curriculum handbook - Eastern Fleurieu School

Transcription

CURRICULUM HANDBOOK
www.easternfleurieu.sa.edu.au
F 61 8 8536 3747
E [email protected]
R – 6 Campus Ashbourne
14 Ashbourne Rd
Ashbourne SA 5157
7 – 12 Campus Strathalbyn
11 Callington Rd
Strathalbyn SA 5255
T (08) 8536 6135
T (08) 8536 2455
R – 6 Campus Langhorne Creek
Wellington Rd
Langhorne Creek SA 5255
T (08) 8537 3145
R – 6 Campus Milang
Cnr Coxe & Rivers Streets
Milang SA 5256
T
Enquiries are welcomed, and can be made by
contacting any of the school’s campuses.
Appointments with the Principal or Deputy Principal
should be made through the 7 – 12 Campus.
(08) 8537 0223
R – 6 Campus Strathalbyn
34 East Tce
Strathalbyn SA 5255
T (08) 8536 2344
Department for Education and Child Development T/A South Australian Government Schools CRICOS Provider Number 00018A
© Eastern Fleurieu School 2015
This Curriculum Handbook provides information on subject and course offerings for 2016 for the Middle and Senior School years at Eastern Fleurieu School. The content shows how subjects progress from years 7‐12, and is designed to assist students in choosing their subjects throughout their secondary education. The Yr 7‐10 curriculum is based on the Australian Curriculum. It is designed to provide students with a range of learning experiences while developing their literacy and numeracy skills. The Senior School curriculum is based on the South Australian Certificate of Education (SACE). The school recommends students and families use this guide to familiarise themselves with the requirements of the South Australian Certificate of Education (SACE), then in consultation with teaching staff during the Course Counselling process, choose a well‐balanced range of subjects. Your focus should be on your future, considering what may be needed to gain entrance into your chosen post‐school career (university, TAFE or employment). It should be noted that the final decision regarding subjects running in the coming year will be determined by the number of students choosing those subjects. Advice, information or recommendations regarding subject selection (including SACE requirements, VET, etc) can be obtained from any of the following:  Head of 7‐12 Campus  Assistant Principal SACE  Student Counsellor  Student Pathways Leader  Curriculum Leaders Key Dates for Course Counselling Early Term 3 Distribution of 2016 Curriculum and Course Counselling information to students moving into years 9, 10, 11 and 12. Wednesday Week 3 Term 3 (August 5th) SACE Information Evening – for Parents/carers of students moving into years 11 and 12. Tuesday & Wednesday Week 5 Term 3 Course Counselling Days Students currently in Years 10 & 11 will meet with counsellors on August 18th and 19th to set subject choices for 2016. Appointment bookings via SOBS website are essential. Bookings open July 13th. Subject Fees for 2016 Costs associated with the majority of subjects form part of the school’s Material and Services Charge, commonly referred to as ‘school fees’. Some exceptions occur within the senior curriculum; these costs are detailed in the relevant subject descriptors within this handbook. Subjects may offer non‐compulsory excursions which incur an additional expense. VET courses held outside the Southern Adelaide & Fleurieu Trade School (SAFTS) will incur material and training costs.
1
Contents
Page
Curriculum Area Flow Charts
3
Years 7 and 8 Curriculum Overview
9
Year 7 Subject Descriptors
10
14
19
Year 9 Curriculum Overview
20
28
Year 10 Curriculum Overview
29
Learning Program – Senior School
Overview of Senior Schooling at Eastern Fleurieu
39
Overview of the SA Certificate of Education (SACE)
40
SACE Course Planner
43
Stage 1 – Subject Descriptors
44
Stage 2 – Subject Descriptors
61
Vocational and Educational Training (VET)
80
Community Learning
84
Index of Subjects
85
2
CURRICULUM AREA / SUBJECT FLOW CHARTS
THE ARTS
Year 7
Performing
Arts
Art
Year 8
Year 9
Music
Music
Dance
Dance
Drama
Drama
Art
Art
Year 10
Stage 1
Stage 2
Music Experience
Music
Music Advanced
Drama
Drama
Drama
Visual Art - Arts 1
Visual Art - Art
Art
Visual Art - Arts 2
Creative Art - Art
Creative Art - Craft 1
Craft
Creative Art - Craft
Craft
Creative Art - Craft 2
Visual Art - Design 1
Design
Design
Visual Art - Design 2
ICT and
Multimedia
Visual Art - Design
Digital
Technologies Multimedia
Creative Art -Design
Creative Art Multimedia
Creative Art Digital Imaging
ENGLISH
Year 7
Year 8
Year 9
Year 10
Stage 1
Stage 2
Compulsory SACE
requirement:
20 credits English at St 1
English
English
English
English
English
English Studies
English
Communications
Essential
English
3
English Pathways
BUSINESS, ENTERPRISE and TECHNOLOGY
Year 7
Year 8
Year 9
Year 10
Wood
Technology
Timber
Engineering
Stage 1
Stage 2
Material Products Wood Technology 1
Material Products -
Material Products Timber Products
Wood Technology 2
Design and
Technology
Design and
Technology
Metal
Technology
Metal
Engineering
Material Products Metal Technology 1
Material Products -
Material Products Metal Products
Metal Technology 2
Hybrid /Human
Powered
Vehicles
ICT is
incorporated into all
curriculum areas.
ICT is
incorporated into all
curriculum areas.
Material Products Hybrid Vehicle
Engineering 1
Engineering 2
Com Prods - CAD 2
Communication
Products Computer Aided
Design
Workplace Practices
Workplace Practices
Com Prods - CAD 1
Computer
Aided Design
Computer
Aided Design
4
Engineering
MATHEMATICS
Year 7
Year 8
Year 9
Year 10
Stage 1
Stage 2
Compulsory SACE
requirement:
10 credits Maths at St 1
Mathematics
Mathematics
Mathematics
Mathematics
Specialist
Mathematics
Specialist
Mathematics
Mathematical
Methods
Mathematical
Studies
General
Mathematics
Essential
Mathematics
Mathematical
Applications
Mathematics
Pathways
CROSS DISCIPLINARY LEARNING
Year 7
Year 8
Year 9
Year 10
Stage 1
Personal Learning Plan
(Completed in either Year 10 or 11)
Compulsory SACE requirement
Biographical
Study
Formal
Presentations
Inquiry
Project
Mock
Interviews
5
Stage 2
Research Project A or
Research Project B
Compulsory SACE
requirement
Community Studies
SCIENCES
Year 7
Year 8
Year 9
Year 10
Agriculture 1
Agriculture 1
Stage 1
Stage 2
Agriculture 1
Agriculture &
Horticulture
Agriculture 2
Science
Science
Agriculture 2
Science
Science
Agriculture 2
Physics 1
Physics
Physics 2
Chemistry 1
Chemistry
Chemistry 2
Biology 1
Biology
Biology 2
Nutrition
Nutrition
Psychology 1
Psychology
Psychology 2
HUMANITIES and SOCIAL SCIENCES (HaSS)
Year 7
Year 8
Year 9
Year 10
Geography
Geography
Geography
Geography
Geography
Geography
History
History
History
History
History
Modern History
Tourism
Tourism
6
Stage 1
Stage 2
Society &
Culture
HEALTH and PERSONAL DEVELOPMENT
Year 7
Year 8
Year 9
Year 10
Health & PE
Health & PE
Health & PE
(Core unit)
Sem 1
HPE– Adv Intro
(Elective Unit)
Sem 2
HPE– Sport & Rec
(Elective Unit)
Sem 2
Stage 1
HPE Sem 1
Core Units
(choose one)
Phys. Educ. 1
HPE- Adv 1
Phys. Educ. 2
Stage 2
Physical
Education
or
HPE- Sport &
Rec
Outdoor Ed 1
HPE Fit to Lead
(Elective Unit)
Sem 2
HPE -
Outdoor
Education
Outdoor Ed 2
Health
Advanced 2
(Elective Unit)
Sem 2
Food &
Textiles
Food &
Textiles
Food
Technology Hospitality
Practices
Food &
Textiles 1
Fashion Textiles, Design
& Technology
Food &
Textiles 2
Pastoral Care
Pastoral Care The Rite Journey
Pastoral Care
Pastoral Care
Food &
Hospitality
Food &
Hospitality
Child Studies
Child Studies
Pastoral Care
Pastoral Care
LANGUAGES - Indonesian and Spanish
Year 7
Year 8
Year 9
Indonesian
Indonesian
Indonesian
Spanish
Spanish
Spanish
Year 10
7
Stage 1
Stage 2
VOCATIONAL EDUCATION & TRAINING (VET)
Year 10
Stage 1
Stage 2
Certificate 2 in Hospitality
(over 2 years)
Certificate 1 Automotive
Vocational Preparation
Certificate 2 Automotive
Vocational Preparation
Certificate 2 Agriculture
(over 2 years)
Certificate 2
Equine Studies
(Year 1 of two year course)
Certificate 2
Equine Studies
Yet to be confirmed
Certificate 3
Allied Health Assistance
8
Certificate 3
Allied Health Assistance
Years 7 and 8 Curriculum Overview In Years 7 & 8 the Eastern Fleurieu School curriculum covers all requirements of the Australian Curriculum and is designed to be inclusive of all students. It builds on skills learned during primary years in the core subjects of English, Mathematics, Science, HaSS (Humanities & Social Sciences) and Physical Education, each of which are studied for 2 semesters. Other subjects are studied for one semester and provide an introductory exposure to practical and/or specialist subjects. Healthy choices are the focus of the structured year‐long Pastoral Care program. It focuses on developing important life skills and personal development awareness, and is designed to explore the issues of sound decision‐making, positive self esteem, personal and societal values, sexuality, drug use, bullying and harassment. During the latter part of the year students undertake an Integrated Study project (a Biographical Study of a family member in year 7, and a Learning Reflection in year 8). Each then demonstrate their research and public speaking skills by presenting their project to their parents and teacher in a panel format. Time for the preparation of these presentations is shared across curriculum areas as the skills obtained are applicable to all learning. Subjects studied in Year 7 Duration 7DTE Design and Technology 1 semester 7ENG 7FTX English Full year Food and Textiles 1 semester 7GPY HaSS ‐ Geography 1 semester 7HSY 7HPE HaSS ‐ History 1 semester Health and Physical Education Integrated Study Project ‐ Biographical Study Full year 7INT 7IND & 7SPA Languages – Indonesian & Spanish 1 semester each 7MTH 7PC Mathematics Full year Pastoral Care Full Year 7PAR Performing Arts 1 semester 7SCI 7VAR Science Full year Visual Arts 1 term Term 4 Subjects studied in Year 8 Duration 8DTE Design and Technology 1 semester 8ENG 8FTX English Full year Food and Textiles 1 semester 8GPY HaSS ‐ Geography 1 semester 8HSY 8HPE HaSS ‐ History 1 semester Health and Physical Education Integrated Study Project ‐ Formal Presentation Full year 8INT 8IND & 8SPA Languages – Indonesian & Spanish 1 semester each 8MTH 8PC Mathematics Full year Pastoral Care Full Year 8ART Performing & Visual Arts ‐ Art 1 term 8DAE Performing & Visual Arts ‐ Dance 1 term 8DRA 8MUS Performing & Visual Arts ‐ Drama Performing & Visual Arts ‐Music 1 term 1 term 8SCI Science Full year 9
Term 4 Year 7 SUBJECTS
7DTE 7 DESIGN & TECHNOLOGY Subject overview Emphasis is placed on student safety and confidence, where they are encouraged to investigate new materials and production techniques. Carefully considered projects and processes allow students to engage with new and challenging activities that allow them to increase their skills, understanding and confidence. Course content Students will complete projects working with a range of materials including timber, metal and plastics. There will be areas where there are very clear instructions and other times when they are free to make design changes to the projects and find their own, best solutions to problems. They will work individually and collaboratively to explore the materials, processes, tools and machinery. Assessment Assessment will be based on : 
Practical tasks 
Design and Planning tasks 
Safety and processes One semester 


