SACE Years 11 & 12 Subject Handbook 2020 - Concordia ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
SACE Years 11 & 12
Subject Handbook 2020
Contents
SACE Subject Handbook 2020 Contents SACE Subjects In 2020 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Stage 1: Professional Learning Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Stage 2: Research Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Stage 2: Creative Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Stage 1: Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Stage 2: Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Stage 1: Music Advanced. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Stage 2: Music Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Stage 1: Music Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Stage 2: Music Explorations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Stage 2: Music Performance Solo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Stage 2:Music Performance Ensemble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Stage 1: Visual Arts – Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Stage 2: Visual Arts – Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Stage 1 Visual Arts – Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Stage 1 Visual Arts – Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Stage 2: Business Innovation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Stage 1: Design, Technology & Engineering: Material Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Stage 1: Design, Technology & Engineering: Industry And Entrepreneurial Solutions . . . . . . . . . . . . . . . . . . . . 16 Stage 2: Design, Technology & Engineering: Material Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Stage 1: Digital Technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Stage 2: Digital Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Stage 1: Photography: Communication Products. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Stage 2: Photography: Communication Products. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Stage 1: Media Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Stage 2: Television And Digital Media: Integrated Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Stage 2: Workplace Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Stage 1: Community Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Stage 2: Community Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Stage 1: English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Stage 2: English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Stage 2: English Literary Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Stage 1: English As An Additional Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Stage 2: English As An Additional Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 2 | Concordia College
SACE Subject Handbook 2020
Stage 1: Food And Hospitality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Stage 2: Food And Hospitality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Stage 1: Physical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Stage 2: Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Stage 1: Ancient Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Stage 2: Ancient Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Stage 1: Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Stage 2: Economics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Stage 1: Geography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Stage 2: Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Stage 1: Legal Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Stage 2 Legal Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Stage 1: Modern History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Stage 2: Modern History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Stage 1: Religion Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Stage 2 Society And Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Stage 1: German. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Stage 2: German . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Indonesian and Beginners French. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Stage 1: Essential Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Stage 2: Essential Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Stage 1: General Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Stage 2: General Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Stage 1: Mathematical Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Stage 2: Mathematical Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Stage 1: Specialist Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Stage 2: Specialist Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Stage 1: Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Stage 2: Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Stage 1: Chemistry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Stage 2: Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Stage 1: Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Stage 2: Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Stage 1: Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Stage 2: Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Stage 1: Scientific Studies (Humanitarian STEM) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Where to Go for Advice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Concordia College | 3SACE Subject Handbook 2020
SACE SUBJECTS IN 2020
As indicated, some subjects can be taken as a semester subject (10 credits)
OR as a full year subject (20 credits)
Stage 1 Stage 2
LEARNING AREA 10 CREDITS 20 CREDITS 10 CREDITS 20 CREDITS
ARTS
Creative Arts
Drama
Music – Advanced
Music – Experience
Music Performance –
Ensemble
Music Performance – Solo
Music Explorations
Music Studies
Visual Arts – Art
Visual Arts – Design
BUSINESS, ENTERPRISE & TECHNOLOGY
Business Innovation
Design, Technology &
Engineering
Digital Technologies
Media Studies
Photography
CROSS-DISCIPLINARY
Community Studies
Workplace Practices
ENGLISH
English
English Literacy Studies
English As An Additional
Language
HEALTH AND PHYSICAL EDUCATION
Food and Hospitality
Physical Education
4 | Concordia College ContentsSACE Subject Handbook 2020
Stage 1 Stage 2
LEARNING AREA 10 CREDITS 20 CREDITS 10 CREDITS 20 CREDITS
HUMANITIES AND SOCIAL SCIENCES
Ancient Studies
Economics
Geography
Legal Studies
Modern History
Religion Studies
Society and Culture
LANGUAGES
German
Indonesian (Continuers –
IB Diploma course)
French (Beginners – IB
Ab Initio course)
MATHEMATICS
Essential Mathematics
General Mathematics
Mathematical Methods
Specialist Mathematics
SCIENCES
Biology
Chemistry
Physics
Psychology
Scientific Studies –
Humanitarian STEM
Please note that a particular subject will only run if there is a viable class size.
Contents Concordia College | 5Compulsory Subjects SACE Subject Handbook 2020
STAGE 1: PROFESSIONAL STAGE 2: RESEARCH PROJECT
LEARNING PLAN
Credits: 10
Credits: 10 Pre-requisites: Nil
Pre-requisites: Nil
Capabilities:
Capabilities: Literacy, numeracy, information and communication
Literacy, numeracy, information and communication technology capability, critical and creative
technology capability, critical and creative thinking, personal and social capability, ethical
thinking, personal and social capability, ethical understanding, intercultural understanding
understanding, intercultural understanding Subject Description:
Subject Description: The Stage 2 Research Project is a compulsory
The Personal Learning Plan (PLP) is a compulsory 10-credit subject undertaken at Stage 2. Students
10-credit subject undertaken at Stage 1. must achieve a C– grade or better to complete the
subject successfully and gain their SACE.
Students must achieve a C grade or better to
complete the subject successfully and gain their Students enrol in either Research Project A or
SACE. The PLP helps students to: Research Project B. The external assessment for
++ plan their personal and learning goals for the Research Project B must be written. Students can
future choose to present their external assessment for
++ make informed decisions about their personal Research Project A in written, oral, or multimodal
development, education, and training. form.
