2018 course subject booklet - para hills high school ...with caregivers,) should complete, the...

Introduction 2English as a Language or Dialect 2SACE 3SACE Stage 1 Subjects 4SACE Stage 2 Subjects 4Career and Further Study Information 5Learning Area Flow Charts 6

ArtsArt 11Dance 11Design 11Drama 11Music 11Design and TechnologyCAD 11Construction Technology (Wood/Metal/Electrotech) 11Digital Technology 12Food Technology 12EnglishEnglish 13English as a Language or Dialect 13Health and Physical EducationPhysical Education 13

Languages Japanese 13Mathematics 13Science 13History 13Geography 13

ArtsArt 14Dance 14Drama 14

Music - Contemporary Music Pathways 14

Design and TechnologyElectronics 14Construction Technology (Wood) 14Food Technology 14Digital Technology 14Construction Technology (Metal) 15EnglishEnglish 15English as a Language or Dialect 15Health and Physical EducationPhysical Education A, B 15Recreational PE 15Football Studies 15

Japanese 15MathematicsMathematical Studies 16Mathematics 16Maths Studies Plus 16

ScienceScience 16Concept 2 Creation 16History 16Personal Leaning Plan 16

ArtDance 17Drama 17Music or Cert III In Music Industry 17Visual Arts: Art 17

Visual Arts: Design 17

Business Enterprise & TechnologyInformation Technology A, B 17Information Processing and Publishing A, B 17Workplace Practices 18

Catering Concepts 18

Cross Disciplinary StudiesPeer Support 18Research Practices 18

Innovation & Design 18

EnglishEnglish 18Essential English EALD 18Essential English Literacy 18

Essential English Pathways 18

Health & Physical EducationPhysical Education A, B 19Child Studies 19Football Studies 19

Humanities and Social SciencesModern History 19

Legal Studies 19

Languages - Japanese 19

MathematicsMathematical Studies 1,2,3 & 4 20General Mathematics 20

Essential Mathematics 20

ScienceBiology A,B 20Chemistry 20Nutrition 21Physic 21Psychology 21

ArtDance 22Drama 22Creative Arts 22Music or Cert III in Music Industry 22Visual Arts: Art 22

Visual Arts: Design 22

Business Enterprise and TechnologyInformation Processing and Publishing 22

Workplace Practices 23

EnglishEnglish 23Essential English 23Essential English (EAL) 23Health & Physical EducationChild Studies 23

Physical Education 23

Humanities and Social SciencesLegal Studies 23

LanguagesJapanese 24

MathematicsSpecialist Mathematics 24General Mathematics 24

Mathematical Methods 24

ScienceBiology 24Biology - Integrated Learning 24Chemistry 24Nutrition 24Physics 25

Psychology 25

Research Project 26Community Studies 27

Vocational and Educational Training (VET) 28School of Languages 29

Year 9 30Year 10 31SACE Course Planner 32SACE Stage 1 33SACE Stage 2 34

Contents

Year 9 Subject Descriptors

Year 10 Subject Descriptors

Stage 1 Subject Descriptors Stage 2 Subject Descriptors

Subject Selection Sheets

This book gives a brief description of every subject offered to students in Years 9 - 12.After reading the relevant sections carefully, students (with caregivers,) should complete, the relevant subject choice record sheet at the back of this booklet. The final subject selection sheet can then be filled out during course counselling.Students may change their course selection at the semester break or within TWO WEEKS of commencing a subject, con-sidering the school constraints, and only after consultation with parents/caregivers and course counsellors.Any choice subjects offered in this handbook will only be taught if there are sufficient student numbers to form viable classes and if teacher resources are available.

Year 8 Curriculum

Year 9 Curriculum

Students who select a full year of Japanese and Music will only be able to do one semester from Health & Physical Education and none from Design & Technology.Year 10 Curriculum

Introduction

Students who select Japanese, Music and a full year of Science or Japanese, Music and a full year of Maths will have to choose between a compulsory semester of Health & Physical Education or Design & Technology. Students who select Japanese and a full year of both Maths and Science will have to choose 2 of the 3 compulsory semesters of Health & Physical Education, Design & Technology or The Arts.Students who select Japanese, Music and a full year of both Maths and Science will not be able to do the compulsory Health & Physical Education and Technology semesters.

Australian CurriculumThe Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.The Australian Curriculum will eventually be developed for all learning areas and subjects: it started in 2013 for English, Mathematics, Science and History; and in 2015 will include Geography, Languages, the Arts, Economics, Business, Civics and Citizenship, Health and Physical Education, and Information and Communication Technology and Design and Technology. The Australian Curriculum sets out what all young people should be taught through the specification of curriculum content and the learning expected at points in their schooling through the specification of achievement standards. Each learning area or subject includes:• A statement of rationale and a set of aims • An overview of how the learning area is organised • Year level descriptions • Content descriptions (knowledge, understanding

and skills) specifying what teachers are expected to teach

• Achievement standards that describe the quality of learning (the depth of understanding, extent of knowledge and sophistication of skill) expected of students at points in their schooling

Increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop a set of skills, behaviours and dispositions, or general capabilities that apply across discipline content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world. The Australian Curriculum includes a focus on seven general capabilities (literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding) and three cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and Sustainability). Criteria of learning have been developed for each, to describe the relevant knowledge, understanding and skills at particular points of schooling. These have been embedded where relevant and appropriate in each learning area and can be viewed explicitly in the curriculum online at www.australiancurriculum.edu.au/.

SACE Curriculum (Stages 1 & 2)

The SACE is an essential qualification. Please read the information about it carefully. After you have read this booklet, you may find it advisable to seek further information from subject teachers, subject coordinators or school counsellors, and the resource centre.Those considering tertiary study should also refer to the SATAC “Tertiary Entrance” booklet, given to all students in Year 10, to make sure they understand requirements for entry to particular courses.

English as a Language or DialectEligibility Students are eligible to study English as a Second Language if they satisfy any of the following criteria:1. 1. Immigrants (both recently arrived and long term

residents) whose first language is a language other than English, whose knowledge of English is restricted and whose learning needs are better met by studying ESL. Students in this category may have:

• Spent time in a refugee camp• Had periods of interrupted schooling• Had no previous schooling• Well developed oral and literacy skills in their first

language• Had some experience with written English but

lack oral skills2. 1. Students who were born in Australia

(including children of immigrants) and who come from homes where English is not used, or is not the only language used, or where English is used as common language between parents who do not have the same first language.

3. Aboriginal students whose first language is not English. Student e first language is a language other than English.

Compulsory Subjects Semester

English 2

Maths 2

Science 2

Arts 2

Technology 1

Health & Physical Education 1

Japanese 1

History / Geography / Civics 1

Total 12


English 2

Maths 2

Science 2

Health & Physical Education 1

History 1

Design & Technology 1

Food Technology 1

Choice of 2 Semester units from the following:

Arts 1 or 2

Geography 1

Technology 1 or 2

Japanese 1 or 2

Music 1 or 2

Total 12


English or EALD 2

History 2

Maths 2

Science 1

Personal Learning Plan 1

Arts 1

Design & Technology 1

Physical Education 1

Choice of 2 Semester units from the following:

Arts 1 or 2

Technology 1 or 2

Health & Physical Education 1 or 2

Japanese 2

Science 1

Maths Studies Plus 1

Total 12 1

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SACE

The South Australian Certificate of Education (SACE) is a qualification awarded to students who successfully complete their senior secondary education (Years 11 and 12).

The SACE meets the needs of students, families, higher and further education providers, employers and the community. The SACE helps students develop the skills knowledge and capabilities needed to succeed - whether they are headed for further education and training, university, an apprenticeship or straight into the workforce.

The certificate is based on two stages of achievement: Stage 1 (normally undertaken in Year 11) and Stage 2 (Year 12). Students will be able to study a wide range of subjects and courses as part of the SACE.

• have 30 per cent of their work in every Stage 2 subject externally assessed. This will be done in various ways, including exams, practical performances and presentations

• have outside moderators check the school-assessed parts of Stage 2 subjects to ensure consistent grading across the State.

The requirements to achieve the SACE

To gain the certificate students must earn 200 credits. Ten credits are equivalent to one semester or six months’ study in a particular subject or course.Some elements of the SACE are compulsory.These are:• A Personal Learning Plan (PLP) at Stage 1 (usually

undertaken in Year 10), worth 10 credits• At least 20 credits towards literacy from a range of

English/English as a Second Language studies at Stage 1

• At least 10 credits towards numeracy from a range of mathematics studies at Stage 1

• A Research Project (RP) of choice at Stage 2 with 10 credits

• Completion of at least 60 additional credits in Stage 2 subjects and courses.

The importance of the compulsory elements is reflected in the requirement that students must achieve either an A, B, C or equivalent in these subjects to complete the SACE successfully.In addition to the compulsory elements, students will choose from a wide range of subjects and courses to earn the remaining 90 credits to gain the SACE. These include subjects and courses from either Stage 1 or Stage 2.

What are some of the features of the SACE?As part of the SACE students will:• Receive credits for many different forms of education

and training (such as academic subjects, learning a trade, TAFE, vocational training and community service) provided they are recognised by the SACE Board

• Be able to return to their studies at any time in the future to complete the SACE without losing credit for work already undertaken

• Receive A-E grades in every Stage 1 and Stage 2 SACE subject

• Be expected to gain and demonstrate essential skills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning

Personal Learning PlanWhat is it?The Personal Learning Plan is a new compulsory SACE subject, normally undertaken in Year 10. Students consider their aspirations and research career, training and further study choices to help them map out their future. Students identify goals and plan how to achieve them through school and after finishing the SACE.The Personal Learning Plan helps students to:• Identify and research career paths and options,

including further education, training and work• Choose appropriate SACE subjects and courses

based on plans for future work and study• Consider and access subjects and courses

available in and beyond school• Review their strengths and areas they need

to work on, including literacy, numeracy, and information and communication technology skills

• Gain skills for future employment• Identify their goals and plans for improvement• Review and adjust their plans to achieve their

goals. The Personal Learning Plan contributes 10 credits towards the SACE. Because it is compulsory, students need to achieve a C grade or above.

What is VET and how can I do it?VET stands for Vocational Education and Training. VET is education and training that gives students skills for work, particularly in the trades and industry. It is the kind of education offered by TAFE colleges and a range of other Registered Training Organisations.In the SACE students will be able to study more VET than ever before. They can earn up to 150 of the 200 credits required to complete the SACE, through recognised Vocational Education and Training courses. The remaining 50 credits can be completed through subjects with a VET focus. This means the 200 SACE credits required to complete the new certificate can be gained through a VET focus, provided the Personal Learning Plan, Research Project, and the Stage 1 literacy and numeracy requirements are also satisfied.

Flexibility in the SACEFlexibility in the SACE supports students to cater for their unique needs and pathways whilst maintaining the rigour and standards required by the SACE.Students are able to earn SACE credits for learning undertaken in the community.Students can also count recognition for learning gained through informal community activities such as coaching a sporting 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.Where students are struggling within a subject, it may be possible to convert the course into an Integrated Studies or Community Studies course to recognise the work already completed and modify the work required to allow completion. Whilst this may alloy students to complete the SACE, it may prohibit them from achieving an ATAR and there are limits on the number and type of subjects that can be converted.

Students with disabilitiesThe SACE will continue to cater for students with special needs. The existing special provisions will continue. In addition, the new SACE offers a range of modified subjects as options for students with significant disabilities.

Further informationFor further information please call Ms Higgs (SACE Coordinator) Ms Stewart (Senior School AP) at the school on 8258 5466 or visit the SACE Board website at www.sace.sa.edu.au for more information about the SACE.

South Australian Certificate of Education

In 2018

Year 10 students study the Personal Learning Plan

Year 11 students study SACE Stage 1 subjects


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SACE South Australian Certificate of Education

The South Australian Certificate of Education (SACE) is a qualification awarded to students who successfully complete their senior secondary education (Years 11 and 12).

The SACE meets the needs of students, families, higher and further education providers, employers and the community. The SACE helps students develop the skills knowledge and capabilities needed to succeed - whether they are headed for further education and training, university, an apprenticeship or straight into the workforce.

The certificate is based on two stages of achievement: Stage 1 (normally undertaken in Year 11) and Stage 2 (Year 12). Students will be able to study a wide range of subjects and courses as part of the SACE.

In 2015 Year 10 students study the Personal Learning Plan



What are some of the features of the SACE?

As part of the SACE students will:

• Receivecreditsformanydifferentformsofeducationand training (such as academic subjects, learning a trade, TAFE, vocational training and community service) provided they are recognised by the SACE Board

• Beabletoreturntotheirstudiesatanytimeinthefuture to complete the SACE without losing credit for work already undertaken

• ReceiveA-EgradesineveryStage1andStage2SACE subject

• Beexpectedtogainanddemonstrateessentialskills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning

• have30percentoftheirworkineveryStage2subject externally assessed. This will be done in various ways, including exams, practical performances and presentations

• haveoutsidemoderatorschecktheschool-assessedparts of Stage 2 subjects to ensure consistent grading across the State.

The requirements to achieve the SACETo gain the certificate students must earn 200 credits.

Ten credits are equivalent to one semester or six months’ study in a particular subject or course.

Some elements of the SACE are compulsory. These are:

• aPersonalLearningPlan(PLP)atStage1(usuallyundertaken in Year 10), worth 10 credits

• atleast20creditstowardsliteracyfromarangeofEnglish/English as a Second Language studies at Stage 1

• atleast10creditstowardsnumeracyfromarangeofmathematics studies at Stage 1

• aResearchProject(RP)ofchoiceatStage2with 10 credits

• completionofatleast60additionalcreditsinStage2 subjects and courses.

The importance of the compulsory elements is reflected in the requirement that students must achieve either an A, B, C or equivalent in these subjects to complete the SACE successfully.

In addition to the compulsory elements, students will choose from a wide range of subjects and courses to earn the remaining 90 credits to gain the SACE. These include subjects and courses from either Stage 1 or Stage 2.

Personal Learning PlanWhat is it?

The Personal Learning Plan is a new compulsory SACE subject, normally undertaken in Year 10. Students consider their aspirations and research career, training and further study choices to help them map out their future. Students identify goals and plan how to achieve them through school and after finishing the SACE.

The Personal Learning Plan helps students to:

• identifyandresearchcareerpathsandoptions,including further education, training and work

• chooseappropriateSACEsubjectsandcoursesbasedon plans for future work and study

• considerandaccesssubjectsandcoursesavailableinand beyond school

• reviewtheirstrengthsandareastheyneedtoworkon, including literacy, numeracy, and information and communication technology skills

• gainskillsforfutureemployment

• identifytheirgoalsandplansforimprovement

• reviewandadjusttheirplanstoachievetheirgoals.

The Personal Learning Plan contributes 10 credits towards the SACE. Because it is compulsory, students need to achieve a C grade or above.

What is VET and how can I do it?VET stands for Vocational Education and Training. VET is education and training that gives students skills for work, particularly in the trades and industry. It is the kind of education offered by TAFE colleges and a range of other Registered Training Organisations.

In the SACE students will be able to study more VET than ever before. They can earn up to 150 of the 200 credits required to complete the SACE, through recognised Vocational Education and Training courses. The remaining 50 credits can be completed through subjects with a VET focus. This means the 200 SACE credits required to complete the new certificate can be gained through a VET focus, provided the Personal Learning Plan, Research Project, and the Stage 1 literacy and numeracy requirements are also satisfied.

What is community learning?Students are able to earn SACE credits for learning undertaken in the community.