Workshop journal Theory and research Product Evaluation Note Nil 7ENG 7 ENGLISH Subject overview The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 7 students engage with a variety of texts to support and extend students as independent readers. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts. Students create a range of imaginative, informative and persuasive types of texts and are beginning to create literary analyses and transformations of texts. Media 
Newspapers – Within an authentic journalistic process, students will work collaboratively to produce, collate, edit and publish a mock newspaper. Text Production 
Exposition – students to learn how to use some persuasive devices in order to express a point of view. 
Narrative writing – students to use a range of techniques to depict setting, character and plot. 
Poetry – following analysis of a range of poetic structures, students to write thematically linked poems to a set structure e.g. limericks Text Analysis 
Introducing visual literacy(advertising) – students to present ideas about how the visual composition of texts impact on audience. Oral Presentation. 
Film study (Animation – The Hero’s Journey) Learning how to use evidence in an analytical essay. Grammar / Punctuation / Spelling 
Ongoing individualised skill development driven by information derived from data analysis (e.g. NAPLAN results, PAT testing and formative assessment). Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Course content Assessment Full year 7FTX 7 FOOD and TEXTILES Subject overview Students will examine the influences that impact on consumer food choices. They will investigate the role and significance of food companies within the supply chain. Course content One semester Kitchen: An introduction to  The kitchen, safety and hygiene  Cooking terms and equipment identification  Appliances and technology  Skills and methods  Introduction to the Australian Guide to Healthy Eating – focus: fruit and dairy
Textiles: An introduction to  Textiles room  Safety and precautions  Basic hand sewing tools and equipment  Basic stitches and methods  Terminology related to textiles Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. 10
7GPY 7 HaSS ‐ GEOGRAPHY Subject overview In learning through Geography, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through geography equips students with the skills and understandings necessary for effective global citizenship. Course content Assessment One semester There are two units of study: 1. Water in the world: This focuses on water as an example of a renewable environmental resource. Students will cover 
uses of water, 
perceptions and values related to water, 
its different forms as a resource, 
the ways it connects places as it moves through the environment, 
its varying availability in time and across space, and its scarcity. 2. Place and liveability: This unit focuses on the concept of place through an investigation of liveability. Students will investigate 
Factors that influence liveability and how it is perceived, 
The idea that places provide us with the services and facilities needed to support and enhance our lives, 
How spaces are planned and managed by people. Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. 7HSY 7 HaSS ‐ HISTORY Subject overview In learning through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. History equips students with the skills and understandings necessary for effective global citizenship. Course content Assessment One semester Students undertake studies of History from the time of the earliest human communities to the end of the ancient period (approx. 60,000 BCE‐ Circa 650CE. 
How do we know about the ancient past? 
Why and where did the earliest societies develop? 
What emerged as the defining characteristics of ancient societies? 
What have been the legacies of ancient societies? Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. 7HPE 7 HEALTH AND PHYSICAL EDUCATION Subject overview Undertaking Physical Education allows students to develop positive team work skills through a wide range of sports and minor games participated in throughout the year. Students are given the opportunity to improve personal fitness through practicing and improving movement skills that can be transferred from sports to a wide range of physical activities and everyday life. Course content Students will participate in practical units in the following sports that will allow them to develop and refine movement skills specific to each sport: • Athletics • Minor/Cooperative games • Basketball • Korfball • Speedball • Volleyball • Soccer • T‐Ball Assessment Rubric based practical assessment for each individual sport drawn from relevant Australian Curriculum achievement standards. Note Students must have and wear the EFS PE uniform and appropriate sports shoes. 11
Full year 7INT 7 INTEGRATED STUDY PROJECT – BIOGRAPHICAL STUDY Subject overview Students research the life of an elderly relative or family friend and present their biography to a small panel of adults by way of a 10 minute oral presentation, using visual aids of their choice. Course content Assessment Term 4 Letter of request to subject person (formal letter writing) Preparation of interview questions (appropriate and respectful questioning) Interview (conversational and interview skills – deviating from plans to follow points of interest) Prepare and rehearse oral presentation (oral skills) Visual presentation of information (Multimedia presentation; poster display; items of interest or personal memorabilia/ possessions, etc) - Individual private presentation to class teacher, parent and subject person if possible. -
Content and presentation is assessed by all panel members as part of the student’s end‐of‐year report. 7IND and 7SPA 7 LANGUAGES – Indonesian and Spanish Subject overview Students are encouraged to participate in a number of language and cultural activities designed to develop a positive, informative and educational approach to language learning and other cultures. Students research and engage in tasks set around their interests and the Australian Curriculum Achievement Standards. Course content Culture: Students will participate in a range of cultural tasks such as learning about food and drink, ceremonies and traditions, and arts & crafts. Speaking: Students develop language skills by learning to express opinions and feelings, likes and dislikes and descriptions. Reading and Responding: Students will view a range of cartoons, songs and stories in the target language and respond by completing simple comprehension tasks. Vocabulary: Using games and multimedia programs students will enhance their vocabulary in the target language. Assessment Rubric based assessment with tasks measuring Cultural Understanding, Speaking, Reading and Responding, and Listening abilities. Note Full year Possible excursions/events could incur an additional expense. 7MTH 7 MATHEMATICS Subject overview Students practice key skills, investigate a range of problems and develop their ability to think mathematically. Students are encouraged to develop a positive attitude, curiosity and enjoyment in Mathematics. Emphasis is on students experiencing success and growing in confidence in their ability to use Mathematics for practical and everyday purposes. Course content Full year Students build and expand on fundamental skills developed during their primary years. They are provided with the opportunity to advance their mathematical skills in: Number: Fractions, decimals, percentages, integers Algebra: Patterns, notation, variables Measurement: Shapes, perimeter, area volume Geometry: Shapes, angles, graphing Probability: Chance of events, probability diagrams, designing experiments Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher. 7PC 7 PASTORAL CARE Subject overview Weekly Pastoral Care sessions are run in home groupings on Wednesday afternoons. Under the leadership of their Home Group Teacher students explore and discuss topics relevant to their social interactions, wellbeing and personal development. Regular assemblies help to address year‐level specific issues and school values. During Terms 1‐3 topics cover Bullying and harassment Goal setting Alcohol and tobacco Getting along with others; Respect Cyber safety Puberty and relationships During Term 4 time is provided to work on their Integrated Study Biography. Assessment, based on student participation and performance, is provided each term with grade and/or comment. Course content Assessment Full year 12
7PAR Subject overview Course content Assessment 7SCI Subject overview Course content Assessment 7 PERFORMING ARTS One semester Learning in Performing Arts enables students to explore and question their own immediate experience and their understanding of the wider world. Learning through and about the Performing Arts enables students to build on their own experiences and dispositions. Students explore and engage with artworks made by others. They make their own artworks drawing on their developing knowledge, understanding and skills. Music – Making and responding: Students use various instruments to develop an understanding of how music works. They compose, record and critique their own music using music software and music notation. They learn basic music theory. Dance – Making and responding: Students learn body awareness and group collaboration as they learn the elements of dance. They learn how to provide and receive feedback from their peers and how to perform on stage. Drama – Making and responding: Students learn about movement, mime, improvisation and theatre skills. They learn how to perform in character using a script. They develop audience participation skills. Assessment of this subject involves one theory and one performance component for each discipline, based around the Australian Curriculum Achievement Standard. 7 SCIENCE Full year Students investigate using the scientific method, working in the laboratory and how science is used in the world. The history, current and future trends of science are explored. Mixtures ‐ Students investigate how both every day and more uncommon mixtures are made. Resources ‐ Students look at the main resources on Earth and the forms of energy that people use. Forces ‐ Students learn about the forces that control our world. Earth and space ‐ Students learn about the Earth and the Universe that we live in. Classification ‐ Students identify how all different life forms share common similarities and differences to each other. Food webs ‐ Students learn about how different forms of life are involved with each other through prey and predation relationships. Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher. 7VAR 7 VISUAL ARTS Subject overview In Year 7 learning in Art involves students making and responding to visual arts independently, and collaboratively. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. They make and respond to visual artworks, students design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms, styles, techniques and/or processes, whilst developing an informed opinion about artworks and extending their understanding of safe visual arts practices. Course content Students explore a range of Visual Arts through: 
Looking at lettering and design to create a Title Page, combining and adapting materials, techniques, technologies and art making processes. Investigating how different combinations of techniques can represent a theme, concept or idea. 
Discussing and documenting the Elements of Art and representation to strengthen meaning and viewpoints in individual artwork. 
Investigating the viewpoints of several Aboriginal and Torres Strait Islander artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles. 
Colours are an important part of our lives and are everywhere we look. We often use colour without knowing why. With a few simple rules and a study of mixing we can use colours to create special effects. Students create a major artwork to reflect the artist’s intention to an audience, reflecting social relationships between cultures in Australia. Students will be: Working individually to apply ethical, environmental and sustainable choices when developing and 
displaying a collection of visual artwork. 
Recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. One term 13
Year 8 SUBJECTS
8DTE 8 DESIGN & TECHNOLOGY Subject overview Emphasis is placed on student safety and confidence, where they are encouraged to investigate new materials and production techniques. Increasingly projects and processes allow students to engage with new and challenging activities that allow them to increase their skills, understanding and confidence in designing and delivering solutions. Students will complete projects working with a range of materials including timber, metal and plastics. Very clear instructions will be given around processes and safety, but students are increasingly free to make design changes to the projects and find their own, best solutions to problems. In order to achieve this, the emphasis on planning will increase as students work individually and collaboratively to explore the materials, processes, tools and machinery. Assessment will be based on : 
Practical tasks 
Workshop journal 
Theory and research 
Safety and processes 
Product Evaluation Course content Assessment One semester 8ENG 8 ENGLISH Subject overview The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. In Year 8, students engage with a variety of texts to support and extend students as independent readers. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts. Students create a range of imaginative, informative and persuasive types of texts and are beginning to create literary analyses and transformations of texts. Media  Advertising – Students use a range of persuasive devices to create an advertising campaign across several text types. Text Production  Memoir – students to use a range of language techniques and structural devices to engage the reader in an imagined or real recount.  Debates – students participate in formal debates by creating speeches which argue for or against an issue. Text Analysis  Song Lyric Analysis – students to present ideas on how a combination of poetic techniques conveys a message to the audience.  Film study (Narnia) –Analytical essay exploring how film techniques are used to portray leadership and sense of social hierarchy throughout the film.  Novel Study ‐ exploring how writers use language to create imagery. Students produce a piece of descriptive writing incorporating varied techniques. Grammar / Punctuation / Spelling  Ongoing individualised skill development driven by information derived from data analysis (e.g. NAPLAN results, PAT testing and formative assessment). Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Course content Assessment Full year 8FTX 8 FOOD AND TEXTILES Subject overview Students will develop skills and understandings related to working with food, equipment in food preparation and building on fundamental concepts related to textiles and technology. Course content Assessment One semester Safety 
Kitchen safe operating procedures • Using an oven 
Food Hygiene Food and nutrition 
Dietary guidelines and daily allowances • Vitamins and minerals 
Food groups: vegetables and grains • Healthy teen‐lifestyles choices Textiles and technology 
Introduction to the sewing machine • Sewing safety 
Materials theory Rubic based assessment drawing from the Australian Curriculum Achievement Standard. 14
8GPY Subject overview Course content Assessment 8 HaSS ‐ GEOGRAPHY One semester In learning through Geography, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through geography equips students with the skills and understandings necessary for effective global citizenship. There are two units of study: Landforms and landscapes: This focuses on investigating geomorphology through a study of landscapes and their landforms. Students investigate: 
the processes that shape individual landforms, 
the values and meanings placed on landforms and landscapes by diverse cultures, 
hazards associated with landscapes, and management of landscapes. Changing nations Changing nations: This unit investigates the changing human geography of countries, as revealed by shifts in population distribution. Students investigate: 
Reasons for the high level of urban concentration in Australia, 
Causes of population redistribution, 
Urban issues Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. 8HSY Subject overview Course content Assessment 8 HaSS ‐ HISTORY One semester In learning through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. History equips students with the skills and understandings necessary for effective global citizenship. The Ancient to the Modern World: Students investigate the world from the end of the ancient period to the beginning of the modern period, c.650 AD (CE) – 1750. This is the period when major civilisations around the world came into contact with each other. Social, economic, religious, and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape. 
How did societies change from the end of the ancient period to the beginning of the modern age? 
What key beliefs and values emerged and how did they influence societies? 
What were the causes and effects of contact between societies in this period? 
Which significant people, groups and ideas from this period have influenced the world today? Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. 8HPE 8 HEALTH AND PHYSICAL EDUCATION Subject overview Students will develop knowledge, skills and processes that enable them to make informed decisions about their own health and well‐being. Physical Education students focus on physical activity and fitness and are encouraged to participate in a number of sporting and recreation activities designed to develop a positive attitude to team cooperation. Students will participate in practical units in the following sports which will allow them to develop and refine movement skills specific to each sport: 
Athletics ● Minor and Cooperative Games 
Hockey ● Netball 
Super 8 Cricket ● Recreational Football 
Softball Rubric based practical assessment for each individual sport drawn from relevant Australian Curriculum Achievement Standards. Course content Assessment Notes Full year Students must wear the EFS PE and appropriate sports shoes. 8INT Subject overview Course content Assessment 8 INTEGRATED STUDY PROJECT – FORMAL PRESENTATION Term 4 Students review three areas of their schooling during that year, reflect on what and how they learned, and demonstrate their newly acquired skills. They are required to give an oral presentation to a small panel of adults by way of a 10‐15 minute oral presentation, using visual aids of their choice. - Letter of personal introduction to panel members (formal letter writing) - Selection of 3 topics - Prepare visual presentation of information (Multimedia presentation; poster display; items of interest or personal memorabilia/ possessions, etc) - Prepare and rehearse oral presentation (oral skills – public speaking, recounting, explaining, demonstrating) - Individual private presentation to panel comprised of homegroup teacher, parent/s, additional staff member and a community member. Content and presentation is assessed by all panel members as part of the student’s end‐of‐year report. 15
8IND & 8SPA 8 LANGUAGES – Indonesian and Spanish Subject overview Students are encouraged to participate in a number of language and cultural activities designed to develop a positive, informative and educational approach to language learning and other cultures. Students research and engage in tasks set around their interests and the Australian Curriculum Achievement Standards. Course content Culture: Students will develop cultural knowledge through extended learning about food and drink, ceremonies and traditions, and arts & crafts in specific regions or countries. Speaking: Students develop language skills by learning to express opinions and feelings in dialogue in order to negotiate (for example when purchasing products).. Reading and Responding: Students view a broader range of cultural texa in the target language and respond by completing varied comprehension activities. Listening: Using games and multimedia programs students will enhance learning of language structures, vocabulary and metalanguage. Assessment Rubric based assessment with tasks measuring Cultural Understanding, Speaking, Reading and Responding, and Listening abilities. Note Full year Possible excursions/events could incur an additional expense. 8MTH 8 MATHEMATICS Subject overview Students practice key skills, investigate a range of problems and develop their ability to think mathematically. Students are encouraged to develop a positive attitude, curiosity and enjoyment in Mathematics. Emphasis is on students experiencing success and growing in confidence in their ability to use Mathematics for practical and everyday purposes. Course content Assessment Full year The main topics covered are: Number: percentages; decimals; fractions; ratios; positive and negative numbers; square roots and powers Algebra: writing, graphing and using equations to solve real life problems Measurement: two‐dimensional and 3‐dimentional solids; converting between units of measurement Geometry: angles, shapes, Pythagoras’ Theorem, Statistics: using graphs to represent data, statistical calculations Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher. 8PC 8 PASTORAL CARE Subject overview Weekly Pastoral Care sessions are run in home groupings on Wednesday afternoons. Under the leadership of their Home Group Teacher students explore and discuss topics relevant to their social interactions, wellbeing and personal development. Regular assemblies are help to address year‐level specific issues and school values. During Terms 1‐3 topics cover Bullying and harassment Goal setting Alcohol and marijuana Values Cyber safety Relationships and sex During Term 4 time is provided to work on their Integrated Study Formal Presentation.
Assessment, based on student participation and performance, is provided each term with grade and/or comment. Course content Assessment Full year 16
8ART 8 PERFORMING & VISUAL ARTS ‐ ART Subject overview In Year 8 Art students build on year 7 learning by making and responding to visual arts independently, and collaboratively. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. They make and respond to visual artworks, students design, create and evaluate visual solutions to selected themes and/or concepts through a variety of visual arts forms, styles, techniques and/or processes, whilst developing an informed opinion about artworks and extending their understanding of safe visual arts practices. Course content Assessment One term Students explore a range of Visual Arts through: 
Drawing reproduction using a grid 
One and two point perspective 
Acrylic painting: Introduction to acrylic paints, colour theory, colour mixing and different brush techniques. 
Silhouette faces: Students learn about positive and negative spaces, faces, and through the background patterning and blending. 
3D project: Introduction to 3D modelling using clay or paper mache. Structure, form, shape, colour and detail will be the main focus accompanied by a research assignment. 
Observational drawing‐ still life: Using lead pencil students will learn to accurately draw a still life. The focus will be on proportions, shapes, lines, contour lines and observation. A choice of materials to colour the finished piece will be offered and skills will focus on blending, colour mixing, layering, pressure and use of chosen material. 
Cartoon drawing: Students will produce a cartoon image using step by step instructions which can then be rendered using colour pencils, water colours, water coloured pencils or acrylics. Rubric based assessment drawing from the Australian Curriculum Achievement Standards. 8DAE 8 PERFORMING & VISUAL ARTS ‐ DANCE Subject overview In Year 8, learning in Dance involves students making and responding to dance independently, and with their classmates, teachers and communities. They explore dance as an art form through choreography, performance and appreciation. Students work both individually and in groups to enhance their understanding of movement, skills and techniques required in various types of dance. Students will be given the opportunity to experience, choreograph and perform their work to their peers. An opportunity to learn about the origins and influences of dance styles as well as dance in other cultures is presented. Dance styles covered include Hip Hop, Ballet, Jazz and Contemporary. Evidence of success includes participation, effort, development of skills and completion of theory tasks. Practical Units: 
Hip Hop 
Ballet 
Jazz (Musical Theatre) 
Contemporary 
Cultural Dance Rubric based assessment involves performance, presentation and theory components based around the Australian Curriculum Achievement Standards. Course content Assessment One term 8DRA 8 PERFORMING & VISUAL ARTS ‐ DRAMA Subject overview In Year 8 learning in Drama involves students making and responding to drama both independently and collaboratively. Students build on their understanding of role, character and relationships and use voice and movement to sustain character and situation. They use focus, tension, space and time to enhance drama incorporating language and ideas to create dramatic action, mood and atmosphere in performance, shaping drama for audiences. Group Dynamics and Ensemble Work: Developing team skills and cooperation Body Language and Voice: Developing and extending performance skills through practical workshops centred around facial expressions, stance and gesture, vocal production The History of World Theatre through Greek Theatre: Students identify and analyse the format and structure of Greek Theatre through performance of King Oedipus or Medea which includes choral voice and movement, role, character and relationships, focus, language ideas and dramatic action, mood and atmosphere, bold gesture, mask and symbolism. Rubric based assessment drawing from the Australian Curriculum Achievement Standards in the following areas: Journal: Students reflect and record a weekly journal Performance: Greek Theatre Theory: Written assessment and production report Opportunities to watch live performances will be offered to students and may incur additional costs Course content Assessment Note 17
One term 8MUS 8 PERFORMING & VISUAL ARTS ‐ MUSIC Subject overview In Year 8 students build on their understanding of Music from Year 7; responding to music independently, and collaboratively. They explore music as an art form through listening, composing and performing. Students build on their aural skills by identifying and manipulating rhythm, pitch, dynamics and expression, form and structure, timbre and texture in their listening, composing and performing. As they experience music, students draw on music from a range of cultures, times and locations. Musical Theatre 
Students research and deliver a presentation on a musical of their choice. 
Students identify and connect specific features and purposes of music from contemporary and past times to explore viewpoints and enrich their music making including musical theatre created by Aboriginal and Torres Strait Islander communities and through Asian perspectives. 
Students will analyse composers’ use of music and stylistic features when listening to and interpreting musical theatre. 
Students develop theory and musicianship skills through a series of exercises and their workbook. Course content One term Contemporary Australian Music 
Students discover contemporary Australian music and investigate different influences on both Aboriginal and Torres Strait Islander and contemporary Australian music. In pairs students choose an Australian Artist to research and present about. Culminates in a small group musical performance. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. 8SCI 8 SCIENCE Subject overview Course content Assessment Full year Students investigate using the scientific method, working in the laboratory and how science is used in the world. The history, current and future trends of science are explored. Working Scientifically – work safely within the Lab, completing practical activities. Cells ‐ cells are the basic building blocks of life and use a light microscope to examine them. Body Systems ‐ functions and structure of body systems. Energy ‐ Identify and explore the different types of energy. Matter ‐ Describe the properties of solids/liquids/gases. Elements ‐ Periodic Table elements, compounds and mixtures. Chemical and Physical Change ‐ physical and chemical changes of substances. Rocks ‐ identify major rock types and their uses, including ores. Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher. 18
Year 9 Curriculum Overview In line with the Australian Curriculum requirements students in Year 9 at the Eastern Fleurieu School study the core subjects of English, Mathematics, Science, and Humanities & Social Sciences (HaSS) for a full year plus Physical Education in gender specific groups for one semester. In addition, students have the opportunity to choose remaining subjects from a list of one‐semester electives in line with their personal interests and abilities. The Rite Journey, the year‐long pastoral care program undertaken by all Year 9 students is designed to meet the challenging needs of Year 9 students. Through in‐depth discussion teachers create a meaningful series of events and experiences, aimed at honouring the transition into young adulthood. The Rite Journey has a strong focus on personal development and self‐reflection through conversations around what it is to be a respectful, responsible young adult in our society. This program, accompanied by a rigorous curriculum provides educational experiences that will continue to influence their lives long after they have left school. During the latter part of the year students undertake a cross‐curriculum Inquiry Project, researching and presenting on a topic of personal interest as an extension of one area of their learning. This is presented to their parents and teacher in a panel format, and forms part of their end of year assessment. Time for the preparation of these presentations is shared across curriculum areas as the skills obtained are applicable to all learning. Development of these skills is essential and is used in the compulsory elements of the SACE Stage 1 Personal Learning Plan and Stage 2 Research Project undertaken in Years 10 and 11 respectively. Subjects studied in Year 9 Core Subjects: Subject Duration 9ENG English Full year 9MTH Mathematics Full year 9SCI Science Full year 9GPY HaSS ‐ Geography 9HSY HaSS ‐ History 9PEB or 9PEG Health & Physical Education (Gender specific core unit) 9INT Integrated Study Project ‐ Inquiry Project One semester One semester One semester Term 4 9TRJ Pastoral Care – The Rite Journey 3 Terms Choice Subjects: Five (5) additional subjects must be selected from those listed below. All are single semester subjects.  At least one subject must be undertaken from The Arts learning area  At least one subject must be undertaken from Technology learning area Subject Learning Area 9AGR1 9AGR2 9ART 9CAD 9CRA 9DES 9DRA 9FTXA 9FTXB 9HPI 9HPS 9IND or 9SPA 9MTE 9MME 9MUS 9WTE Agriculture 1 Agriculture 2 Art Computer Aided Design Craft Design Drama Food and Textiles A Food and Textiles B Health & PE – Advanced Introduction Health & PE – Sport and Recreation Languages – Indonesian or Spanish Metal Technology Multimedia Music Wood Technology 19
Science Science Arts Technology Arts Arts Arts Health & PE Health & PE Health & PE Health & PE Languages Technology Technology Arts Technology } Choose one HPE only Year 9 CORE SUBJECTS
9ENG 9 ENGLISH Subject overview The English curriculum is built around the three inter‐related strands of Language, Literature and Literacy. In Years 9 students engage with a variety of texts drawn from a range of genres. They interpret, create, evaluate, discuss and perform a wide range of more complex texts. Students develop a critical understanding of the contemporary media, and the differences between media texts. Media  Critical literacy – analysis and production of range of media texts to explore the use of bias in the media and its impact on audience  Glamour and the Media Text Production  Documentary making – study and deconstruction of the genre followed by small group work to produce a documentary  Exposition – persuasive writing about chosen topic  Poetry – Publication of poetry anthology linked by theme; using a range of language techniques to express ideas Text Analysis  Connected texts – students study thematically linked texts for comparison; texts reflect cross‐cultural perspectives (e.g. Deadly Unna and Bend It Like Beckham) Grammar / Punctuation / Spelling  Ongoing individualised skill development driven by information derived from data analysis (e.g. NAPLAN results, PAT testing and formative assessment). Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Course content Assessment Full year 9MTH 9 MATHEMATICS Subject overview Students practice key skills, investigate a range of problems and develop their ability to think mathematically. Students are encouraged to develop a positive attitude, curiosity and enjoyment in Mathematics. Emphasis is on students experiencing success and growing in confidence in their ability to use Mathematics for practical and everyday purposes. Course content Full year The main topics covered are: Number ‐ money and simple interest , indices Algebra –straight‐line graphs from patterns and equations Measurement ‐ Calculate areas of shapes, and volume and surface area of 3D prisms Geometry ‐ special triangle features; Pythagoras’ theorem, Trigonometry Probability – Chance of events, probability diagrams, designing esperiments Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher. Note Students are positioned in classes based on capability to ensure work is appropriate for every student to achieve success in Mathematics. 9SCI 9 SCIENCE Subject overview Students investigate using the scientific method, working in the laboratory and how science is used in the world. The history, current and future trends of science are explored. Course content Full year Earth Science – Plate tectonics Energy Systems – Energy flow, conversion and transfer Ecosystems – Energy flow through food webs, ecological relationships Life Systems – Body systems Atoms and Matter – Nature of matter including atoms, elements, compounds and mixtures Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher Note Year 9 Zoo excursion 20
9GPY Subject overview Course content Assessment 9HSY Subject overview Course content 9 HaSS ‐ GEOGRAPHY One semester In learning through Geography, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through geography equips students with the skills and understandings necessary for effective global citizenship. There are two units of study in Year 9 Geography: 1. Biomes and Food Security which focuses on investigating the role of the biotic environment and its role in food and fibre production. Students investigate: 
The biomes of the world and their alteration and significance as a source of food and fibre 
The environmental challenges and constraints on expanding food production in the future. 2. Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. Students investigate: 
The interconnections between people and places through the products people buy and the effects of their production on the places that make them. 
The ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. 9 HaSS ‐ HISTORY One semester In learning through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through History equips students with the skills and understandings necessary for effective global citizenship. The Making of the Modern World The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I 1914‐1918, the ‘war to end all wars’. Topics covered include: 
What were the changing features of the movements of people from 1750 to 1918? 
How did new ideas and technological developments contribute to change in this period? 
What was the origin, development, significance and long‐term impact of imperialism in this period? 
What was the significance of World War I? Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. 9PEB or 9PEG 9 HEALTH & PE (Core Unit) Subject overview This course is run with single gender classes. Students are encouraged to participate in a number of sporting and other activities designed to develop a positive approach to health and physical education. Students identify factors that shape their sense of self and wellbeing, including personal attitudes, beliefs, family, peers, societal norms and expectations, the media and stereotypes. Course content Assessment Note Semester 1 Practical Units Athletics Introduction to Badminton Softball European Handball Touch Football Recreational Activities Theory Units Relationships Decision making Growth and Development Risk taking Human sexuality Rubic based assessment for each unit drawn from the relevant Australian Curriculum Achievement Standards. Students must wear the EFS PE uniform and appropriate sports shoes. Additional costs apply where professional support is sought for recreational activities. 21
9INT 9 INTEGRATED STUDY PROJECT ‐ INQUIRY PROJECT Subject overview Students will undertake independent research with support and guidance from Home Group and subject teachers. In term 4, Pastoral Care lessons will be dedicated to the planning, research and reflection processes as well as incorporating workshops to help with skill development. Term 4 Course content Purpose: To develop a range of key research, communication and personal skills by presenting ideas in response to an inquiry question. Objectives: 
To create and present an engaging presentation to a panel which addresses an inquiry question, outlines the process you undertook and evaluates your skill development. 
To extend your knowledge in a particular area of interest linked with your year 9 studies. 
Develop fundamental research skills that will assist students during the SACE subjects. Assessment Rubric based assessment completed by a panel of EFS staff and community members. 9TRJ 9 PASTORAL CARE – THE RITE JOURNEY Subject overview The Rite Journey is a unique educational programme designed to support the development of self‐aware, vital, responsible and resilient adults. The programme is facilitated in single gender groups through in‐class discussions, tasks, mentoring, challenges and many other forms. Course content Three terms Assessment The Rite Journey programme goes for a full year, which encourages ongoing development of self‐
awareness and builds strong, honest and respectful relationships with peers, parents and teachers. The 7 steps of The Rite Journey: 
The Calling – The Calling is a ceremony in which students are ‘called’ by their teachers on their journey. 
The Departure – The essence of this ceremony is to receive the parent/s/care‐giver’s approval and support to work with their child during The Rite Journey throughout they year. 
The Following – Students are guided by their teachers throughout the year through discussions related to being a respectful and responsible adult. There is also a mentoring program where student and their families choose a same sex adult mentor. 
The Challenge – Challenges will be presented to the students encompassing physical, social, emotional and spiritual realms. 
The Abyss – A camp designed to provide significant challenge in which students are required to rely on themselves. 
The Return – The acknowledgement of closing childhood and acknowledging progress into adulthood. 
The Home Coming – Students communicated their gratitude to the people that have assisted them on their journey and reflect on the experience. Not assessed. Note The cost of this program, including a multi‐day camp, will be approximately $280 22
Year 9 ELECTIVES
9AGR1 9 AGRICULTURE 1 Subject overview Emphasis is placed on giving understanding and reasoning behind current agricultural practices. Agriculture is promoted as a production system which must be ecologically sustainable. Course content Chemical Safety: Handling, Storage, Labels, Disposal First semester Horticulture: Gardening skills, Vegetable, Orchard and Vine crops Poultry: Breeds, Care, Anatomy and Physiology, Pests and Diseases, Rearing Chicks Sheep: Breeds, Handling, Production, Health Cows Create Careers: Dairy Australia Project, Calf Rearing, Dairy Industry Insects: Impact on man, Nature, Life Cycle, Control Assessment Methods of assessment will include: Assignments and Worksheets, Practicals and Skills Assessment, Research Reports and Projects, Tests and Quizzes Note Nil 9AGR2 9 AGRICULTURE 2 Subject overview Emphasis is placed on giving understanding and reasoning behind current agricultural practices. Agriculture is promoted as a production system which must be ecologically sustainable. Course content The Farm Environment: Climate, Soil, Farming Zones Second semester Cattle: Industry Overview, Breeds, Parts, Production Cycle Field Crops: Cereals, Pastures, Fodder/Protein/Oilseed Crops Goats: Industry, Breeds, Parts, Handling and Show Preparation Weeds: Problems, Identification, Control Methods Pet Care: Basic Care, Responsibilities and Benefits Assessment Methods of assessment will include: Assignments and Worksheets, Practicals and Skills Assessment, Research Reports and Projects, Tests and Quizzes Note Nil 9ART 9 ART Subject overview In Years 9 and 10, learning in Visual Arts involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Course content One semester Cartooning and Lettering. Title page: Students explore fantasy creatures within their name or art title, looking at the conventions of lettering. We look at shading and blending with coloured pencils and the techniques used. Tone and shape: Students look at exercises in developing skills in tone and shape using various drawing mediums e.g. Pencils .4 pens; this helps students gain confidence in drawing in a non‐threatening environment. Surrealism and basic perspective: Students briefly research surrealist artists to see why they painted fantasy images, and then develop their own ideas for developmental sketches. They review the basics of one and two point perspective, and look at how to use paint brushes and the skills involved. This gives the students the confidence to create their own Fantasy Composition. Scale Large and Small: Students investigate the use of scale in advertising and art works, from this they develop sketches of their own ideas. We experiment using chalk pastels and water colours. A final piece is presented with a choice of either medium. 3D Modelling: Students look at the work of Australian artist Colin Lanceley’s found object art works. They collect found objects to go towards a 3D relief collage representing a theme of their own choice. Techniques involved include joining, colour pattern and balance. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Note Nil 23
9CAD 9 COMPUTER AIDED DESIGN Subject overview The course concentrates on building the skills and understanding of the Computer Aided Design (CAD) processes used by industry to develop and improve products. Students will develop their understanding of industry related technical standards and will use CAD software for 2D and 3D works. Course content Students examine program features and develop technical skills in making their own products that are designed to meet specific outcomes. Very clear instructions will be given around processes, but students are encouraged to be increasingly independent to make design changes to the project and find their own best solutions to problems. Assessment Achievement may be judged from work samples, exhibition, written / oral responses and observations. Note Nil 9CRA 9 CRAFT Subject overview Course content One semester One semester In Years 9 and 10, learning in Craft (one of the Visual Arts) involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. This course gives students an introduction to a range of craft materials, techniques and knowledge. Paper Cuts Brief: Using realist drawings students are to develop a paper cut using a craft knife and black and coloured paper. Students will go through a range of processes which include image refinement, hand control, knife skills, layering and colour understanding. They will also look at traditional Chinese paper cuts and contemporary paper cuts. Embellished Fabric Bags Brief: Design a fabric based bag that can be dyed and hand embroidered. Students will experiment with colours, a range of dying techniques and fabric embellishment materials and techniques such as hand sewing, applique, layering of fabric, beading and basic embroidery stitches. Ceramics: Alice In Wonderland Tea Party Brief: Students will be required to design a ceramic cup, saucer and spoon that are Alice in Wonderland inspired. They will go through the design process for their back up work, create images on a template, and learn skills in clay construction and painting. Further elaboration on these activities is available on the school’s website (teacher learning plans). Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Note Nil 9DES 9 DESIGN Subject overview In Year 9 learning in Design involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Course content Students explore a range of techniques and creative processes including: 
Developing a page design 
Rendering techniques to develop skills, these include Photoshop shiny surfaces, shade/shadow, Photoshop and perspective. Pantone markers & Derwent pencils are also explored. 
Design process‐ Brief, research, brainstorming/ ideation, thumbnail sketches, colour roughs, final, evaluation. 
Process of how to develop ideas for a Surf Logo. 
Further design briefs include: ‐
18th Birthday invitation Scanning & Photoshop. ‐
Product Design Packaging. ‐
Lettering using text to represent a word; elephant, divide. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Note Further elaboration on these activities available on the school’s website (teacher learning plans). One semester 24
9DRA 9 DRAMA Subject overview In Year 9, the study of Drama involves students making and responding to drama independently and collaboratively. Through improvisation, scripted drama, rehearsal and performance, students refine and extend their understanding and use of role, character, relationships and situation, extending the use of voice and movement to sustain belief in character. Course content One semester Children’s Theatre and Aboriginal Dreamtime: Through practical workshops students further develop, shape and refine their team building and performance skills including movement, voice, facial expression, stance and gesture. Students draw upon a range of skills in Children’s Theatre, Aboriginal Dreamtime, Aboriginal animal character work and narrative, physical theatre, mime, costume, linear and no linear use of time, voice, characterisation and prop work to create a performance for a variety of audiences and purposes. This unit culminates in an ensemble performance piece in the genre of Children’s Theatre focusing on use of ensemble skills, voice, character, and movement. Monologues: Students will examine monologues written and performed by others and discuss how the elements of drama have been used in the text and performances they have seen in order to write, direct and perform a 2 minute monologue that follows the conventions of script writing, combining the elements of drama that create dramatic action for an audience. Students will develop their role and character consistent with dramatic form and will plan, structure and rehearse the monologue exploring ways to communicate and refine for dramatic effect. Assessment Note Rubric based assessment drawing from the Australian Curriculum Achievement Standards in the following areas: Journal: Students reflect and record a weekly journal Performance: Children’s Theatre and Monologue Theory: Review writing and production report Opportunities to watch live performances will be offered to students and may incur additional costs. 9FTXA 9 FOOD AND TEXTILES A Subject overview Students will examine the ethical and environmental impacts of the textiles industry. In the ‘Food’ component students will build on and extend their knowledge and skills with a focus on baking. One semester Course content Food Technology: 
What baking is and which products are classified under this terminology 
The functions and uses of key ingredients and key ingredients and equipment 
A practical exploration of different products that fall into this category including examples across cultures 
Moral and ethical issues in food production 
Recipe engineering to meet the needs of the consumer 
Preparation of products for sale Textiles:  Textiles recycling  Recycled plastic pencil case  Environmental impact of natural and man‐made fabrics  T‐shirt construction and costing Assessment Rubic based assessment drawing from the Australian Curriculum Achievement Standard. Note Nil 9FTXB 9 FOOD AND TEXTILES B One semester Assessment This course focuses on a range of personal, social, environmental and economic factors and behaviours that positively and negatively influence the health and wellbeing of teenagers. Students will investigate the ingredients, equipment and techniques from a selection of other cuisines and cultures. Food (World Foods): 
Cultural influences 
Foods and their cultural and religious beliefs 
Buying international cuisine ingredients in Australian supermarkets 
Design project – Fusion Food Textiles:  Australian Designers  The design cycle  Advertising  Sewing – develop basic skills and inderstandings in using patterns  Shorts construction  Apron construction Rubic based assessment drawing from the Australian Curriculum Achievement Standard. Note Nil Subject overview Course content 25
9HPI 9 HPE – ADVANCED INTRODUCTION (Elective choice 1) Subject overview In Semester 2, students may choose to study this HPE subject or HPE‐ Sport & Recreation (below), but NOT both. Students continue to develop the application of specialised movement skills in an increasing variety of activities, individually and in teams. Units of work studied include an increasing range of bat, racquet, and invasion sports. Students also undertake some theory work related to the sports covered and some basic exercise physiology. Course content Practical Units (maximum of four) Hockey Netball Cricket Tennis Basketball Touch Badminton Theory units Body systems Energy systems Acute responses to exercise Assessment Note Rubric based assessment for each unit drawn from relevant Australian Curriculum Achievement Standards. Students must wear the EFS PE uniform and appropriate sports shoes. 9HPS 9 HPE ‐ SPORT AND RECREATION (Elective choice 2) Subject overview In Semester 2, students may choose to study this HPE subject or HPE‐ Advanced Introduction (above), but NOT both. Students participate in a range of recreational activities, undertaking various roles to develop their interest. Students will analyse and investigate health and recreation in the context of issues concerning community and lifestyle choices. Course content Units: Yoga & Pilates Meditation Croquet & Bocce Aquatics Boxing Weights training Assessment Rubric based assessment for each unit drawn from relevant Australian Curriculum Achievement Standards. Note Students must wear the EFS PE uniform and appropriate sports shoes. Additional costs may apply where professional support is sought for recreational activities. 9IND or 9SPA 9 LANGUAGES – Indonesian or Spanish Subject overview Semester 2 Semester 2 Full year Students are encouraged to participate in a number of language and cultural activities designed to develop a positive, informative and educational approach to language learning and other cultures. Students research and engage in tasks set around their interests and the Australian Curriculum Achievement Standards. The focus language (either Indonesian or Spanish) will be determined by enrolments. Course content Culture: Students further develop their cultural knowledge by focusing in depth on regions and countries of interest, particularly concentrating on humanitarian and social issues. Use research techniques to gather information on common stereotypes about Indonesian/Spanish people and culture Speaking: Students continue to develop language skills of expression, vocabulary extension, translation skills, describing events across time as well as people and things, metalanguage and cohesive language devices including comparisons and personal views Reading and Responding: Students view a range of blogs, advertisements, television dramas, magazines, songs, biographies and stories in the target language and respond appropriately through creating their own multimedia text responses Listening: Continued use games and multimedia programs to enhance learning Writing: Reflection on own language experiences as well as creating and developing relationships with Indonesian/Spanish‐speaking peers via online chats, emails and letters. Assessment Rubric based assessment with tasks measuring Cultural Understanding, Speaking, Reading and Responding, Listening and Writing abilities. Note Possible excursions/events could incur an additional expense. 26
9MTE 9 METAL TECHNOLOGY Subject overview Emphasis is placed on maintaining student safety and confidence. They are encouraged to develop a higher level of substantive understanding of the properties of metals and of the machining and welding processes that can be applied to them. Student projects and processes allow students to engage with new and challenging activities that allow them to increase their skills, understanding and confidence in designing and delivering solutions. Students will complete projects working with a range of processes including Oxy Acetylene and GMAW welding operations and introduction to the metal lathe. There are also more complex applications of sheet metal cutting and forming tools. Very clear instructions will be given around processes and safety, but students are increasingly free to make design changes to the projects and find their own, best solutions to problems. Assessment will be based on : 
Practical tasks 
Product Evaluation Course content Assessment One semester Note Nil 9MME 9 MULTIMEDIA One semester Assessment Note This course focuses on digital image manipulation, processing and application from creative photography, using graphic design principles for visual layout and appeal. 
Digital Imaging – Using Photoshop and MS word to combine and blend images for a specific purpose – principles of effective layout. 
Creative photography – image production and enhancement. 
Image Processing – preparing photos for print and screen applications. 
Graphic design – corporate image project using vector graphics software. Assessment is in line with the relevant Australian Curriculum achievement standards. USB required. 9MUS 9 MUSIC Subject overview In Year 9 the Music course involves students making and responding to music independently and in small groups, with their teachers and communities. They explore music as an art form through listening, composing and performing. Students continue to develop their aural skills as they build on their understanding and use of the elements of music. As they make and respond to music, students explore meaning and interpretation, forms and elements and social, cultural and historical contexts of music. This course is designed to enhance students’ ability to construct music and develop the ability to design, create and critique sound. Students will have the opportunity to play, listen, improvise and compose music developing their ability to think and express themselves through sound. Theory 
Conventional music notation skills that relate to their practical work 
Cultural contexts – development of aural skills and critical analysis of musical structures. 
Historical contexts ‐ blues music and historically significant eras. Practical 
Solo performance 
Group performance 
Development of basic piano skills Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Assessment criteria vary from project to project and are described to the students at the introduction to each task. Subject overview Course content Course content Assessment One semester Note Satisfactory completion of Yr 8 Music is required. Private lessons and instrument hire are available on request. 9WTE 9 WOOD TECHNOLOGY Subject overview Emphasis is placed on maintaining student safety and confidence. They are encouraged to develop a higher level of substantive understanding of the properties of timbers and of the machining and jointing processes that can be selected and applied to them. Student projects and processes allow students to engage with new and challenging activities that allow them to increase their skills, understanding and confidence in designing and delivering solutions. Students will complete projects working with a range of processes including joint cutting by hand as well machine tools and a range of skills utilising the wood lathe. Very clear instructions will be given around processes and safety, but students are increasingly free to make design changes to the projects and find their own, best solutions to problems. Assessment will be based on : 
Practical tasks 
Product Evaluation Course content Assessment One semester Note Nil 27
Year 10 Curriculum Overview In line with the Australian Curriculum requirements students in Year 10 at the Eastern Fleurieu School study a full year of each core subject (English, Mathematics, Science, and Humanities & Social Sciences (one semester of History and one of Geography). They will also complete the first unit (one semester) of their SA Certificate of Education (SACE) ‐ their Personal Learning Plan (PLP). In addition, students have the opportunity to choose remaining subjects from a list of one‐semester electives in line with their personal interests and abilities, some of which are Stage 1 subjects open to Year 10 students identified as capable of success at this level. Students in Year 10 are encouraged to approach their education with an increased level of personal responsibility and commitment, grounding them in the study habits required for a successful completion of their senior years. Students undertake a week of Work Experience placement as a compulsory part of their PLP. Subjects studied in Year 10
Core Subjects:
Subject
Duration
0ENG
English
Full year
0MTH
Mathematics
Full year
0SCI
Science
Full year
0HPA
HPE – Advanced A (Core 1)
0HPS
HPE – Sport & Recreation (Core 2)
0GPY
HaSS - Geography
One semester
0HSY
HaSS - History
One semester
0INT
Integrated Study Project – Mock Interviews
Term 4
0PLP10
Personal Learning Plan
One semester
0PC
Pastoral Care
Full year
Choose
one only
One semester
Choice Subjects: Additional subjects must be selected from those listed below. All are single semester subjects. 0AGR1
0AGR2
0ART
0CAD
0CRA
0DES
0DTM
0DRA
0HEF
0HEH
0HPV
0MEN
0MUS
0PTE
0TEN
0HPB
0HPF
1VEQ
1VHO
1VAU
1VAG
Subject
Learning Area
Agriculture 1
Agriculture 2
Art
Computer Aided Design
Craft
Design
Digital Technologies - Multimedia
Drama
Home Economics – Fashion
Home Economics – Hospitality Practices
Hybrid/Human Powered Vehicles
Metal Engineering
Music
Power Technology
Timber Engineering
HPE – Advanced B
HPE – Fit to Lead
VET – Cert 2 in Equine Studies
VET – Cert 2 in Hospitality
VET – Cert 1 in Automotive Vocational Preparation
VET – Cert 2 in Agriculture
Science
Science
Arts
Technology
Arts
Arts
Arts
Arts
Health & PE
Health & PE
Technology
Technology
Arts
Technology
Technology
Health & PE
Health & PE
VET
VET
VET
VET
28
Year 10 CORE SUBJECTS
0ENG 10 ENGLISH Subject overview The English curriculum is built around the three inter‐related strands of Language, Literature and Literacy. In Years 10 students engage with a variety of texts drawn from a range of genres. They interpret, create, evaluate, discuss and perform a wide range of more complex texts. Students develop a critical understanding of the contemporary media, and the differences between media texts. Media  School Magazine Publication – Within an authentic journalistic process, students will work collaboratively to produce, collate, edit and publish the annual Eastern Fleurieu School Magazine. Text Production  Writing discussion – students to research a global issue and write a discussion piece which explores both sides of the issue.  Review writing – exploiting evaluative language to influence audience Text Analysis  Poetry – students study culturally significant thematically linked poems and explain how a range of language techniques are used for effect.  Shakespeare – Romeo and Juliet – students study complex themes to develop a personal response to a specific question. Oral presentation.  Connected Texts – study of two texts relating to World War II. Grammar / Punctuation / Spelling  Ongoing individualised skill development driven by information derived from data analysis (e.g. NAPLAN results, PAT testing and formative assessment). Course content Full year Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Note Nil 0HPA Subject overview Course content Assessment 10 HPE – ADVANCED A (Core option 1) One semester This course is for students who wish to increase their knowledge of the theory underlying fitness and training practices. Students will focus on developing their basic understandings of core senior theory units. Practical Units: Basketball Badminton Table Tennis International Rules Football Theory Units: Energy systems Chronic Adaptations Fitness & Training Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Note This course is a pre‐requisite for Stage 1 Health and Physical Education. Students must have and wear EFS PE uniform and appropriate sports shoes. Possible career pathways: Physiotherapy, Occupational Therapy, Sports Science, Personal Training, HPE Teaching. 0HPS 10 HPE – SPORT & RECREATION (Core option 2) Subject overview This course is for students who gain enjoyment and satisfaction from involvement and achievement in physical activity. There is a strong focus on recreational pursuits and developing health lifestyle habits. Course content One semester Practical Units: Lawn Bowls Golf Archery Recreational cycling Bushwalking Orienteering (Other possibilities include gym visits, fishing and indoor rock climbing) Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Note Students must have and wear EFS PE uniform and appropriate sports shoes. Possible career pathways: Personal Training, Outdoor Recreation, Environmental and Outdoor Education. 29
0INT 10 INTEGRATED STUDY PROJECT – MOCK INTERVIEWS Subject overview Facilitated by the Beacon Ambassadors, Year 10 students will have the opportunity to participate in a mock application process for a selection of local job vacancies across a range of industries. Course content The process for mock interviews involves students: 
Selecting a desirable job vacancy from a range of advertisements (written by genuine businesses) 
Identifying skills and abilities required 
Writing a cover letter and resume to match requirements 
Attending a mock interview with actual employers from local businesses 
Participating in a Year 10 assembly in which individual students will be appointed to the mock vacancies Assessment Term 4 Rubric based assessment will be undertaken by both Home Group teachers and employers throughout the process. Criteria will describe the desirable attributes at each stage of the process. Feedback from the employers will also be offered. Note Nil 0MTH 10 MATHEMATICS Subject overview This course develops the ability to work mathematically by developing an appreciation for mathematics, with an emphasis on students developing their knowledge and understanding of general and advanced mathematics topics Students will develop an ability to choose and use mathematics in personal and community activities. General and Advanced Mathematics topics include: Number ‐ Money and Financial mathematics Algebra ‐ Patterns and Algebra; Linear and non‐linear relationships Measurement ‐ Using units of measurement to calculate perimeter, area, volume of 3D and 3D shapes Geometry ‐ Solving problems with circles and triangles; Investigating triangles and angles using Pythagoras theorem and trigonometry Probability ‐ Chance events, probability calculations Statistics ‐ Collecting, describing, present and analysing data Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher. Course content Assessment Note Full year Students are allocated to classes based on capability to ensure work is appropriate for every student to succeed in this subject. In addition to those topics above, students in the advanced class will also cover: Surds/Indices – Powers and roots Non‐Linear Algebra – Graphing and solving quadratics 0SCI 10 SCIENCE Subject overview Students investigate using the scientific method, working in the laboratory and how science is used in the world. The history, current and future trends of science are explored. Full year Course content DNA and genetics ‐ DNA and genetic information Global systems – carbon, nitrogen and water cycles The universe – black holes, supernovas and space travel Motion ‐ speed and acceleration Energy – forms and changes of energy Chemical reactions and the Periodic Table – atoms, elements & compounds, writing & understanding chemical reactions Assessment Assessment will include a range of the following, both as individual and group tasks: Tests, practical investigations, assignments, research, folios and other tasks as directed by the teacher Note Students are allocated to classes based on capability to ensure work is appropriate for every student to succeed in this subject. Successful completion of Yr 10 Science leads to Stage 1 Science subjects (ie Biology, Chemistry, Physics, Psychology, Agriculture and Nutrition). 30
0GPY Subject overview Course content 10 HaSS ‐ GEOGRAPHY One semester In learning through Geography, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through geography equips students with the skills and understandings necessary for effective global citizenship. There are two units of study in Year 10 Geography: 1.
Environmental Change and Management which focuses on investigating environmental geography through an in‐depth study of a specific environment. Students develop an understanding of: 
the environmental functions that support all life, 
the major challenges to their sustainability, 
the environmental world views ‐ including those of Aboriginal and Torres Strait Islander Peoples – that influence how people perceive and respond to these challenges. 2. Geographies of Human Wellbeing which focuses on investigating global, national and local differences in human wellbeing between places. Students investigate: 
the different concepts and measures of human wellbeing, 
the causes of global differences in these measures between countries, 
spatial differences in wellbeing within and between countries, and the evaluation of these differences from a variety of perspectives, 
programs designed to reduce the gap between differences in wellbeing. Assessment Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Note Nil 0HSY 10 HaSS ‐ HISTORY Subject overview Course content Assessment Note One semester In learning through History, students develop the skills, understanding and awareness of the complexities of the world in which they live. Learning through History equips students with the skills and understandings necessary for effective global citizenship. The Modern World and Australia Students investigate the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia‐Pacific region, and its global standing today. Topics covered include: 
How did the nature of global conflict change during the twentieth century? 
What were the consequences of World War II, and how did these consequences shape the modern world? 
How was Australian society affected by other significant global events and changes during this period? Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. Nil 0PC 10 PASTORAL CARE Subject overview Students work within home groups each week and participate in activities to enrich their personal development. The Pastoral Care program is supported by outside presenters and excursions. Course content 