Developing goals for the future will engage The Research Project enables students to explore
students in activities such as: an area of interest in depth, while developing skills
++ selecting subjects, courses, and other to prepare them for further education, training, and
learning relevant to pathways through and work. Students develop their ability to question
beyond school sources of information, make effective decisions,
++ investigating possible career choices evaluate their own progress, be innovative, and
++ exploring personal and learning goals. solve problems.
Content: Content
The Stage 1 Personal Learning Plan is a 10-credit The content of both Research Project A and
subject. Research Project B consists of:
++ developing the capabilities
The content in the Stage 1 Personal Learning Plan
++ applying the specified research framework.
comprises:
++ The Seven Capabilities In the Research Project, students choose a research
++ Personal and Learning Goals question that is based on an area of interest. They
identify one or more capabilities that are relevant to
School-based assessment their research.
Folio 50%
100% School-based assessment
Review 50%
Folio (research proposal, research
30%
development, and discussion) 70%
Research outcome 40%
External assessment
Review (Research Project A)
OR 30% 30%
Evaluation (Research Project B)
6 | Concordia College ContentsSACE Subject Handbook 2020 Arts
STAGE 2: CREATIVE ARTS
Credits: 20
Pre-requisites: Nil.
Available only to students already enrolled in Stage 2 Visual Arts – Art
or Visual Arts – Design
Students wishing to study two Art based subjects at Stage 2 can take CREATIVE ARTS
as a second option only after discussion with the Head of Art.
Subject Description:
In Creative Arts teachers, in negotiation with students tailor a program to meet local needs or interests in
the Arts. It is an opportunity to focus on an aspect, or to combine aspects, of one or more SACE subjects in
the creative arts, within a single subject. It can combine Design and Art.
Content and Assessment:
School-based Assessment Weighting
Product: 2 creative arts products and 20 page folio of evidence. 50%
Investigation: 2 Investigations 20%
External Assessment
Practical Skills: 12 pieces of evidence of a skill development in a chosen practical art/design
30%
area.
Contents Concordia College | 7Arts SACE Subject Handbook 2020
STAGE 1: DRAMA STAGE 2: DRAMA
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil. Pre-requisites: Nil. To determine whether he/she
has the skill level required for
Capabilities:
success, a student who has not
Communication, Citizenship, personal development
studied this subject at Stage 1
and learning
must have an interview with the
Subject Description: Head of Drama.
In Drama students participate in the planning,
Capabilities:
rehearsal, and performance of dramatic work (in
Communication, Citizenship, personal development
on and/or off-stage roles). Students participate in
and learning
creative problem solving; they generate, analyse,
and evaluate ideas. They develop personal Subject Description:
interpretations of texts. Students develop their In Drama, students participate in the planning,
curiosity and imagination, creativity, individuality, rehearsal, and performance of dramatic work (in
self-identity, self-esteem and confidence. on and/or off-stage roles). Students participate in
creative problem solving; they generate, analyse,
Content:
and evaluate ideas. They develop personal
Stage 1 Drama consists of the following three areas
interpretations of texts. Students develop their
of study:
curiosity and imagination, creativity, individuality,
++ Understanding and Responding to Drama
self-identity, self-esteem and confidence.
++ Company and Performance
++ Drama and Technology Content:
Teachers develop a teaching and learning program
Assessment:
based on the four following areas of study:
Assessment at Stage 1 Drama is school based.
++ Group Analysis and Creative Interpretation
Students demonstrate evidence through the
++ Review and Reflection
following assessment types:
++ Interpretative Study
Performance 40% ++ Presentation of Dramatic Works.
Responding to Drama 30% Assessment:
Students demonstrate evidence of their learning
Creative Synthesis 30% through the following assessment types:
Assessed practical work is a course expectation.
School-based Assessment Weighting
Student performance and ensemble work involves
commitment that can require out-of-hours Group Presentation 20%
rehearsal.
Folio 30%
Interpretative Study 20%
External Assessment
Group Performance/Presentation 30%
8 | Concordia College ContentsSACE Subject Handbook 2020 Arts
STAGE 1: MUSIC ADVANCED STAGE 2: MUSIC STUDIES
Credits: 10 or 20 Credits: 20
Pre-requisites: Satisfactory standard of theory Pre-requisites: Satisfactory standard of theory at
at Year 10 level (approx. AMEB Stage 1 Music or equivalent level.
Grade 3). Continued tuition
Students wishing to undertake
on a principal instrument
Stage 2 Music Studies who have
(minimum approx. AMEB
not competed Stage 1 Music must
Grade 4 standard). Satisfactory
have an interview with either the
completion of Year 10 music.