Students can also count recognition for learning gained through informal community activities such as coaching a sporting 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.

Students with disabilitiesThe SACE will continue to cater for students with special needs. The existing special provisions will continue. In addition, the new SACE offers a range of modified subjects as options for students with significant disabilities.

Further informationFor further information please call Ms Higgs (SACE coordinator) Ms Roberts (Student Counsellor) at the school on 8258 5466 or visit the SACE Board website at www.sace.sa.edu.au for more information about the SACE.

Personal Learning Plan (compulsory)

Numeracy (compulsory) from a range of mathematics subjects

Literacy (compulsory) from a range of english subjects

Research Project (compulsory)

STAGE 1 (Years 10 & 11)

STAGE 2 (Year 12)

SACE = 200 CREDITS

Compulsory Stage 1 = 40 Credits

Compulsory Stage 2 = 70 Credits

Free Choice = 90 Credits

Num

eracy 10 Credits

Literacy 20 Credits

PLP 10 Credits

RP 10 Credits

Other subjects of a students choice from either

Stage 1 or Stage 2 90 Credits

Stage 2 subjects 60 Credits

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SACESouth Australian Certificate of Education

SACE Stage 1 Subjects proposed for Para Hills High School

Compulsory Subjects Free Choice Subjects Free Choice Subjects

Credits Credits Credits

ENGLISH - 2 semesters from: ARTS HEALTH AND PHYSICAL EDUCATION

• English • Dance • Child Studies

• Essential English : EAL • Drama • Physical Education

• Essential English : Literacy • Music • Football Studies

• Essential English : Pathways • Visual Arts - Arts HUMANITIES AND SOCIAL SCIENCES

MATHEMATICS - 1 semester from: • Visual Arts - Design • Modern History

• Mathematics 1 BUSINESS ENTERPRISE AND TECHNOLOGY • Legal Studies

• General Mathematics • Information Processing and Publishing LANGUAGES

• Essential Mathematics • Information Technology • Japanese (continuers)

• Catering Concepts MATHEMATICS

• Workplace Practices • Mathematics 2, 3 & 4

CROSS DISCIPLINARY • General Mathematics

• Peer Support - (Integrated Learning) • Essential Mathematics

• Research Practices SCIENCES

• Innovation and Design • Biology

• Chemistry

• Nutrition

• Physics

• Psychology

Compulsory Subjects Free Choice Subjects Free Choice Subjects

Credits Credits Credits

RESEARCH PROJECT ARTS HEALTH AND PHYSICAL EDUCATION

Plus • Dance • Child Studies

3 x 20 credit subjects for SACE completion • Drama • Physical Education

Or • Music HUMANITIES AND SOCIAL SCIENCES

4 x 20 credit subjects for an ATAR • Visual Arts - Arts • Legal Studies

Or • Visual Arts - Design LANGUAGES

3 x 20 credit subjects and a Recognised VET Certificate 3 BUSINESS ENTERPRISE AND TECHNOLOGY • Japanese (continuers)

at Stage 2 for an ATAR • Information Processing and Publishing MATHEMATICS

• Workplace Practices • Specialist Mathematics

ENGLISH • Mathematical Methods

• English Studies • General Mathematics

• English Essential SCIENCES

• English as a Language • Biology

• Chemistry

• Nutrition

• Physics

• Psychology

SACE Stage 2 Subjects proposed for Para Hills High School

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As students progress through their secondary education, the relationship between the subjects they choose at each year level and the requirements of employers or further study institutions, becomes more important.

Students in Year 8 - 10 have a limited choice in what subjects they can study. The courses at these year levels are designed to give students a broad and comprehensive educational experience.

In Stages 1 and 2, students are offered a greater degree of subject choice. During these years it becomes more important for students to plan their subject choices with future career paths or further study in mind.

Students must ensure that :

3 their choice of subjects will satisfy the particular requirements of the employers or tertiary study institutions that they are planning for

3 their subject combinations will satisfy a range of DIFFERENT career options

3 they are pursuing subjects in which they can achieve success.

3 they meet the SACE requirements.

Obtaining correct information and counselling is important and a number of different sources are available to students and parents.

Course Information sessions are arranged for all students in Years 8 to Year 11.

Our subject counselling day will be held in the Resource Centre on Tuesday Week of Term 3.More personalised information can be provided by the student counsellors who have current information about jobs and further study. Students and parents can make appointments to discuss matters about which they need more information.

Centre Link, Career Workplace Development Centre and the Career Information Centre can also be a useful resource.

Finally, students are involved in a careful and thorough counselling process during the time in which they are making their subject choices. Counselling panels will review the student's past academic record, the subject choices for the year to come, and the possible career paths, to ensure that the student is making realistic plans for the future.

Parents are invited to participate in the course counselling sessions which will be held for Year 8 to Year 11 early in Term 3.

University or TAFE EligibilityStudents who complete the SACE are eligible for University entry, provided they meet certain requirements. Students need to obtain an Australian Tertiary Admission Rank (ATAR) for University entry, and need to achieve 90 credits at Stage 2, including four - 20 unit Stage 2 subjects.

All students interested in participating in any higher education course (University or TAFE) are strongly urged to discus entry requirements with their Care Group teacher, the Student Counsellor or Year Level Coordinator.

Entry to universities is based on a student's Australian Tertiary Admission Rank (ATAR) and their achievement of the SACE. Entry to TAFE is based on a student's TAFE Selection Score. Both these scores are based on SACE Stage 2 results.

The University Aggregate

Entry requirements for courses can change from year to year, in 2015 the three South Australian universities and Charles Darwin in the Northern Territory changed the rules for how SACE Stage 2 students receive a university aggregate and hence an ATAR for entrance to university.

The aggregate based on 90 credits. Students can use four Year 12 twenty credit subjects (Tertiary Admission subjects and Recognised Studies) plus the ten credit compulsory Research Project for their 90 credit university aggregate.

Students can also, if they choose, do five Year 12 twenty credit subjects (Tertiary Admission subjects and Recognised Studies) plus the ten credit compulsory Research Project and the 90 credit university aggregate is calculated to give the best possible score from their subject results.

Students are also eligible for up to five bonus points based on educational and/or socio-economic disadvantage, and a further four bonus points for students undertaking a language other than English, or specified English and Mathematics subjects. These points will automatically be issued by SATAC when issuing an ATAR.

Please refer to the SATAC (South Australian Tertiary Admissions Centre) website www.satac.edu.au for further reading and details.

Career and further study information

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Our subject counselling day will be held in the Resource Centre and the VLC on Tuesday 5th September (Week 7 of Term 3.)More personalised information can be provided by the student counsellors who have current information about jobs and further study. Students and parents can make appointments to discuss matters about which they need more information.Centre Link, Career Workplace Development Centre and the Career Information Centre can also be a useful resource.Finally, students are involved in a careful and thorough counselling process during the time in which they aremaking their subject choices. Counselling panels willreview the student’s past academic record, the subject choices for the year to come, and the possible career paths, to ensure that the student is making realistic plans for the future.

Parents are invited to participate in course counselling sessions which will be held for Year 8 to Year 11 early in Term 3. Times and dates will be shared via the school Newsletter.

Career and further study information

University or TAFE Eligibility

Students who complete the SACE are eligible for University entry, provided they meet certain requirements. Students need to obtain an Australian Tertiary Admission Rank (ATAR) for University entry, and need to achieve 90 credits at Stage 2, including four 20 unit Stage 2 subjects or equivalent recognised studies.

All students interested in participating in any higher education course (University or TAFE) are strongly urged to discus entry requirements with their Care Group teacher, the Careers Counsellor or Year Level Coordinator.

Entry to universities is based on a student’s Australian Tertiary Admission Rank (ATAR) and their achievement of the SACE. Entry to many TAFE courses is based on student’s TAFE Selection Score. Both these scores are based on SACE Stage 2 results.

The University Aggregate

Entry requirements for courses can change from year to year, in 2015 the three South Australian universities and Charles Darwin in the Northern Territory changed the rules for how SACE Stage 2 students receive a university aggregate and hence an ATAR for entrance to university.

The aggregate is based on 90 credits. Students can use four Year 12 twenty credit subjects (Tertiary Admission subjects and Recognised Studies) plus the ten credit compulsory Research Project for their 90 credit university aggregate.

Students can also, if they choose, do fi ve Year 12 twenty credit subjects (Tertiary Admission subjects and Recognised Studies) plus the ten credit compulsory Research Project and the 90 credit university aggregate is calculated to give the best possible score from their subject results.

Students are also eligible for up to fi ve bonus equity points, and a further four bonus points for students undertaking a language other than English, or specifi ed English and Mathematics subjects. These points will automatically be issued by SATAC when issuing an ATAR.

Please refer to the SATAC (South Australian Tertiary Admissions Centre) website www.satac.edu.au for further reading and details.

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Learning Area Flow Charts

Learning Area Flow Charts show how the Year 8 - 12 subjects are linked. They do not indicate pre-requisites for selecting subjects.

Arts Pathways:

ArtsArts Arts Arts Visual Arts:Arts

Visual Arts:Arts

Dance Design Design Visual Arts:Design

Visual Arts:Design

Drama Arts Creative Arts

Music Dance Dance Dance Dance

Drama Drama Drama Drama

Music Music Music or Cert II Music

Music or Cert III Music

Year 8 Year 9 Year 10 Year 11 Year 12

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Business Enterprise and Technology Pathways:

Arts Information Technology

Information Technology

Information Technology

A & B

Food Technology

Information Processing and

Publishing A & B

Information Processing and

Publishing

Food Technology

Food Technology

Food Technology Child Studies Child Studies

Catering Concepts

Year 8 Year 9 Year 10 SACE Stage 1 SACE Stage 2

ArtsConstructionTechnologhy

- Metal- Wood

- Electrotechnology

Construction TechnologyWood/Metal

Construction Technology

Wood

ElectrotechnologyConstruction Technology

MetalVET VET

Electrotechnology


WorkplacePractices VET Pathways

WorkplacePractices

Innovation & Design

SACE Stage 1 SACE Stage 1or 2 SACE Stage 2

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CAD


English Pathways:

ArtsEnglish English English English English

Food Technology

EssentialEnglish

Pathways

EssentialEnglish

LiteracyEnglish as

an Additional Language or Dialect

EssentialEnglishLiteracy

Essential EnglishEAL

EssentialEnglishEALD

Year 8 Year 9 Year 10SACE Stage 1

SACE Stage 2

English

EssentialEnglish

Pathways

EssentialEnglishLiteracy

EssentialEnglishEALD

Semester 1 Semester 2

Physical Education and Health

Physical Education and Health

Physical Education A, B Physical Education 1 Physical Education

Recreational PE Physical Education 2

Football Studies


Health and Physical Education Pathways:

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Humanities and Social Sciences Pathways:

ArtsHistory / Geography/ Civics History History History

Geography Legal Studies Legal Studies


Japanese Japanese Japanese Japanese(continuers)

Japanese(continuers)


Language Pathways: Japanese

Mathematics Pathways:

SpecialistMathematics

Mathematical Methods

Maths GeneralMathematics

Year 8/9 SACE Stage 2

Mathematics1 & 2

General Maths1

Essential Maths

SACE Stage 1

Mathematics3 & 4

General Maths2

Essential Maths


MathematicalStudies

Mathematics

Year 10

MathematicalStudies

MathematicalPlus

Mathematics


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Science Science Science Physics Physics

Concept -2- Creation (c2c) Chemistry

Biology A


Science Pathways:

Chemistry

Biology

Biology B

Psychology

Nutrition

Psychology

Nutrition

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MusicContact: Arts Coordinator Length: Full Year or 1 Semester Descriptor:This course aims to extend students’ confidence and skills in their ability to engage in music by extending their musical understanding, skills and knowledge.

Students will study the following elements:

PerformanceStudents will be required to attend weekly instrumental lessons provided by the school. In addition, students must join and attend rehearsals for one lunch time ensemble. Options in 2017 included The African Drum Ensemble, The Ukulele Ensemble and the Stage Band. Students may study one of the following instruments: bass guitar, drums, electric guitar, keyboard, saxophone, trombone, trumpet, voice.

Musicianship Students will develop skills in reading and writing standard music notation as well as aural training. Methods will include use of books, ICT and purpose designed software. Students will achieve level equivalent to AMEB Grade 2 Theory.

Music in ContextStudents will investigate a broad variety of musical styles and eras and develop an appreciation of the role of music in society and culture.

Music TechnologyStudents will use a variety of music composition and recording software to compose, edit, manipulate and perform music.

Additional InformationStudents must either own or hire an instrument. Instrument are available for hire from the school at a highly subsidised price. Hire fees for 2018 are unavailable at the time of printing.

Students must select one semester within Design and Technology and may select another one or two semesters. Wood and Metal may be undertaken as either single semester or full year subjects and in any order.

Construction TechnologyContact: Technology Coordinator Length: 1 Semester (A or B) or Full Year (A & B)

Construction Technology A

Throughout the semester students will be exposed to the use of various machinery and hand tools. The semester is divided up into two sections. First term is designated to woodwork, while the second term is designated to metalwork. The subject requirements are the completion of a workbook, 2 woodwork projects, 2 project documentations, 1 metal work booklet, 2 practice welds and 1 metal project. The subject is weighted with 60% of the grade being allocated to practical work and 40% of the grade allocated to theory work. Construction Technology Year 9 A, focuses around the use of wooden rebate and housing joint based projects with a metal project focused around intricate welding, with simple metal bending and folding and an introduction to lathe work.

Year 9 Curriculum

The Arts is a choice subject area. Students may select one or two semester units within the Arts.

ArtContact: Arts CoordinatorLength: 1 Semester or Full YearDescriptor:A course which enables students to discover and explore a variety of art experiences, processes and materials. Students are involved in initial experiences of a wide range of art subjects that include art appreciation, drawing, painting, printmaking and sculpture.

Dance Contact: Arts CoordinatorLength: 1 Semester or Full YearDescriptor:Modern dance skills are developed with an emphasis on good posture, learning and perfecting new ways of moving, building student confidence. Students learn effective methods and processes for composing their own dances and have numerous opportunities to perform in small and large groups. Dance is a very energetic subject so students must be prepared to be very physical.It is recommended students undertake a full year of Dance at Year 9 if they wish to continue to Year 12

DesignContact: Arts CoordinatorLength: 1 Semester or Full YearDescriptor:Students will develop an understanding of the design process and problem solve for specific briefs. The course will help develop student’s imagination, observational and presentation skills through projects which include lettering, illustration, logo design and packing.Students will have access to new digital technologies Adobe Illustrator, Adobe Photoshop and Adobe InDesign to enhance their design projects and presentations.

Drama Contact: Arts CoordinatorLength: 1 Semester or Full YearDescriptor:Australian Curriculum Drama at year 9 builds on the performance skills introduced in year 8 Drama and students are given the opportunity to create their own plays as well as use scripts for performance. Each semester students create their own performance work using different styles and performance spaces. They must reflect on their work and the work of other it is recommended that students undertake a full year of Drama if they wish to continue to Year 12.

Construction Technology B Throughout the semester students will be exposed to the use of various machinery and hand tools. The semester is divided up into two sections. First term is designated to woodwork, while the second term is designated to metalwork. The subject requirements are the completion of a workbook, 2 woodwork projects, 2 project documentations, 1 metal work booklet, 2 practice welds and 1 metal project. The subject is weighted with 60% of the grade being allocated to practical work and 40% of the grade allocated to theory work. Construction Technology Year 9 B, focuses around the use of wooden dowel and finger joint based projects with a metal project focused around intricate metal bending and folding, with simple metal welding and an introduction to lathe work.