Assessment Note Full year Road safety: applying for a licence, P‐plate legislations, purchasing a safe vehicle, RAA Street Smart event Managing Stress and Anxiety: Time management strategies, positive thinking and relaxation techniques. Includes building resilience and connecting students with useful agencies and resources e.g. Beyond Blue First Aid Shine: Sexual Health Education Safe Partying: Drugs and alcohol misuse prevention Cyber Safety: Including preventing identity theft Beacon: Promoting commitment to continuous education/ employment. Students participate in a range of events including Speed Careering and Beacon Charter Signing. Youth Opportunities: Personal empowerment course (offsite) Rubric based assessment based around engagement, collaboration and independent skills. Students are required to participate in a selection process for involvement in the Youth Opportunities and Beacon programs as numbers are limited. 31
0PLP10 Subject overview Course content Assessment Stage 1 PERSONAL LEARNING PLAN One semester The Personal Learning Plan (PLP) is a compulsory 10 credit subject of the South Australian Certificate of Education (SACE). Students undertake the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12, however, if not undertaken in Year 10 it must be completed in Year 11. Students must achieve a C grade or better to successfully complete the PLP with opportunities to add further evidence of learning at any stage during their SACE studies. The SACE helps students plan for their future by; 
making informed decisions about the subjects they will study in Years 11 and 12, and any course outside of school 
identifying possible career choices and ideas for community service 
considering how best to prepare for their career options and other goals
Students will undertake the following topics: 
All about Me 
Career Planning 
World of Work 
Capability Development The following assessment types enable students to demonstrate their learning in the Stage 1 Personal Learning Plan:  Assessment Type 1: Folio  Assessment Type 2: Review Students provide four or five pieces of evidence of their learning for assessment. Each assessment type should have a weighting of at least 20%.
Year 10 ELECTIVES
0AGR1 10 AGRICULTURE 1 Subject overview Emphasis is placed on giving understanding and reasoning behind current agricultural practices. Agriculture is promoted as a production system which must be ecologically sustainable. Course content Sheep: Breeds/Uses, Husbandry/Management, Production/Marketing, Sheep/Wool Handling First semester Vines: Varieties/Uses, Growth/Vineyard Cycle, Vineyard Practical Tasks, Pests/Diseases Soil: Soil Science, Testing, Conservation and Management Farm Management: Financial Decisions, Experimental Design, Data Collection/Analysis Farm Skills 1: Routine and Supervised Animal Handling Skills, Horticulture Activities Assessment Methods of assessment will include: Assignments and Worksheets, Practicals and Skills Assessment, Research Reports and Projects, Tests and Quizzes Note Successful completion leads to Stage 1 Agriculture & Horticulture 0AGR2 10 AGRICULTURE 2 Subject overview Emphasis is placed on giving understanding and reasoning behind current agricultural practices. Agriculture is promoted as a production system which must be ecologically sustainable. Course content Cattle: Breeds, Production, Anatomy/Physiology, Handling’ Show Preparation Second semester Crops and Pastures: Cultivation/Management, Pests/Diseases, Harvesting Horticulture: Industry Overview, Plant Botany, Nursery Skills Alternative Agriculture: Research, Alternative Marketing, Sustainability Farm Skills 2: Routine/Supervised Skills, Show Preparation, Plant Propagation Assessment Methods of assessment will include: Assignments and Worksheets, Practicals and Skills Assessment, Research Reports and Projects, Tests and Quizzes Note Successful completion leads to Stage 1 Agriculture & Horticulture 32
0ART 10 ART Subject overview In Years 9 and 10, learning in Art involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Course content One semester Students explore a range of Visual Arts through: 
Refining Shading Techniques. Students revisit pencils using H‐9B on sliding scale and do a shading exercise. Study of ellipses and drawing a simple object; experimentation with blending oil pastels using three or more colours. Using a Photocopy of Van Gogh self‐portrait, students use oil pastels in the same way as brush strokes. Still life picture A3 of bottle and fruit, combined with a coloured background using oil pastels. 
Painting Techniques. Researching Mambo Artist Reg Mombassa, his life, achievements as well as his art work. Exploring different brushes and their uses. Enhancing various brush techniques including using acrylic and scumbling wet into wet. Students design own image for a painting, using the style of Van Gogh and Reg Mombassa linked to a theme of their choice. 
Crosshatching Techniques. Using .4 black pen students practice and perfect this technique. Students create their own fantasy composition during the rooftop and animal assignment task. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Note Nil 0CAD 10 COMPUTER AIDED DESIGN Subject overview The course concentrates on building the skills and understanding of the Computer Aided Design (CAD) processes used by industry to develop and improve products. Students will develop their understanding of industry related technical standards and will use CAD software for 2D and 3D works. Course content Students examine program features and develop technical skills in making their own products that are designed to meet specific outcomes. Very clear instructions will be given around processes, but students are encouraged to be increasingly independent to make design changes to the project and find their own best solutions to problems. Assessment Achievement may be judged from work samples, exhibition, written / oral responses and observations. Note Nil 0CRA 10 CRAFT Subject overview One semester One semester In Years 9 and 10, learning in Visual Arts involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Course content Individual Arts Dolls: Students research a number of artists according to their chosen theme that inspire them to create their own sculptured doll. They develop an individualised biography for their creature, looking at traditional stories and history. The ideation process is used to develop ideas through brainstorming and drawing to finalise ideas ready for sculpting. Looking at facial and body features and proportions, students learn to sculpt and construct their main body features using Sculpey clay, wire and material. Students learn about colour, paint effects, mixing and painting using acrylic paint. Character costumes are designed and made using individualised patterns and chosen materials. A written and visual journal is required for this segment of the course. Silk Painting: Exploration and experimentation with traditional silk painting. Students research the history of silk painting and learn how to stretch a silk screen, how to transfer images onto the fabric, application of Gutta and experiment with a number of techniques used with the silk dyes and other materials. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Note Nil 33
0DES 10 DESIGN Subject overview In Years 9 and 10, learning in Visual Arts involves students making and responding to visual arts independently and collaboratively. They refine their personal aesthetic through working and responding perceptively and conceptually as an artist, craftsperson, designer or audience. Students draw on artworks from a range of cultures, times and locations. They explore the influences of Aboriginal and Torres Strait Islander Peoples, and those of the Asia region. Course content One semester In this course students extend and build on previous skills. Rendering techniques: Students revisit some basic drawing techniques to look at their skill level and work on a number of new skills including:  using Designer markers  Prismacolour Pencils, as used in fashion,  cartooning, car and landscape design  Photoshop is investigated and integrated into the course Design Process: Students look at the Design Process and how it influences the outcomes of Designers creativity, and how they use this in their own work. Design Briefs: Comic Design: The Design brief looks at the development of the comic, both classic comics, such as super heroes, and the Japanese comics of Anime and Manga. Students are then given a brief to design their own comic strip. Logo Design: Students research existing Logos for this brief, then design a logo using an animal to advertise a product or place. This involves using sections of the animals to create the design, examples are shown to get a clear understanding of the creative process. Assessment Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Note Nil 0DRA 10 DRAMA Subject overview In Year 10, the study of Drama involves students making and responding to drama independently and collaboratively. Through improvisation, scripted drama, rehearsal and performance, students refine and extend their understanding and use of role, character, relationships and situation, extending the use of voice and movement to sustain belief in character. This course mimics the structure for Stage 1 Drama in order to familiarise students with the requirements of SACE Performance Standards. Course content Contemporary Australian Theatre: Students participate in a collaborative group production that involves two or more students. Students adopt the role of an on‐stage or off‐stage practitioner to develop performance works that are presented to an audience (e.g. peers, other classes or schools, parents, or the wider community). Students investigate, develop and draw together the knowledge, skills, language, and expertise necessary to engage with the audience. Students review and evaluate the processes and outcomes of a group dramatic presentation. One semester Investigation and Presentation: Students investigate an area of interest within the dramatic arts. They may research dramatic elements, social issues, genres, and important events in the history of drama. Students apply their research in one or more chosen areas and give a presentation which demonstrates knowledge and skills they have acquired through their investigation. The presentation could take a variety of forms, although it should be dramatic in nature. Scriptwriting: Students will write a script in small groups that follows the conventions of script writing and will have other students perform a rehearsed reading of the finished draft. Assessment Note Rubric based assessment drawing from the Australian Curriculum Achievement Standards and SACE Performance Standards: Folio - Includes journal reflections and review writing Group Performance - Students are assessed against SACE criteria in preparation for SACE Stage 1 Investigation and Presentation - Students present their investigation with the use of performance, multimedia and dramatic conventions. Students are required to attend a live performance which will incur an additional cost. Students wishing to study Stage 1 Drama are encouraged to participate in this course. 34
0DTM 10 DIGITAL TECHNOLOGIES ‐ Multimedia Subject overview This course takes students from yr 9 multimedia basics to a more advanced level of digital image manipulation, processing and application. Course content Assessment Note One semester 

