Energy and Momentum
of biologists and initiate debates about how biology
Waves
impacts on their lives, on society, and on the
Nuclear Models and Radioactivity
environment.
Assessment for each semester Students have the opportunity to identify and formulate
1 x practical report 25% questions, hypotheses, concepts, and purposes that
1 x Issues Investigation 25% guide biological investigations, design and conduct
2 x theory tests 50% individual and collaborative biological investigations and
demonstrate and apply biological knowledge and
understanding of concepts and interrelationships to a
Note range of contexts and problems.
Successful completion of a full year of Physics at stage 1
is highly recommended for stage 2 Physics Assessment
Internal 70%
Investigations Folio (including 2 practical reports and 1
issue investigation) 30%
Skills and Applications Tasks (4 topic tests and 1 trial
exam) 40%
External 30%
Examination
Note
Practicals are a requirement of the course.
20Year 12 Physics
Course Length: Full Year
Assumed Knowledge
Successful completion of a full year of Stage 1 Physics is
assumed.
It is also recommended that students have a good
working knowledge of algebra and trigonometry.
Course Overview
The study of Physics provides an understanding of the
processes which determine the behaviour of systems
from the very small (atoms and nuclei) to the very large
(the solar system and the universe).
Topics
Motion and Relativity
Electricity and Magnetism
Light and Atoms
Assessment
Internal 70%
Investigations Folio 30%
Skills and Applications Tasks 40%
External 30%
Examination 30%
21The Arts
Year 10 Visual Arts
Year 11 Visual Arts
Year 12 Visual Arts
22Year 10 Visual Arts Year 11 Visual Arts
Course Length: Semester or Full Year Course Length: Semester
Available in: Semester 1 and 2 Available in: Semester 1 and 2
Assumed Knowledge Assumed Knowledge
No background knowledge is assumed; however, No background knowledge is assumed, however
satisfactory completion of Year 9 Art is desirable. satisfactory completion of Year 10 Art is desirable
Course Overview Course Overview
By the end of year 10, students evaluate how Practical and Folio (Practical Resolution and Visual
representations communicate artistic intentions in Thinking): Students produce a 2D Practical Piece or suite
artworks they make and view. They evaluate artworks of Pieces, as result of research, experimentation and
and displays from different cultures, times and places. idea generation in the Folio.
They analyse connections between visual conventions,
practices and viewpoints that represent their own and The Practical can be drawing, painting or photography.
other ideas. They identify influences of other artists on
their own artworks. The Folio documents the student’s visual learning and
Students manipulate materials, techniques and supports their final resolved visual artwork.
processes to develop and refine techniques and
processes to represent ideas and subject matter in their Visual Study (Visual Arts in Context): Students research
artworks. and analyse an area of Visual Art using appropriate
sources, using terminologies and language to respond to
Practical
Artists and Artworks.
Students work in the area of painting, drawing,
printmaking sculpture, ceramics, soft fabrications and Students will complete a small piece related to the
mixed media. This is supported by skills and media research, which reflects student learning.
experiments as well as idea generation, to enable
Assessment
students to process, document and realise final works.
Practical 30%
Theory Folio 30%
Students examine the contemporary and historical Visual Study 40%
applications in art and how they relate to the practical
work they are undertaking.
23Year 12 Visual Arts - Art
Course Length: Full Year
Assumed Knowledge
It is assumed that students have had some Stage 1
Visual Art experience.
Course Overview
In Visual Arts students express ideas through practical
work using drawings, sketches, diagrams, models,
prototypes, photographs and/or audio visual techniques
leading to resolved pieces. Students have opportunities
to research, understand and reflect upon visual artworks
in their cultural and historical contexts.
The broad area of Art includes both artistic and crafting
methods and outcomes, including their development of
ideas, research, analysis and experimentation with
media and techniques, resolution and production.
Assessment
Internal 70%
Folio (preliminary ideas and research proposal, research
development and discussion) 30%
Practical 40%
External 30%
Visual study 30%
24Health & Physical Education
Year 10 Physical Education
Year 11 Physical Education
Year 12 Physical Education
Year 10 Food Technology
Year 11 Food and Hospitality
Year 12 Food and Hospitality
25Year 10 Physical Education Year 11 Physical Education
Course Length: Semester Course Length: Semester
Available in: Semester 1 and 2 Available in: Semester 1 and 2
Assumed knowledge Assumed Knowledge
Students should have an interest in sport and be willing An interest in sport and a high level of physical
to participate in physical activity. participation is required.
Course Overview Course Overview
Practical Skills and Application: In this subject Students are expected to:
Regular physical activity to practice and refine skills in Apply knowledge and understanding of movement
individual and team sports concepts and strategies in physical activities.
Leadership and management – responsibly officiate, Reflect on movement concepts and strategies in physical
umpire, score and organize at least one activity per activity.
semester to enable others to participate in physical Apply communication and collaborative skills in physical
activity. activity contents.
Explore and analyse evidence related to physical activity.
Theory: The Nature of Physical Activity Reflect on and apply feedback to improve participation
Topics include; fitness and conditioning, Body Systems and/ or performance in physical activity.
and their relevance to physical activity, diet and Communicate using subject specific terminology in a
nutrition, sports injuries, analysing community variety of models.
involvement and community sporting facilities.