Director or the Assistant Director
Capabilities: of Music to determine whether
Literacy, numeracy, information and communication he/she has the skill level required
technology (ICT) capability, critical and creative for success.
thinking, personal and social capability
Subject Description:
Subject Description: Students develop an understanding of selected
Through the study of music, students have the musical works and styles and apply this
opportunity to engage in musical activities such understanding to creating their own music as
as performing, composing, arranging, researching, performances or compositions or arrangements.
developing and applying music technologies. They develop and apply their musical literacy skills
Students benefit from the opportunity to develop and express their musical ideas through responding
their practical and creative potential, aural and to their own works, interpreting musical works,
written skills, and their capacity to make informed and/or manipulating musical elements. Students
interpretative and aesthetic judgments. Study and synthesise the findings of their study, and express
participation in music draws together students’ their musical ideas through their creative works,
cognitive, affective, and psychomotor skills, responses, and reflections.
strengthening their ability to manage work and
Content:
learning, and to communicate effectively and
Students have the opportunity to engage in the
sensitively.
following activities:
Content: ++ Composing, Arranging
Students have the opportunity to engage in the ++ Performing as a Soloist and/or instrumentalist
following activities: or vocalist in an Ensemble
++ Composing, Arranging, Improvising ++ Researching, analysing, and interpreting
++ Performing as a Soloist and/or in an musical works
Ensemble (negotiated with class teacher) ++ Developing Musicianship and Aural Skills
++ Music Technology
Assessment:
++ Exploring musical styles
++ Developing Musicianship and Aural Skills School-based Assessment Weighting
Assessment: Creative works Options: performance,
Assessment at Stage 1 is school based. Students 40%
composition, arranging
demonstrate evidence of their learning through the
Musical Literacy 30%
following assessment types:
External Assessment
Creative works 70%
Examination 30%
Musical Literacy 30%
There is an examination at the end of each semester
of study.
Contents Concordia College | 9Arts SACE Subject Handbook 2020
STAGE 1: MUSIC EXPERIENCE STAGE 2: MUSIC EXPLORATIONS
Credits: 10 or 20 Credits: 20
Pre-requisites: Continued tuition on a principal Pre-requisites: Satisfactory completion of
instrument. Stage 1 music or equivalent
Capabilities: Subject Description:
Literacy, numeracy, information and communication Students explore and experiment with musical
technology (ICT) capability, critical and creative styles, influences, techniques, and/or music
thinking, personal and social capability production, as they develop their understanding
of music. They develop and apply their musical
Subject Description:
understanding as they explore how others create,
Students develop their practical and creative
present, and/or produce music, and experiment
potential, spoken and written skills, and capacity
with their own creations. Students respond to and
to make informed interpretative and aesthetic
discuss their own and others’ works, and synthesise
judgments. By engaging in musical activities such as
their findings to make connections between the
performing, composing and improvising, arranging,
music they study and their own creative works.
researching, and developing and applying music
technologies, students appreciate the value of Content:
working collaboratively and presenting musical Options may include composition, analysis and
works. performance. Musical literacy tasks may include, but
are not limited, to song writing using contemporary
This program is designed for students whose
music notation appropriate to the style. Students
experience in, or knowledge of, some aspects of
explain the intent of their composition and provide
music may be limited and provides pathways to
evidence of the skills and techniques they used,
selected Stage 2 subjects.
in a composers’ statement. Exploration tasks may
Content: include, but are not limited to the analysis and
Students have the opportunity to engage in the discuss of style, technique, and musical elements of
following activities: one or two works and complete a reflection on and
++ Improvising, composing and arranging critique of one or more works presented in a live
++ Performing as a Soloist and/or in Ensemble as music performance.
negotiated with the subject teacher
Assessment:
++ Music Technologies
Students demonstrate evidence of their learning
++ Developing Aural and Critical Listening Skills
through the following assessment types:
Assessment:
Assessment at Stage 1 is school based. Students School-based Assessment Weighting
demonstrate evidence of their learning through the Musical Literacy 30%
following assessment types:
Explorations 40%
Creative works 70% External Assessment
Musical Literacy 30% Creative connections 30%
10 | Concordia College ContentsSACE Subject Handbook 2020 Arts
STAGE 2: STAGE 2:
MUSIC PERFORMANCE SOLO MUSIC PERFORMANCE
ENSEMBLE
Credits: 10
Pre-requisites: Satisfactory completion of Credits: 10
Stage 1 Music or equivalent Pre-requisites: Satisfactory completion of
Continued tuition on a principal Stage 1 Music or equivalent
instrument or voice Continued tuition on a principal
Capabilities: instrument or voice
Literacy, numeracy, critical and creative thinking, Capabilities:
personal and social capability Literacy, numeracy, critical and creative thinking,
Subject Description: personal and social capability
This 10-credit subject develops students develop Subject Description:
and extend their musical skills and techniques in Students develop and extend their musical skills and
creating their own solo performances. Students techniques in creating performances as part of an
extend their musical literacy through discussing key ensemble. They interpret musical works, and apply
musical elements of their chosen repertoire, and to their performances an understanding of the
interpreting creative works. Students express their style, structure, and conventions appropriate to the
musical ideas through performing, critiquing, and repertoire.
evaluating their performances.
Students extend their musical literacy through
Students who study Music Performance – Ensemble discussing key musical elements of the repertoire,
and/or Music Performance – Solo may perform on and interpreting creative works. Students express
the same instrument/voice in both subjects. their musical ideas through performing, critiquing,
Content and evaluating their own performances.
Each student must perform as an instrumental or Content:
vocal soloist or as a vocalist and instrumentalist. Students present an ensemble performance of
Students may also perform with recognised a single work or a set of works by one or more
doublings, such as piccolo and flute, tenor composers, and individual evidence of each
saxophone and alto saxophone, flute and student’s contribution to the ensemble through
saxophone, electric guitar and acoustic guitar individual part-testing.