Digital Imaging – Advanced Photoshop skills. Graphic Design layout – effectively using photos for visual effect and appeal in a range of products. 
Photography – essential DSLR camera controls and basics of photographic image composition. 
Negotiated task – choose from advanced photography, animation, film production or game making. Assessment is in line with the relevant Australian Curriculum Achievement Standards. Competencies in Photography Essentials will be assessed along with and a negotiated major project. USB required. Possible excursions/events could incur an additional expense. 0HPB 10 HPE – ADVANCED B Subject overview This course is for students who wish to participate in a variety of practical activities focusing on skills acquisitions. Theory units will be heavily linked to the practicals and an in‐depth analysis of the sports covered. This course is a pre‐requisite for Stage 1 Health and Physical Education. Course content Practical Units: Lawn bowls Badminton Aquatics Negotiated practical Theory Units: Training Methods Issues and analysis in physical activity Exercise Physiology Theory of skill Learning Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. While this HPE subject can be studied in conjunction with HPE‐ Fit To Lead (below), it is strongly recommended that students undertake a variety of subjects in Yr 10. Students must have and wear EFS PE uniform and appropriate sports shoes. Possible career pathways: Physiotherapy, Occupational Therapy, Sports Science, Personal Training, HPE Teaching. Assessment Note One semester 0HPF 10 HPE – FIT TO LEAD Subject overview This course provides opportunities for students to develop and refine leadership skills through coaching, and also to experience various roles that contribute to successful participation in physical activity. The ‘Fit to Lead’ unit will equip students to work in teams and deliver several practical sporting lessons to younger children. Students will need to demonstrate teamwork and collaboration to deliver these lessons successfully. A ‘Sport Education” unit follows, with the emphasis moving to experiencing various roles within a sporting competition. Students identify how participation in physical activity and sport influences an individual’s identity. Course content Assessment Note 


One semester Beginning Coaching ‐ General Principles (online course) Coaching Theory and Application Sport Education and Injuries in Sport Rubric based assessment for each individual task drawn from relevant Australian Curriculum achievement standards. While this HPE subject can be studied in conjunction with HPE‐ Advanced 2 (above), it is strongly recommended that students undertake a variety of subjects in Yr 10. Students must have and wear the EFS PE uniform and appropriate sport shoes. Possible career pathways: Personal Training, Sports Management, Coaching, HPE Teaching. 35
0HEF 10 HOME ECONOMICS – FASHION Subject overview This course offers an introduction to basic design and production processes in the area of fashion. Students will research and critically analyse ideas and designs and communicate their findings through a folio. Students will select materials, tools and equipment to develop and produce individualised garments, addressing the needs identified in their own design brief. Course content One semester Investigate: Students investigate the design and fashion industry, famous Australian designers, ethical and sustainable fashion and production, commercial patterns and design processes. Generate: Students generate ideas and communicate designs through a folio. Fashion figure illustrations will be the basis for communicating course concepts and individual designs and processes. Produce: Students are directed to produce their own garment, modify a commercial pattern and construct a garment that addresses a need identified in their individual design brief. Manage and evaluate: Students manage their own design production and consider time, cost, risk, processes and sustainability. They evaluate all processes in the design cycle. Assessment Students will be assessed on the completion and standard of written tasks presented in the form of a folio and practical constructions. Assessment criteria vary from project to project and will b e scaffolded on the Australian Curriculum Achievement Standard. Note Successful completion of Year 9 Food & Textiles is required. 0HEH 10 HOME ECONOMICS – HOSPITALITY PRACTICES Subject overview Course content One semester Student will focus on working in the hospitality industry and will gain experience working front of house, customer service and food preparation. Students will have the opportunity to gain at least one VET competency. This course has a focus on the hospitality industry, in particular developing an understanding of and Skills related to the Café Industry: ● The Hospitality Industry – Food and Drink ● Health, Safety and Hygiene ● Job roles, employment and training opportunities ● Nutrition and Menu planning ● Food Preparation, cooking, presentation and sale ● Costing and portion control ● Environmental considerations ● Specialist equipment Assessment Written and practical tasks and participation in a public catering event. Assessment criteria vary from project to project and are described to the students at the introduction to each task. Note An additional charge of $30 may be required for the access to online resources and some consumables. 0HPV 10 HYBRID / HUMAN POWERED VEHICLES Subject overview Students have the opportunity to design and critique transport systems, developing understanding of the reasons behind their design. As part of the school’s Pedal Prix or Gravity Racing projects, students combine design and fabrication to produce defensible, sustainable and competitive solutions. Course content Assessment Based on the pursuit of alternative and modified transport systems, students will complete projects working with a range of processes including a range of cutting, jointing, forming and machining processes. There is the option of combining this subject and competing in the Pedal Prix, including; Design and Energy Management, Welding and machining principles, Composite materials, Logistics and fundraising, Electronics and Cycle training . Assessment will be based on : 
Practical tasks 
Product Evaluation Basic materials used within this course are covered by the school fees, however students may incur additional expenses for special components or materials included in their designs. Possible excursions/events could incur an additional expense. Note One semester 36
0MEN 10 METAL ENGINEERING Subject overview Student learning is more driven by the individual student’s interests in this unit. Usually, students select a project or concept that they are enthusiastic about, or an aspect of metal fabrication they wish to pursue. Projects are researched, developed and planned around this core concept. Students develop new skills and understandings and apply them to their individual projects. Course content Students will complete projects working with a range of processes including a range of cutting, jointing, forming and machining processes. Students document the development and design changes to the projects and find their own, best solutions to problems. Assessment Assessment will be based on : 
Practical tasks 
Product Evaluation Basic materials used within this course are covered by the school fees, however students may incur additional expenses for special components or materials included in their designs. Possible excursions/events could incur an additional expense. One semester Note 0MUS 10 MUSIC Subject overview In Years 9 and 10, learning in Music involves students making and responding to music independently and in small groups, and with their teachers and communities. They explore music as an art form through listening, composing and performing. Students continue to develop their aural skills as they build on their understanding and use of the elements of music. As they experience music, students draw on music from a range of cultures, times and locations. As they make and respond to music, students explore meaning and interpretation, forms and elements and social, cultural and historical contexts of music. Course content Assessment Note One semester Students will continue their development as musicians by studying a number of theory units, as well as honing their practical skills through individual and group performances. Theory 
Chord construction ● Chord progressions 
Relative minor scales ● Arranging techniques 
Italian musical terms Practical 
Listening skills ● Small ensemble 
Solo performance ● Performance techniques Rubric based assessment drawing from the Australian Curriculum Achievement Standards. Assessment criteria vary from project to project and are described to the students at the introduction to each task. Satisfactory completion of Year 9 music is required. A strong commitment to music is essential and involvement in the school instrumental program or studying with a private teacher is compulsory. 0PTE 10 POWER TECHNOLOGY Subject overview Power Technology introduces students to the mechanical and electrical systems that power and stop vehicles. Relevant aspects of workshop and industry processes and procedures are introduced to ensure safe operations. Students develop new skills and understandings and apply them to group and individual projects in both classroom and workshop settings. Course content Assessment One semester Students will complete a range of classroom studies before moving on to practical projects in the school’s Automotive workshop. Studies will include mechanical components and systems as well as workshop tools and equipment. These skills will be applied in a series of practical activities including assembly and starting of multi‐
cylinder engines. Assessment will be based on : 
Practical tasks 
Product Evaluation Students planning to pursue a VET Automotive course have the option of completing units that can be credited to their course. Note 37
0TEN 10 TIMBER ENGINEERING Subject overview Student learning is more driven by the individual student’s interests in this unit. Usually, students select a project or concept that they are enthusiastic about, or an aspect of timber fabrication they wish to pursue. Projects are researched, developed and planned around this core concept. Students develop new skills and understandings and apply them to their individual projects. Course content Students will complete projects working with a range of processes including a range of cutting, jointing, forming and machining processes. Students document the development and design changes to the projects and find their own, best solutions to problems. Assessment Assessment will be based on : 
Practical tasks 
Safety and processes One semester 