Electrotechnology: Length: 1 SemesterStudents continue with the program they began in Year 8 and will design a small electric car to race on a drag strip. Some parts will be machined in the CAD/CAM environment and addtional knowledge and skills will be gaining in electrotechnology. Successful students may have ime to develop a small CAD/CAM jewelery project of their own design.

Special Conditions:There may be additional charges depending on the amount of consumables used.

CADContact: Mr Mc GladeLength: 1 SemesterDescriptor:In this program students will work with the CREO package to design and create 3D models and then print them on the 3D printer. Students should select this subject if they are interested in a future in Engineering, Advanced Design or Inventing. Due to the nature of the work required, sound math skills are required.

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Year 9 Curriculum

Digital TechnologyContact: Mrs Simon Length: 1 Semester Prerequisites: NoneDescriptor: Image manipulation requires students to use industry standard software, such as Adobe Photoshop, to create and manipulate images for both print and web publishing purposes. Website programming requires students to use entry level programming software, such as Notepad, to apply HTML and CSS programming language to develop web pages. Students will be assessed on their practical skills, knowledge and understanding of the topic areas, including application of the systems development life cycle in designing and making a system, which includes problem definition, analysis, design, development and validation, and evaluation. Student will also produce a written report or oral presentation on one of the topic areas.

FOOD TechnologyContact: Mrs Stewart Length: 1 Semester Prerequisites: NoneDescriptor:Unit topics include; The Australian Dietary Guidelines, Breakfast Decisions, Nutrients and meal planning, Portable lunches, Fast Family Meals and Food and the Media.

Start the Day Right:Students investigate the importance of breakfast in reference to their physical and intellectual needs and design, plan and create a healthy breakfast using low GI and high protein foods.

A Balanced Diet and Healthy Food Choices:Students investigate nutrition and healthy eating and design, plan and create a product suitable for a healthy school lunch.

The Family and Food/ Changes in Eating Patterns:Students investigate factors that influence our food choices, changes in eating patterns and family meal planning and design, plan and create a healthy meal suitable for a family.Weekly food practicals will see students apply theory concepts to practical situations, with opportunities for them to design and prepare their own dishes.

Assessment:InvestigationDesign decision and management plansIndividual and group practical activitiesEvaluation and analysis

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Year 9 Curriculum

Health and Physical Education

Languages

Mathematics

History Science

Geography

Students must study ha If a year of History.

Contact: Humanities Coordinator Length: 1 Semester Descriptor:

The focus of Year 9 History “The Making of Modern World” from 1750-1918. World War 1 is a compulsory depth study. Other depth studies which might be offered include: The Impact of the Industrial Revolution, The Slave Trade,The Colonisation of Australia, Asia and the World.

Assessment: Assessment is based on class exercises, source analysis, map work, tests and the creation of historical texts such as narratives, letters and diary entries.

Students must study a full year of Health & Physical Education

Physical Education

Contact: Health & PE Coordinator Length: Compulsory 1 Semester Descriptor:Students will extend their physical skills, understanding of game play and health literacy developed in Year 8 through a variety of individual and group based learning experiences.Students will build on skills that require them to analyse movement performance and determine strategies that will allow them to achieve successful outcomes. Learning opportunities provided will ask student to develop these skills using the following contexts:

Game based activity – A variety of activities which will promote the development of tactical play for successful performance.

Elements of Fitness - that contribute to successful performance. Students are also required to justify how these elements promote successful performance.

The Body and Physical Activity – The bodies’ response to physical activity and how these responses promote successful performance.Shine SA Health – Students complete a sexual health and relationships program supported by Shine SA.

Japanese is a choice subject. Students may select to study Japanese for 1 semester or for a full year.

Japanese Contact: Humanities Coordinator length: 1 Semester or Full Year Recommended: Year 8 Japanese

Descriptor: Students will continue to study spoken and written Japanese through an activity based approach focussing on their ability to communicate. The culture, economy and geography of Japan will also be included in the course of study. Some language topics are: detailed self description including likes and dislikes, making arrangements, asking and giving directions, shopping and eating in Japan, weather, describing daily routines.

Assessment: Reading, writing and oral skills as well as understanding of language and culture are assessed.

Students must study a full year of English.

Contact: Humanities Coordinator Length: Full Year

Descriptor: In English, the three strands of Language, Literature and Literacy are interrelated and inform and support each other. While the amount of time devoted to each strand many vary, each strand is of equal importance and each focuses on developing skills in listening, speaking, reading, viewing, writing and creating In this subject students• Use language to experiment with their speaking,

listening, reading, viewing and writing on different topics and for different purposes

• Continue to develop through their writing, knowledge of language formalities as well as the drafting and editing process

• Analyse and respond to a wide range of poetry, prose, drama and media texts.

• Undertake independent reading.• Develop writing portfolios.• Have the opportunity to attend live performances

during the year.

Assessment:

Assessment in English takes place in a number of different ways through both formative and summative assessment

English as a language or Dialect Contact : EAL Coordinator Length: Full Year

Descriptor: Students develop their communication skills to:• Develop their use of English for social interaction.• Participate effectively in the school curriculum.• Critically evaluate and influence the society in

which they live.

Themes include Growing Up, Relationships and Technology

Geography is a choice subject. Contact: Humanities Coordinator length: 1 Semester

Descriptor: Geography integrates knowledge from natural sciences and humanities to build a holistic understanding of the world. Students will explore the concept of space and the environment, interaction and sustainability. Geography uses an enquiry approach to assist students to make meaning of their world.

Content:• Biomes and Food security · this role of the

biotic environment and its role in food and fibre production

• Geography of interconnections - how people throughout the world are connected.

Assessment: A range of class exercises, source analysis, map work, field trips and investigations

Students must study a full year of Science. Contact: Science Coordinator Length: full Year

Descriptor: Students build on the skills, knowledge and processes developed in the Year 8 Science course through the study of a range of topics under the following 4 areas:

• Earth and Space• Energy Systems• Life Systems• Matter

Students answer questions and solve problems about their living and non-living environment. This is done through working in small groups to design and/or carry out experiments and use the electronic media to collect and research information. Scientific principles are used to explain everyday observations and students look at the ways that science impacts on our lifestyle.

Assessment: Approximately 50% of the assessment is based on tests, with the remainder being assessed via practical work, posters, orals etc.

Students must study a full year of Mathematics. Contact: Mathematics Coordinator Length: Full Year

Descriptor: The Australian Curriculum for maths is organised around the interaction of three content strands and four proficiency strands. Content:• Number and Algebra • Measurement and Geometry• Statistics and Probability• Proficiency:• Understanding• Fluency• Problem Solving• Reasoning

Assessment: A range of Assessment tasks will be used including tests, assignments, group work and investigations .

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Year 10 Curriculum

Students must select one Semester unit within the Arts and may select up to three additional Semesters.

Art

Contact: Arts Coordinator Length: 1 Semester or Full YearRecommended: Year 9 Art preferredDescriptor: A course which enables students to develop some degree of specialisation and increasing competence in the use of materials and their expressive possibilities. Students will now be able to make informed choices from a wide range of areas offered, to enable greater depth of artistic involvement. Appreciation of art is an integral part of the course.

DanceContact: Arts Coordinator Length: 1 Semester or Full YearRecommended: Year 9 Dance preferredDescriptor: Dance at Year 10 level builds on the skills taught in Year 9 dance and prepares the student for dance at SACE level. Technical movement skills are developed in Modern Dance for greater strength, coordination, flexibility, elevation and ease of movement. Composition and choreographic processes are developed further as are performance skills. Performance is an integral and compulsory part of the program. Theoretical aspects form 20% of the course and include terminology, technique analysis, anatomy, dance history, production, dance criticism and journal writing. It is recommended that students undertake a full year of Dance if they wish to continue to Year 12

Design

Contact: Arts Coordinator Length: 1 Semester or Full YearRecommended: Year 9 Design preferredDescriptor: Students will further develop an understanding of the design process and problem solve for specific briefs. Students will be encouraged to achieve high standards of presentation in design and develop their imagination, observation and creative problem solving skills. The focus is on how design is used in our everyday lives. Students will use digital technologies including cameras and industry standard software packages (such as Adobe Flash, Adobe Photoshop and Adobe InDesign). The use of these technologies will allow students to enhance their ideas and produce quality designs to a professional standard.

DramaContact: Arts Coordinator Length: 1 Semester or Full YearRecommended: Year 9 Drama Preferred Descriptor: Australian Curriculum Drama at Year 10 focuses on skill development in performance, stagecraft and writing for Drama and prepares students for Drama at SACE level. Students will be involved in group performances and whole class performance work and projects. They are given the opportunity to work as an actor, designer or technician for the major production in front of a selected audience. Opportunity to watch professional theatre will be given and students are required to analyse and review their own work and the work of others. It is recommended that students undertake a full year of Drama if they wish to continue to Year 12

MusicAustralian Curriculum Music or Certificate II in Music Industry (Performance)Contact: Arts Coordinator Length: Semester (Year 10 Australian Curriculum Music)/Full Year (Cert II in Music Industry)

Note: The Certificate II in Music is a VET course. Completion of this course will result in 30 Stage 1 Credits. Year 10 Australian Curriculum Music does not result in any Stage 1 Units. In order to be enrolled in the Certificate II in Music, students must have successfully completed a full year of Music in Year 9, unless negotiated. Students with little/no experience welcome but will be enrolled in Year 10 Australian Curriculum Music.

Descriptor: The course is design to gain and develop skills and knowledge relevant to working in the music industry. Its major focus is playing and performing in bands/ensembles, as well as, digital audio editing and recording, music business, music theory and music careers. Students will perform in the community and will need to enroll in one of the lunch time ensembles in addition to their class ensemble. Lunch time ensembles available in 2016 included The African Drum Ensemble, The Ukulele Ensemble and The Stage Band. Students must either own or hire and instrument. Instruments are available for hire from the school at a highly subsidised price. Hire fees for 2018 were unavailable at time of printing.

Construction Technology - Metal Contact: Technology Coordinator Length: 1 Semester

Descriptor: Metal Fitting and Machining: Students can undertake a unit in metalwork that will largely focus on fitting and machining aspects of metalwork. Tasks involve the use of the precision lathe and other precision machines as well as general bench work. Metal Fabrication: This course involves students in the shaping and joining of metal tubing and solid steel using the gas and MIG welding process. Students will learn the basic theory of fusion and braze welding, grinding, drills and drilling, taps and dies, bending and the manufacture of steel. Written assignments will compliment the practical work covered.

Special Conditions: There may be additional charges depending on the amount of consumables used.

Construction Technology - WoodContact: Technology Coordinator Length: 1 Semester Descriptor: Students will apply skills in designing a project and then use a variety of construction methods to make a project, such as a small table, mirror frame, stool etc, using solid timber and manufactured boards. The project will be made using framing joints such as dowels or biscuit. Research theory topics associated with safety, jointing methods and techniques, assembly processes and finishing techniques will compliment the practical work. Creative wood: Students are provided with the opportunity to undertake an additional unit in woodwork that will largely focus on the creative aspects of using the material. Projects may include other construction projects, wood turning, laminating or wood carving.

Special Conditions: There may be additional charges depending on the amount of consumables used.

Digital TechnologyContact: Mrs Simon Length: 1 Semester Prerequisites: None

Descriptor: This subject focuses on the following topic areas:• Image Manipulation• Website ProgrammingComputer Ergonomics Image manipulation requires students to use industry standard software, such as Adobe Photoshop, to create and manipulate images for both print and web publishing purposes. Website programming requires students to use entry level programming software, such as Notepad, to apply HTML programming language to develop web pages. Students will be assessed on their practical skills, knowledge and understanding of the topic areas, includ ing application of the systems development life cycle in designing and making a system, which includes problem definition, analysis, design, development and validation, and evaluation. Student will also produce a written report or oral presentation on one of the topic areas.

CAD/CAM, and research skill development. Students who enjoy the C2C (Concept to Creation) project work would benefit from this program before undertaking Scientific Studies in Stage 1 and 2.

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Year 10 Curriculum

Electrotechnology Contact: Technology Coordinator Length: 1 Semester

Descriptor: Students can enjoy building practical projects to help them understand the theoretical aspects of electronics. They will be able to study core competencies that are a part of the Electrical, Electronic and System Computer Engineering certificates. Students considering technical careers, especially in Automotive, Industrial or Domestic Electrical, Air Conditioning Systems and Alarms, Telecommunications, Computing, Retail Electrical/Electronics Advanced Manufacturing, Mining and Defense Forces should consider this course. Content: Mainly practical based, very varied and includes computer assembly, programming, project electronics, CAD/CAM, and research skill development. Students who enjoy the C2C (Concept to Creation) project work would benefit from this program before undertaking Scientific Studies in Stage 1 and 2.

Food TechnologyContact: Mrs Stewart Length: 1 Semester Prerequisites: None

Descriptor: Unit topics include; Food safety at work, Food for improved health, hidden sugars, Food preservation and Designer Deserts. Nutrition and Health: Students investigate the relationship between food choices and health with a focus on diet related diseases and design, plan and create a healthy meal suitable for the prevention of a specific lifestyle disease. Fresh versus Processed Food: Is Fresh best?Students investigate processedand convinienc foods and make comparisons with fresh, local, seasonal foods and design, plan and create a meal using mostly fresh ingredients. Can we still enjoy food without the added sugar?Students investigate the ways sugar is hidden in foods and its impact on health and select a commercial feed product and investigate, plan a develop a low sugar alternative. Weekly food practicals will see students apply theory concepts to practical situations, with opportunities for them to design and prepare their own dishes.

Assessment:Investigation Design decisions and management plans Individual and group practical activities Evaluation.

Contact: Humanities Coordinator Length: Full Year Descriptor: In English, the three strands of Language, Literature and Literacy are interrelated and inform and support each other. While the amount of time devoted to each strand may vary, each strand is of equal importance and each focuses on developing skills in listening, speaking, reading, viewing, writing and creating

In this subject at Year 10 level students are given opportunities to experiment with and use a variety of text types including prose, poetry, drama and media. Students compare and respond to texts to analyse their structures and ideas more closely.

Experience in writing longer pieces, as well as drafting and editing of all written work is an essential component of Year 10. Students participate in a range of speaking and listening activities.

Assessment: Assessment in English takes place in a number of different ways and through both formative and summative assessment.

English as an Additional Language or Dialect Contact: EAL Coordinator Length: Full Year

Descriptor: Students develop their communication skills to:• Develop their use of English for social interaction • Participate effectively in the school curriculum • Critically evaluate and influence the so they live

Students must study one semester of History.Contact: Humanities Coordinator Length: 1 Semester

Descriptor: The focus of Year 10 History is The Modern World and Australia’ from 1918 to the present. World War 2 is a compulsory depth study. Other depth studies which might be offered include: The Cold War, Struggles of Rights and Freedoms, Popular Culture in Australia from 1945 to the present, The Environmental Movement, and Migration.

Assessment: Assessment is based class exercises, source analysis, map work, tests and the creation of historical texts such as newspaper articles and letters.’

Students must select at least one of the following semester compulsory units within Health and Physical Education

If students are considering selecting Physical Educationas a part of their learning pathway it is recommended that they select Physical Education A & B at year 10

Physical Education A, B Contact: Health & PE Coordinator Length: Compulsory 1 Semester or full year if selected.

Descriptor: Physical Education A and B are designed to equip students to support themselves and the community to lead a healthy lifestyle. The course is designed to benefit students both wishing to make this subject a part of their SACE learning pathway, and students with a general interest in healthy lifestyle.