Students prepare and present performances in Students prepare and present public performances
which their total program includes a total of 18 – 24 in which their total program includes a total of 18 –
minutes of different repertoire. They discuss key 24 minutes of different repertoire. They discuss key
musical elements and critique and evaluate their musical elements of the repertoire, and critique and
own performances. evaluate their own performances.
Assessment: Assessment:
Students demonstrate evidence of their learning Students demonstrate evidence of their learning
through the following assessment types: through the following assessment types:
School-based Assessment Weighting School-based Assessment Weighting
Performance 30% Performance 30%
Performance and Discussion 40% Performance and Discussion 40%
External Assessment External Assessment
Performance Portfolio 30% Performance Portfolio 30%
Contents Concordia College | 11Arts SACE Subject Handbook 2020
STAGE 1: VISUAL ARTS – ART STAGE 2: VISUAL ARTS – ART
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil Pre-requisites: Nil
Capabilities: Communication and personal Precluded subject combination:
development For the purposes of SACE completion, students can
enrol at Stage 2 in both Visual Arts – Art and Visual
Subject Description:
Arts – Design BUT cannot count both subjects for
Visual Arts engages students in conceptual,
the calculation of the ATAR.
practical, analytical and contextual aspects of
creative human endeavour. It emphasises visual However, if a student is interested in developing the
thinking and investigation and the ability to develop skill sets in both Art and Design and in obtaining
ideas and concepts, refine skills and produce an ATAR, he/she should see the Head of Visual Arts
imaginative solutions. as it is possible to do Creative Arts as a subject
choice in combination with Visual Arts(see Stage 2
Students learn to communicate personal ideas,
Creative Arts).
beliefs, values, thoughts, feelings, opinions and
present their lived or imagined life experiences in Subject Description:
visual forms. In Visual Arts students express ideas through
practical work using a variety of media leading to
Content:
resolved pieces. Students have opportunities to
++ Visual thinking: Practical developmental
research, understand and reflect upon visual art
work-Folio The processes, documentation
works in their cultural and historical contexts.
and recording of idea development,
inspirations and experimentation of media. The broad area of Art includes both artistic and
++ Practical Resolution: Final art work(s). crafting methods and outcomes, including the
Drawing, painting and mixed media, digital development of ideas, research, analysis and
media, printmaking, photography, sculpture, experimentation with media and techniques,
ceramics, textiles, assembling and installation resolution and production. Art practicals may
++ Visual Arts in Context: Research artworks take any of the following forms: film, animation,
historically and culturally. This area of study installation, assemblage, digital imaging, painting,
draws information and inspiration from the drawing, mixed media, printmaking, photography,
works of past and present practitioners. wood, plastic, or metal fabrication, sculpture,
ceramics, and/or textiles.
Assessment:
Content:
Folio 30% The following three areas of study are covered:
Practical 40% ++ Visual Thinking
++ Practical Resolution
Visual Study 30% ++ Visual Arts in Context
There is no examination in this subject. Assessment:
Students demonstrate evidence of their learning
through the following assessment types:
School-based Assessment Weighting
Folio 40%
Two Practical Works or one body
30%
of works
External Assessment
Visual Study 30%
12 | Concordia College ContentsSACE Subject Handbook 2020 Arts
STAGE 1 VISUAL ARTS – DESIGN STAGE 1 VISUAL ARTS – DESIGN
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil Pre-requisites: Nil
Capabilities: Capabilities:
Communication, citizenship, personal development, Communication, citizenship, personal development,
work and learning work and learning
Subject Description: Precluded subject combination:
The broad area of Design encompasses For the purposes of SACE completion students can
communication and graphic design, environmental enrol at Stage 2 in both Visual Arts – Art and Visual
design, and product design. It emphasises a Arts – Design BUT cannot count both subjects for
problem-solving approach to the generation of the calculation of the ATAR.
ideas or concepts, and the development of visual
However, if a student is interested in developing the
representation skills to communicate resolutions.
skill sets in both Art and Design and in obtaining
Content: an ATAR, he/she should see the Head of Visual Arts
++ Visual thinking: Practical developmental as it is possible to do Creative Arts as a subject
work-Folio choice in combination with Visual Arts(see Stage 2
Visual thinking for designers is usually based Creative Arts).
around the development and formulation of a
Subject Description:
design brief that specifies parameters for the
In Visual Arts students express ideas through
designer. This includes research, analysis, the
practical work using drawings, sketches, diagrams,
initiation and development of concepts, the
models, prototypes, photographs and/or audio visual
exploration of possibilities, the testing and
techniques leading to resolved pieces. Students have
refining of ideas or concepts, the practising
opportunities to research, understand and reflect upon
of technical skills, and evaluation, before the
visual art works in their cultural and historical contexts.
design outcome is resolved.
++ Practical Resolution: Final Design: The broad area of Design encompasses
Product design: e.g. toy, fashion, stage, communication and graphic design, environmental
furniture, and engineering design design, and product design. It emphasises a
Environmental design: e.g. sustainable interior problem-solving approach to the generation of
and exterior design ideas or concepts, and the development of visual
Graphic and visual communication design: representation skills to communicate resolutions.
e.g. branding, illustration, and advertising.
Content:
++ Visual Arts in Context: Research Design
The following three areas of study are covered:
historically and culturally. This area of study
++ Visual Thinking
draws information and inspiration from the
++ Practical Resolution
works of past and present practitioners.