Note Workshop journal Theory and research Product Evaluation Basic materials used within this course are covered by the school fees, however students may incur additional expenses for special components or materials included in their designs. 38
Learning Programs – Senior School (Yrs 11 & 12) Overview Preparation for the Future. At Eastern Fleurieu School we believe that senior schooling is a vital phase in each student’s preparation for the future. By now students will generally have made important decisions about their pathways out of school and beyond, and will now need to consider their individual subject pathway. The school offers extensive individualised support to each and every student in order to reach their future goals. Study Support. - Extensive range of courses and subjects. - Study area providing student work spaces and computer facilities, and access to teachers - An excellent Resource Centre with access to printed and on‐line learning support materials. - Personal support offered through the Learning Community Leaders, Student Counsellor, Homegroup teachers and Year 12 mentors. - Close monitoring of student progress to recognise and celebrate success, and respond quickly when intervention is necessary. - One‐on‐one mentoring for every Yr 12 student Special Events. - Yr 12 students’ orientation and study skills program at the beginning of the year. - Student performance opportunities provided through performing arts. - Recognition of individual achievements at end‐of‐term assemblies. - Formal end‐of‐year Presentation Evening. - Leadership opportunities are available for those elected to House Captains, Senior School Captain, Beacon Ambassadors or the Senior School Student Leadership team. - Regular sporting opportunities through inter‐school and knockout competitions. - Career exploration through Expos and university visits The following pages provide an overview of the SA Certificate of Education (SACE) requirements
(source: SACE Board of SA)
39
FACT Sheet
South Australian
Certificate of Education
SACE Overview
What is the SACE?
The South Australian Certificate of Education (SACE)
is an internationally recognised qualification that paves
the way for young people to move from school to work
or further training and study.
By completing the SACE, students prepare for further
learning, work and life, by:
•
Building essential skills and knowledge
•
Making informed choices about future study and
work, based on their strengths and interests
•
Gaining a certificate that gives them a head-start on
their pathway beyond school.
Students who successfully complete the SACE
requirements are awarded the SACE certificate.
What subjects can students study?
For a full list of SACE subjects for use in curriculum
handbooks, including subject summaries, visit:
www.sace.sa.edu.au/subjects
How do students get the SACE?
Students gain their SACE in two stages:
•
Stage 1, which most students complete in Year 11
•
Stage 2, which most students complete in Year 12.
Each subject or course successfully completed earns
‘credits’ towards the SACE, with a minimum of 200
credits required to gain the certificate.
Students receive a grade from A to E for each subject
at Stage 1, and from A+ to E- at Stage 2.
What is the Personal Learning Plan?
To achieve the SACE, students must complete the
following requirements with a C grade or higher at
Stage 1 and a C- or higher for Stage 2:
The Personal Learning Plan is a SACE subject that
all students undertake at the start of their SACE, in
Year 10 or 11. The subject is worth 10 credits and
students need to achieve a C grade or higher.
•
Personal Learning Plan (10 credits at Stage 1)
•
Literacy – from a range of English subjects or
courses (20 credits at Stage 1 or Stage 2)
The Personal Learning Plan helps students to:
•
Identify strengths and interests
•
Numeracy – from a range of mathematics subjects
or courses (10 credits at Stage 1 or Stage 2)
•
Set personal and learning goals
•
•
Research Project – an in-depth major project
(10 credits at Stage 2)
Choose the right SACE subjects and study options
for their future plans
•
Look at different career paths and choices
•
Other Stage 2 subjects and/or courses totalling at
least 60 credits.
•
Gain skills for future study and employment, such
as planning and research.
Students must also choose from a range of Stage 1
or Stage 2 subjects or courses worth 90 credits, and
achieve a grade in these, to gain the SACE.
July 2014
What is the Research Project?
What is community learning?
The Research Project is a Stage 2 subject that all
SACE students undertake. The subject is worth
10 credits, and students need to achieve a C- grade or
higher to achieve their SACE. There are two Research
Project options – Research Project A and Research
Project B. Research Project B can be included as
part of a student’s Australian Tertiary Admission Rank
(ATAR).
Students are able to earn SACE credits for community
learning in two ways – Community-developed
Programs and Self-directed Community Learning.
The Research Project enables students to:
•
Undertake in-depth research and study a topic of
personal interest
•
Develop skills in planning, research, analysis and
communication
•
Gain experience of tertiary-style study through
self-directed learning.
What is VET and how can I do it?
Community-developed Programs include, for example,
the Australian Music Examinations Board, the Duke of
Edinburgh’s Award and the SA Country Fire Service.
Program details are updated as new course information
becomes available.
Self-directed Community Learning is gained through
informal community activities such as coaching a
sports team, being the primary carer of a family
member, or leading an environmental project in the
community. Students will need to provide evidence of
their learning for assessment so that the SACE Board
can recognise these other kinds of community learning.
www.sace.sa.edu.au/subjects/recognised-learning
VET stands for Vocational Education and Training.
VET gives students skills for work, particularly in
the trades and industry. VET options in the SACE
encourage students to complete, or make significant
progress towards completing, VET qualifications while
completing the SACE.
To complete the SACE, students must achieve at
least 200 SACE credits; 150 of which can be gained
through VET. The remaining 50 credits are derived
from the Personal Learning Plan (10 credits), the
Research Project (10 credits), the literacy requirement
(20 credits), and the numeracy requirement
(10 credits). Students can use a vocational context
in completing these subjects.
The SACE Board determines whether the SACE
credits earned for a particular VET qualification will be
recognised at Stage 1 or Stage 2. Students can refer
to the VET Recognition Register for more information
about recognition at Stage 1 and Stage 2.
www.sace.sa.edu.au/subjects/recognised-learning/vetin-the-sace
University and TAFE SA entry
Gaining the SACE is the main method used by South
Australian students to gain admission into university
and TAFE courses.
Students who complete the SACE are eligible
for university entry, provided they meet certain
requirements.
TAFE SA recognises the SACE as meeting the Course
Admission Requirements for most of its courses. It
also considers a variety of other qualifications and
experiences in its entry and selection processes.
Applications for university and TAFE courses are
handled by the South Australian Tertiary Admissions
Centre (SATAC).
Details of university and TAFE entry requirements for
2016 onwards will be included in the SATAC booklet
Tertiary Entrance 2015, 2016, 2017 to be published
by the South Australian Tertiary Admissions Centre in
August 2014.
Visit the SATAC website at www.satac.edu.au for more
information about tertiary entry. Detailed information
about TAFE SA course admission requirements is
available at www.tafesa.edu.au
Students with disabilities
Students Online
The SACE offers a range of modified subjects at
Stage 1 and Stage 2 to provide opportunities for
students with identified intellectual disabilities to
demonstrate their learning.
Students Online is a one-stop shop for information
about an individual student’s SACE. It can help
students:
A student’s achievement in a modified subject will be
reported as ‘Completed’, with the appropriate number
of SACE credits. The SACE certificate will indicate that
the student has achieved the SACE using one or more
modified subjects.
www.sace.sa.edu.au/web/modified-subjects/
Special Provisions
Special provisions are available if a student has
an illness, disability or experiences an unforeseen
circumstance which significantly impacts their ability to
participate in an assessment.
•
plan their SACE and look at different subjects, or
subject and course, combinations
•
check their progress towards completing the SACE
•
access their results.
Students can log in to Students Online using their
SACE registration number and PIN at:
www.sace.sa.edu.au/students-online
Achieve handbook
A copy of the Stage 2 edition of Achieve, the SACE
Board’s magazine for students and families, is being
provided to all Year 11 students.
For school-assessed tasks in Stage 1 or Stage 2,
schools decide if a student is eligible for special
provisions. The SACE Board will determine a
student’s eligibility for special provisions for external
assessments at Stage 2 (examinations, investigations,
etc.).
This edition focuses on the choices of subjects and
study options that Year 11 students will be making. It
is designed to be used as a resource during course
counselling.
If a student applies for special provisions they need
to provide evidence of how this impacts their ability to
access assessment conditions.
Further information
www.sace.sa.edu.au/web/special-provisions
Students are encouraged to read a copy of the Achieve
handbook, and to talk with their teachers about their
study options.
Interstate, overseas and adult students
The SACE Board will grant status for equivalent
learning in recognised areas for interstate, overseas
and adult students.
www.sace.sa.edu.au/the-sace/students-families/
interstate-overseas-adult-students
www.sace.sa.edu.au/news/achieve
Visit the SACE website, particularly the Students and
Families and Subjects sections.
www.sace.sa.edu.au
SACE Course Planner
CREDITS
You must complete the St 1 Personal Learning Plan (10 credits),
You must achieve either and A, B, C or equivalent grade in this subject.
PERSONAL LEARNING PLAN
10
You must complete at least 20 credits* towards literacy at Stage 1 level.
Choose from a range of Stage 1 English subjects or courses.
You must achieve either and A, B, C or equivalent grade in these subjects.
You must complete at least 10 credits* towards numeracy at Stage 1 level.
Choose from a range of Stage 1 Mathematics subjects or courses.
Subtotal:
You must complete other subjects (free choice) worth 90 credits at either Stage 1 or
Stage 2 level *.
Subtotal:
You must complete the Stage 2 Research Project (10 credits).
RESEARCH PROJECT
10
You must complete Stage 2 subjects to a total of at least 60 credits.
Subtotal:
To gain your SACE, you must earn 200 credits
TOTAL:
* If your subject choices in a particular section exceed the minimum number of credits required, you should count the extra credits in
another relevant section.
43
Stage 1
THE ARTS
1CVAC10 Stage 1 Creative Arts – CRAFT (1 & 2) Subject overview Creative Arts‐ Craft 1 runs in Semester 1 and Craft 2 in Semester 2. Both are standalone 10 credit subjects. Students can undertake both to make a full year subject. Within Creative Art students look at contemporary craft practitioners, forms, materials and techniques. They have an opportunity to explore and use a range of materials to produce some exploration and finished works. In consultation with the teacher, students can individually negotiate both their Craft Skills Investigation and Product. Students are encouraged to explore, develop and extend their knowledge of contemporary craft, concept development, materials and techniques. This is achieved through self‐investigation and teacher support. The course will include investigation and development of practical and literacy skills each semester. Opportunity exists for students to practising and refining skills, experimenting with or exploring materials, techniques. 10 credit course requirements 1 x Product and back up Folio: 50% 1 x Craft Skills: 35% 1 x Investigation Study: 15% This is a School Based assessed course. Ideally it would be beneficial to students to have some Art or Craft experience to enter Stage 1 Creative Arts, however not essential. Creative Arts will provide a strong foundation for students that wish to continue with Creative Arts‐ Craft or Visual Arts‐ Art and Design within Stage 2. Course Content Assessment Note 1CVAD10 Subject overview Course Content Assessment Note 1CVAM10 Subject overview Course Content Stage 1 Creative Arts – DIGITAL PHOTOGRAPHY One semester each One semester In Creative Arts students participate in the development and the presentation of finished or realised creative arts products. Students will deepen their understanding of the techniques and processes used in creating quality photographic products. They will develop their understanding of DSLR camera settings and good image composition to create aesthetic photographs according to personal interests and chosen style / theme. Through research of professional photographers, students will work towards developing a personal portfolio of their own photos and produce an exhibition of images. Photoshop software is used to process and enhance photographs. Creative image production is also explored to extend skills in personal interests. Investigation of Photographer/ Theme 20%
Folio 20%
Product (Exhibition of Photographs) 60%
Nil Stage 1 Creative Arts – MULTIMEDIA One semester Students will develop their understanding of emerging technology being applied in a range of industry situations. They will develop their technical skills in making their own products to solve authentic community needs or personal interests. Students may elect to create digital products such as: 
Interactive multimedia / Website creation  Video  Animation  App design  Game making. Students will negotiate tasks and focus on effective planning, image production and processing, and the technical aspects of software use. They will develop a personal portfolio of their products. Assessment Multimedia Skills Extension 20%
Folio 20%
Product 60% Note Nil 44
1DRM10 Subject overview Course Content Assessment Stage 1 DRAMA One semester In Drama students participate in the planning, rehearsal, and performance of dramatic work. Drama consists of three areas of study: Presentation of Dramatic works involves participation as an on or off‐stage practitioner in the planning, rehearsal, and performance of a dramatic work as part of a group. The dramatic work can be an original work, or excerpts from, or a complete, established work. Dramatic Theory and Practice allows students to explore the ways in which theories and practices have shaped, and continue to shape, drama. Understanding is demonstrated through written, oral, and practical tasks. Individual Investigation and Presentation allows students to choose and investigate an area of study in the dramatic arts that is of interest to them. A student’s own cultural background, dramatic ability, prior knowledge, and experience may be a starting point for this area of study. Assessment Type 1: Performance Assessment Type 2: Folio Assessment Type 3: Investigation and Presentation. Note Prior study of Year 10 Drama is highly recommended. There is a compulsory excursion for this subject at a cost of $30. 1MUE10 Stage 1 MUSIC EXPERIENCE Subject overview Stage 1 Music offers Music Experience Programs or Music Advanced Programs which are designed to encourage the sequential development of musical skills and knowledge. Course Content Music Experience Programs are designed for students whose experience of music may be limited. Students engage in the following activities which are to be selected according to the needs and interests of the students: 
Composing, Arranging, Transcribing, Improvising 
Performing 
Music Technology 
Musical Styles 
Developing Theory and Aural Skills Assessment Assessment Type 1: Skills Presentation Assessment Type 2: Skills Development Assessment Type 3: Folio Note One semester Students are expected to work as part of an ensemble, participate in out‐of‐hours rehearsals and performances, and attend musical performances at an additional cost of around $30 per student. Music Experience Programs provide pathways to selected Stage 2 Subjects such as: 
Ensemble Performance 
Music Individual Study 
Solo Performance 1MUV10 Stage 1 MUSIC ADVANCED Subject overview Stage 1 Music offers Music Experience Programs or Music Advanced Programs which are designed to encourage the sequential development of musical skills and knowledge. Course Content Music Advance Programs are designed for students who have a substantial background in music. Students engage in the following activities which are to be selected according to the needs and interests of the students: 
Composing, Arranging, Transcribing, Improvising 
Performing 
Musical Styles 
Developing Theory and Aural Skills Assessment Assessment Type 1: Skills Presentation Assessment Type 2: Skills Development Assessment Type 3: Folio Note Students are expected to work as part of an ensemble, participate in out‐of‐hours rehearsals and performances, and attend musical performances at an additional cost of around $30 per student. Music Advance Programs provide pathways to the full range of Stage 2 subjects which include: Composing and Arranging ‐ Ensemble Performance Musicianship ‐ Music Individual Study Musical Styles ‐ Music Technology Solo Performance One semester 45
1VAA10 Subject overview Course Content Assessment Note 1VAD10 Subject overview Course Content Assessment Note Stage 1 Visual Arts – ART (1 & 2) One semester each Visual Arts 1 runs in semester 1 and Visual Arts 2 in semester 2. Both are stand alone subjects which may be combined to form a full year. In Visual Arts students are involved in both artistic and crafting methods and outcomes. The processes of creation in both art and craft include the initiation and development of ideas, research, analysis, exploration, experimentation with media and technique, through to the resolution and production of practical work. Visual Arts engages students in conceptual, practical, analytical, and contextual aspects of creative human endeavour. It emphasises visual thinking, investigation, the ability to develop ideas and concepts, refine technical skills, and produce imaginative solutions. Students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts. This subject includes both artistic and crafting methods and outcomes, including the development of ideas, research, analysis and experimentation with media and techniques, resolution and production. Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via two components – Product and Folio. Stage 1 Visual Arts – DESIGN (1 & 2) One semester each Visual Arts 1 runs in semester 1 and Visual Arts 2 in semester 2. Both are stand alone subjects which may be combined to form a full year. In Visual Arts students are involved in both artistic and crafting methods and outcomes. The processes of creation in both art and craft include the initiation and development of ideas, research, analysis, exploration, experimentation with media and technique, through to the resolution and production of practical work. Visual Arts engages students in conceptual, practical, analytical, and contextual aspects of creative human endeavour. It emphasises visual thinking, investigation, the ability to develop ideas and concepts, refine technical skills, and produce imaginative solutions. Students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts. Visual Arts ‐ Design includes graphic and communication design, environmental design, Fashion Design and product design. It emphasises defining the problem, problem solving approaches, the generation of solutions and/or concepts and the skills to communicate resolutions. Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via two components – Product and Folio. 46
Stage 1
1CCP10 Subject overview Course Content BUSINESS, ENTERPRISE AND TECHNOLOGY
Stage 1 Communication Products – COMPUTER AIDED DESIGN (1 & 2) One semester each CAD 1 runs in semester 1 and CAD 2 in semester 2. Both are stand alone subjects which may be combined to form a full year. Students utilize industry standard Computer Aided Design software to create 3 dimensional representations of products and designs. They explore how the technology is used in a professional environment, and how the information can be linked with ‘CAM’ manufacturing equipment to produce 2 and 3‐dimensional articles. Semester 1: Students examine program features and develop technical skills in making their own products that are designed to meet specific outcomes. A good understanding of computers plus the successful completion of Yr 10 CAD will be a distinct advantage. Semester 2: Students can undertake a second semester of CAD in order to build on or extend their first semester project and process ideas. Assessment Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via three assessment types: Skills and Application Tasks 20% Folio 30% Product 50% Note Nil 1MMH10 Subject overview Course Content Stage 1 Material Products – HYBRID VEHICLE ENGINEERING (1 & 2) One semester each HVE 1 runs in semester 1 and HVE 2 in semester 2. Both are stand alone subjects which may be combined to form a full year. Students have the opportunity to design and critique alternate transport systems and understand the reasons for their development. As part of the school’s Pedal Prix project, or working on related or individual projects, students gain an insight into the value of combining design and fabrication skills to create environmentally and socially defensible products and systems. Semester 1: Students are required to document and communicate their designs and ideas using a variety of media, and to complete a design project that meets various criteria including function, aesthetics, racing rules and specifications and production requirements. The course may include elements of Design & Energy Management, Welding Principles, Metal Machining & Fabrication, Composite Materials, Electronics, Paint and Surface Preparation, Logistics & Fundraising, and Cycle Training. Semester 2: Students can undertake a second semester of HPV in order to build on or extend their Semester 1 project and process ideas. Assessment Note Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via three assessment types: Skills and Application Tasks 20% Folio 30% Product 50% Nil 47
1MMM10 Subject overview Course Content Stage 1 Material Products – METAL TECHNOLOGY (1 & 2) One semester each Metal Technology 1 runs in semester 1 and Metal Technology 2 in semester 2. Both are stand alone subjects which may be combined to form a full year. Students investigate and explore the characteristics and processes relating to the selection of metals and fabrication techniques that can be applied. Semester 1: Students produce a group skills task to acquire and practice fabrication skills. During the process the students will apply their critiquing skills to an existing product or need in order to develop a concise design brief. By applying their developing skills and understandings for the group task, and the information from the critiquing task they will be required to develop an individual Design Proposal and take it through to a completed product using appropriate materials, equipment and techniques in a safe, responsible and timely manner. Their completed project is evaluated against the criteria from their design brief and for production quality. Semester 2: Students can undertake a second semester of Metal Technology in order to build on or extend their Semester 1 project and process ideas. Assessment Note 1MMW10 Subject overview Course Content Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via three assessment types: Skills and Application Tasks 20% Folio 30% Product 50% Basic materials used within this course are covered by the school fees, however students may incur additional expenses for special components or materials included in their designs. Stage 1 Material Products – WOOD TECHNOLOGY (1 & 2) One semester each Wood Technology 1 runs in semester 1 and Wood Technology 2 in semester 2. Both are stand alone subjects which may be combined to form a full year. Students investigate and explore the characteristics and processes relating to the selection of appropriate timbers and fabrication techniques that can be applied. Semester 1: Students produce a group skills task to acquire and practice fabrication skills. During the process the students will apply their critiquing skills to an existing product or need in order to develop a concise design brief. By applying their developing skills and understandings for the group task, and the information from the critiquing task they will be required to develop an individual Design Proposal and take it through to a completed product using appropriate materials, equipment and techniques in a safe, responsible and timely manner. Their completed project is evaluated against the criteria from their design brief and for production quality. Semester 2: Students can undertake a second semester of Wood Technology in order to build on or extend their Semester 1 project and process ideas. Assessment Assessment at Stage 1 is school‐based. Students demonstrate evidence of learning via three assessment types: Skills and Application Tasks 20% Folio 30% Product 50% Note Basic materials used within this course are covered by the school fees, however students may incur additional expenses for special components or materials included in their designs. 48
1WPS10 Subject overview Stage 1 WORKPLACE PRACTICES One semester Workplace Practices is particularly suited to students currently employed on a part‐time or casual basis, undertaking Vocational Education & Training (VET) or a school‐based apprenticeship/traineeship. In Workplace Practices students develop knowledge, skills and understandings of the nature, type and structure of the workplace. Students will learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices and local, national and global issues in an industry and workplace context. Students can undertake learning in the workplace to develop and reflect on their capabilities, interests and aspirations.
Course Content Students will undertake two of the following topics: 
Future Trends in the World at Work 
The Value of Unpaid Work to Society 
Workers’ Rights and Responsibilities 
Career Planning  Negotiated Topic Work Placement: Students MUST undertake 25 – 30 hours of work placement. This can be via an existing part‐time/casual job, through volunteer work, work placement for a VET course, caring, work experience or a combination of these. Assessment Note Assessment at Stage 1 is school‐based. Students’ learning will be assessed through four assessments, each with a weighting of at least 20%. There will be at least one assessment for the folio, one assessment for the performance and at least one assessment for the reflection Nil 49
Stage 1
1PLP10 Subject overview CROSS DISCIPLINARY LEARNING
Stage 1 PERSONAL LEARNING PLAN One semester The Personal Learning Plan (PLP) is a compulsory 10 credit subject of the South Australian Certificate of Education (SACE). Students must achieve a C grade or better to successfully complete the PLP with opportunities to add further evidence of learning at any stage during their SACE studies. Students undertake the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12, however, if not undertaken in Year 10 it must be completed in Year 11.
Course Content The PLP helps students plan for their future by: 
making informed decisions about the subject selection in Years 11 and 12, and any course outside of school 
identifying possible career choices and ideas for community service 
considering how best to prepare for their career options and other goals Students will undertake the following topics: All about Me, Career Planning, World of Work and Capability Development. Assessment The following assessment types enable students to demonstrate their learning: 
Assessment Type 1: Folio 
Assessment Type 2: Review. Students provide four or five pieces of evidence of their learning for assessment. Each assessment type should have a weighting of at least 20%. Note A Modified Personal Learning Plan (code:1PLM10) is available for students with significant disabilities and assists them to plan for their future and to choose other modified subjects that they might want to study. Students who complete a Modified PLP gain credit towards the SACE but will not receive a grade or score. Achievement will be recorded as either ‘completed’ or ‘not completed’. 11PC Subject overview 11 PASTORAL CARE Full year Students work within home groups each week and participate in activities to enrich their personal development. The Pastoral Care program is supported by outside presenters and excursions. Course Content Assessment Note Topics covered include Study Skills and Time Management; Mental Wellbeing and Beyond Blue; Charity Research as well as other topics which may present from time to time and which are seen to impact on the students’ lives. Assessment is based around engagement, collaboration and independent skills, but does not attract SACE credits. Nil 50
Stage 1
ENGLISH
20 credits of English at Stage 1 level is a compulsory requirement of SACE.
Code tba Subject overview Course Content Stage 1 ENGLISH Full Year English requires students to identify and analyse the ways ideas and meaning in texts are influenced by purpose, context and audience, and how language, stylistic features and conventions are used to convey ideas and perspectives. Students create oral, written and multimodal texts for particular purposes, contexts and audiences which demonstrate knowledge and understanding of accurate spelling, punctuation, syntax, and conventions. In responding to texts, students explore the human experience and the world through reading and examining a range of texts, including the Australian texts, and making intertextual connections. They demonstrate their understanding through, for example, analytical essays, articles, blogs, websites, documentary, or special features film, or an oral reflection on language and stylistic features chosen to create a text. In creating texts, students create imaginative, interpretive, and/ or persuasive texts for different purposes, contexts and audiences in written, oral and/ or multimodal forms. The text type and mode chosen should be appropriate for the intended purpose, context and audience. Examples include websites, narrative, magazine article, advertisements and digital slide shows. The Intertextual Study allows students to reflect on their understanding of intertextuality by analysing the relationships between texts, understanding intertextual references within texts and connecting texts with their own experiences or beliefs. Areas of study could include two texts by the same author, two of the same text type or texts covering the same topic. Assessment Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Assessment Type 3: Intertextual Study Students provide evidence of their learning through eight tasks with at least two assessments from each assessment type of which at least two are in oral or multi‐modal form, and at least two are in written form. Note Nil Code tba Stage 1 ESSENTIAL ENGLISH Subject overview Course Content Full Year Essential English focuses on the development of students’ skills in communication, comprehension, language and text analysis through responding to and creating texts. In responding to texts, students consider a variety of ways in which texts communicate information, ideas, and perspectives. They explore the structures and features and the context, purpose, and audience of texts. In creating texts, students examine the links between language and the context in which texts are produce, and develop their skills in using appropriate vocabulary, accurate spelling, punctuation and grammar to enable effective communication in a range of contexts. Students are assessed on four main criteria: 
Communication 
Comprehension 
Analysis 
Application The range of texts explored may include websites, films, speeches, community texts, workplace documents, advertisements, magazine articles, film, video games or fiction. Assessment Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Students provide evidence of their learning through 8 tasks with at least two assessments from each assessment type of which at least two are in oral or multi‐modal form, and at least two are in written form. Note Nil 51
Stage 1
1CSD10 Subject overview Course content HEALTH AND PHYSICAL EDUCATION
Stage 1 CHILD STUDIES One semester This course focuses on children’s well‐being and development from birth to eight years old. Students examine developmental areas and milestones. Students will use and develop a variety of research, management and practical skills. Students participate in a practical, which caters for primary school aged children. Play Development: characteristics of play, physical and cognitive milestones. Children’s Television Programs: rights and safety, legislation, responsibilities, developmental milestones. Menu Planning: nutrition, portioning, presentation, costing, dietary requirement and conditions. Investigation: parenting styles, discipline, rights and legislation. Assessment Practical Activity 40% Group Activity 30% Investigation 30% All assessments, excluding the investigation, can be presented in written, oral or multi‐modal form Note There is a compulsory charge of $50.00 associated with the ‘simulated baby’ unit. 1FOH10 Stage 1 FOOD AND HOSPITALITY Subject overview In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry in Australian society. Course content Students develop an understanding of contemporary approaches and issues related to food and hospitality. Students work independently and collaboratively to achieve common goals. They develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation. Students investigate and debate contemporary food and hospitality issues and current management practices. Assessment One semester Assessment is school based. Students demonstrate evidence of their learning through a variety of assessment types including practical activities, group activities and investigations. Note Nil 1HEH10 Stage 1 HEALTH Subject overview Students recognise the various factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living, and caring for themselves and the environment. They develop skills to consider how changing social structures, community values, environmental issues, and new technologies affect the health and wellbeing of individuals and communities. Stage 1 Health provides the opportunity for teachers and schools to develop programs that suit the local needs of students. Course content Core concept 1: Ways of Defining Health 
Definition, indicators and components of health 
Responsibility and maintenance of health 
The social body One semester Core Concept 2: Health Literacy 
Health literacy and cultural diversity Assessment Issues Response 40% Group Activity 30% Investigation 30% All assessments, excluding the investigation, can be presented in written, oral or multi‐modal form. Note There will be a compulsory charge of approx $30.00 associated with practical tasks. 52
1OUE10 Subject overview Stage 1 OUTDOOR EDUCATION (1 & 2) One semester or Full Year Outdoor Education 1 runs in semester 1 and Outdoor Education 2 in semester 2. Both are stand‐alone subjects which can be combined to make a full year course. In Outdoor Education students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students develop skills in risk management and safety management and reflect on environmental practices. Course content Outdoor Education 1: Basic map reading; two one‐day adventure activity excursions; Bushcraft skills and Basic First Aid; Two‐day snorkelling at Victor Harbor; Pre‐camp kayaking skill assessment; Three‐day Coorong kayaking expedition. Outdoor Education 2: Navigation and Orienteering; Fitness program and testing; Orienteering; Bushcraft skills and Basic First Aid; Two‐day surfing at Victor Harbor; Two one‐day Adventure Activity excursions; Pre‐camp skills excursion; Three‐
day bushwalking expedition. Assessment Assessment at Stage 1 level is school‐based. Students demonstrate evidence of their learning and skills through the 3‐day expedition, folio and environmental impact studies. Note There will be various compulsory charges associated with this subject to cover the activities which could total up to $300.00 per semester. 1PHE10 Stage 1 PHYSICAL EDUCATION (1 & 2) Subject overview One semester or Full Year Physical Education 1 runs in semester 1 and Physical Education 2 in semester 2. Both are stand‐alone subjects which can be combined to make a full year course. In Physical Education students should develop a greater insight into the significance of physical activity as it relates to sport, health, fitness and recreation. They develop skills in communication, investigation, and the ability to apply knowledge to practical situations. Course content Physical Education 1: Practical units will come from Badminton, Aquatics, Indoor Soccer and Basketball. Theory units include Skill Acquisition, Factors Affecting Learning, Psychology of Learning and Biomechanics. There will also be an Issues Study. Physical Education 2: Practical units will come from Volleyball, Tennis, Golf, Touch Football and Indoor Cricket. Theory units include Energy Sources for Physical Performance, Training and Evaluation of Physical Performance, Physiological Factors affecting Performance and an Issues Study. Assessment Note Practical units 60% Folio Tasks 30% Exam 10% There will be a compulsory charge of $55.00 associated with the Aquatics unit (Semester 1). 53
Stage 1
1GPY10 Subject overview HUMANITIES AND SOCIAL SCIENCES
Stage 1 GEOGRAPHY One semester The discipline of Geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism, economic development, agriculture and urban planning. Through the study of Geography, students develop an understanding of the spatial interrelationships of people, places and environments. They develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities, challenges and constraints of different locations. Course content Assessment Students study topics within four key themes: Key Theme 1: Location and Distribution Key Theme 2: Natural Environments at Risk Key Theme 3: People, Resources and Development Key Theme 4: Issues for Geographers Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through Skills and Application Tasks, Inquiry, Fieldwork and Investigation. Note Nil 1HSY10 Stage 1 HISTORY Subject overview Course content One semester The study of History gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions, and phenomena students gain an insight into human nature and the ways in which individuals and societies function. Students research and review sources within a framework of inquiry and critical analysis. Skills of historical inquiry and a minimum of two historical studies are covered during the course. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: Folio; Sources Analysis; Investigation. Note Nil 1TOS10 Stage 1 TOURISM Subject overview One semester or Full year In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry,
and the complex economic, social, cultural, and environmental impacts and interactions of tourism
activity. Students also develop an understanding of tourism from the perspectives of host, tourism
operator, and traveller locally, nationally, and globally. They learn that tourism, as the world’s largest
industry, is more than an economic phenomenon. Students’ understanding of the sustainable
management of tourism is central to this subject.
Course content Topics include:
 Investigating the History of Tourism
 Exploring Tourism in the Local Area
 Examining Local Impacts of Tourism
 Preparing for International Travel
 Understanding the Role of Organisations and Government in Tourism
 Examining Tourism and Technological Change
 Appreciating Tourism in Australia
 Investigating Tourism Markets
 Understanding Tourism and Natural Environments
 Tourism Industry Skills
 Negotiated Topic
Assessment For a 10-credit subject, students should provide evidence of their learning through four or five assessments, with at
least one assessment from each assessment type (ie Case Study, Sources Analysis, Practical Activity and
Investigation)
For a 20-credit subject, students should provide evidence of their learning through eight to ten assessments, with at
least one assessment from each assessment type.
Note Recommended for students wishing to undertake Stage 2 Tourism and a related university pathway.
At least one excursion per semester can be expected at a small cost to the student. 54
Stage 1
MATHEMATICS
10 credits of Mathematics at Stage 1 level is a compulsory requirement of SACE.
It is recommended that a full year of Mathematics is undertaken at Stage 1 level
Code tba Stage 1 ESSENTIAL MATHEMATICS (1 & 2) One semester each (Prior to 2016, this subject was known as Mathematical Pathways and Numeracy for Work and Community) Subject overview Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem solving in everyday and workplace contexts. Students apply their mathematics to diverse settings that apply to everyday life beyond school. In Essential Mathematics there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways. This subject is intended for students planning to pursue a career in a range of trades or vocations. Course content 3 topics from the list below are studied in each semester: 
Calculations, Time, and Ratio 
Earning and Spending 
Geometry 
Data in Context 
Measurement 
Investing Assessment Assessment is school based. Students demonstrate evidence of their learning through a variety of assessment types including tests, practical activities, group activities and investigations. Note Nil Code tba Stage 1 GENERAL MATHEMATICS (1 & 2) One semester each (Prior to 2016, this subject was known as Mathematical Applications) Subject overview Course content Assessment Note General Mathematics allows students to use mathematical skills in practical problem solving. The topics cover a diverse range of applications of mathematics that are part of life outside and beyond school. Successful completion of this subject at Stage 2 prepares students for entry to tertiary courses requiring a non‐
specialised background in mathematics. 3 topics per semester are studied from the following: 
Investing and borrowing 
Measurement 
Statistical Investigation 
Applications of Trigonometry 
Linear Functions and their Graphs 
Matrices and Networks. Assessment is school based. Students demonstrate evidence of their learning through a variety of assessment types including tests, practical activities, group activities and investigations. Nil 55
Code tba Stage 1 MATHEMATICAL METHODS (1 & 2) One semester each (Prior to 2016, this subject was known as Mathematics A and B) Subject overview Mathematical Methods uses complex and sophisticated pure mathematics to describe and analyse physical processes and develop a deep understanding of the physical world. Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, space science, and laser physics. Course content Stage 1 Mathematical Methods consists of the following list of six topics: 
Functions and graphs 
Trigonometry 
Counting and Probability 
Statistics 
Growth and Decay 
Introduction to Differential Calculus. Assessment Assessment is school based. Students demonstrate evidence of their learning through a variety of assessment types including tests, practical activities, group activities and investigations. Note Stage 1 Mathematical Methods 1 and 2 (run in semester 1 and 2 semester 2 respectively) are both 10‐credit subjects. Students who wish to undertake Stage 2 Mathematical Methods must study both Mathematical Methods 1 and 2 at Stage 1 level. Code tba Stage 1 SPECIALIST MATHEMATICS (1 & 2) One semester each (Prior to 2016, this subject was known as Mathematics C) Subject overview Course content Assessment Note Specialist Mathematics aims to provide students with the highest level of Mathematical knowledge and skills in preparation for careers in areas such as engineering, computer science, mathematics and science. Students will develop their algebraic and geometric skills, develop proofs and problem‐solve in a variety of contexts. The course content includes: 
Sequences & Series 
Geometry 
Vectors 
Trigonometry 
Matrices 
Complex Numbers Assessment is school based. Students demonstrate evidence of their learning through a variety of assessment types including tests, practical activities, group activities and investigations. 