Learning will be presented in which students focus on analysis and decision making skills through performing physical movement and also analysing the physical movement of others to develop strategies to improve their physical fitness and performance during game play.

Learning Opportunities will be provided using the following contexts:

Physical Education A

Game Based Activity - Students will enhance their understanding of tactical play across different movement contexts.

Fitness Factors - Students analyse factors of fitness within movement performance and how they erisure successful performance.

Training Principles & Methods -Students develop understanding of methods of training that will promote improvement in physical activity.

Shine SA Health - Students complete a sexual health and relationships program supported by Shine SA.

Physical Education B

Game Based Activity - Students enhance their understanding of tactical play and the ability to transfer relevant skills across contexts.

The Energy Systems - Students analyse performance and determine how energy systems are used to fuel performance.

Biomechanics - Students analyse movement performance and determine strategies to improve movement efficiency to achieve successful performance.

Football StudiesContact: Health and PE CoordinatorLength: 1 Semester

Year 10 & 11 (in year 11 this unit is run as an Integrated Learning subject)

Descriptor:This course is design for club players and aims to improve football (soccer) performance levels while developing an understanding of elements important to the game.

The theoretical components prepare students for future course and career in the football and sports and recreation.

The Modules include:• Football Performance• Coaching • Injury Management• Football Conditioning

The Number of places is limited and a short interview with the Program Manager is required. This Course is open to both boys and girls.

Recreational PE Contact: Health & PE Coordinator Length: Compulsory 1 Semester

Descriptor: Recreational PE is designed to equip students to support themselves and the community to lead a healthy lifestyle. The course is designed to benefit students both wishing to make this subject a part of their SACE learning pathway, and students with a general interest in healthy lifestyle.

Learning presented will encourage students to reflect on their lifestyle and determine strategies that can be used to support themselves and community members to lead a healthy lifestyle.

NOTE: Theory concepts presented mirror those presented in Physical Education. This subject applies concepts covered to recreational activities to develop strategies that students can use to live a healthy lifestyle.

Learning Opportunities will be provided using the following contexts:

Practical Based Activity - Students will undertake a variety of activities in which they will apply theory concepts covered to improve their ability for active participation and improving their overall health. Fitness Concepts - Students analyse concepts that will help them to improve their physical health and wellbeing.

Training Methods - Students gain an understanding of strategies that will help them to improve their fitness levels.

Shine SA Health - Students complete a sexual health and relationships program supported by Shine SA.

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Year 10 Curriculum

Science

Mathematical Studies

Contact: Mathematics Coordinator Length: Full Year

Recommended: High level of achievement in Year 9 Mathematics (8 or better)

Descriptor: The Australian curriculum for Maths will be trialled in 2014. This course aims to prepare students for Maths Studies 1,2,3 and 4 It is organised around the interaction of three content strands and four proficiencies. Content - Number and Algebra - Measurement and Geometry - Statistics and ProbabilityProficiency - Understanding - Fluency - Problem Solving - Reasoning

Assessment: A range assessment task will be used including tests, assignments, group work and investigations.

Special Conditions: AII students require a scientific calculator.

Mathematics Contact: Mathematics Coordinator Length: Full Year

Descriptor: The Australian curriculum for Maths will be trialled in 2014. This course aims to prepare students for Stage 1 Maths Applications, Maths Pathways or Numeracy for Work and Community It is organised around the interaction of three content strands and four proficiencies.

Content - Number and Algebra - Measurement and Geometry - Statistics and ProbabilityProficiency - Understanding - Fluency - Problem Solving - Reasoning Assessment: A range of assessment tasks will be used including tests, assignments, group tasks and investigations.

Special Conditions: All students require a scientific calculator.

Mathematics Studies Plus Contact: Mathematics Coordinator Length: 1 Semester Recommended: year 10 Maths studies semester 1 and 2 students

Descriptor: This is an optional course for students doing year 10 Maths Studies and intending to do Stage 1 Maths Studies. This course is in addition to the Year 10 Maths Studies full year course. It is intended to develop greater depth and promote the interconnectedness of mathematical concepts. Content - extension to the Core Maths studies in the following areas:• Polynomials• Graphing of Special Functions• Trigonometry 2• Geometric Proofs• Statistics 2

Assessment: A range of assessment tasks will be used including problem-based tasks and investigation, tests and inquire-based learning tasks.

Students must select two Semester units of Science and may select an additional Semester of Concept to Creation.

Contact: Science Coordinator Length: Full Year Recommended: Satisfactory completion of Year 9 Science Descriptor: Students build on the skills, knowledge and processes developed in the Year 9 Science course through the study of a range of topics under the following 4 areas:• Earth and Space• Energy Systems• Life Systems• Matter

Students answer questions and solve problems about their living and non-living environment. This is done through working in small groups to design and/or carry out experiments and using the electronic media to collect and research information. Scientific principles are used to explain everyday observations and students look at the ways that science impacts on our lifestyle.

Assessment: Approximately 50% of the assessment is based on tests, whilst the rest is assessed via practical work, posters, orals etc.

Special Conditions: The student’s performance in Year 10 Science will be used to determine which branch of science they should study in Stage 1. All students intending to continue their Science studies in Physics, Chemistry or Biology at Stage 1 are advised to study Science for a full year. In the second semester all students will study units in Biology, Physics and Chemistry to better prepare them for Stage 1 studies in these areas.

Concept-2-Creation (c2c) Contact: Science Coordinator Length: 1 Semester Descriptor: This year 19 inventors course can be done in addition to full year or Science. The focus is for students to invent something and actually build and working prototype. Past examples include a wireless phone chargers, converting an old mobile phone into a remote surveillance camera, makeup click-pen, radiohard-hat, computerised competitive dance shoes, high heels with a secret 3d-printed money box. in-ear MP3 player, computerised automatic AFL goalposts, to name a few The program is team based and students will earn 10 credits Stage 1 SACE integrated Learning. If you like building electronics or mechanical things, consider this course.

The Personal Learning Plan (PLP) is a compulsory 10-credit Stage 1 subject. All Year 10 students are required to do it. Students must achieve a C grade or better to complete the subject successfully.

Contact: PLP Manager Length: 1 Semester

Descriptor: The PLP helps students to plan their personal and learning goals for the future and make informed decisions about their personal development, education, and training. Developing goals for the future will engage students in activities such as:• Selecting subjects, courses and other learning relevant

to pathways through and beyond school• Investigating possible career choices• Exploring personal and learning goals

Students are required to complete one week of Work Experience.

Assessment: Students provide evidence of:Knowing and understanding the Seven Capabilities:• Identifying, exploring, and developing personal and

learning goals• Developing strategies to achieve their goals• Interacting with others to identify and refine personal

and learning goals• Selecting and developing at least one capability relevant

to achieving their goals.

Assessment Type 1: Folio Students produce evidence for assessment of the PLP folio. This evidence will take a variety of forms, such as:• a plan• a brochure

a resume and job application letter • a Work Experience diary• an electronic or hard copy portfolio

an interview or discussion notes or records

Assessment Type 2: Reflection Students produce at least one piece of evidence for assessment of the reflection. This evidence may take a variety of forms, such as:• an oral presentation or round-table discussion• a multimedia presentation a feedback proforma

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Mathematics

SACE Stage 1 Curriculum

Dance

Contact: Arts CoordinatorLength: 1 Semester of Full Year

Recommended: Successful completion of Year 10 Dance

Descriptor:Practical - This course is physically demanding. The practical component makes up 80% of the assessment criteria. Students explore various contemporary dance styles through technique, composition and performance.Theory - Areas covered included terminology, dance history, dance analysis and dance in the Australian Arts Industry.

Assessment:Is divided into four sections.• Technique• Composition• Performance• Appreciation

It is recommended students wishing to study Dance in Year 12 undertake a full year of Dance in Year 11.

Drama

Contact: Arts CoordinatorLength: 1 Semester or Full YearRecommended: Successful completion of Year 10 Drama Descriptor: Stage one Drama focuses on SACE assessments that involve action, directing, investigation and design. Students develop their knowledge and understanding of the subject through both practical and theory assessments. Students have the opportunity to explore both onstage and offstage roles and will take part in a senior Drama production. Taking a full year of the topic is highly recommended in preparation for Stage 2 Drama.

Assessment:• Group performance• Individual study• Review writing• Production reportIt is recommended students wishing to study Drama in Year 12 undertake a full year of Drama in Year 11.

Australian Curriculum Music or Certificate II in Music Industry (Performance)

Contact: Arts Coordinator Length: Semester (Year 10 Australian Curriculum Music)/Full Year (Cert II in Music Industry)

Note: The Certificate II in Music is a VET course. Completion of this course will result in 30 Stage 1 Credits. In order to be enrolled in the Certificate II in Music, students must have successfully completed a full year of Music in Year 9, unless negotiated. Students with little/no experience welcome but will be enrolled in Year 10 Australian Curriculum Music. Year 10 Australian Curriculum Music does not result in any Stage 1 Units.

Australian Curriculum Music or Certificate II in Music Industry (Performance) Contd.Descriptor:This course is a practical, skills-based approach to learning music and sound production which can prepare students for work and life as a musician/producer/song writing in the contemporary music industry. The course is designated to gain and develop skills and knowledge relevant to working in the music industry with a focus on ensemble performance, creative song writing and recording/manipulations digital audio. Student will explore the different styles of contemporary music, examine song writing methods and sound engineering basics. Students will compose using instruments, synthesisers and loopsStudents will perform in the community and will need to enroll in one of the lunch time ensembles in addition to their class ensemble. Lunch time ensembles available in 2017 included The African Drum Ensemble, The Ukulele Ensemble and The Stage Band.Students must either own or hire instrument. Instruments are available for hire from the school at a highly subsidised price. Hire fees for 2018 were unavailable at the time of printing.

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Arts

DanceContact: Arts Coordinator Length: 1 Semester or Full Year

Recommended: Full year for students who wish to continue to Year 12

Descriptor: Practical - This course is physically demanding. The practical component makes up 75% of the assessment criteria. Students explore various contemporary dance styles through technique, composition and performance.

Theory - Areas covered include terminology, dance history, performance and production, dance analysis and dance in the contemporary Australian Arts Industry.

Assessment:Is divided into four equally weighted sections.

Section 1 Technique 25% Section 2 Composition 25% Section 3 Performance 25% Section 4 Appreciation 25%

Special Conditions:Students will be required to attend at least one live dance performance at their own expense, during the year. All Dance students will be required to wear a specified uniform for all practical dance sessions.

DramaContact: Arts Coordinator Length: 1 Semester or Full Year

Recommended: Successful completion of Year 10 Drama

Descriptor: Students will continue to develop performance and writing skills in this course. High level independent learning, team-work skills and commitment are essential. In part, the course prepares students for SACE Stage 2 Drama. Students present a folio that includes a group production report, practitioner study and reviews on dramatic work. Students will be part of an individual presentation and group production.

Assessment:Performance: Group and Individual performancesFolio: Report, Review, Practitioner Study

Special Conditions:Costs may be involved for viewing live performances and attending special workshops.

It is recommended students wishing to study Drama in Year 12 undertake a full year of Drama in Year 11.

MusicContact: Arts Coordinator Length: Full Year

Recommended: Successful completion of full year of music at Year 10, unless negotiated.

Descriptor: This course aims to extend students' confidence and skills in their ability to engage in music by extending their musical understanding, skills and knowledge. Students will study the following elements:

PerformanceStudents will be required to attend weekly instrumental lessons provided by the school. They will participate in a class ensemble and perform in public as a band member and a soloist throughout the year. Students may study one of the following instruments: trumpet, trombone, saxophone, electric guitar, bass, keyboard and drums.

Students will be assessed on accuracy, technique and musicality in their chosen instrument / voice and will prepare repertoire for the Arts Showcase in Term 4. Vocal lessons are available on audition as a second instrument

MusicianshipStudents will develop skills in reading and writing standard music notation as well as aural training. Methods will include use of books, ICT and purpose designed software. Students will achieve a level equivalent to AMEB Grade 3 Theory.



Additional InformationStudents must either own or hire an instrument. Instruments are available for hire from the school at a highly subsidised price. Hire fees for 2015 are unavailable at time of printing

Visual Arts: Art Contact: Arts Coordinator Length: 1 Semester or Full Year

Recommended: Year 10 Art preferred

Descriptor: A course which enables students to apply skills, insights or knowledge to particular problems or issues that engage interest. Students are encouraged to have confidence in pursuing both their own goals and set tasks, and making value judgements regarding their own work. Art appreciation, criticism and evaluation is an integral part of the course.

Assessment: • PracticalWork • Folio • VisualStudy

Visual Arts: DesignContact: Arts Coordinator Length: 1 Semester or Full Year

Recommended: Year 10 Design preferred

Descriptor: A course which enables students to apply skills and knowledge to solve design problems and briefs. Students follow the designing process for practical work and present professionally finished design products. Practical work will include a skills folio of design technologies and examples of Graphic Design (Posters, CD Covers, Logos, etc), Product Designs (Fashion, Jewellery, etc). Students will have access to digital media technologies to enhance their design work using industry standard software such as Adobe Flash, InDesign, Illustrator and Photoshop.


Business, Enterprise and Technology

Information Technology A, BLength: 1 or 2 Semesters

Descriptor: The content is organised into the following topics, two of which are combined to form a unit:

• ComputerSystems • Programming • RelationalDatabaseSystems • Applications

The topics are practically based and emphasise the development of skills and understanding in designing, making and critiquing systems.

Information Technology A Semester One:Students will complete the Applications topic using Adobe software, Relational Database Systems and computer Systems.

Information Technology B Semester Two:Students will complete Applications using website software and the Programming topic using Javascript and computer Systems.

Assessment:Students will be assessed using practical tests, designing projects and theory assignments.

Information Processing and Publishing A, BLength: 1 or 2 Semesters

Descriptor: This subject aims to develop students’ skills, knowledge and understanding of information processing and publishing. It offers the opportunity to use the design process to create both paper based and electronic publications and critically evaluate the development process.

Students will use a variety of hardware and software to develop and apply practical skills in information processing and publishing. Topics covered may include; Data Input, Personal Publishing, Business Publishing, Digital Publishing and Digital Presentations.

Students will also investigate and present an analysis of a social or ethical issue associated with information processing and publishing eg copyright, privacy, defamation or technology security.

AssessmentConsists of: Practical Skills 60% Design Task 30% Issues Analysis 10%

Workplace PracticesLength: 1 Semester

Descriptor: In Workplace Practices students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices and local, national, and global issues in an industry and workplace context. Students can undertake learning in the workplace and develop and reflect on their capabilities, interests, and aspirations. The subject may include the undertaking of vocational education and training (VET) as provided under the Australian Qualifications Framework (AQF)

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MusicContact: Arts Coordinator Length: Full Year

Recommended: Successful completion of full year of music at Year 10, unless negotiated.

Descriptor: This course aims to extend students' confidence and skills in their ability to engage in music by extending their musical understanding, skills and knowledge. Students will study the following elements:

PerformanceStudents will be required to attend weekly instrumental lessons provided by the school. They will participate in a class ensemble and perform in public as a band member and a soloist throughout the year. Students may study one of the following instruments: trumpet, trombone, saxophone, electric guitar, bass, keyboard and drums.

Students will be assessed on accuracy, technique and musicality in their chosen instrument / voice and will prepare repertoire for the Arts Showcase in Term 4. Vocal lessons are available on audition as a second instrument

MusicianshipStudents will develop skills in reading and writing standard music notation as well as aural training. Methods will include use of books, ICT and purpose designed software. Students will achieve a level equivalent to AMEB Grade 3 Theory.