++ Visual Arts in Context
Assessment:
Assessment:
Students demonstrate evidence of their learning
Folio 30%
through the following assessment types:
Practical 40%
School-based Assessment Weighting
Visual Study 30%
Folio 40%
There is no examination in this subject.
Two Practical Works or one body
30%
of works
External Assessment
Visual Study 30%
Contents Concordia College | 13Business, Enterprise and Technology SACE Subject Handbook 2020 STAGE 2: BUSINESS INNOVATION Credits: 20 Pre-requisites: Nil Requirements: Sound literacy skills Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding. Subject Description: In Stage 2 Business Innovation students are equipped with the knowledge, skills, and understandings to engage in designing, sustaining, and transforming business in the modern world. Business Innovation uses design thinking and assumption-based business planning tools to promote a human-centred approach to innovation and the transformation of business products, services, and processes. Students ‘learn through doing’ in Business Innovation, using design thinking and assumption-based planning processes to anticipate, find, and solve problems. In Business Innovation students engage with complex, dynamic, real-world problems, to identify and design, test, iterate, and communicate viable business solutions. Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills. Content: Students explore at least two of these three key contexts: ++ Designing business ++ Sustaining business ++ Transforming business. Through these contexts, students develop and apply their understanding of the following underpinning learning strands: ++ innovation ++ decision-making and project management ++ financial literacy and information management ++ global, local, and digital perspectives. Students gain an understanding of fundamental business concepts and ideas, including: ++ the nature and structure of business ++ sources of finance ++ forms of ownership ++ legal responsibilities and requirements. Assessment: Students demonstrate evidence of their learning through the following assessment types: School-based Assessment Weighting Business Skills 40% Business Model 30% External Assessment Business Plan and Pitch 30% 14 | Concordia College Contents
SACE Subject Handbook 2020 Business, Enterprise and Technology
STAGE 1: DESIGN, TECHNOLOGY & ENGINEERING: MATERIAL
SOLUTIONS
Credits: 10 – Semester 1 Only
Pre-requisites: Nil. To determine whether he/she has the skill level required for success, a student who
has not studied or passed this subject at Year 10 must have an interview with the Head
of Design, Technology & Engineering
Capabilities:
Communication, Citizenship, personal development, work and learning
Subject Description:
Design, Technology and Engineering: Material Solutions, is a 10-credit subject at Stage 1. Students use
the design and realisation process to engineer solutions for the development of products or systems. The
subject provides a flexible framework that encourages students to be creative and innovative. They apply
critical problem-solving skills and incorporate technologies to address design problems and challenges. This
subject incorporates the transfer of interdisciplinary skills and knowledge and promotes individualised and
inquiry-based learning. Design, Technology and Engineering provides opportunities for students to apply
engineering processes and use new and evolving technologies.
In Stage 1 students use the design and realisation process. They learn to create a design brief that provides
the basis for the development of potential solutions to design problems and review design features,
processes, materials and production techniques to assist with the realisation of the solution.
Students analyse influences on a product or system including ethical, legal, economic, and/or sustainability
issues. They consider the practical implication of these issues on society or design solutions.
Students apply appropriate skills, processes, procedures and techniques whilst implementing safe work
practices in the creation of the solution.
Students develop the ability to identify, create, initiate, and develop products, processes, or systems.
Students learn to use tools, materials, and systems safely and competently to complete a product. They
explore technologies in both contemporary and historical settings, and analyse the impacts of technology,
including social, environmental, and sustainable consequences.
Content:
Students use of a diverse range of framed furniture manufacturing technologies such as tools, machines,
and/or systems to create a product using timber-based materials.
Students produce outcomes that demonstrate the knowledge and skills associated with using systems,
processes, and materials such as a framed table.
Assessment:
Assessment consists of the following assessment types:
Specialised Skills Tasks 30%
Design Process & Solution 70%
There is no examination in this subject.
Contents Concordia College | 15Business, Enterprise and Technology SACE Subject Handbook 2020
STAGE 1: DESIGN, TECHNOLOGY & ENGINEERING:
INDUSTRY AND ENTREPRENEURIAL SOLUTIONS
Credits: 10 – Semester 2 Only
Pre-requisites: Nil. To determine whether he/she has the skill level required for success, a student who
has not studied or passed this subject at Year 10 must have an interview with the Head
of Design, Technology & Engineering
Capabilities:
Communication, Citizenship, personal development, work and learning
Subject Description:
Design, Technology and Engineering: Industry and Entrepreneurial Solutions, is a 10-credit subject at
Stage 1. Students use the design and realisation process to engineer solutions for the development of
products or systems. The subject provides a flexible framework that encourages students to be creative
and innovative. They apply critical problem-solving skills and incorporate technologies to address design
problems and challenges. This subject incorporates the transfer of interdisciplinary skills and knowledge
and promotes individualised and inquiry-based learning. Design, Technology and Engineering provides
opportunities for students to apply engineering processes and use new and evolving technologies.
In Stage 1 students use the design and realisation process. They learn to create a design brief that provides
the basis for the development of potential solutions to design problems and review design features,
processes, materials and production techniques to assist with the realisation of the solution.
Students analyse influences on a product or system including ethical, legal, economic, and/or sustainability
issues. They consider the practical implication of these issues on society or design solutions.