Stage 1 Specialist Mathematics 1 and 2 (run in semester 1 and 2 semester 2 respectively) are both 10‐
credit subjects. St 1 Specialist Mathematics 1 should be successfully completed before undertaking St 1 Specialist Mathematics 2. Students who wish to undertake Stage 2 Specialist Mathematics must study a full year of Mathematical Methods AND Specialist Mathematics at Stage 1 level. 56
Stage 1
SCIENCES
1AHG10 Stage 1 AGRICULTURE & HORTICULTURE (1 & 2) Subject overview Agriculture 1 runs in Semester 1 and Agriculture 2 in Semester 2. Both are stand‐alone subjects which can be combined to make a full year subject. One semester each Course content The focus is Management of Plant and/or Animal Production, and covers the day to day management and operations of plant and animal production. Students use laboratory, practical and simulation techniques to carry out plant production activities (vineyard, crop and pasture) and to work with animals (sheep and cattle) in safe and ethical ways. Agriculture 1  Sheep handling, anatomy and physiology  Sheep management tasks in line with yearly cycle  Prime lamb production, assessment and marketing  Vine botany, varieties and uses  Vine site selection, growth cycle and vineyard tasks  Vine harvesting and winemaking activities Agriculture 2  Cattle handling, anatomy and physiology  Cattle management tasks in line with yearly cycle  Beef production, assessment and marketing  Show preparation  Plant botany, structure and physiology  Crop/pasture varieties, uses, and production in line with yearly cycle  Crop/pasture harvesting and storage Assessment Assessment is school based. Students demonstrate evidence of their learning through the following assessment types: Investigation Folio (60%) and Skills and Applications Tasks (40%). Note Nil 1BIG10 Stage 1 BIOLOGY (1& 2) Subject overview Course content Biology 1  The Origin of Life  Classification of Living Organisms  Cells One semester each Students investigate the structure and function of a range of living organisms, how they interact with each other, and with their environments. Students conduct research into local ecosystems and participate in debates about how biology impacts on their lives, on society, and on the environment. There is a focus on practical activities, with theory being demonstrated through practical application wherever possible. Students will have the opportunity to carry out surveys of local animal populations, explore habitats in local ecosystems, model cellular process as well as many other activities. Assessment Note Biology 2  Organisms  Genetics  Natural selection and Evolution  Ecosystems Assessment is school based and will involve: 
Investigations Folio 60% (practical investigations and an issues investigation) 
Skills & Applications Tasks 40% (tests) Biology 1 runs in semester 1 and Biology 2 in semester 2. It is strongly recommended Biology 1 is successfully completed before Biology 2 is attempted. 57
1CME10 Stage 1 CHEMISTRY (1 & 2) Subject overview Chemistry involves investigating the properties, uses, methods of production and reactions of materials. It also includes a study of the social and environmental impact of materials and chemical processes. There is a focus on practical activities, with theory being demonstrated through practical application wherever possible. Students have to opportunity to make chemical compounds, create perfume, electro‐plate metal, produce fire‐
proof materials as well as many other activities. Chemistry 2 Chemistry 1  Organic Chemistry  Atomic Structure.  Electrochemistry  Periodic Trends  Chemical Calculations  Chemical Bonding  Environmental Chemistry  Chemical Reactions  Materials
 Acids and Bases Course content One semester each Assessment Note Assessment is school based and will involve: 
Skills & Applications Tasks 40% (tests) Chemistry 1 runs in semester 1 and Chemistry 2 in semester 2. It is strongly recommended Chemistry 1 is successfully completed before Chemistry 2 is attempted. 1NUT10 Stage 1 NUTRITION Subject overview Students of Nutrition are presented with up‐to‐date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. Students explore the links between food, health and diet‐related diseases, with the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous and global concerns and associated issues. They investigate methods of food production and distribution that affect the quantity and quality of food and how these influence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes. Course content Students undertake the study of two or three topics, which may include: 
Macro and Micro Nutrients 
Australian Dietary Guidelines and Nutrition in the Lifecycle Fresh versus Processed Foods 
Contaminated Food 
Psychology of Food Marketing 
Safe Food Handling Assessment is school based and will involve: 
Investigations Folio (practical investigations and an issues investigation) 
Skills & Applications Tasks (tests) Assessment Note One semester Nil 58
1PYS10 Stage 1 PHYSICS (1 & 2) Subject overview Physics offers opportunities for students to understand and appreciate the physical world at its most fundamental level – matter and energy. This gives a powerful insight into the forces that shape our universe and lead to a better understanding of the other sciences such as chemistry and biology. There is a considerable focus on practical activities, with theory being demonstrated through practical application wherever possible. Students will have the opportunity to build bottle rockets, electric motors, electrical circuits as well as many other activities. Physics 2 Physics 1  Magnetism  Motion  Light  Forces  Heat and Kinetic Theory  Energy, Work and Power  Nuclear Physics
 Electricity Course content One semester each Assessment Assessment is school based and will involve: 
Skills & Applications Tasks 40% (tests) Note  Physics 1 runs in semester 1 and Physics 2 in semester 2.  It is strongly recommended Physics 1 is successfully completed before Physics 2 is attempted.  It is highly recommended that a full year of St 1 Physics is successfully completed before attempting Stage 2 Physics. 1PSC10 Stage 1 PSYCHOLOGY (1 & 2) Subject
overview
Course content One semester each Psychology is the study of human behaviour. It addresses the ways that behavioural patterns develop and can change. Students learn that the psychological evidence, theories and principles address four levels of explanation of human behaviour ‐ biological, basic processes, person and socio‐cultural. Studying Psychology enables students to better understand their own behaviours and the behaviours of others, and has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure. Topics will include a selection from the following: 
Introduction to Psychology 
Social behaviour 
Intelligence 
Cognition 
Brain & behaviour 
Human psychological development 
Emotion. Assessment Assessment is school based and will involve: 
Investigations Folio (practical investigations and an issues investigation) 
Skills & Applications Tasks (tests) Note  Psychology 1 runs in semester 1 and Psychology 2 in semester 2. They are run as two independent 10‐unit subjects which can be combined to make a full year (20 units).  It is highly recommended that one semester of St 1 Psychology is successfully completed before attempting Stage 2 Psychology. 59
Stage 2
Subject Descriptors
60
Stage 2
THE ARTS
IMPORTANT NOTE REGARDING STUDENTS APPLYING FOR TERTIARY ENTRY:
Students needing to achieve an ATAR for tertiary entry and wanting to study both Art and Design will need to select one
as a Visual Arts subject and the other as a Creative Arts subject. The art teachers will be able to provide further information
regarding this.
2CVA20 2CVC20 2CVD20 Subject
overview
Course content Stage 2 Creative Arts ‐ ART Stage 2 Creative Arts – CRAFT Stage 2 Creative Arts ‐ DESIGN Full year Full year Full year Students actively participate in the development and presentation of creative arts products.
Focused study of the work of creative arts practitioners provides students with in-depth
knowledge of the nature of their work and their roles and responsibilities within the creative arts.
Students build a personal aesthetic by working in the creative arts and appraising creative arts
products.
Product - Students develop and present two creative arts products. One product may be
experimental and used to prepare for the other product, or the products may be unrelated and
enable students to explore and develop different knowledge, skills, and understanding.
Investigation - Students undertake two investigations to a maximum of 1000 words each if
written, or a maximum of 6 minutes each for an oral presentation, or the equivalent in multimodal
form; or one investigation to a maximum of 2000 words if written or a maximum of 12 minutes for
an oral presentation, or the equivalent in multimodal form.
Assessment Note Practical Skills - Students are required to:

conduct a focused exploration, application, and evaluation of a skill or skills appropriate
to their preferred area of the creative arts

provide documentation of the key phases of the skills exploration and application