Business, Enterprise and Technology

Information Technology A, BLength: 1 or 2 Semesters

Descriptor: The content is organised into the following topics, two of which are combined to form a unit:

• ComputerSystems • Programming • RelationalDatabaseSystems • Applications

The topics are practically based and emphasise the development of skills and understanding in designing, making and critiquing systems.

Information Technology A Semester One:Students will complete the Applications topic using Adobe software, Relational Database Systems and computer Systems.

Information Technology B Semester Two:Students will complete Applications using website software and the Programming topic using Javascript and computer Systems.









Arts Business, Enterprise and Technology

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Technology Business, Enterprise and

Information Processing and Publishing A or BLength: 1 or 2 SemestersDescriptor:The subject aims to develop students’ skill, knowledge and understanding of information processing and publishing. It offers the opportunity to use the design process to create both paper based and electronic publications and critically evaluate the development process.Students will use a variety of hardware and software to develop and apply practical skills in information processing and publishing. Topics covered include Desktop Publishing and Electronic Publishing. Students will also investigate and present an analysis of a social or ethical issue associated with information processing and publishing.Semester One:Students will complete the Desktop Publishing topic using Adobe Indesign.Students will complete an Issue analysis of the effects of technology in social media.Semester Two:Students will complete the Electronic Publishing topic using Adobe InDesign and Adobe Dreamweaver.Students will complete an Issue analysis based on one of Copyright, Privacy and Technology Security.Assessment:Consists ofPractical Skills 50%Design Tasks 30%Issues Analysis 20%

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and a soloist throughout the year. Students may study one of the following instruments: trumpet, trombone, saxophone, electric guitar, bass, keyboard and drums.










software and the Programming topic using Javascript and computer Systems.









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Content:

Stage 1 Workplace Practices comprises three focus areas of study. •IndustryandWorkKnowledge •VocationalLearning •VocationalEducationandTraining(VET) •IndustryandWorkKnowledgeand •Vocationallearningand/orVocationalEducationandTraining (VET)

Also two topics from:

Topic 1: Future Trends in the World of Work Topic 2: The Value of Unpaid Work to Society Topic 3: Workers’ Rights and Responsibilities Topic 4: Career Planning Topic 5: Negotiated Topics.

Assessment:Students demonstrate evidence of their learning through the following assessment types:

•Folio •Performance •Reflection

Cross Disciplinary Studies

Peer SupportContact: Student Counsellor Length: 1 Semester

Descriptor: This course begins with the successful completion of a compulsory two day Peer Support Training Program which must be done at the end of Year 10. The students will be meeting regularly with small groups of younger students so that they can understand group development, peer pressure and leadership; develop confidence, interpersonal skills, group skills, responsibility; engage in problem solving, decision making; promote trust and respect for the rights of others; work collaboratively; develop clear and realistic goals and apply them in practice and evaluate them.

All Peer Support Leaders will be actively involved in the organisation and participation of the Year 8 camp in Term 1. Students attending the camp will need to pay $125.

Assessment:The assessment tasks may include practical demonstrations, written assignments, maintaining a journal, group activities and community evaluation.

Research PracticesStage 1 Research Practices is a 10 credit subject. This subject provides students with opportunities to :

•examinetheroleofresearchinsociety •explorearangeofresearchapproaches •developtheirinvestigativeandinquiryskills •considersourcesfromarangeofperspectives •interpretandanalyseinformationanddata

Assessment:•Folio Students undertake at least two tasks for the folio. One task will focus on Exploring Research Approaches, and another will focus on Exploring Research Skills.

•SourcesAnalysis Students undertake at least two sources analysis assessments. They analyse sources from different perspectives - for example, reliability, accuracy, bias, and fit for purpose.

EnglishEnglishContact: Humanities Coordinator Length: 1 or 2 SemestersRecommended: Successful completion of Year 10 English

Descriptor: The study of English provides students with a focus for informed and effective participation in education, training, the workplace and their personal environment. In English, students read, view, write and compose, listen and speak, and use information and communication technologies in appropriate ways for different purposes.

Students will read, analyse, and appreciate a wide range of texts in various forms and media.

English allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20 Credits of this subject meet the literacy requirement.

Assessment:Students demonstrate evidence of their learning through the following assessment types:• TextAnalysis • TextProduction • AnExtendedStudy

English as an Additional Language or Dialect (EALD)Contact: Ms Mecurio Length: 1 or 2 SemestersEnglish as a Second Language is designed for students for whom English is an additional language or dialect.

Descriptor:Students engage with, reflect on, the ways texts are created within contexts for specific purposes and audiences. They listen and speak, write and compose, building expertise as a result of explicit instruction. Students develop confidence and competence with space, number, data and measurement as they select information to respond and develop texts.

EALD allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet the literacy requirement.

Assessment:Students demonstrate evidence of their learning through the following assessment types: • TextProduction • LanguageApplication(eitheranInvestigationorCommunication Study), both have an oral component.

English PathwaysContact: Humanities Coordinator Length: 1 or 2 SemestersRecommended: Successful completion of Year 10 English

Descriptor:In Stage 1 English Pathways, students read, listen, speak, respond to and compose texts. The course centres on the ways in which students, individually or in groups, use language to establish and maintain connections with people in different contexts.

Students connect with other people in many ways, using a variety of forms for different purposes. When students engage with texts they develop skills in locating, recording, analysing, synthesising, and using knowledge that is relevant to the contexts within which they are working.

English Pathways allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet the literacy requirement.

Assessment:Students demonstrate evidence of their learning through the following assessment types: Assessment Type 1: Text Analysis Assessment Type 2: Text Production

Literacy for Work and Community LifeContact: Humanities Coordinator Length: 1 or 2 Semesters

(By teacher recommendation only)

Descriptor: This subject is intended for those students who, through their Personal Learning Plans (PLP), have identified literacy skills as an area for development.

Literacy for Work and Community Life engages students in the study of everyday written, spoken, visual, and multimedia texts. Students learn to analyse and understand the meanings, structures, purposes, and audiences of these texts, and build the knowledge and skills to produce their own texts. The study of Literacy for Work and Community Life also enables students to develop their spoken and written language skills to interact effectively with others, in their learning, work, and community life.

This subject provides opportunities for students to meet the SACE literacy requirement, and to gain additional literacy support for their studies and future pathways. Students who gain a C grade or better in this subject can count the credits towards the literacy requirement of the SACE.

This course does not lead to Stage 2 English.

Content:Students develop skills that enable them to engage with a broad range of texts from the contexts of:

• LiteracyforWork • LiteracyforCommunityLife • LiteracyforDailyLife • LiteracyforLeisure.

They will create and respond to texts in a variety of modes, for different purposes and audiences.

Assessment: Students demonstrate evidence of their learning through the following assessment types: • TextAnalysis

• TextProduction Health & Physical Education

Physical Education AContact: Health & PE Coordinator Length: 1 Semester

Descriptor: The course aims to develop a comprehensive framework of skills and values related to the world of physical activity. It also acts as an important background subject for students wanting to study Stage 2 Phys. Ed. as a full year subject.

The content is 60% Practical and 40% Theory.

Content:• Practicals

• Theory 1

• Theory 2 (10 hours) - Issues Analysis

Special Conditions:This unit can be studied as a single unit or combined with Physical Education B for a full year of study.

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

Assessment:Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts Assessment Type 3: Intertextual Study

Essential English - EALD

Length: Full YearIn this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.This course is designed for students for whom English is an additional language or dialect.

Assessment:Assessment Type 1: Responding to Texts Assessment Type 2: Creating Texts

Essential English Pathways Contact: Humanities CoordinatorLength: Full YearRecommended: Successful completion of Year 10 EnglishIn this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.This course allows students to achieve the literacy requirement in the SACE.


Essential English - Literacy

In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.This course is intended for those students who have identified literacy skills as an area for development.


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Workplace Practices (cont)Content:









All Peer Support Leaders will be actively involved in

pay $125.


Stage 1 Research PracticesStage 1 Research Practices is a 10 credit subject. This subject provides students with opportunities to :

















Assessment:Students demonstrate evidence of theirthe following assessment types: Assessment Type 1: Text Analysis Assessment Type 2: Text Production
















• Theory 1



Length: Full Year

BasketballTouch FootballIndoor Soccer

(15 hours)Skill AcquisitionTraining Principles & Methods

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Physical Education BContact: Health & PE Coordinator Length: 1 Semester

Descriptor: The course aims to develop a comprehensive framework of skills, knowledge and values related to the world of physical activity.


Content:• Practicals Basketball and Badminton

• Theory 1

• Theory 2

(10 hours) - Issues Analysis

Special Conditions:This unit can be studied as a single unit or combined with Physical Education A for a full year of study.

Child Studies

Contact: Health and PE Coordinator Length: 1 Semester

Descriptor:This course focuses on the many aspects of child development and is a foundation for stage 2 Early Childhood Studies. The emphasis will be on:

• Parenting• Foodandnutrition• Stagesofgrowthanddevelopment• Importanceofplay• Childcareservices

Participants will be involved in the practical application of these areas of investigation - food preparation, planning safe educational activities and visiting community organisations.

Football StudiesContact: Health and PE Coordinator Length: 1 Semester

Years 10 & 11 (In year 11 this unit is run as an Integrated Learning subject.)

Descriptor: This course is designed for club players and aims to improve football (soccer) performance levels while developing an understanding of elements important to the game. The theoretical components prepare students for future courses and careers in football and sport and recreation. The modules include:

• FootballPerformance• Coaching• Injury management • Football Conditioning

The number of places is limited and a short interview with Mr. Tate (program manager) is required. The course is open to both boys and girls.

Humanities & Social SciencesHistoryContact: Humanities Coordinator Length: 1 Semester

Recommended: Successful completion of Year 10 Society and Environment

Descriptor: 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.

Topics include:• Vietnam • Afghanistan

Assessment: Students demonstrate evidence of their learning through the following assessment types:

• Folio • SourcesAnalysis • Investigation

Legal StudiesContact: Humanities Coordinator Length: 1 Semester


Descriptor: Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition.

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.

Students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues. They use a variety of methods to investigate legal issues, including observing the law in action in courts and through various media.

Content:Topics include: • LawandSociety • JusticeSystem • YoungPeopleandtheLaw


• Folio(20%) Media Analysis (20%) • IssuesStudy(20%) • OralPresentation(20%) • Examination(20%)

Languages

JapaneseContact: Humanities Coordinator Length: Full Year

Compulsory: Year 10 Japanese

Descriptor:

Stage 1 course focuses on developing language skills and verbal and written communication.

Assessment tasks cover text analysis, written, investigative and oral tasks.

Special Conditions:Students must undertake this subject as a full-year course.

Mathematics

Mathematical Studies 1, 2, 3 & 4Contact: Mathematics Coordinator Length: 4 Semesters

Recommended: Successful completion of Year 10 Mathematical Studies (B grade or better)

Descriptor: In the study of mathematics students 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.

Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory

10-credit numeracy requirement.

Content:Stage 1 Mathematical Studies course is from the range of topics:

• DatainContext

• NetworksandMatrices

• SimulatingRandomProcesses

• Statistics

• Trigonometry

• ModelsofGrowth

• QuadraticandOtherPolynomials

• CoordinateGeometry

• FunctionsandGraphs

• PlanarGeometry

• PeriodicPhenomena

Topics studied are those that provide a background for students proceeding to Stage 2, Mathematical Studies, and Specialist Mathematics subjects.


• SkillsandApplicationsTasks

• Folio


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in Term 1. Students attending the camp will need to pay $125.



















Assessment:ing through the following assessment types: Assessment Type 1: Text Analysis Assessment Type 2: Text Production
















• Theory 1



(10 hours)Exercise PhysiologyBiomechanics

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Content:• Practicals Baskeitb aP ll and Badminton

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• Theory 2



Child Studies
























Languages



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Mathematics







• DatainContext



• Statistics

• Trigonometry

• ModelsofGrowth




• PlanarGeometry





• Folio

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Mathematics







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• PlanarGeometry





• Folio


BadmintonEuropean HandballVolleyball

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Content:












































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Length: Full Year



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Languages



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Mathematics







• DatainContext



• Statistics

• Trigonometry

• ModelsofGrowth




• PlanarGeometry





• Folio


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• DatainContext



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• Theory 1



Length: Full Year



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• Theory 2



Child Studies
























Languages



Descriptor:




Mathematics







• DatainContext



• Statistics

• Trigonometry

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• PlanarGeometry





• Folio


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Descriptor:




Mathematics







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• Statistics

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• ModelsofGrowth




• PlanarGeometry





• Folio



Innovation and DesignContact: Mrs Stewart or Mrs WhiteLength: 1 Semester

Descriptor:Do you have a creative idea for a product or servicethat the world should know about? Do you want to develop enterprise skills that will assist you in the ever changing world of work? Do you want to be your own boss? Are you a creative thinker? If you answered ‘YES” to any of these questions, then this is the subject for you. Students will work independently and collaborate to develop an enterprise opportunity. Students will be supported to develop their own idea, investigate product design, costings, marketing, including a ‘pitch’ and produce an item for potential sale. Enterprise opportunitymay involve service provision, food production, or product design incorporating technologies such as laser cutting or 3D printing. This subject could be the beginning of areal business opportunity.Flexible delivery will enable both Year 11 and 12 Students to access this subject.

Assessment:A Cobination of written and practical.Students are expected to critically evalute and reflect on thier work throughout the course• Group task: 50%• Practical: 20%• Folio: 30%


Catering Concepts

Contact: Mrs StewartLength: 1 SemesterPrerequisites: C grade or better in Year 10 Food

Descriptor:Students will work independently or as part of a group to investigate current trends in catering and the hospitality industry. Topics may include: Funky food presentation, Portable food, technology and food preparation and ‘Whats Hot’ - trendy foods. Students will demonstrate their knowledge and develop food preparation techniques through weekly practical tasks, culminating in hosting a luncheon. Flexible delivery will enable both Year 11 and Year 12 Students to access this subject.

Assessment:A combination of written and practical.Students are expected to critically evaluate and reflect on their work throughout the course.• Group task: 50%• Practical: 20%• Folio: 30%

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Length: Full Year



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Mathematics







• DatainContext



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• PlanarGeometry





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• Folio


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Mathematics







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• ModelsofGrowth




• PlanarGeometry





• Folio



Contact: Humanities CoordinatorLenght: Full Year

Cross Disciplinary Studies English

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, work experienceor casual employment.

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Child Studies










Humanities & Social Sciences

Contact: Humanities Coordinator Length: 1 Semester

Recommended: Successful completion of Year 10 history










Languages



Descriptor:




Mathematics







• DatainContext



• Statistics

• Trigonometry

• ModelsofGrowth




• PlanarGeometry





• Folio


Modern History

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Child Studies

Contact: Coordinator Length: 1 Semester








The number of places is limited and a short interview with the Program Manager is required.




Topics :• Vietnam • Afghanistan



Humanities Coordinator Length: 1 Semester

Recommended: Successful completion of Year 10 Society

and EnvironmentDescriptor: Legal Studies explores Australia’s legal heritage and

within a global context. Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition.

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and ion oflegal perspectives on contemporary issues in society. They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.