Students apply appropriate skills, processes, procedures and techniques whilst implementing safe work
practices in the creation of the solution.
Students develop the ability to identify, create, initiate, and develop products, processes, or systems.
Students learn to use tools, materials, and systems safely and competently to complete a product. They
explore technologies in both contemporary and historical settings, and analyse the impacts of technology,
including social, environmental, and sustainable consequences.
Content:
Students will be involved in the designing of solutions to meet industry requirements or to invent an
entrepreneurial product that meets a need or solves a problem. This could be achieved using design
programs, such as computer aided design, to develop prototypes or products. Students demonstrate
knowledge and skills associated with systems, processes and materials appropriate for the prototype and
final solution.
Assessment:
Assessment consists of the following assessment types:
Specialised Skills Tasks 30%
Design Process & Solution 70%
There is no examination in this subject.
16 | Concordia College ContentsSACE Subject Handbook 2020 Business, Enterprise and Technology
STAGE 2: DESIGN, TECHNOLOGY & ENGINEERING:
MATERIAL SOLUTIONS
Credits: 20
Pre-requisites: Nil. To determine whether he/she has the skill level required for success, a student who
has not studied and passed this subject at Stage 1 must have an interview with the Head
of Design, Technology & Engineering
Capabilities:
Communication, Citizenship, personal development, work and learning
Subject Description:
Stage 2 Design, Technology and Engineering: Material Solutions, is a 20 credit subject.
Students use design thinking to engineer solutions for the development of carcass constructed cabinets.
The subject provides a flexible framework that encourages students to be creative, innovative and
enterprising in their chosen context. They apply critical problem solving skills and incorporate technologies
to address design problems and challenges. This subject incorporates the transfer of interdisciplinary
skills and knowledge and promotes individualised and inquiry based learning. Design, Technology and
Engineering provides opportunities for students to apply engineering processes and use new and evolving
technologies.
In Stage 2 Students use an iterative design process to explore possible solutions to a problem or
opportunity. They investigate and analyse the purpose, design features, materials and production
techniques used in diverse situations including industry, community and tertiary organisations. This
information is used to create a design brief that provides the basis for the development of potential
solutions. The importance of the design process as a preliminary to the realisation process is emphasised, as
is ongoing evaluation of the solution and vise versa.
Students analyse influences on a solution including ethical, legal, economic, and/or sustainability issues.
They consider the practical implication of these issues on society or design solutions. Students apply
appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the
solution.
Content:
Students use of a diverse range of furniture manufacturing technologies such as tools, machines, and/or
systems to create a product using appropriate timber-based sheet materials.
Students produce outcomes that demonstrate the knowledge and skills associated with using systems,
processes, and materials such as cabinet.
Assessment:
Students demonstrate evidence of their learning through the following assessment types:
School-based Assessment Weighting
Specialised Skills Tasks 20%
Design Process & Solution 50%
External Assessment
Resource Study 30%
There is no examination in this subject.
Contents Concordia College | 17Business, Enterprise and Technology SACE Subject Handbook 2020
STAGE 1: DIGITAL STAGE 2: DIGITAL
TECHNOLOGIES TECHNOLOGIES
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil Pre-requisites: Nil
Capabilities: communication, citizenship, work and Subject Description:
learning Students develop and apply their skills in
computational thinking and in program design, and
Subject Description:
engage in iterative project development, where a
Students investigate existing digital technology
product or prototype is designed and tested and/or
systems to discover their nature and components.
implemented in stages. They follow agile practices
They develop a range of skills and techniques while
and/or iterative engineering design processes.
creating their own systems that can be tested and
Learning environments in Digital Technologies may
evaluated. They develop and apply specialised skills
include physical, online, and/or simulated spaces.
and techniques in the use of software in several
Students learn to be collaborative team members
digital technology areas.
through working in small groups for some projects
Content: while also managing projects independently.
Stage 1 Digital Technologies is organised into the
Content:
following four topics:
Stage 2 Digital Technologies is a 20-credit subject
++ Programming
that consists of the following focus areas:
++ Advanced Programming
++ Focus area 1: Computational Thinking
++ Data Analytics
++ Focus area 2: Design and Programming
++ Exploring Innovations
++ Focus area 3: Data Analytics
Assessment: ++ Focus area 4: Iterative Project Development.
Assessment at Stage 1 is school based. Students
Assessment:
demonstrate evidence of their knowledge and
Students demonstrate evidence of their learning
understanding through the following assessment
through the following assessment types:
types:
School-based Assessment Weighting
School-based Assessment Weighting
Project Skills 50%
Project Skills 60%
Collaborative Project 20%
Digital Solution 40%
External Assessment
Individual Digital Solution 30%
There is no examination in this subject
18 | Concordia College ContentsSACE Subject Handbook 2020 Business, Enterprise and Technology
STAGE 1: PHOTOGRAPHY: STAGE 2: PHOTOGRAPHY:
COMMUNICATION PRODUCTS COMMUNICATION PRODUCTS
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil Pre-requisites: Nil
Capabilities: communication, citizenship, personal Subject Description This subject will develop
development, work and learning student’s ability to plan, take and manipulate
digital photographs. Students design and create
Subject Description: This subject will develop
photographic products that meet a design brief,
student’s ability to plan, take and manipulate
and develop the knowledge and skills associated
digital photographs. Students design and create
with using different processes and production
photographic products that meet a design brief,
techniques. They combine their design and
and develop the knowledge and skills associated
creative skills with knowledge and understanding
with using different processes and production
of photographic equipment, techniques, materials
techniques. They combine their design and
and software, to create high-quality products for
creative skills with knowledge and understanding
specific intended purposes.