present an evaluative response.
This is designed to enable students to further develop, refine, and apply their creative arts skills,
provide samples of these skills, and evaluate the ways in which their skills have developed and
improved.
Students provide evidence of their learning through five assessments, including an external
assessment component.
Assessment weighting of content: Product 50%; Investigation: 20%; Practical Skills 30%
Nil 2VAA20 2VAD20 Stage 2 Visual Arts ‐ ART Stage 2 Visual Arts ‐ DESIGN Subject
overview
In Visual Arts students express ideas through practical work using drawings, sketches,
diagrams, models, prototypes, photographs and/ or audio visual techniques leading to resolved
pieces. Students have opportunities to research, understand and reflect upon visual art works in
their cultural and historical contexts
Course content Full year Full year Folio - Students produce one folio that documents their visual learning, in support of their two
works of art or design. The folio should include visual, practical, written, and/or oral forms of
evidence. Written evidence may include, for example, notes, annotations, analytical reports,
and/or a structured essay.
Practical - All practicals are resolved from visual thinking and learning documented in the folio.
The practical assessment consists of two parts:
art or design practical work
the practitioner’s statement.
Visual Study (Externally assessed) - Students produce one visual study which is an
exploration of, and/or experimentation with, one or more styles, ideas, concepts, media,
materials, methods, techniques, technologies, or processes. Students base their exploration
and/or experimentation on critical analysis of the work of other practitioners, individual research,
and the development of visual thinking and/or technical skills. They present the findings of their
visual study as well as their conclusions, insights, and personal opinions about aesthetics.
Assessment Assessment weighting of content: Folio 40%; Practical 30%; Externally assessed Visual
Study 30%
Note At least one semester of a Stage 1 Art-related subject is recommended. Art is one of the
language-rich subjects. This is a very time-demanding subject requiring consistent effort. Students
must demonstrate initiative, self-motivation and good organisational and time management skills.
61
2DRM20 Subject overview Course Content Stage 2 DRAMA Full year In Drama students participate in the planning, rehearsal, and performance of dramatic work. Drama at Stage 2 is based on the following four areas of study: Group Analysis and Creative Interpretation In this area of study, students work in groups to analyse a play‐
script or the work of a dramatic innovator, and devise creative interpretations of these works in practical and collaborative ways to create Assessment Type 1: Group Presentation. Review and Reflection In this area of study, students expand their knowledge and understanding of drama as a performing art, developing their skills of observation, analysis, and criticism, and their ability to apply arts‐
specific terminology. Interpretive Study This area of study gives students the opportunity to explore in depth a specific play‐script or the work of a dramatic innovator. In doing so, they learn to investigate, analyse, and communicate their interpretation of concepts and ideas about play‐scripts and innovators. Presentation of Dramatic Works students undertake either:  a group performance or a related off‐stage presentation or  an individual performance or presentation. Students are expected to participate in extensive out‐of‐hours rehearsals and performances, and attend theatre performances at an additional cost of around $30 per student. Assessment Assessment Type 1: Group Presentation (20%) Assessment Type 2: Folio (30%) Assessment Type 3: Interpretative Study (20%) Assessment Type 4: External Assessment Performance (30%). Note Prior study of Stage 1 Drama is essential. Students are expected to participate in extensive out‐of‐hours rehearsals and performances. There is a compulsory excursion for this subject at a cost of $30. 62
Stage 2
2MMH20 Subject overview Course Content BUSINESS, ENTERPRISE AND TECHNOLOGY
Stage 2 Material Products – HYBRID POWERED VEHICLES Full year Students have the opportunity to design and critique alternate transport systems and understand the reasons for their development. They have the option of developing their own design solutions or to be part of the school’s Pedal Prix or Gravity Racing projects. Students are required to document and communicate their designs and ideas using a variety of media, and to complete a design project that meets various criteria including function, aesthetics, racing rules and specifications and production requirements. They use a range of manufacturing technologies such as tools, machines, equipment, and/or systems to design and make products with resistant materials. The course includes elements of Design & Energy Management, Welding Principles, Metal Machining & Fabrication, Composite Materials, Electronics, Paint and Surface Preparation, Logistics & Fundraising, and Cycle Training. Assessment Note Attention to documentation is crucial as the Folio is double marked – firstly by the class teacher and secondly by an external assessor appointed by the SACE Board. Assessment components include their Folio and Workshop Journal (20%), Practical work (50%) and a Research Report (30%). A strong pass in St 1 Material Products is strongly advised. While the cost of all basic materials is covered by school fees, should a student choose to use special components or materials in their project these may incur additional expenses. 2MMM20 Stage 2 Material Products – METAL PRODUCTS Subject overview Students use a range of manufacturing technologies such as tools, machines, equipment, and/or systems to design and make products with resistant materials. Students learn to use tools, materials, and systems safely and competently, to explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental, and sustainable consequences. Course Content Assessment Note Full year Students investigate and explore the characteristics and processes relating to the selection of metals and fabrication techniques that can be applied. They produce a group skills task to acquire and practice fabrication skills. During the process the students will apply their critiquing skills to an existing product or need in order to develop a concise design brief. By applying their developing skills and understandings for the group task, and the information from the critiquing task they will be required to develop an individual Design Proposal and take it through to a completed product using appropriate materials, equipment and techniques in a safe, responsible and timely manner. Their completed project is evaluated against the criteria from their design brief and for production quality. Attention to documentation is crucial as the Folio is double marked – firstly by the class teacher and secondly by an external assessor appointed by the SACE Board. Assessment components include their Folio & Workshop Journal (20%), Practical work (50%) and a Research Report (30%). A strong pass in St 1 Material Products is strongly advised. While the cost of all basic materials is covered by school fees, should a student choose to use special components or materials in their project these may incur additional expenses. 63
2MMT20 Stage 2 Material Products – TIMBER PRODUCTS Subject overview Students use a range of manufacturing technologies such as tools, machines, equipment, and/or systems to design and make products with resistant materials. Students learn to use tools, materials, and systems safely and competently, to explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental, and sustainable consequences. Course Content Assessment Note 2CCA20 Subject overview Full year Students investigate and explore the characteristics and processes relating to the selection of appropriate timbers and fabrication techniques that can be applied. They produce a group skills task to acquire and practice fabrication skills. During the process the students will apply their critiquing skills to an existing product or need in order to develop a concise design brief. By applying their developing skills and understandings for the group task, and the information from the critiquing task they will be required to develop an individual Design Proposal and take it through to a completed product using appropriate materials, equipment and techniques in a safe, responsible and timely manner. Their completed project is evaluated against the criteria from their design brief and for production quality. Attention to documentation is crucial as the Folio is double marked – firstly by the class teacher and secondly by an external assessor appointed by the SACE Board. Assessment components include their Folio & Workshop Journal (20%), Practical work (50%) and a Research Report (30%). A strong pass in St 1 Material Products is strongly advised. While the cost of all basic materials is covered by school fees, should a student choose to use special components or materials in their project these may incur additional expenses. Stage 2 Communication Products – COMPUTER AIDED DESIGN Full year Students utilise industry‐standard Computer Aided Design software to create 3 dimensional representations of products and designs. Course Content Students investigate and explore how the technology is used in a professional environment and how the information can be linked with ‘CAM’ manufacturing equipment to produce 2 and 3 dimensional products. Students examine program features and develop technical skills in making their own products that are designed to meet specific outcomes. Assessment Attention to documentation is crucial as the Folio is double marked – firstly by the class teacher and secondly by an external assessor appointed by the SACE Board. Assessment components include their Folio (20%), Practical work (50%) and a Report (30%). Note A strong pass in St 1 CAD is strongly advised, plus a good understanding of computers. 2WPC20 Stage 2 WORKPLACE PRACTICES Subject overview In Workplace Practices students develop knowledge, skills, and understanding of the nature,
type and structure of the workplace. They learn about the relationships between work-related
issues and practices, the changing nature of work, industrial relations influences, and
workplace issues that may be local, national or global, or industry specific.
The subject may include the undertaking of Vocational Education and Training (VET) as
provided under the Australian Qualifications Framework (AQF).
Course Content Assessment Note Full year Students will undertake three topics
 Industrial Relations
 The Changing Nature of Work
 Finding Employment
Internally assessed: Folio (25%), Performance (25%) Reflection (20%).
Externally assessed: Investigation (30%) Work Placement: Students MUST undertake 50– 60 hours of work placement. This can be via
an existing part-time/casual job, through volunteer work, work placement for a VET course,
caring, work experience or a combination of these.
64
Stage 2
CROSS DISCIPLINARY LEARNING
Codes below Stage 2 COMMUNITY STUDIES Subject overview Community Studies provides students with insights into the ways in which communities are
shaped and operate. It offers students the opportunity to learn in a community context, both
within and beyond the school environment. The community provides the framework in which
students develop capabilities that enable them to contribute actively and successfully to
community activities. In interacting with teachers, peers, and community members, students
use their experiences as a means of achieving personal growth and gaining an awareness of
social identity.
Course Content Full year In developing an individual program of learning around his or her interests, knowledge, and skills,
each student prepares a contract of work to undertake a community activity in one of the following
six areas of study:
Code
 Arts and the Community
2AAY20
 Communication and the Community
2CAY20
 Foods and the Community
2FAY20
 Health, Recreation, and the Community
2HAY20
 Science, Technology, and the Community
2SAY20
 Work and the Community.
2WAY20
As part of their program of learning, students may undertake a community activity that applies to
more than one area of study. The area of study chosen should reflect the primary focus or
emphasis of the activity.
Students may undertake more than one Community Studies subject. In each subject they prepare
a contract of work to undertake a community activity. These contracts must be in different areas of
study.
Students undertake specific tasks and activities relating to their community project namely:
 The Contract of Work
 Deciding on the Community Activity
 Preparing for the Community Activity
 Carrying Out the Community Activity
 Getting Feedback from the Community
 Undertaking a Community Presentation
 Reflecting on Learning
 Keeping Evidence of Activities and Learning
Assessment Note 12PC Course Content Assessment Note Internally assessed: Contract of Work 70%
Externally assessed: Reflection 30% Additional costs may be associated with individual student projects.
12 PASTORAL CARE Full year Students work with their homegroup teacher or Mentor each week to track their progress through
year 12 and monitor their study/life balance. The Pastoral Care program is supported by outside
presenters and excursions relevant to the students’ study and post-school opportunities.
Assessment is based around engagement, collaboration and independent skills, but does not
attract SACE credits.
Nil
65
2RPA20 Stage 2 RESEARCH PROJECT A Subject overview St 2 Research Project A is NOT a Tertiary Admission Subject.
One semester Research Project is a compulsory Stage 2 requirement of SACE, and students must achieve a
C-grade or better in this subject to qualify for their SACE.
Course Content The content of Research Project A consists of:
 developing the capabilities
 applying the research framework.
In Research Project A students choose a research question that is based on an area of interest. They
identify one or more capabilities that are relevant to their research.
Students use the research framework as a guide to developing their research and applying
knowledge, skills, and ideas specific to their research question. They choose one or more capabilities;
explore the concept of the capability or capabilities, and how it/they can be developed in the context of
their research.
Students synthesise their key findings to produce a research outcome, which is substantiated by
evidence and examples from the research. They review the knowledge and skills they have
developed, and reflect on the quality of their research outcome.
Assessment School-based Assessment:
Folio (30%) Research Outcome (40%).
External Assessment:
Review (30%) Students can choose to present their Review
in written, oral or multimodal form.
Note 2RPB20 Subject overview Stage 2 RESEARCH PROJECT B One semester Research Project B may contribute to a student’s Australian Tertiary Admissions Rank
(ATAR). Students undertaking St 2 Research Project B MUST present their Evaluation
(the External component of their assessment) in written format.
Research Project is a compulsory Stage 2 requirement of SACE, and students must achieve a
C-grade or better in this subject to qualify for their SACE.
Course Content The content of Research Project B consists of:
 developing the capabilities
 applying the research framework.
In Research Project B students choose a research question that is based on an area of interest. They
identify one or more capabilities that are relevant to their research.
Students use the research framework as a guide to developing their research and applying
knowledge, skills, and ideas specific to their research question. They choose one or more capabilities;
explore the concept of the capability or capabilities, and how it/they can be developed in the context of
their research.
Students synthesise their key findings to produce a research outcome, which is substantiated by
evidence and examples from the research. They review the knowledge and skills they have
developed, and reflect on the quality of their research outcome.
Assessment School-based Assessment:
External Assessment:
Note A modified version of this compulsory St 2 requirement of SACE (St 2 Research Project Modified [code 2RPM20]) is an option available to identified students, through negotiation.
Folio (30%), Research Outcome (40%).
Written Evaluation (30%) 66
Stage 2
ENGLISH
2END20 Stage 2 ENGLISH STUDIES Subject overview Advice to Students: Students should have successfully completed two semesters of SACE
Stage 1 English. Entry to the course is approved through teacher recommendations, and
moderation of samples of work, when necessary.
Full year In English Studies students read a range of extended texts and a number of shorter texts. They
read texts analytically from a range of contexts, including those from the past, contemporary texts,
and those from everyday experience. Students focus on the skills and strategies of critical thinking
needed to interpret texts. Through a shared and individual study of texts, they have opportunities to
exchange and develop ideas, find evidence to support a personal view, and learn to construct logical
and convincing arguments.
Course Content Students undertake a Text Study and a Text Production.
The Text Study comprises:
Shared Studies of two single texts; paired texts; study of poetry and a critical reading study of
short texts.
Individual Study consisting of two parts – a critical essay and a collection of supporting material.
The individual study provides scope for the development of student interest outside the texts
studied as a class. It is undertaken independently.
In the Text Production students compose texts, both written and oral covering a range of text
type. They are given the opportunity to explore a range of forms (e.g. narrative, persuasive,
expository, and descriptive) to enable them to model their own text production.
Assessment School‐based Assessment: Shared Studies 30% Individual Study 20% Text Production 20% External Assessment: Examination 30% Note Nil 2ECS20 Stage 2 ENGLISH COMMUNICATIONS Subject overview Full year Advice to Students: Successful completion of 2 semesters of SACE Stage 1 English is
recommended. Entry to course is approved through teacher recommendations, and
moderation of work samples when necessary.
English Communications focuses on the development of English skills, and in particular the
communication process. Students learn to recognise the conventions of different text types and
contexts. They consider the role of language in communications between individuals, groups
and organisations. By reading, writing, viewing, listening and speaking, and through the use of
information and communication technologies, students develop literacy skills in a broad range
of contexts.
Course Content Students undertake tasks within the following:
1. Text Study
2. Text Production Study
3. Communication Study which consists of two parts:
- Analysis and comparison of ONE of the following categories of communication: Massmedia Communication, Personal Communication, Business Communication, Computermediated Communication, Advertising;
- Completion of a practical application involving the development of a product, reflection on
the process of development, and the findings reached by the student. Students select
ONE of the following applications: Film-making, Interacting, Investigating, Language,
Multimedia web authoring, Oral language, Workplace writing, Writing for publication.
4. A Folio containing both:
- Response to an example of communication - Students write a commentary on an
example of communication, e.g. a short story, novel, poem, or film; or a text used to
communicate an idea or information such as a transcript of a speech, or a letter.
- Text production with writer’s statement - Students compose a piece of written text and a
writer’s statement that outlines their intentions and reflection of the process used to
produce it.
Assessment School‐based Assessment: Text Analysis 30% Communication Study 20% Text Production 20% External Assessment: Folio 30% Note Nil 67
2EPW20 Subject overview Course Content Stage 2 ENGLISH PATHWAYS Full year Stage 2 English Pathways provides the opportunity for students who are following a
Vocational Education Pathway or looking to directly enter the world of work an option to study
English. It follows from the Stage 1 English Pathways subject.
In Stage 2 English Pathways, students read, view, listen, speak, compose, and use
information and communication technologies to reflect on ways in which language is used in
different social and cultural situations. By examining texts created in a range of modes and by
making their own texts, students develop skills that allow them to understand, communicate,
and create meaning. Students learn how to engage with texts and use language skills to
interact and work effectively with other people, and to solve problems.
Students will read and respond to at least two text types. Through reading and responding to
texts, students recognise the influence of language and textual conventions on the ways in
which readers understand and respond to texts and use these to produce their own texts.
Students learn that authors observe various conventions of style, content, vocabulary,
register, and format, and through a Text Production will demonstrate control over the features
and conventions in their own work.
Students will also learn to identify a purpose and context that arises out of their interaction
with a group of people in a vocational, cultural, or social context in a Language Study.
Assessment School‐based Assessment: 70% External Assessment: 30% Note Nil 68
Stage 2
2CSD20 Subject overview Course content Assessment HEALTH & PHYSICAL EDUCATION
Stage 2 CHILD STUDIES Full Year This course focuses on children’s wellbeing and development from birth to eight years old. Students will use and develop a variety of research, management and practical skills. Students complete one placement at a school or early learning center. Gender Inclusivity: influences on gender construction and gender typing and play development. Family Meals: nutrition, cost, portion sizing, planning. Preventing Accidents: common childhood accidents in Australia, writing children’s storybooks, language techniques and illustrations. Food Additives: behavioral and developmental effects, canteen menu planning. Computer Games: obesity, physical activity, motor skill development and milestones. Paddock to Plate: food origins, economic and environmental influences, dietary considerations and nutrition. Investigation/Special Study: students select a contemporary topic of their choice related to the development and well‐being of Australian children. School‐based Assessment: Practical Activity 50% Group Activity 20% External Assessment: 30% All assessments, excluding the external assessment, can be presented in written, oral or multi‐modal form. Note There will be a compulsory charge of approximately $50.00 associated with practical tasks. 2FOH20 Stage 2 FOOD AND HOSPITALITY Subject overview Students focus on the impact of the food and hospitality industry on Australian society and examine the contemporary and changing nature of the industry. Students develop relevant knowledge and skills through the completion of four practical and 2 group tasks, and one major external assessment piece Course content Students will complete four Practical Activities and two Group Activities, which will usually involve developing an Action Plan, undertaking a Practical after which an evaluation will be written. An externally marked 2000 word Investigation will also be undertaken. Assessment Full Year School‐based Assessment: Practical Activity 50% Group Activity 20% External Assessment: 30% Note Students who undertake this subject must understand that it is an academic subject with a considerable, but appropriate work load for Stage 2. This subject is not primarily a practical one, even though there is a practical element. 2OUE20 Stage 2 OUTDOOR EDUCATION Subject overview Full Year Recommended Experience: Stage 1 Outdoor Education is highly recommended and experience in camping, mountain biking and bush walking is desirable. Outdoor Education is the study of the human connection to natural environments through outdoor activities. Students develop their sense of self‐reliance and build relationships with people and natural environments. Through outdoor journeys, students increase their effectiveness as members of a group and develop skills in leadership, self‐management, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety, and minimising environmental impacts for sustainable futures. Course content Practical 4 day bushwalking expedition ‐ 5 day kayaking expedition 3 day solo expedition ‐ Minor units Theory Risk management and planning ‐ Leadership and emergency response River study ‐ Journal Assessment School Assessment: Folio 20% Group Practical 30% Individual Practical 20% External Assessment: 30% Note Students should be aware of the financial, fitness and out‐of‐school hour’s requirements associated with this course. Cost: There will be a compulsory charge of approximately $800.00 plus food associated with excursions/camps. Extra‐curricular: As part of this course students may need to commit a total of 8 days during their vacation periods to complete the off‐site components of this subject. 69
2PHE20 Stage 2 PHYSICAL EDUCATION Subject overview In Physical Education students develop a level of proficiency in three practical units. Course content Practical 
Bowls 
Badminton 
Aquatics Full Year Students demonstrate knowledge and understanding of the concepts of exercise physiology, biomechanics, skill acquisition and psychology of learning. They communicate using appropriate terminology and reflect on principles and issues related to physical performance. Theory 
Exercise physiology 
Skill Acquisition 
Biomechanics Assessment Note School‐based Assessment: Practical Units 50% Folio 20% External Examination: 30% There are two compulsory charges associated with this subj: 
$50.00 for the text book 
$80.00 for the Aquatics unit. 70
Stage 2
2GPY20 Subject overview HUMANITIES AND SOCIAL SCIENCES
Stage 2 GEOGRAPHY Full Year The discipline of geography deals with environmental phenomena and human activities as diverse as natural hazards, landforms, tourism, economic development, agriculture, and urban planning. Through the study of Geography, students develop an understanding of the spatial interrelationships of people, places, and environments. They develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities, challenges, and constraints of different locations. Students will develop and use a range of Geographical Skills to enable them to investigate environmental and social issues encouraging them to develop positive environmental ethics and become active citizens. Course content The Core Topic of Population, Resources and Development introduces students to the processes involved in population change. Through it, students become aware of the impacts of population and consumption on the environment. Water is used as a case study. Students will study two of the following optional topics: Topic 1: Urbanisation Topic 7: Climate Change Topic 2: Rural Places Topic 8: Soils Topic 3: Tourism Topic 9: Environmental Hazards Topic 4: Sources and use of energy Topic 10: Globalisation Topic 5: Coasts Topic 11: Drylands Topic 6: Biodiversity Topic 12: Negotiated Topic Assessment School‐based Assessment: Fieldwork 25% Inquiry 20% Folio 25% External Examination: 30% Note Nil 2MOH20 Stage 2 MODERN HISTORY Subject overview Course content Full Year In the study of stage 2 Modern History, students will acquire knowledge and understanding of how men, women, and children lived, acted, and died in different parts of the world since c 1500. Students research and review sources within a framework of inquiry and critical analysis. 


Thematic Study of the February and October Russian Revolutions. A Depth Study focusing on the Great Depression, the Rise of Hitler and World War II. A Major Essay developed from any of the above topics or another area of student interest relevant to modern history since c1500. Assessment School‐based Assessment: Folio 50% Essay 20% External Examination: 30% Note Nil 2SOR20 Stage 2 SOCIETY AND CULTURE Subject overview Full Year Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic, and cultural factors. They investigate the ways in which people function in groups and communicate within and across cultural groups. Course content Students choose one topic from each of the following 3 groups: Group 1 Topics: Culture Cultural Diversity; Youth Culture; Work and Leisure or The Material World Group 2 Topics: Contemporary Challenges Social Ethics; Contemporary Contexts of Aboriginal and Torres Strait Islander Peoples; Technological Revolutions or People and the Environment Group 3 Topics: Global Issues Globalisation; A Question of Rights or People and Power Students also undertake an investigation on a negotiated topic. Assessment School‐based Assessment: Folio 50% Essay 20% External Examination: 30% Note University pathway subject, ideal for students who are looking to broaden their general understanding of the world around them and gain deeper insight into societies and cultures. Completion of Stage 1 Geography, History or Tourism useful but not compulsory. 71
2TOS20 Subject overview Course content Assessment Note Stage 2 TOURISM Full year In Tourism, students develop an understanding of the nature of tourists, tourism, and the tourism industry, and the complex economic, social, cultural, and environmental impacts and interactions of tourism activity. Students also develop an understanding of tourism from the perspectives of host, tourism operator, and traveller locally, nationally, and globally. They learn that tourism, as the world’s largest industry, is more than an economic phenomenon. Tourism has an impact, directly and indirectly, on many aspects of people’s lives and on the environment. Students’ understanding of the sustainable management of tourism is central to this subject. Topics include: Applications of Technology in Tourism ‐ The Economics of Tourism Establishing a Tourism Venture ‐ Indigenous People and Tourism ‐ Management of Local Area Tourism ‐ The Impacts of Tourism ‐ Marketing Tourism ‐ Special Interest Tourism ‐ Responsible Travel ‐ Tourism Industry Skills ‐ The Role of Governments and Organisations in Tourism ‐ Negotiated Topic School Assessment  Folio (20%)  Practical Activity (25%)  Investigation (25%) External Assessment  Examination (30%). Ideal for students who are looking to broaden their general understanding of the world around them as well as those looking at entering a tourism‐related career or university pathway. Completion of Stage 1 Tourism useful but not compulsory. At least one excursion per semester can be expected at a small cost to the student. 72
Stage 2
MATHEMATICS
2MCN20 Stage 2 MATHEMATICAL APPLICATIONS Subject overview The course is designed for students who have shown competence in Stage 1 Mathematics A, B & C or Stage 1 Mathematical Applications. Full Year (From 2017 this subject changes to become St 2 General Mathematics) Course Content Assessment Stage 2 Mathematical Applications enables students to understand mathematics in contemporary situations. It gives relevance and meaning to their world and the world of enterprise. Students learn mathematical processes associated with investigating, modelling and solving problems drawn from real or realistic contexts. Technology is an important tool throughout the course. Content is flexible and can reflect student interests. Topics covered include: 
Measurement 
Geometry 
Investments 
Mortgages 
Business records 
Statistics 
Use of tables 
Insurance 
Stocks and shares School‐based Assessment: Skills & Application Tasks 45% Folio 25% External Assessment: 30% Note Nil 2MPW20 Stage 2 MATHEMATICAL PATHWAYS Full Year (From 2017 this subject changes to become St 2 Essential Mathematics) Subject overview Course Content Assessment Note The course is designed for students who have shown competence in Stage 1 Mathematical Applications or Stage 1 Maths Pathways. Students gain the knowledge, skills, and understanding required to apply mathematics in different contexts, and to participate in a wide variety of problem‐solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem‐solving, with the goal of communicating to others the relationships observed and the problems solved. Content is flexible and based on student interests but could include: 
Loans 
Investments 
Small business mathematics 
Geometry 
Measurement 
Statistics 
Networks School‐based Assessment: Skills & Application Tasks 45% Folio 25% External Assessment: 30% Nil 73
2MDS20 Stage 2 MATHEMATICAL STUDIES Full Year (From 2017 this subject changes to become St 2 Mathematical Methods) Subject overview Course Content Assessment This course is designed for students who have competence in Stage 1 Maths A, B and/or C (from 2016 this is St 1 Mathematical Methods). Through the study of Mathematical Studies students explore, describe and explain aspects of the world around them in a mathematical way. Students understand fundamental concepts, demonstrate mathematical skills, and apply routine mathematical procedures, making informed and critical use of electronic technology. Mathematical Studies provides students with the tools to explore, describe and explain aspects of the world around them in a mathematical way. Topics include: 
Differential Calculus 
Matrices 
Determinants and Systems of Equations 
Exponential and Logarithmic functions 
Calculus Applications 
Statistics School‐based Assessment: Skills & Application Tasks 45% Folio 25% External Assessment: 30% Note Nil 2MSC20 Stage 2 SPECIALIST MATHEMATICS Subject overview Students must have successfully completed Stage 1 Mathematics A, B and C (from 2017 these subjects are Stage 1 Mathematical Methods and Specialist Mathematics). Course Content This course should be undertaken by students who have an interest in mathematical ideas and their applications to a broad range of endeavours important to a modern, dynamic society. These would include the fields of engineering, physics, optimisation of industrial processes, finance and commerce and other related areas where the application of mathematics is important. Successful completion of this subject can lead to tertiary studies at university in engineering, physics, optimisation of industrial processes, finance and commerce. Topics include: 
Trigonometry 
Polynomials and Complex Numbers 
Vectors 
Geometry Calculus 