Students examine the Australian legal system. They read and write about, and discuss, analyse, and debate issues. They use a variety of methods to investigate legal issues, including observing the law in action in




Languages



Descriptor:




Mathematics







• DatainContext



• Statistics

• Trigonometry

• ModelsofGrowth




• PlanarGeometry





• Folio


Technology

This cour e if open to both boys and girls.s

Mathematics 1, 2, 3, and 4Contact: Maths CoordinatorLength: 4 semestersRecommended: Successful completion of Year 10 Maths Studies at a B grade or better

In this subject, students are expected to:1. understand mathematical concepts, demonstrate mathematical skills, and apply mathematical techniques2. investigate and analyse mathematical information in a variety of contexts3. think mathematically by posing questions and solving problems, including making and testing conjectures4. interpret results, draw conclusions, and determine the reasonableness of solutions in context5. make discerning use of electronic technology6. communicate mathematically and present mathematical information in a variety of ways.

Topics covered will be selected from the following list:

• Topic 1: Functions and graphs• Topic 2: Trigonometry• Topic 3: Counting and Probability• Topic 4: Statistics• Topic 5: Growth and Decay• Topic 6: Introduction to Differential Calculus. • Topic 7: Arithmetic and Geometric Sequences and Series• Topic 8: Geometry• Topic 9: Vectors in the Plane• Topic 10: Trigonometry• Topic 11: Matrices• Topic 12: Real and Complex Numbers.

Assessment:Students demonstrate evidence of their learning through the following assessment types:• Skills and application tasks• Mathematical investigations

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Modern History

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Modern History

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• Folio


Technology







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Technology







Legal Studies Contd..

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Mathematics







• DatainContext



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• PlanarGeometry





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Modern History

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Topics Include 2 of: l Imperialisml Decolonisationl Indigenous peoples social movementsl Revolution

l 3 historical skills assignmentsl 1 history study investigation


Physical Education AContact: Health & PE CoordinatorLength: 1 SemesterDescriptor:Students explore the ‘Body in Action’ and develop and extend their understanding of system structure, function and responses of the body during activity. Students will be required to apply, explain and at times practically demonstrate how relevant concepts covered will help to improve game baset and movement performance.It is recommended that students complete Physical Education A & B at stage 1 if they are considering undertaking the subject in stage 2.Learning Opportunities will be provided using the following contexts:

Physical Education ABadminton - Incorporating Skill Acquisition and Biomechanics concepts to explain and performance improvement achieved.Negotiated activity - One of Basketball, Indoor Soccer, Netball or Volleyball.The Negotiated activity selected will again incorporate theoretical concepts of skill acquisition and/or explain performance improvement achieved.

Physical Education BNegotiated Activity - One of Basketball, Indoor Soccer, European Handball or Volleyball (which wasn’t completed in semester 1). Incorporating training principles and methods to explain performance improvements achieved. Touch Football - Incorporating Energy Systems and Exercise Physiology concepts to explain movement performance.

Contact: Mrs Alexander

Special Conditions:Students must undertake this subject as a full year course. This course is delivered off campus at the Adelaide School of Languages.

Health & Physical Education


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Mathematical ApplicationsContact: Mathematics Coordinator Length: 1 or 2 Semesters

Recommended: Successful completion of Year 10 Maths at a high C or better.




Content:Stage 1 Mathematical Applications course is from the range of topics:

• EarningandSpending

• Measurement

• DatainContext


• SavingandBorrowing


• Statistics

• Trigonometry

Topics studied are those that provide a background for students proceeding to Stage 2 Mathematical Applications.



• Folio

Numeracy for Work and Community LifeContact: Mathematics Coordinator Length: 1 Semesters

(by teacher recomendation only)

Descriptor: Numeracy for Work and Community Life enables students to build on their knowledge and understanding of mathematical information and its relationship to everyday contexts.

This subject is intended primarily for those students who, through their personal learning plans, have identified numeracy skills as an area for development.

In their study of Numeracy for Work and Community Life, students discuss and share ideas as they explore, select, and apply a range of mathematical concepts, processes, and strategies to everyday problems and situations. Students develop their critical thinking skills by making choices to solve problems, and communicating mathematical processes and results with clarity and understanding.

This subject provides opportunities for students to meet the SACE numeracy requirement, and to gain additional numeracy support for their studies and future pathways. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirement of the SACE.

Content:Teachers develop a program based on one or a combination of contexts for study. In each of the five contexts for study, the starting point is a focus on the particular mathematics subject and numeracy skills and strategies that are relevant to the needs of the students.

Contexts for Study• NumeracyforWork • NumeracyforCommunityLife • NumeracyforDailyLife • NumeracyforLeisure


• SkillsandApplicationsTasks • Folio

Mathematical PathwaysContact: Mathematics Coordinator Length: 1 or 2 Semesters

Recommended: Successful completion of Numeracy for Work and the Community or Year 10

Descriptor: Content and Assessment is the same as Maths Applications. However, work is more practical and problem-based, with a focus on a particular vocational pathway, such as Automotive Construction, Hospitality Health Care or Retail.

Science

Biology AContact: Science Coordinator Length: 1 Semester

Recommended: A satisfactory achievement in Year 10 Science Semesters 1 and 2

Descriptor: Students will be introduced to living systems at a cellular and whole organism level. They will investigate cell structure and the function of plant and animal cells using research assignments and practicals. Students will also investigate the functioning of body systems using the digestive or circulatory systems as examples.

The Human Impact on our environment will be investigated. The course also studies the diversity of living things and the way organisms are grouped (or classified). Students are encouraged to critically evaluate data and develop sound recording and communication skills.

Special Conditions:Field trip to the Adelaide Zoo and Botanic Gardens. A small cost will be incurred.

Biology BContact: Science Coordinator Length: 1 Semester

Recommended: A satisfactory achievement Year 10 Science Semester 1 and 2

Descriptor: Students will study in further detail Cellular Structure and Function. This will lead students to investigate how characteristics are inherited (Genetics) leading to issues facing today's society such as the role of genetic engineering. Students will develop skills in logical thinking and will critically evaluate data from investigations they have planned. Enterprise and Vocational Skills will also be emphasized through an Ecology project.

Special Conditions:A field trip to CSIRO will result in a small cost.

Biology is an area where many employment opportunities will develop in the future. Both Biology A and Biology B will provide a good background for studying Stage 2 Biology

ChemistryContact: Science Coordinator Length: 1st Semester or Full Year

Recommended: A satisfactory achievement in Year 10 Science Semester 1 and 2

Descriptor: Chemistry in the senior school seeks to extend student understanding of the behaviour of substances which make up our universe. Topics include: Matter, Organic Chemistry, Chemical Reactions, Acids and Bases, Redox, Quantities in Chemistry, Water. Learning takes place through lecture sessions, assignment work, laboratory exercises and class discussion. An awareness of chemistry in everyday living is promoted.

Special Conditions:Chemistry is an important basis for some branches of science at tertiary level. It is strongly recommended that if students wish to do Stage 2 Chemistry they undertake both semesters at Stage 1. This course leads to a study of Chemistry in Stage 2, which is part of a joint approach by Para Hills High School, other DECS schools and the University of S.A.

NutritionContact: Coordinator Length: 1 Semester

Recommended: Successful completion of Year 10 Science

Descriptor: 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.

Students have 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 consider the ways in which these methods and associated technologies 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.

Content:Students undertake the study of two or three topics.

Examples of topics for study include:

• MacroandMicroNutrients

• FreshversusProcessedFoods

• AustralianDietaryGuidelinesandNutritionintheLifecycle

• PsychologyofFoodMarketing

• IndigenousAustralians:FoodChangesfromtheTraditional to the Contemporary

• ContaminatedFood.

• SafeFoodHandling

• OrganicFoodversusGeneticallyModifiedFood

• SustainableFoodFutures

• Water.

Assessment:Students demonstrate evidence of their learning through the following assessment types:• InvestigationsFolio


Science

General MathematicsContact: Maths CoordinatorLength: 1 or 2 semestersRecommended: Successful completion of Year 10 Maths at a high C grade or better.

Students extend their mathematical skills in ways that apply to practical problemsolving and mathematical modelling in everyday contexts. A problems-based approach is integral to the development of mathematical skills and the associatedkey ideas in this subject.

Areas studied cover a range of applications of mathematics, including: personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear functions, and discrete modelling using networks and matrices. In this subject there is an emphasis on consolidating students’ computational and algebraic skills and expanding their ability to reason and analyse mathematically.Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement.

Stage 1 General Mathematics consists of the following list of six topics:Topic 1: Investing and borrowingTopic 2: MeasurementTopic 3: Statistical InvestigationTopic 4: Applications of TrigonometryTopic 5: Linear Functions and their GraphsTopic 6: Matrices and Networks.


Essential Mathematics

Contact: Maths CoordinatorLength: 1 or 2 semestersRecommended: Completion of Year 10 Maths

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, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts.

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 tradesor vocations.

Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory 10-credit numeracy requirement.

Topics are selected from:

• Topic 1: Calculations, Time, and Ratio• Topic 2: Earning and Spending• Topic 3: Geometry• Topic 4: Data in Context• Topic 5: Measurement• Topic 6: Investing

Assessment:Students demonstrate evidence of their learning through the following assessment types:• Skills and assessment tasks• Folio Tasks

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General Mathematics Contd.. Mathematics Science


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PhysicsContact: Science Coordinator Length: 1st Semester or Full Year

Recommended: A satisfactory achievement in Year 10 Maths and Year 10 Science Semesters 1 and 2

Descriptor: This subject concentrates on understanding the behaviour of the physical world. Topics may include: Motion; Nuclear Physics, Wave Motion; Light and Colour, Force, Sound, Electrostatics, Power and Energy; Newton's Laws; Projectile Motion; Momentum; and Current Electricity. Students develop skills of logical thinking, numerical problem solving and effective scientific communication. They record, tabulate, assess and interpret data and evidence from appropriately designed experiments.

Special Conditions:Physics is an important basis for the continuing study of some branches of Science at tertiary level. It is most strongly recommended that if students wish to do Stage 2 Physics successfully, they undertake both semesters at Stage 1. This course leads to a study of Physics in Stage 2, which is part of a joint approach by Para Hills High School, other DECS schools and the University of S.A.

Stage 1 Psychology.Contact: Science Coordinator Length: 1st Semester

Psychology is a multidisciplianry subject that deals with aspects of the brain and behaviour. It covers topics such as Neurobiology, Cognition, Intelligence, Social Behaviour, Emotion and Psychological Development. There is a strong emphasis on deigning scientific investigations.

Psychology is a Science subject that is both academically rigorous and interesting, as it aims to understand why people behave the way they do.

Psychology will be offered at Stage 1 as a one-Semester subject

SACE Stage 1 CurriculumSACE Stage 1 Curriculum

Stage 1 Psychology.Stage 1 Psychology.

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PhysicsContact: Science Coordinator Length: 1st Semester or Full Year

Recommended: A satisfactory achievement in Year 10 Maths and Year 10 Science Semesters 1 and 2

Descriptor: This subject concentrates on understanding the behaviour of the physical world. Topics may include: Motion; Nuclear Physics, Wave Motion; Light and Colour, Force, Sound, Electrostatics, Power and Energy; Newton's Laws; Projectile Motion; Momentum; and Current Electricity. Students develop skills of logical thinking, numerical problem solving and effective scientific communication. They record, tabulate, assess and interpret data and evidence from appropriately designed experiments.

Special Conditions:Physics is an important basis for the continuing study of some branches of Science at tertiary level. It is most strongly recommended that if students wish to do Stage 2 Physics successfully, they undertake both semesters at Stage 1. This course leads to a study of Physics in Stage 2, which is part of a joint approach by Para Hills High School, other DECS schools and the University of S.A.

Stage 1 Psychology.Contact: Science Coordinator Length: 1st Semester

Psychology is a multidisciplianry subject that deals with aspects of the brain and behaviour. It covers topics such as Neurobiology, Cognition, Intelligence, Social Behaviour, Emotion and Psychological Development. There is a strong emphasis on deigning scientific investigations.

Psychology is a Science subject that is both academically rigorous and interesting, as it aims to understand why people behave the way they do.

Psychology will be offered at Stage 1 as a one-Semester subject


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Arts

DanceContact: Arts Coordinator Length: Full Year (20 Credits)

Recommended: Stage 1 (C grade or better)

Descriptor: Students undertake study in three areas of dance:

A Skill Development - provides students with a basic understanding and practical application of the principals of movement and the elements of composition. Includes a written folio.

B Group Production - involvement in a major dance production.

C Dance Perspectives - is a theoretical component divided into two sections: Historical Perspectives and Contemporary Issues.

Students develop and demonstrate a range of physical skills and ideas in dance and performance. They improvise and compose dances, improve strength, flexibility, endurance, and co-ordination, and are required to work co-operatively with others.

Assessment:

• PracticalSkills 50%

• GroupProduction 30%

• DancePerspectives 20%

Special conditions: All Dance students will be required to wear a specified uniform for all practical dance sessions and will be required to attend SACE Dance Days and other live performances.

DramaContact: Arts Coordinator Length: Full Year (20 Credits)


Descriptor: The ability to work both independently and as part of a dynamic team is essential. Independent learning skills and a creative, industrious approach are essential. Some out-of-school hours commitment is required.

AssessmentThe weighting of Assessment Tasks is reliant on whether or not students wish to achieve an ATAR. This needs to be included on the Selection Form.

•GroupPresentation

•Folio:Report,Reviews

•PerformanceProduction

•InterpretiveStudy

Special Conditions

Costs may be involved for viewing live performances, theatre visits and/or special workshops.

Visual Arts: ArtContact: Arts Coordinator Length: Full Year (20 Credits)


Descriptor: A subject that requires the student to work as an artist in developing ideas and concepts. Students will research art, artists, art media, and the role of the consumer/critic in society. All students will, after discussion with their teacher, undertake major practical works, including a folio and visual study.

Drawing, painting, sculpture, printmaking, photography and computer manipulated work are some of the possible areas students may choose to work on, for each of the two completed practicals.

Assessment: Practical Work (x2) 30% Folio (60 A3 pages) 40% Visual Study (20 A3 pages) 30%

Visual Arts: DesignContact: Arts Coordinator Length: Full Year (20 Credits)


Descriptor: A subject that requires the student to work as a designer in developing ideas and concepts.

Emphasis will be placed on the problem-solving processes and design practices in the study area chosen by the student. Students are required to undertake practical studies working within one of the broad areas of Design:

• Communication Design - (Posters, CD Covers, Logos, 2D animations)

• Product Design - (Fashion, Jewellery, Furniture)

Students will have access to digital media technologies to enhance their design work using industry standard software such as Adobe Flash, Illustrator, Photoshop and InDesign.

The maintenance of a folio of student work is required for moderation and is highly desirable for job interview purposes.

Assessment -

• Practical Work (x2) 30% • Folio(60A3pages) 40% • VisualStudy(20A3pages) 30%

Business Enterprise & Technology

Information Processing and Publishing Length: Full Year (20 Credits)

Descriptor: Information Processing and Publishing focuses on the application of practical skills to provide creative solutions to text-based communication tasks. Students create both hard copy and electronic text-based publications, and evaluate the development process. They use technology to design and implement information processing solutions, and identify, choose and use the appropriate computer hardware and software to process, manage and communicate information in a range of contexts.