Human Anatomy. Assessment:
Assessment
Performance Improvement- 50%
Practical Physical Activity- 50%
Practical skills (teacher/coach, self and peer) that
indicate students’ proficiency and application of skills,
general team contribution, independence and initiation
of tactics.
Movement patterns.
Theory/Journal
Assignments, presentation, tests and exam.
26Year 12 Physical Education Year 10 Food and Technology
Course Length: Full Year Course Length: Semester
Available in: Semester 1 and 2
Through Physical Education, students explore the
Assumed Knowledge
participation in and performance of human physical
activities. It is an experiential subject in which students No background knowledge is assumed.
explore their physical capacities and investigate the Course Overview
factors that influence and improve participation and
performance outcomes, which lead to greater This course covers food safety, cooking techniques and
movement confidence and competence. An integrated terminology, meal planning and budgeting and the
approach to learning in Physical Education supports influence of other cultures on Australian cuisine.
promotes deep learning ‘in, through, and about’ physical Students develop knowledge and skills in:
activity
Safe food handling and hygiene
Course Overview Functionality of ingredients
Stage 2 Physical Education has three focus areas: Use of technology in the kitchen
• Focus Area 1: In movement Sustainable cooking practices
• Focus Area 2: Through movement Trends in preparation & presentation
• Focus Area 3: About movement. Multicultural influences on the Australian Food Industry
The focus areas provide the narrative for the knowledge,
skills, and capabilities that students develop. Learning is
delivered through an integrated approach where
opportunities are provided for students to undertake,
and learn through, a wide range of authentic physical
activities (e.g. sports, theme-based games, laboratories,
and fitness and recreational activities). Students explore
movement concepts and strategies through these
physical activities to promote and improve participation
and performance outcomes.
Assessment
Students should provide evidence of their learning
through four or five assessments, including the external
assessment component. Students undertake:
School Assessment (70%)
Assessment Type 1: Diagnostics (30%)
Assessment Type 2: Improvement Analysis (40%)
External Assessment (30%)
Assessment Type 3: Group Dynamics (30%).
27Year 11 Food and Hospitality Year 12 Food and Hospitality
Course Length: Semester Course Length: Full Year
Available in: Semester 1 and 2 Assumed Knowledge
Assumed Knowledge No background knowledge is assumed
No background knowledge is assumed
Course Overview
Course Overview
Students develop an understanding of contemporary
Students examine some of the factors that influence approaches and issues related to food and hospitality.
people’s food choices and the health implications of They work independently and collaboratively to achieve
those choices. They also gain an understanding of the common goals. Students develop skills and safe work
diversity of the food and hospitality industry in meeting practices in the preparation, storage and handling of
the needs of local people and visitors. Program allows food, complying with current health and safety
for some individual choice in areas of interest, legislation. They investigate and debate contemporary
individually or with partners. food and hospitality issues and current management
practices.
Areas of study include:
• Food, the individual and the family Areas of study include:
• Local and global issues in food & hospitality • Contemporary and Future Issues
• Trends in food and culture • Economic and Environmental Influences
• Food & safety • Political and Legal Influences
• Food and hospitality industry • Sociocultural Influences
• Technological Influences.
Assessment
Practical and group activities are undertaken and Assessment
supported by the development of action plans, research Practical and group activities are undertaken and
tasks, and evaluations. Students also complete an supported by the development of action plans, research
individual investigation. tasks, and evaluations. Students also complete an
individual investigation that is externally marked.
Individual practicals (50%)
Group activity (25%) Practical activity (50%)
Individual investigation (25%) Group activity (20%)
Individual investigation (30%)
28Humanities and Social Sciences
Year 11 Society & Culture
Year 12 Society & Culture
Year 12 Tourism
29Year 11 Society and Culture Year 12 Society and Culture
Course Length: Semester Course Length: Full Year
Available in: Semester 1 and 2
Assumed Knowledge:
Assumed Knowledge
There is no assumed knowledge for Society and Culture.
There is no assumed knowledge for Society and Culture.
Course Overview:
Course Overview: For a 20 credit subject, it is recommended that students
For a 10-credit subject, it is recommended that students’ study three topics, each from a different group
study two topics: One topic with a focus on an Australian context
One topic with a focus on a global context
one topic with a focus on an Australian context Students gain knowledge and understanding of factors
One topic with a focus on a global context. which influence and change societies and cultures
including social, historical and cultural factors. Inquiry
Students gain knowledge and understanding of factors processes are used for students to analyse various
which influence and change societies and cultures points of view and aspects of relevant contemporary
including social, historical and cultural factors. Inquiry issues. Students and teachers negotiate topics from each
processes are used for students to analyse various group to study within the course. Assessments involve
points of view and aspects of relevant contemporary both group work and individual work.