of photographic equipment, techniques, materials
and software, to create high-quality products for Alongside, advancing their theoretic and practical
specific intended purposes. photographic skills, students will develop their
ability to investigate, analyse, problem-solve and
Alongside advancing their theoretic and practical
evaluate. They will also examine the environmental,
photographic skills, students will develop their
ethical, legal, economic and/or sustainability issues
ability to investigate, analyse, problem-solve and
related to creating their products.
evaluate. They will also examine the environmental,
ethical, legal, economic and/or sustainability issues Content:
related to creating their products. ++ Manual Camera Controls: Exposure, Depth of
Field, Shutter-Speed, White-balance
Content:
++ Image creation: Composition and Framing,
++ Manual Camera Controls: Exposure, Depth of
Lighting, Perspective
Field, Shutter-Speed, White-balance
++ Photographic styles/genres: Portraiture,
++ Image creation: Composition and Framing,
Photo-journalism, Landscape, Product, etc
Lighting, Perspective
++ Image Processing tools: Photoshop,
++ Photographic styles/genres: Portraiture,
Lightroom, In Design, Illustrator, After Effects
Photo-journalism, Landscape, Product, etc
++ Image Processing tools: Photoshop, Assessment:
Lightroom, In Design, Illustrator, After Effects Students demonstrate evidence of their learning
through the following assessment types:
Assessment:
Assessment consists of the following: School-based Assessment Weighting
Specialised Skills Task 30% Specialised Skills Task 20%
Design Process & Solution 50%
Design Process & Solution 70%
External Assessment
There is no external assessment or examination in
Resource Study 30%
this subject.
Contents Concordia College | 19Business, Enterprise and Technology SACE Subject Handbook 2020
STAGE 1: MEDIA STUDIES STAGE 2: TELEVISION AND
DIGITAL MEDIA: INTEGRATED
Credits: 10 or 20
LEARNING
Pre-requisites: Nil.
Credits: 20
Capabilities:
Communication, Citizenship, personal development Pre-requisites: Nil
work and learning Successful completion of
Stage 1 Media Studies will be an
Subject Description: advantage
Media Studies gives students’ the opportunity
to plan, create and evaluate a range of Media Capabilities:
products, developing both their practical skills Communication, Citizenship, personal development
and understanding of the supporting theoretical work and learning
elements. Using their research and analytical Subject Description:
skills to understand the evolution of different Television and Digital Media allows students to
Media forms, students will make informed creative develop and apply their theoretical knowledge and
decisions about their own products. They also practical skills to plan, create and evaluate a variety
consider the influence Media has on the way people of Media forms. Whilst students are required to
receive/interpret information and reflect on their produce several ‘products’ e.g. a short film, website
personal Media usage/interaction. etc – emphasis is placed upon their learning journey.
Content: How they utilise their research and inquiry skills
The following topics will be studied during the year: to analyse and select relevant information, work
++ TV Advertising collaboratively with their peers and wider school
++ Documentary Film-making community, communicate their ideas effectively
++ Multi-Camera Video and reflect and act upon their own strengths and
++ Photography: Composition and Framing weaknesses. Students are also responsible for
++ Creating Multimedia Texts organising, promoting and facilitating a practical
++ Careers in the Media workshop for a younger peer group.
++ Representation in the Media Content:
Assessment: The following topics will be studied through the year:
Assessment at Stage 1 is school based. Students ++ Promotional Film-making
demonstrate evidence of their learning through the ++ Documentary Film-making
following assessment types: ++ Basic Website Design (Templated)
++ Photography: Composition and Framing
School-based Assessment Weighting ++ Practical Workshop Planning & Facilitation
Folio 20% Students must make explicit links to the SACE
Interaction Study 20% Capabilities throughout
Product 60% Assessment:
Students demonstrate evidence of their learning
There is no external assessment or examination in through the following assessment types:
this subject.
School-based Assessment Weighting
Practical Inquiry
40%
Filmed Discussion
Connections 30%
External Assessment
Personal Endeavour 30%
20 | Concordia College ContentsSACE Subject Handbook 2020 Cross-Disciplinary
STAGE 2: WORKPLACE PRACTICES
Credits: 20
Pre-requisites: Nil
Capabilities:
Personal development, work and learning
Subject Description:
In Workplace Practices students develop knowledge, skills, and understanding of the nature, type and
structure of the workplace. They learn about the changing nature of work, industrial relations, legislation,
safe and sustainable workplace practices, and local, national, and global issues in an industry and workplace
context. Students can undertake learning in the workplace and develop and reflect on their capabilities,
interests, and aspirations. The subject may include the undertaking of vocational education and training (VET)
as provided under the Australian Qualifications Framework (AQF).
Content:
There are three focus areas of study of this subject:
++ Industry and Work Knowledge
++ Vocational Learning
++ Vocational Education and Training (VET).
Students must include the following areas of study:
++ Industry and Work Knowledge, and
Vocational Learning and/or Vocational Education and Training (VET).