Consists of the followng two focus areas:

•DesktopPublishing •ElectronicPublishing

AssessmentSchool Based 70%• PracticalSkills (40%)• Issuesanalysis (30%) External 30% • ProductandDocumentation (30%)

Information Processing and PublishingLength: Full Year (20 Credits)

Descriptor:Information Processing and Publishing focuses on the development and application of practical skills to provide creative solutions to text-based communication tasks. Students create both print and electronic text-based publications, and evaluate the development process.They use technology to design and implement information processing solutions, and identify, choose and use the appropriate computer hardware and software to process, manage and communicate information in a range of contexts.Consists of the following two focus areas:• Desktop Publishing• Electronic PublishingStudents will complete 5 practical tasks using Adobe InDesign and Adobe Dreamweaver.Students will complete 3 issues analysis based on social / ethical issues associated with informational processing and publishing.The external assessment is the documentation of the planning and development of a multi-page magazine.AssessmentSchool Based 70%• Issues Analysis (40%)• External 30%Product and Documentation (30%)


Dance

Contact: Arts Coordinator Length: Full Year (20 Credits)Recommended: Stage 1 (C grade or better)Descriptor: Students undertake study in three areas of dance: Skill Development - provides students with a basic understanding and practical application of the principals of movement and the elements of composition. Includes a written folio. Group Production - involvement in a major dance production. Dance Perspectives - is a theoretical component divided into two sections: Historical Perspectives and Contemporary Issues.

Students develop and demonstrate a range of physical skills and ideas in dance and performance. They improvise and compose dances, improve strength, flexibility, endurance, and co-ordination, and are required to work co-operatively with others. Assessment:• Practical Skills 50%• Group Production 30%• Dance Perspectives 20%

DramaContact: Arts Coordinator Length: Full Year (20 Credits)Recommended: Stage 1 (C grade or better)

Descriptor: Stage two Drama focuses on SACE assessments that involve acting, analysing plays, taking on the role of a dramatic practitioner, self-evaluation and reviewing two live theatre performances. At this stage student’s develop and refine their skills and knowledge through practical and theory assessments. The subject gives a choice to students to focus on both onstage and offstage roles. It must be taken for the duration of year 12 and year 11 Drama is pre requisite subject.

Assessments:• Group presentation • Interpretive study • Review writing• Production report • Senior Drama Production

Creative Arts Contact: Arts Coordinator Length: Full Year 20 CreditsRecommended: Stage 1 Arts (C Grade or better)

Descriptor A subject that allows students to explore a specific areaof Art/ Design or the Performing Arts that interests themEmphasis is placed on developing skills in the chosenarea and on critical and creative thinking to developcreative Art works. Areas of interest may include:jewellery, photography, stage management, theatrical performance, choreography, music composition, dance technology, film making.

Assessments:Practical Skills (30%)Product (50%) Investigation (20%)

Music or Certificate III in Music Industry (Performance)Contact: Arts Coordinator Length: Semester (Stage 1 SACE Music)/Full Year (Cert III in Music Industry (Performance) Note: The Certificate III in Music is a VET course. Completion of this course will result in 30 Stage 2 Credits. Stage 2 Music results in a20 Stage 2 units per semester. In order to be enrolled in Stage 2 Music or the Certificate III in Music Industry, students must have completed a full year of Year 11 Music or the Certificate II in Music Industry.

Descriptor: Certificate III in Music Industry (Performance) This course is a practical, skills-based approach to learning music performance and sound production which can prepare students for work and life as a musician/producer/song writer in the contemporary music industry. The course is designed to gain and develop skills and knowledge relevant to working in the music industry with a focus on ensemble performance, creative song writing and recording/manipulating digital audio. Students will explore the different styles of contemporary music, examine song writing methods and sound engineering basics. Students will compose using instruments, synthesisers and loops. Stage 2 Music This course aims to extend students’ confidence and skills in their ability to engage in music by extending their musical understanding, skills and knowledge. Students will select 2-3 of the following units:

• Ensemble Performance• Solo Performance• Individual Study• Music Technology• Musical Styles

Special Conditions: Students will perform in the community and will need to enroll in one of the lunch time ensembles in addition to their class ensemble. Lunch time ensembles available in 2016 included The African Drum Ensemble, The Ukulele Ensemble and The Stage Band. Students must either own or hire and instrument. Instruments are available for hire from the school at a highly subsidized price. Hire fees for 2016 were unavailable at time of printing.

Visual Arts: Art

Contact: Arts Coordinator Length: Full Year (20 Credits)Recommended: Stage 1 (C grade or better)

Descriptor: A subject that requires the student to work as an artist in developing ideas and concepts. Students will research art, artists, art media, and the role of the consumer/critic in society. All students will, after discussion with their teacher, undertake major practical works, including a folio and visual study.Drawing, painting, sculpture, printmaking, photography and computer manipulated work are some of the possible areas students may choose to work on, for each of the practical components.

Visual Arts: Design

Contact: Arts Coordinator Length: Full Year (20 Credits)Recommended: Stage 1 (C grade or better) Descriptor: This course enables students to develop skills and knowledge and apply these to solve design problems and briefs. Students follow the design process for practical work and present professionally finished design products. Practical work includes a folio showcasing a variety of hand rendered and digital processes to produce Graphic Designs (branding and promotional materials) and Product Designs. Students will have access to industry standard digital media technologies to enhance their design work, such as the Adobe Suite (Adobe Photoshop, Adobe Illustrator and Adobe InDesign), as well as laser cutting/engraving technology.Assessment:• Practical Work (x2) 30%• Folio (60 A3 pages) 40%• Visual Study (20 A3 pages) 30%

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Workplace Practices This subject may include the undertaking of vocational education and training (VET). Workplace Practices 20 Credits

Descriptor:Students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, and local, national and global issues in an industry and workplace context.

Assessment:School Based (70%)• Folio - 3 tasks 25%• Performance - 50 to 60 hours work 25%• Reflection - 2 tasks 20%External (30%)• Investigation - practical or issues analysis 30%The subject requires a compulsary 50-60 hours of Voctional Learning. This may involve Work Experience, Part-Time Employment or be undertaken as a VET course.

English Contact: Humanities Coordinator Length: Full Year (20 Credits)

Recommended: At least a B Grade in Stage 1 English or Essential English and a teacher recommendation

Descriptor:

In English students analyse the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. They have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.Students provide evidence of their learning through eight assessments, including the external assessment component. Students undertake:• Three responses to texts, two written and one oral. • Four created texts. One of the four texts is a written

statement. One comparative analysis.

Assessment :School Assessment (70%)Assessment Type 1: Response to texts 30%Assessment Type 2: Creating texts 40%External Assessment (30%)Assessment Type 3: Comparative analysis 30%

Essential English SACE Stage 2Contact: Humanities CoordinatorLength: Full Year (20 Credits) Descriptor: In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts.

Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.

Students provide evidence of their learning through seven assessments, including the external assessment component.

Students undertake: Three responses for responding to text - students read and respond to different texts , undertaking at least one of the responses in an oral multi-modal form and at least one of the responses in written form.

Three assessments for creating texts - students produce three texts undertaking at least one of the texts in an oral multi-modal form and at least one of the responses in written form.

One language study - students undertake one language study that is a maximum of 1500 words or 9 minutes in oral form reflecting on the use of specialised vocabulary in texts or in a context; the effect of context on appropriate language choice; the role of language in establishing individual or group identity; or how language choice is determined by the expectations of the audience.

Assessment: School Assessment Assessment Type 1: Responding to texts 30%Assessment Type 2: Creating Texts External Assessment 40% Assessment Type 3: Language Study 30%

English as an Additional LanguageContact: EAL Coordinator Length: Full Year (20 Credits)Descriptor: In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts. Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning Students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake: Three responses for responding to text - students read and respond to different texts , undertaking at least one of the responses in an oral multi-modal form and at least one of the responses in written form. Three assessments for creating texts - students produce three texts undertaking at least one of the texts in an oral multi-modal form and at least one of the responses in written form. One language study - students undertake one language study that is a maximum of 1500 words or 9 minutes in oral form reflecting on the use of specialised vocabulary in texts or in a context; the effect of context on appropriate language choice; the role of language in establishing individual or group identity; or how language choice is determined by the expectations of the audience.

Assessment: School AssessmentAssessment Type 1: Responding to texts 30%Assessment Type 2: Creating Texts 40%External Assessment Assessment Type 3: Language Study 30%

Child Studies

Contact: Technology CoordinatorLength: Full Year (20 Credits) Recommended: Stage 1 Child Studies desirable

Descriptor:This course examines:• Child Development from birth to six years• Importance of Play• Children and Books• Children’s Nutrition• Children with Special Needs• Protective practices for safety in the community

Assessment:School Assessment (70%)• Independent and Directed Investigations 60%• Collaborative Task 10%• Special Study External Assessment (30%)

Contact: Health & PE Coordinator Length: Full Year (20 Credits)Recommended: Satisfactory achievement in Stage 1 Physical Education

Descriptor: This subject offers the opportunity for students to develop a greater understanding of human movement and skill learning, through a course with a 50% practical element. Theoretical concepts are often learnt through practical laboratories. Students who choose this subject must have displayed an enthusiastic approach towards Physical Education throughout their schooling.

Theory modules include:• Exercise Physiology• Skill Learning and Biomechanics• Training Methods and Principles• Sport Psychology Practical modules include:• Aquatics at West Lakes (kayaking)• Touch Football• Badminton Note: Practicals are subject to change based upon the needs, skills and expertise of the student cohort for that year. The strengths and stage 1 grades of the group will be taken into account when decisions are made regarding practicals that will be completed.Costs: 18 hour Aquatics course at West Lakes - approx. $65 (which covers instruction costs, use of equipment and transport for 3 days). Physical Education Essentials Workbook $45.

Assessment:Practical 50%Folio 20%Exam 30%

Legal StudiesContact: Humanities Coordinator Length: Full Year (20 Credits)Recommended: Stage 1 Legal Studies but not essential, essay writing skills are essentialDescriptor: A study of the 4 topics of this subject explores the Australian Legal System from local to global. Students investigate and analyse the principles, structures and processes of the Australian Legal System.Topics• Australian Legal System• Constitutional Government• Law Making• Justice Systems Assessment:• Folio (essays, orals, tests etc. ) • Inquiry • External Exam

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Physical Education

JapaneseContact: Humanities Coordinator Length: Full YearDescriptor: Stage 2 course focuses on developing language skills and verbal and written communication. Assessment tasks cover text analysis, written, investigative and aural and oral tasks.

Special Conditions:Students must undertake this subject as a full year course. This course is delivered off campus at the Adelaide School of Languages.

Specialist MathematicsContact: Mathematics Coordinator Length: Full Year (20 Credits) Recommended: Stage 1 Mathematics1,2,3 and 4 High B grade or better

Special Conditions: Students undertaking this course have to study Mathematical Methods.

Descriptor: This course draws on and deepens students Mathematical knowledge, skills and understandings, and provides opportunities for students to develop their skills in using rigorous mathematical arguments, proofs, and using mathematical models. Topics:• Mathematical Induction• Complex Numbers• Fractions and Sketching Graphs• Vectors in 3D• Integration Techniques and Applications• Rates of Change and Differential Equations Assessment:• School Assessment 70% 6 skills and applications tasks (50%) 1 Mathematical investigation (20%)• External Assessment – 3 Hour examination (30%)

Special Conditions: All students require a SACE approved Graphics Calculator. A revision guide is recommended (cost approx.. $28.50) Students will study Specialist Mathematics as part of a group from local High Schools at the Mawson Lakes campus of the University of SA. Tuition classes will be offered back at school.

Mathematical MethodsContact: Mathematics Coordinator Length: Full Year (20 Credits) Recommended: Stage 1 Mathematics1,2,3 and 4 High B grade or better

Descriptor: This course develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and integrals, and by mathematically modeling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation.


Assessment:• School Assessment 70% 6 skills and applications tasks (50%) 1 Mathematical investigation (20%)• External Assessment – 3 Hour examination (30%)

Special Conditions: All students require a SACE approved Graphics Calculator. A revision guide is recommended (cost approx.. $28.50)

General MathematicsContact: Mathematics Coordinator Length: Full Year (20 Credits) Recommended: General Maths Stage 1 for 2 semesters - a B grade or better Descriptor: This course enables students to learn a range of mathematical skills that apply to practical problem solving. The topics covered are Modeling with Linear Relationships; Modeling with Matrices; Statistical Models; Financial Models and Discrete Models.

Assessment:• Tests (40%)• Mathematical Investigations (30%)• Examination (30%)

Special Conditions: Graphics calculators or computers will be used in assessment work. A revision guide is recommended (cost approx.. $28.50)

BiologyContact: Science Coordinator Length: Full Year (20 Credits)Recommended: A satisfactory achievement in Stage 1 Biology A and/or B. Successful completion of Stage 1 Chemistry is an advantage.

Descriptor: A subject that develops students’ knowledge of Macromolecules, Cells, Organisms and Ecosystems. Students are encouraged to apply scientific methods to the solution of problems, to collect and evaluate data, to undertake experimental exercises and examine relevant social issues. They often work and communicate with others on group tasks.

Special Conditions: It is strongly recommended that students purchase a Revision Guide (approximately $22).

Assessment:• Practical 50%• Issues Analysis 10%• Courese Work 10%• Final Examination 30%

Biology-Intergrated LearningContact: Science Coordinator Length: Full Year (20 Credits)

Descriptor: This course shares the same biology content and assessment tasks as Stage 2 Biology, with two important differences: there is no end of year exam, and there is a group project. The course has been aimed primarily at EALD students who are preparing for a career in nursing. This course would also benefit students who wish to study Biology in Year 12, but who are not planning to study science at university.

Chemistry

Contact: Science Coordinator Length: Full Year (20 Credits)Recommended: Satisfactory achievement in Stage 1 Chemistry

Descriptor: Chemistry is a science that involves the study of natural and processed materials. Stage 2 Chemistry involves the study of matter that makes up all materials, properties of matter, its production and uses. Also involved is the study of the social and environmental impact of materials and chemical processes.

Special Conditions: The purchase of a Revision Guide ($20) is strongly recommended. Students will study Chemistry as a part of a group from local high schools. Tuition will be by teachers from these schools. The group is located at the Mawson Lakes campus of University S.A., where students will have access to the university laboratories and hence to a wider range of equipment than is available in their schools. They also will have access to university staff who are working on the most recent developments in their subject areas. This approach has the strong support of both the schools and the university and aims to introduce students to university life as well as easing and encouraging their transition into tertiary study.Students will need to arrange transport to and from Mawson Lakes.

NutritionContact: Science Coordinator Length: Full Year (20 Credits)Recommended: Satisfactory achievement in a Stage 1 Science is recommended but not essentialDescriptor: This course involves the study of the scientific principles of human nutrition, including the composition of food, skills in diet assessment and ways to overcome the barriers to good nutrition.The students will investigate on one individual, national and global level, the human supply system, from production to consumption. The relationship between diet, lifestyle and health, and the social and environmental factors that influence nutritional status and food habits are also covered.Assessment:30% Examination20% Practical15% Issues Analysis35% Course Work

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PhysicsContact: Science Coordinator Length: Full Year (20 Credits)Recommended: Satisfactory Achievement in Stage 1 Physics

Descriptor: A subject that teaches students to look at the physical world through the study of Mechanics, Electric and Magnetic Fields, Waves and Photons, and the Atom and its Nucleus. Students develop skills of numerical problem-solving and effective scientific communication.

Students record and interpret data and evidence from appropriately designed experiments.

Students are also required to deliver oral presentations and write reports based on information searches.

Special Conditions: It is strongly recommended that students purchase a Revision Guide (approximately $20)Students will study Physics as a part of a group from local high schools. Tuition will be by teachers from these schools. The group is located at the Mawson Lakes campus of University S.A., Where students will have access to the university laboratories and hence to a wider range of equipment than is available in their schools. They also will have access to university staff who are working on the most recent developments in their subject areas. This approach has the strong support of both the schools and the university and aims to introduce students to university life as well as easing and encouraging their transition into tertiary study.Students will need to arrange transport to and from Mawson Lakes.Students are strongly supported at school through a tutorial system.