issues. Students and teachers negotiate topics from each Group 1 Topics: Culture
group to study within the course. Assessments involve Cultural Diversity
both group work and individual work. Youth Culture
Work and Leisure
Topics include:
The Material World
• Cultural Diversity
Group 2 Topics: Contemporary Challenges
• Youth Culture
Social Ethics
• Work and Leisure
Contemporary Contexts of Aboriginal and Torres Strait
• The Material World
Islander Peoples
• Social Ethics
Technological Revolutions
• Contemporary Contexts of Aboriginal and Torres
People and the Environment
Strait Islander Peoples
Group 3 Topics: Global Issues
• Technological Revolutions
Globalisation
• People and the Environment
A Question of Rights
• Globalisation
People and Power
• A Question of Rights
• People and Power
Assessment:
School Assessment 70%
Assessment:
Type 1: Folio (50%)
Sources Analysis Type 2: Interaction (20%)
Group Activity
Investigation External (30%)
Investigation (30%)
30Year 12 Tourism
Course Length: Full Year
Assumed Knowledge
It is recommended that students have some Stage 1
Tourism or Geography experience
Course Overview
“The Tourism Industry will play a significant part in the
shaping of our economic, social, political and cultural
future.”
Students will identify and explain the diverse nature of
tourists, tourism and the tourism industry and develop
an understanding of the impacts of Tourism.
Contemporary issues at local, national and global levels
will be analysed.
There is an emphasis on a variety of communication
skills and practical skills, such as researching, analysing,
interpreting, evaluating and reviewing which will enable
students to meet the challenges of a dynamic and
evolving industry.
Assessment
The assessment components include:
Folio – Critical Analysis of Articles 20%
Practical Activities 25%
Individual Investigation 25%
Exam 30%
Resources used for this course
Local and out of the area excursions will provide
essential experience
31Business, Enterprise and Technology
Year 10 STEM
Year 10 Pedal Prix
Year 11 Digital Photography
Year 12 Digital Photography
Year 10 Design & Technology
Year 11 Design & Technology
Year 12 Design & Technology
32Year 10 STEM Year 11 Pedal Prix
Course Length: Full Year
Course Length: Semester
Stage 1 Integrated Learning (10 SACE Credits)
Available in: Semester 1 or 2
Assumed Knowledge
Assumed Knowledge
There is no assumed knowledge for this subject,
No background knowledge is assumed.
although completion of Year 9/10 Pedal Prix would be
advised.
Course Overview
In STEM students develop knowledge in Science,
Course Overview
Technology, Engineering and Maths. Students
Pedal Prix is a ‘Human Powered Vehicle’ (HPV) event
investigate using a cross disciplinary approach through
the STEM disciplines. Learning is achieved through where teams of students manufacture, repair, and
authentic learning opportunities to answer an identified maintain a human powered ‘Pedal Prix’ vehicle. The
problem and create a solution. vehicle needs to meet certain specifications which are
considered during the design process. Students will
Topics include: investigate materials and mechanical parts and develop
• Construction & Engineering a cutting list and 3D model prior to commencing
• Lego robotics & Basic motion programming construction of a trike frame. Mechanical parts will need
• Motion & Flight
to be ordered by students and installed with the aim to
• Trike mechanics (Pedal Prix)
race at Murray Bridge in September each year.
• Trike materials
• Forces
Key points of this program
Assessment
Students demonstrate evidence of their learning • Innovative engineering through CAD design and
through Numeracy, Information and Communication manufacturing processes
Technology and Critical and Creative thinking • Building relationships with local business,
capabilities. industry, and community members
• Developing entrepreneurial skills such as
fundraising, uniform design and production
• Collaborative approach to learning which builds
communication skills.
• Developing training programs in preparation for
Murray Bridge 24hr race.
Assessment
Practical Exploration – CAD modelling (20%)
Connection – Development of CAS Pedal Prix Team
(60%)
Personal Venture – Race Media and Reflection (20%)
33Year 10 Digital Photography Year 11 Digital Photography
Course Length: Semester Course Length: Semester
Available in: Semester 1 or 2 Available in: Semester 1 and 2
Assumed Knowledge Assumed Knowledge
No background knowledge is assumed. No background knowledge is assumed.
Course Overview Course Overview
In Digital Photography students develop image The subject provides a flexible framework that
manipulation techniques. Through a design task, encourages students to be creative, innovative, and
students apply the manipulation skills to the production enterprising in their chosen context. They apply critical
of a set of postcards. Students evaluate the design thinking and problem-solving skills and incorporate
product and analyse the social impact of particular technologies to address design problems and challenges.
technologies.
In Stage 1 students use the design and realisation
Students will develop the techniques for talking visually process. They learn to create a design brief that provides
effective photographs. These techniques are applied to the basis for the development of potential solutions to
the production of a set of images suitable for a 12 design problems and challenges, and review design
month calendar. Students will work thorough the design features, processes, materials, and production
process to produce the product (calendar). techniques to assist with the realisation of the solution.
Assessment Through using the processes mentioned above students
Students demonstrate evidence of their learning will develop subject specific skills including:
through the following assessment types. talking visually effective photographs
Skills and Applications Tasks editing photographs
Folio editing videos
Product
Assessment
Students demonstrate evidence of their learning
through the following assessment types.
Skills and Applications Tasks 30%
Folio 30%
Product 40%
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