For the Industry and Work Knowledge component, students select topics from the list below:
++ Topic 1: Work in Australian Society
++ Topic 2: The Changing Nature of Work
++ Topic 3: Industrial Relations
++ Topic 4: Finding Employment
++ Topic 5: Negotiated Topic.
Assessment:
Students demonstrate evidence of their learning through the following assessment types:
School-based Assessment Weighting
Folio 25%
Performance 25%
Reflection 20%
External Assessment
Investigation 30%
Contents Concordia College | 21Cross-Disciplinary SACE Subject Handbook 2020
STAGE 1: COMMUNITY STUDIES STAGE 2: COMMUNITY STUDIES
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil Pre-requisites: Nil
Capabilities: Capabilities:
Communication and citizenship Communication and citizenship
Subject Description: Subject Description:
Community Studies offers students the opportunity Community Studies offers students the opportunity
to learn in a community context and to interact with to learn in a community context and to interact with
teachers, peers, and community members beyond teachers, peers, and community members beyond
the school environment. the school environment.
Students decide the focus of their community Students decide the focus of their community
activity, which begins from a point of personal activity, which begins from a point of personal
interest, skill, or knowledge. By setting challenging interest, skill, or knowledge. By setting challenging
and achievable goals in a community activity, and achievable goals in a community activity,
students enhance their skills and understandings students enhance their skills and understandings
in a guided and supported learning program. They in a guided and supported learning program. They
develop their capability to work independently and develop their capability to work independently and
to apply their skills and knowledge in practical ways to apply their skills and knowledge in practical ways
in their community. in their community.
Content: Content:
In this subject students, must negotiate and develop Students prepare a contract of work to develop a
a contract of work with their teacher. A contract community activity from the following ten areas of
of work is a statement of what the student will study:
be learning and how they will be going about it. ++ Arts and the Community
A contract of work is an important document, ++ Business and the Community
because when students have finished their work the ++ Communication and the Community
teacher will use it to determine how successful you ++ Design, Construction, and the Community
were in completing what the student planned to do. ++ Environment and the Community
There are twelve areas of study that a contract can ++ Foods and the Community
be developed within. ++ Health, Recreation, and the Community
++ Arts and the Community ++ Science and the Community
++ Business and the Community ++ Technology and the Community
++ Communication and the Community ++ Work and the Community.
++ Design, Construction, and the Community
Assessment:
++ Environment and the Community
Students demonstrate evidence of their learning
++ Foods and the Community
through the following assessment types:
++ Health, Recreation, and the Community
++ Lifestyle and the Community School-based Assessment
++ Mathematics and the Community
++ Science and the Community Contract of Work
++ Technology and the Community Folio
++ Work and the Community
Presentation
There is no examination in this subject.
External Assessment
Reflection
22 | Concordia College ContentsSACE Subject Handbook 2020 English
STAGE 1: ENGLISH STAGE 2: ENGLISH
Credits: 20 Credits: 20
Pre-requisites: Nil. Pre-requisites: Nil.
Stage 1 Essential English may Requirements Sound Literacy Skills Required
be offered to specific students Subject Description:
based on their diagnosed In English, students analyse the interrelationship
literacy learning needs. between author, text, and audience with an emphasis
Capabilities: on how language and stylistic features shape ideas and
Communication, Citizenship, personal development, perspectives in a range of contexts. An understanding
work and learning of purpose, context and audience is applied in
students’ own creation of imaginative, interpretive,
Subject Description: analytical, and persuasive texts that may be written,
The study of English provides students with a oral and/or multi-modal.
focus for informed and effective participation
in education, training, the workplace and their Content:
personal environment. In Stage 1 English, students ++ Responding to texts
read, view, write and compose, listen and speak, and Students produce three responses to texts.
use information and communication technologies in Two of the responses must be written, and one
appropriate ways for different purposes. must be oral. Texts must be chosen from at
least three of these categories: extended prose
Content: texts, drama, films, poetry, and media texts.
++ Responding to texts The written responses should total a maximum
Students consider a range of texts composed of 2000 words, the oral response should be a
for different purposes and audiences, maximum of 6 minutes.
examining the ideas and perspectives ++ Creating texts
contained within them and analysing their Students create three original texts and one
stylistic features. writer’s statement. At least one text should be
++ Creating texts written. The three texts should total a maximum
Students create imaginative, interpretive and/ of 3000 words or equivalent. The writer’s
or persuasive texts for different purposes, statement should be a maximum of 1000 words.
contexts and audiences. The three created texts must demonstrate
++ Intertextual Study variety in text type, purpose and/or audience.
Students analyse the relationship between ++ Comparative analysis
texts. Students complete a comparative analysis of
Assessment: two texts, up to a maximum of 2000 words. In
Assessment at Stage 1 is school based. Students an independent study, students compare how
demonstrate evidence of their learning in Stage 1 stylistic features and language conventions in
English through the following assessment types: the two texts are used to explore ideas and
shape responses and interpretations.
Responding to Texts 50%
Assessment:
Creating Texts 20% Students demonstrate evidence of their learning
Intertextual Study 30% through the following assessment types:
At least one assessment piece per semester will be School-based Assessment Weighting
in oral or multi-modal form.
Responding to texts 30%
There is an examination at the end of each semester
Creating texts 40%
of study.
External Assessment
Comparative analysis 30%
Contents Concordia College | 23You can also read