Differential Equations Assessment Note School‐based Assessment: 70% (Investigations Folio and tests) External Assessment: 30% Nil 74
Full Year Stage 2
2AHD20 Subject overview Course Content Assessment Stage 2 AGRICULTURE & HORTICULTURAL STUDIES Full Year The study of Agriculture and Horticulture provides students with the opportunity to develop skills in investigation design, practical techniques, communication, analysis and evaluation of information, and to obtain knowledge and understanding relevant to primary industries. Students investigate issues related to animal and plant production which are determined by seasonal activities. Content is flexible and will be taken from the following topics: 
Agricultural and Horticultural Principles 
Agricultural and Horticultural Management 
Agricultural and Horticultural Enterprise 
Agricultural and Horticultural Applied Technologies 
Agricultural and Horticultural Studies School‐based Assessment: Practical Skills 40% Skills and Applications Tasks 30% External Assessment: 30% Note Nil 2BIG20 Stage 2 BIOLOGY Subject overview SCIENCES
Full Year The 21st Century is widely regarded as ‘The Century of Biology’, with many major breakthroughs in disease treatment and genetics expected in the coming years. Biology offers opportunities for students to understand and appreciate the natural world and humanity’s place in it. Students gain a better knowledge and understanding of the living world, from the macromolecular to the global level. Students apply knowledge to solve problems and develop investigation and communication skills through practical and other learning activities. They gather evidence from experiments and research new knowledge through their own investigations. Successful completion of this subject can lead to tertiary studies in Zoology, Nutrition, Botany, Molecular Biology, Environmental Studies, Agriculture, Park Ranging, Nursing, Environmental Management, Medicine, Medical Research, Forensic Science, Forestry, Microbiology. Course Content Coursework is arranged around the following four topics:  Macromolecules  Cells  Organisms  Ecosystems Assessment School‐based Assessment ‐ 70% 
Practical investigations and an issue investigation 40% 
Skills and Applications Tests 30% External Examination ‐ 30% 
End‐of‐year exam Note It is recommended that a full year of Stage 1 Biology has been successfully completed prior to undertaking this subject. 75
2CME20 Stage 2 CHEMISTRY Subject overview Stage 2 Chemistry is organised so that each intended learning outcome is related to one of five key chemical topics or concepts: Elemental and Environmental Chemistry; Analytical Techniques; Using and Controlling Reactions; Organic and Biological Chemistry; Materials. Through the study of these key ideas and concepts students develop their Chemistry investigation skills. Full Year Successful completion of this subject leads to tertiary studies in chemistry and related career pathways including pharmacy, medical research, forensics, chemical engineering, environmental science, biomedicine, nanotechnology, mining, aerospace engineering. Course Content Assessment Topics include: 
Elemental and Environmental Chemistry 
Analytical Techniques 
Using and Controlling Reactions 
Organic and Biological Chemistry 
Materials School‐based Assessment ‐ 70% 
Practical investigations and an issue investigation 40% 
End‐of‐year exam Note 2NUT20 Subject overview Course Content It is recommended that a full year of Stage 1 Chemistry has been successfully completed prior undertaking this subject. Stage 2 NUTRITION Full Year Students of Nutrition investigate and learn about current scientific information on the role of nutrients in the body as well as social, cultural, and environmental issues in nutrition. The study of theoretical concepts is supported by practical activities. Students explore the links between food, health, and diet‐related diseases and examine strategies to promote good health. Environmental and global issues related to nutrition are also considered. Students are required to respond to texts, perform mathematical calculations (eg percentages), undertake scientific analysis of practical experiments, and analyse and interpret data. Assessment School‐based Assessment ‐ 70% 
Investigations Folio 40% 
End‐of‐year exam Note Nil 2PSC20 Stage 2 PSYCHOLOGY Subject overview The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure. Topics include: 
Introduction to Psychology 
Learning 
Personality 
Healthy Minds 
Social Cognition 
Psychology of Altered States of Awareness School‐based Assessment ‐ 70% 
Investigations Folio 30% 
Skills and Applications Tests 40% Course Content Assessment Full Year External Examination ‐ 30% 
End‐of‐year exam Note Recommendation: One semester of St 1 Psychology be successfully completed prior to attempting Stage 2 Psychology. 76
2PYS20 Subject overview Stage 2 PHYSICS Full Year Physics offers opportunities for students to understand and appreciate the natural world at its most fundamental level; how matter and energy shape the universe around us. As well as applying knowledge to solve problems, students develop experimental, investigation and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations. Successful completion of this subject can lead to tertiary studies in physics and related career pathways including Engineering, Aeronautics, Atmospheric Science, Bio‐Physicists, Civil Engineers, Computer Scientists, Cosmologists, Electrical Engineering, Environmental Engineering, Geochemists, Geologists and Medicine. Course Content Assessment Content includes:  Motion in Two Dimensions  Electricity and Magnetism  Light  Nuclear Physics School‐based Assessment ‐ 70% 
Practical Investigations and an Issues Investigation 40% 
End‐of‐year exam Note Nil 77
VET - Vocational Education and Training
Vocational Education and Training (VET) is education and training that gives students skills and knowledge for work. VET operates through a national training system, and is delivered, assessed and certified by Registered Training Organisations. The recognition arrangements for VET in the SACE enable students to include more vocational education and training (VET) in their SACE studies. Students can gain recognition for up to 180 SACE credits at Stage 1 and/or Stage 2 for successfully completed VET. These recognition arrangements help students to build coherent pathways in the SACE through VET, and encourage students to complete, or make significant progress towards completing, VET qualifications while completing the SACE. Southern Adelaide & Fleurieu Trade School The Southern Adelaide & Fleurieu Trade School (SAFTS) is a consortium of schools in the Southern Adelaide, Fleurieu Peninsula and Kangaroo Island regions of the Department for Education and Child Development in the south of Adelaide. Students access a range of vocational courses across the region hosted by local schools working with the local community and industry. At the same time, young people will be able to achieve their South Australian Certificate of Education (SACE) while learning skills and working toward industry‐accredited qualifications. They will be better prepared to take on apprenticeships and skilled jobs in areas that include the areas we have identified skill shortages in ‐ Health and Education; Agribusiness and Environmental; Advanced Manufacturing and Automotive; Construction; and Food, Wine and Tourism. ‘School to Work’ Apprenticeship Brokers help connect students with local industry and employers. The Apprenticeship Brokers also make sure that contracts of training for young people are fair and reasonable for everyone involved. Trade School students can do an apprenticeship or training while still at school, spending their week days involved in a combination of school, working at a business and skills training at a TAFE or other training provider. The Southern Adelaide and Fleurieu Trade School partners with TAFE and other RTO’s to provide nationally accredited and industry recognised courses. For more information about the Southern Adelaide and Fleurieu Trade School contact the VET Coordinator. Stage 1 and 2 All VET qualifications or units of competency that make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion requirements of the SACE. The SACE Board determines the SACE stage at which qualifications will be granted recognition in the SACE. For details of how specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2, refer to the VET Recognition Register. Students can use a maximum of two qualifications at Certificate I level to gain credits towards the completion of the SACE. There is no limit to the number of qualifications at Certificate II level or higher that students can use to gain credits towards the completion of the SACE. Credits Students can gain SACE credits for the successful completion of VET qualifications or units of competency that make up a qualification. A student will earn 10 SACE credits for the successful completion of 70 nominal hours of VET, up to the maximum number of credits allocated to each qualification. A student will earn 5 SACE credits for the successful completion of 35 nominal hours of VET. The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each qualification. Recognition Register All VET qualifications or units of competency listed on training.gov.au website can contribute to a student's completion of the SACE. The SACE Board assigns to each of these qualifications a SACE level (Stage 1 and/or Stage 2) at which SACE credits will be earned for SACE purposes. The VET Recognition Register is published by the SACE Board and is derived from the VET qualifications listed on the training.gov.au website. The register lists qualifications that are most commonly undertaken by students and have been recommended for delivery by key stakeholders. The VET Recognition Register shows, for each qualification, the maximum and minimum number of SACE credits that students can earn by completing the qualification. SACE stage(s) at which SACE credits earned for the qualification will be recognised for SACE purposes. Application Process Students interested in undertaking VET courses, either on‐site, through SAFT’s or other training providers will need to complete an application form during the school course counselling process. Costs will apply to VET courses. 78
VET COURSES OFFERED AT EASTERN FLEURIEU SCHOOL
Certificate I in Automotive Vocational Preparation - (AUR10112)
Subject code: 1VAU
Training Provider / Location: Eastern Fleurieu School, 11 Callington Road, Strathalbyn.
Industry Partners: Gilbert Motors, Strathalbyn
Format:
Work Placement:
Fee:
SACE Level:
SACE Credits:
Max class size:
Wednesdays 9.00 am to 2.30 pm for a full year (commencing Week 2, Term 1, 2015)
20 additional days
$200.00
Stage 1
Credits gained will depend on electives completed
15 students
Selection Criteria / Student Requirements: Competent numeracy and literacy skills. Overalls, Steel capped boots
and safety glasses.
Course Content
Students will undertake vocational competencies enabling them to pursue a pathway in the automotive industry. Due
to training package qualification changes, units of competency are still to be negotiated with TAFE
Assessment: Assessment is conducted with theory and practical assessment tasks. A workplace assessment will
also take place during the industry placement.
Students will be required to perform at least 20 days structured work placement in industry workshops (4 x 5 day
placements), during which time the industry based assessment will take place.
Advice to Students: Students should be seriously considering a future career in the field of automotive or
mechanical repair.
79
Certificate II in Agriculture (AHC20110)
Subject code:
1VAG
Training Provider / Location: Eastern Fleurieu School, 11 Callington Road, Strathalbyn.
Format:
Work Placement:
Fee:
SACE Level:
SACE Credits:
Max class size:
Duration:
Wednesdays 9.00 am to 2.55 pm for a full year (commencing Week 2, Term 1, 2016)
10 additional days
$200.00 (2 excursions and materials)
Stage 1
60
15 students
Over 2 years
Course Content
This qualification provides an entry level occupational outcome in Agriculture. The qualification enables individuals to
select a livestock production or cropping context as a job focus or both, in the case of mixed farming enterprises.
Compulsory work placement must be completed and signed off by the property owner/manager.
Prospective Job Pathways
Job roles and titles vary across different industry sectors but include:
 Assistant animal attendant / stockperson
 Assistant Farmhand or Stationhand
 Assistant Farmworker or Stationworker
 Assistant Farm or Stationer Labourer
Core Competencies
National Code
AHCOHS201A
AHCWRK209A
Competency Name
Participate in OHS processes
Participate in environmentally sustainable work practices
Elective Units
National Code
Competency Name
AHCLSK204A
AHCLSK205A
AHCLSK206A
Carry out regular livestock observation
Handle livestock using basic techniques
AHCLSK210A
Muster and move livestock
AHCLSK211A
AHCWRK207A
Provide feed for livestock
AHCMOM203A
Operate basic machinery and equipment
AHCCHM201A
AHCPMG201A
Apply chemicals under supervision
AHCWRK201A
AHCLSK202A
AHCNSY201A
Observe and report on weather
Care for health and welfare of livestock
Pot up plants
Identify and mark livestock
Collect and record production data
Treat weeds
AHCNSY203A
Undertake propagation activities
AHCPMG202A
Treat plant pests, diseases and disorders
AHCSOL201A
Determine basic properties of soil and/or growing media
Assessment: Assessment is conducted with a variety of theory and practical tasks. A workplace assessment will
also take place during the industry placement.
The 10 day structured work placement will enable the assessment of several units in a real world situation.
80
Certificate II in Hospitality (SIT20312)
Format:
Work Placement:
Fee:
SACE Level:
SACE Credits:
Subject code:
1VHO
On a subject line over 2 years
10 days – can be undertaken in EFS 7-12 Campus canteen
$300.00
Stage 1
Credits will depend on elective stream completed
Course Content
This course enables students to gain the practical skills and knowledge in hospitality (kitchen operations) OR
hospitality (front of house)
Core Competencies
National Code
Competency Name
BSBWOR203B SITHCCC101 SITHCCC201 SITHCCC207 SITHKOP101 SITXFSA101 SITXINV202 SITXWHS101 Work effectively with others Use food preparation equipment Produce dishes using basic methods of cookery Use cookery skills effectively Clean kitchen premises and equipment Use hygienic practices for food safety Maintain the quality of perishable items Participate in safe food practices Elective Competencies – BACK OF HOUSE stream
National Code
Competency Name
SITHCCC202 SITHCCC203 SITHCCC204 SITHCCC103 SITHCCC206 SITHCCC202 Produce appetisers and salads Produce stocks, sauces and soups Produce vegetable, fruit, egg and farinaceous dishes Prepare sandwiches Rethermalise chilled and frozen foods Produce appetisers and salads Elective Competencies – FRONT OF HOUSE stream
National Code
Competency Name
SITHFAB203 SITHFAB204 SITHFAB206 SITHIND201 BSBCMM201A Prepare and serve non‐alcoholic beverages Prepare and serve espresso coffee Serve food and beverage Source and use information on the hospitality industry Communicate in the workplace Assessment: Assessment will be conducted with a variety of theory and practical tasks as well as on-the-job.
Advice to students: Students must wear enclosed shoes.
81
Certificate II in Equine Studies (22246VIC)
Format:
Work Placement:
Fee:
SACE Level:
SACE Credits:
Max class size:
Subject code:
1VEQ
Wednesdays (9am – 2.55pm) over 2 year course. Note: Highly experienced riders may
complete the course in a reduced timeframe.
10 additional days
$500.00 (for 2 year course)
Stage 1
will depend on the electives undertaken
15 students
Course Content
This course will enable students to gain skills and practical knowledge for undertaking future work in the different
sectors of the equine industry, or for applying the knowledge and skills to their own horse and riding interests.
Core Competencies
National Code AHCHBR203A AHCWRK204A HLTFA211A SISOEQO201A VU21401 VU21402 VU21403 VU21404 VU21405 VU21406 Competency Name Provide daily care for horses Work effectively in the industry Provide basic emergency life support Handle horses Work safely in an equine organisation Implement horse health and welfare practices Implement and monitor a horse feeding program Relate equine form and function Equine anatomy Equine physiology Elective Competencies – 2 to be undertaken
National Code SISOQO202A HLTFA311A VU21407 VU21409 VU21412 Competency Name Demonstrate basic horse riding skills Apply first aid Demonstrate basic horse riding or driving skills Assist in the preparation of a horse for an event Care for pregnant mares and foals Assessment: Assessment is conducted with a variety of theory and practical tasks as well as on-the-job.
Advice to students: Students will need to ensure they have jodhpurs, riding boos, body protector and a riding hat
compliant to Australian standards. A polo shirt may be obtained at an additional cost. Access to a horse is desirable,
but not essential.
82
Cert III Allied Health Assistance (HLT32412)
Subject code:
2VAH
Training Provider / Location: Eastern Fleurieu School & TAFESA, 11 Callington Road, Strathalbyn.
Format:
Work Placement:
Fee:
SACE Level:
SACE Credits:
Max class size:
2 year course. Wednesdays 9.00 am to 2.55 pm
Note: Second year format (2017) yet to be finalised
100 hours structured work placement.
$300.00 (full course + criminal history check, first aid, logbook & uniform top)
Stage 2
TBA
15 students
Selection Criteria / Student Requirements: Students must be in Yr 11 or 12. Students will need to attend and interview
with the trainer.
Course Content
If you like working and communicating with others, care about how people are treated in relation to medical intervention,
then a career in Allied Health may be a career pathway for you. By completing this qualification over two years you will
leave school with qualifications enabling you to begin working within the health industry.
The course will introduce students to multi-skilled work roles in the health industry.
Units to be delivered in 2016 are still being negotiated with TAFESA. However over the course of studies
students will undertake the following units:
Cert III Allied Health Assistance (HLT32412)
Core Competencies
National Code
HLTHIR301C
BSBFLM303C
Competency Name
Communicate and work effectively in health
Contribute to effective work place relationships
HLTWHS200A
Participate in WHS processes
Nominal Hours
20
40
20
HLTCSD201D
Maintain high standard of client service
30
BSBINM301A
Organise workplace information
30
BSBMED301B
Interpret and apply medical terminology appropriately
60
School Theory and TAFESA Practical Delivery and Assessment
HLTCSD305D
Assist with client movement
20
HLTAP301B
Recognise healthy body systems in a health care context
70
Elective Units
National Code
Competency Name
HLTHIR403C
Work effectively with culturally diverse clients and co-workers
Nominal Hours
20
HLTHSE20D
Follow safe manual handling practices
20
School Theory and TAFESA Practical Delivery and Assessment
HLTCSD208D
Transport clients
20
83
COMMUNITY LEARNING
The SACE Board continues to recognise learning that happens in a range of settings outside the school
environment. SACE students can gain recognition for community learning in two ways:

Community-developed Programs through a current award or certificate of a community-developed
program, such as those offered by the Royal Life Saving Society or the Duke of Edinburgh’s Award.

Self-directed Community Learning such as taking care of a family member, supporting a refugee
family, participating in an exchange student program, or volunteering for a community project. To gain
recognition for this kind of community learning, students need to show evidence about what they have
learnt.
Self Directed Community Learning
Self-directed Community Learning may be gained through learning experiences that do not follow a formal,
accredited curriculum. Individual students may participate in a range of programs or sets of activities that are not
formally accredited.
Examples of this type of learning include:

Acting as the carer for an elderly or invalid person

Creating media productions (e.g. films, websites) outside school

Officiating at a series of sporting events

Performing in sport at an élite level

Planning and coordinating community or recreational events

Taking a leadership role in community land-care or conservation groups

Taking a leadership role in community theatrical productions

Taking a leadership role in volunteer organisations

Taking a leadership role in the workplace

Teaching others specialised skills (e.g. dance).
Students need to plan ahead if the wish to have their self-directed community learning considered for recognition
as part of their SACE. Goals and targets need to be set, so an assessment can be made regaining the attainment
of these goals. The student will be required to negotiate with the SACE Co-ordinator and complete an application
form, as well as attend an interview. Students who are applying for credits at Stage 1 may be interviewed by a
school-based assessor; however, schools may request a SACE Board assessor to undertake the interview. At
the interview the student provides evidence of his or her learning to a Community Learning assessor(s). The
Community Learning assessor(s) will make notes, record the interview electronically, and make a written record of
evidence.
Students who are applying for Stage 2 units, or combinations of credits at Stage 1 and units at Stage 2, will be
interviewed by both a Board-trained school-based assessor and a SACE Board assessor.
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INDEX of SUBJECTS
Year 7 7 7 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 Code 7DTE 7ENG 7FTX 7GPY 7HSY 7HPE 7INT 7IND & 7SPA 7MTH 7PC 7PAR 7SCI 7VAR 8DTE 8ENG 8FTX 8GPY 8HSY 8HPE 8INT 8IND & 8SPA 8MTH 8PC 8ART 8DAE 8DRA 8MUS 8SCI 9AGR1 9AGR2 9ART 9CAD 9CRA 9DES 9DRA 9ENG 9FTXA 9FTXB 9GPY 9HSY 9PEB or 9PEG 9HPI 9HPS 9INT 9IND or 9SPA 9MTH 9MTE 9MME 9MUS Subject Design and Technology English Food and Textiles HaSS ‐ Geography HaSS ‐ History Health and Physical Education Integrated Study Project ‐ Biographical Study Languages – Indonesian and Spanish Mathematics Pastoral Care Performing Arts Science Visual Art Design and Technology English Food and Textiles HaSS ‐ Geography HaSS ‐ History Health and Physical Education Integrated Study Project ‐ Formal Presentation Languages – Indonesian and Spanish Mathematics Pastoral Care Performing & Visual Arts ‐ Art Performing & Visual Arts ‐ Dance Performing & Visual Arts ‐ Drama Performing & Visual Arts ‐ Music Science Agriculture & Horticulture 1 Agriculture & Horticulture 2 Art Computer Aided Design Craft Design Drama English Food and Textiles A Food and Textiles B HaSS ‐ Geography HaSS ‐ History Health & PE (Compulsory unit – gender specific) Health & PE – Advanced Introduction (Elective unit – Option 1) Health & PE – Sport & Recreation (Elective unit – Option 2) Integrated Study Project ‐ Inquiry Project Languages – Indonesian or Spanish Mathematics Metal Technology Multimedia Music 85
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Year Code 9 9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 St1 10 10 10 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 9TRJ 9SCI 9WTE 0AGR1 0AGR2 0ART 0CAD 0CRA 0DES 0DTM 0DRA 0ENG 0GPY 0HSY 0HPA 0HPS 0HPB 0HPF 0HEF 0HEH 0HPV 0INT 0MTH 0MEN 0MUS 0PC 0PLP10 0PTE 0SCI 0TEN 1AHG10 1BIG10 1CME10 1CSD10 1CVAC10 1CVAD10
1CVAM10
1CCP10 1DRM10 tba tba tba 1FOH10 1GPY10 tba 1HEH10 1HSY10 1MMW10 1MMM10 1MMH10 tba tba tba tbc 1MUE10 Subject Page Pastoral Care – The Rite Journey Science Wood Technology Agriculture 1 Agriculture 2 Art Computer Aided Design Craft Design Digital Technologies ‐ Multimedia Drama English HaSS – Geography HaSS ‐ History Health & PE – Advanced A (Core option 1) Health & PE – Sport & Recreation (Core option 2) Health & PE – Advanced B (Elective unit) Health & PE – Fit To Lead (Elective unit) Home Economics – Fashion Home Economics – Hospitality Practices Hybrid / Human Powered Vehicles Integrated Study Project – Mock Interviews Mathematics Metal Engineering Music Pastoral Care Personal Learning Plan Power Technology Science Timber Engineering Agriculture and Horticulture 1 & 2 Biology 1 & 2 Chemistry 1 & 2 Child Studies Creative Arts – Craft 1 & 2 Creative Arts – Digital Imaging (Photography) Creative Arts ‐ Multimedia Communication Products – Computer Aided Design 1 & 2 Drama English Essential English Essential Mathematics 1 & 2 Food and Hospitality Geography General Mathematics 1 & 2 Health History Material Products – Wood Technology 1 & 2 Material Products – Metal Technology 1 & 2 Material Products – Hybrid Vehicle Engineering 1 & 2 Maths Essential Mathematics 1 & 2 Maths General Mathematics 1 & 2 Maths Specialist Mathematics 1 & 2 Mathematical Methods 1 & 2 Music Experience 22
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Yr
St 1 St 1 St 1 11 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 1 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 12 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 St 2 VET VET VET VET VET Code
1MUV10 1NUT10 1OUE10 11PC 1PLP10 1PHE10 1PYS10 1PSC10 tba 1TOS10 1VAA10 1VAD10 1WPS10 2AHD20 2BIG20 2CME20 2CSD20 2CCA20 Refer subject details
2CVA20 2CVC20
2CVD20
2DRM20 2ECS20 2EPW20 2END20 2FOH20 2GPY20 2MMT20 2MMM20 2MMH20 2MCN20 2MPW20 2MDS20 2MSC20 2MOH20 2NUT20 2OUE20 12PC 2PHE20 2PYS20 2PSC20 2RPA10 2RPB10 2SOR20 2MDS20 2TOS20 2VAA20 2VAD20 2WPC20 1VAU 1VAG 1VEQ 1VHO 2VAH Subject
Music Advanced Nutrition Outdoor Education 1 & 2 Pastoral Care Personal Learning Program Physical Education 1 & 2 Physics 1 & 2
Psychology 1 & 2 Specialist Mathematics 1 & 2 Tourism Visual Arts – Art 1 & 2 Visual Arts – Design 1 & 2 Workplace Practices Agricultural and Horticultural Studies Biology Chemistry Child Studies Communication Products – Computer Aided Design Community Studies Creative Arts – Art Creative Arts – Craft Creative Arts – Design Drama English Communications English Pathways English Studies Food and Hospitality Geography Material Products – Timber Products Material Products – Metal Products Material Products – Hybrid Vehicle Engineering Mathematical Applications Mathematics Pathways Mathematics – Specialist Mathematical Studies Modern History Nutrition Outdoor Education Pastoral Care Physical Education Physics Psychology Research Project A Research Project B Society and Culture Specialist Mathematics Tourism Visual Arts – Art Visual Arts ‐ Design Workplace Practices Cert 1 in Automotive Vocational Preparation Cert 2 in Agriculture Cert 2 in Equine Studies Cert 2 in Hospitality Cert 3 Health Services Assistance 87
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CURRICULUM HANDBOOK
www.easternfleurieu.sa.edu.au
F 61 8 8536 3747
E [email protected]
R – 6 Campus Ashbourne
14 Ashbourne Rd
Ashbourne SA 5157
7 – 12 Campus Strathalbyn
11 Callington Rd
Strathalbyn SA 5255
T (08) 8536 6135
T (08) 8536 2455
R – 6 Campus Langhorne Creek
Wellington Rd
Langhorne Creek SA 5255
T (08) 8537 3145
R – 6 Campus Milang
Cnr Coxe & Rivers Streets
Milang SA 5256
T
Enquiries are welcomed, and can be made by
contacting any of the school’s campuses.
Appointments with the Principal or Deputy Principal
should be made through the 7 – 12 Campus.
(08) 8537 0223
R – 6 Campus Strathalbyn
34 East Tce
Strathalbyn SA 5255
T (08) 8536 2344
Department for Education and Child Development T/A South Australian Government Schools CRICOS Provider Number 00018A
© Eastern Fleurieu School 2015

curriculum handbook - Eastern Fleurieu School

Transcription

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