PsychologyContact: Science Coordinator Length: Full Year (20 Credits)

Descriptor: Psychology is a multidisciplianry subject that deals with aspects of the brain and behaviour. It covers topics such as Neurobiology, Cognition, Intelligence, Social Behaviour, Emotion and Psychological Development. There is a strong emphasis on deigning scientific investigations Psychology is a Science subject that is both academically rigorous and interesting, as it aims to understand why people behave the way they do.

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The Research Project The Stage 2 Research Project is a 10-Credit subject. It is compulsory requirement of the SACE. Students must attain a C Grade or better in the Research Project to gain their SACE.

The Research Projecrt gives students the opportunity to study an area of interest in depth. It allows students to use their creativity and initiative, while developing the research and presentation skills they will need in further study or work.

Students research a topic based on an area of interest. The research topic may be linked to an existing SACE subject or course, or to a workplace or community context.

Students learn how to use research processes and apply knowledge and skills specific to their research topic. They keep a record of their research and evaluate what they have learnt, including their ideas and insights.

Assessment:• Folio Preliminary Ideas and Research Proposal Research Development Discussion • ResearchOutcome • ExternalAssessment Evaluation (including a written Summary)

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The Research Project The Stage 2 Research Project is a 10-Credit subject. It is compulsory requirement of the SACE. Students must attain a C Grade or better in the Research Project to gain their SACE.

The Research Projecrt gives students the opportunity to study an area of interest in depth. It allows students to use their creativity and initiative, while developing the research and presentation skills they will need in further study or work.

Students research a topic based on an area of interest. The research topic may be linked to an existing SACE subject or course, or to a workplace or community context.

Students learn how to use research processes and apply knowledge and skills specific to their research topic. They keep a record of their research and evaluate what they have learnt, including their ideas and insights.

Assessment:• Folio Preliminary Ideas and Research Proposal Research Development Discussion • ResearchOutcome • ExternalAssessment Evaluation (including a written Summary)

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Cross Disciplinary Subjects Integrated Learning

Stage 1 & Stage 2These subjects enable students to explore different ways of learning and to think about how they learn best. Students can bring aspects of different learning areas together in a coherent study. They will be encouraged to develop their collaborative skills as well as their ability to work independently. Students negotiate their learning with their teacher and others in order to achieve both personal and shared goals and to find creative ways of solving problems. Students must work collaboratively, either as a member of a class group or as an individual working in a group outside the school.

Stage 1 Integrated Learning provides a background to study in Stage 2 Integrated Learning and Stage 2 Community Studies

Assessment:Stage 1 Integrated Learning consists of the following components. The weighting of each assessment component should be between 10% and 50%.

Assessment Component 1: Situated Learning Task

Assessment Component 2: Collaborative Task

Assessment Component 3: Portfolio and Discussion.

Stage 2 Integrated Learning consists of the following components, weighted as shown:

Assessment Component 1: Situated Learning Task (40%)

Assessment Component 2: Collaborative Activity and Decision-making (15%)

Assessment Component 3: Portfolio and Discussion (15%)

Assessment Component 4: Negotiated Task (30%).

Integrated Learning

Cross Disciplinary Subjects

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Vocational Education and Training - VET

What is Vocational Education & Training (VET)?Vocational Education and Training is a way for you to experience the world of work in a range of occupations whilst still at school. You will undertake a combination of;

• On-the-joblearning Which will happen at one or more work places.

• Off-the-joblearning Which might happen at school or with another training provider.

Why choose VET Pathways?Though a VET Course, you will be trained in skills, which will improve your chances of being employed. Many of the skills will be useful for a wide range in your chosen pathway of careers beyond the VET pathway in which you might enrol. You will leave school with qualifications recognised by both the education system and industry, giving you more choices in life. You will gain credit towards traineeships and apprenticeships, giving you a head start. You will gain hands-on experience in your chosen pathway, allowing you to make better career choices.

What qualifications will I receive?You will receive SACE credits. The VET qualification will be a Certificate or a Statement of Attainment (listing modules completed). These qualifications are recognised by industry and Registered Training Organisations throughout Australia.

Where do VET pathways lead?VET pathways can help to give you a focus for your future work. It’s a way of sampling the world of work.For each VET pathway that you study, you will receive accreditation towards an award that industry recognises. VET pathways can lead to TAFE pathways, University pathways and/or direct employment.

When should I enrol?At the usual time pathway counselling occurs or throughout the year.

Will doing a VET Pathway affect other subjects?Work place learning programs require you to receive training at worksites rather than in classrooms. This might be done as a block release (one or two weeks each term) or one day a week. Often this will not fit in with school timetables in other subjects and so you will need to negotiate with your teachers to make sure you do not miss out on any learning. You will need to be prepared to catch-up work missed. Participating in VET is not an excuse for missing work in other subjects.

How much will it cost me?Most VET courses cost about $ , 00 and these are fully subsidised by the school; however, we seek $160 per student for a full year course to help cover administration costs.

How will it affect my chances of going to University?All VET pathways are designed to prepare you for the world of work. Any student can do a Stage 1 VET Pathway without restrictions, and in Stage 2 any Recognised Certificate 3 qualification can be used as the fourth option when applying for an Australian Tertiary Admissions Rank (ATAR)

Many Universities are now accepting Certificate 3 or higher as meeting the entry requirements of many courses.

Structured Workplace Learning?Through Structured Work place Learning, Students are given the opportunity to:

• Developrealisticcareerpathalternatives.

• Gainknowledgeofemployer’sexpectations.

• Gainknowledge,skillsandattitudesthatarerelevantto and valued in the work place before leaving school.

• Receivenationallyrecognisedindustrycredentials.

• CompleteYears11and12withcredittowardsfurther vocational education and training programs, apprenticeships and traineeships.

• Gainconfidenceandbettercommunicationsskillsthrough learning in an adult environment.

• Applyknowledgelearnedintheclassroomtothework place situation.

• Makecontactsthatcanleadtofuturejobprospects.

• Gainskillsintheworkplace,whichwillhelpwithother areas of study.

• Showevidenceoftheirworkplacelearningandachievements in the form of logbooks.

What benefits will students gain from undertaking a VET program?• Areliableandeffectivetransitionfromschool

to work, enabling the student to contribute more effectively to the work place.

• Theaccommodationofdifferentlearningstylesatschool and at work.

• Developinglearningskillsandattitudesrelevanttothe world of work, thus increasing employability i.e.: valuable “job ready” skills.

• Theabilitytotestoutandbroadencareeror job options.

• Gainingfirsthandexperienceinanindustryarea of interest.

• Gainingconfidence,self-esteemandimprovingcommunication skills in an adult environment.

• Receiveanationallyrecognisedretailqualificationand their South Australian Certificate of Education (SACE).

• Paidemploymentandastructuredcareerpathwayif they wish to continue their employment with the company.

• AnotheroptionthroughwhichtoobtainanATAR.

Para Hills High School offers a range of VET Pathways either within the school or across the districtThese include:

• Automotive

• BuildingandConstruction

• BusinessAdministration

• CommunityServices(AgedCare,ChildCareandHealth Support)

• Electrotechnology

• EngineeringSkillsPathway

• FashionDesign

• FurnitureConstruction

• Hairdressing

• Hospitality

• InformationTechnology

• IntroductiontoAnimalCare

• Multimedia

• MusicIndustry

• Printing

• Retail

• Transport&Distribution

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• Computer Aided Design

• Community Services (Aged Care, Child Care and Health Support)

• Computer Aided Design

• Electrotechnology

• Electronics

• Engineering Skills Pathway

• Event Management

• Fashion Design

• Fitness

• Furniture Construction

• Hairdressing & Beauty

• Hospitality & Restaurant Operations

• Information Technology

• Animal Care

• Multimedia & Game Design

• Music Industry

• Outdoor Recreation

• Transport & Distribution

Vocational and Educational Training (VET)

Where do VET pathways lead? VET pathways can help to give you a focus for your future work. It’s a way of sampling the world of work. For each VET pathway that you study, you will receive accreditation towards an award that industry recognises. VET pathways can lead to TAFE pathways, University pathways and/or direct employment.

When should I enrol? Complete your application forms and submit them at Course Counselling.

Will doing a VET Pathway affect other subjects?

Work place learning programs require you to receive training at work sites rather than in classrooms. You will need to be prepared to catch up work missed. Participating in VET is not an excuse for missing work in other subjects. VET students will be allocated a private study to catch up on work missed.

How much will it cost me?

Most VET courses cost about $2,000 and these are fully subsidised by the school; however, we seek $160 per student for a full year course to help cover administration costs.

How will it affect my chances of going to University?

All VET pathways are designed to prepare you for the world of work. Any student can do a Stage 1 VET course without restrictions, and in Stage 2 any completed Recognised Certificate 3 qualification can be used as the fourth option when applying for an Australian Tertiary Admissions Rank (ATAR)

Many Universities are now accepting Certificate 3 or higher as meeting the entry requirements of some courses.

Structured Workplace learning? Through Structured Work place Learning, Students are given the opportunity to:• Develop realistic career path alternatives. • Gain knowledge of employer’s expectations. • Gain knowledge, skills and attitudes that are relevant

to and valued in the work place before leaving school.

• Receive nationally recognised industry credentials. • Apply knowledge learned in the classroom to the

work place situation. • Make contacts that can lead to future job prospects. • Gain skills in the work place, which will help with

other areas of study. • Show evidence of their work place learning and

achievements in the form of logbooks.

What is Vocational Education & Training (VET)? Vocational Education and Training is a way for students to experience the world of work in a range of occupations whilst still at school.

Students will undertake a combination of:• On-the-job learning

Which will happen at one or more work places.• Off-the-job learning

Which might happen at school or with another training provider.

Why choose VET Pathways?

Through a VET Course, you will be trained in skills, which will improve your chances of being employed. Many of the skills will be useful for a wide rangeof your chosen pathway of careers beyond the VET pathway in which you might enroll. You will leave school with qualifications recognised by both the education system and industry, giving you more choices in life. You will gain hands-on experience in your chosen pathway, allowing you to make better career choices.

What qualifications will I receive? The VET qualification will be a Certificate or a Statement of Attainment I listing modules completed). These qualifications are recognised by industry and Registered Training Organisations throughout Australia. For every 70 hours of nominal training you will receive 10 SACE credits of either Stage 1 or 2.

What benefits will students gain from undertaking a VET program?• A reliable and effective transition from school

to work, enabling the student to contribute more effectively to the work place.

• The accommodation of different learning styles at school and at work.

• Developing learning skills and attitudes relevant to the world of work, thus increasing employability i.e.: valuable “job ready” skills.

• The ability to test out and broaden career or job options.

• Gaining first hand experience in an industry area of interest.

• Gaining confidence, self-esteem and improving communication skills in an adult environment.

• Receive a nationally recognised retail qualification and their South Australian Certificate of Education SACE)

• Another option through which to obtain an ATAR.

Para Hills High School offers a range of VET Pathways either within the school or across the district These include:• Animal Care • Automotive • Building and Construction • Business Administration • Community Services (Aged Care, Child Care and

Health Support) • Computer Aided Design • Computer Aided Design • Electronics • Electrotechnology • Engineering Skills Pathway• Event Management• Fashion Design• Fitness • Furniture Construction • Hairdressing & Beauty • Hospitality & Restaurant Operations • Information Technology • Multimedia & Game Design • Music Industry • Outdoor Recreation • Transport & Distribution

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Enhance your options through The School of LanguagesSchool of Languages courses are available to students unable to study the language of their choice in their school or college.

SACE Beginners Level language courses in particular are a powerful alternative pathway for students who wish to pick up an additional language at senior secondary level, or who wish to begin studying a language for the first time in Year 11. Year 10 students can also enrol and capitalise on two units of SACE early.

Language Courses: Years 8 - 10Students choosing to study a language at this level at the School of Languages generally do so as an additional subject.

Language Courses: SACE Stages 1 & 2Students can drop a subject in the school when taking a SACE language course at the School of Languages.

Languages offered:• Arabic• Chinese• Croatian• French• German• Indonesian• Italian• Japanese• Khmer• Korean• Persian• Polish• Portugese• Serbian• Spanish• VietnameseAustralian Languages• Kaurna• PitjantjatjaraAll courses are after hours, one lesson per week and a range of locations is available.

LevelsMost languages are offered at SACE Stages 1 and 2 levels. Some languages are offered to year 8, 9 and 10 levels.

How to EnrolSpeak to the LOTE Coordinator at Para Hills High School who will refer to the comprehensive School of Languages provisional timetable, for more detailed information regarding locations, levels and times of classes. You can also visit us at www.schooloflanguages.sa.edu.au.

OR

Contact the School of Languages to discuss your particular needs with a School of Languages enrolment officer. Phone: 8301 4801

Materials and Services Charges apply to all courses at the School of Languages. A schedule is available on request.

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Enhance your options through The School of LanguagesSchool of Languages courses are available to students unable to study the language of their choice in their school or college.

SACE Beginners Level language courses in particular are a powerful alternative pathway for students who wish to pick up an additional language at senior secondary level, or who wish to begin studying a language for the first time in Year 11. Year 10 students can also enrol and capitalise on two units of SACE early.

Language Courses: Years 8 - 10Students choosing to study a language at this level at the School of Languages generally do so as an additional subject.

Language Courses: SACE Stages 1 & 2Students can drop a subject in the school when taking a SACE language course at the School of Languages.

Languages offered:• Arabic• Chinese• Croatian• French• German• Indonesian• Italian• Japanese• Khmer• Korean• Persian• Polish• Portugese• Serbian• Spanish• VietnameseAustralian Languages• Kaurna• PitjantjatjaraAll courses are after hours, one lesson per week and a range of locations is available.

LevelsMost languages are offered at SACE Stages 1 and 2 levels. Some languages are offered to year 8, 9 and 10 levels.

How to EnrolSpeak to the LOTE Coordinator at Para Hills High School who will refer to the comprehensive School of Languages provisional timetable, for more detailed information regarding locations, levels and times of classes. You can also visit us at www.schooloflanguages.sa.edu.au.

OR

Contact the School of Languages to discuss your particular needs with a School of Languages enrolment officer. Phone: 8301 4801

Materials and Services Charges apply to all courses at the School of Languages. A schedule is available on request.

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Subject Selection SheetsP

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You must select a total of 12 Semester Units

There should be 12 Semester Units selected.

TOTAL 12 Semester Units

STEP

In the event that your child's courses cannot be accommodated please indicate further choice(s) within each learning area of the Arts, Design and Technology:

Arts

1

2


1

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Subject Units Your Choice

CONSTRUCTION TECHNOLOGY •Wood/Metal/Electrotechnology 1or2

INFORMATION TECHNOLOGY 1

TOTAL Semester Units

STEP 7 Please check your TOTALS. There should be 12 Semester Units selected.


STEP


Arts

1

2


1

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8


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For students NOT DOING full year Japanese and full year Music.

Student's Name: Group:

Career Interests -1: Career Interests - 2:

Student name: Caregroup:

Potential future pathway option 1: Potential future pathway option 2:

The following subjects are Compulsory:

Subject Semesters: Your Choice

ENGLISH/EALD 2

MATHEMATICS/STUDIES 2

SCIENCE 2

HISTORY 1

HEALTH AND PHYSICAL EDUCATION 1

FOOD TECHNOLOGY 1

DESIGN AND TECHNOLOGY 1 Choose from: (circle one) - CAD - ELECTRO-TECHNOLOGY - DIGITAL TECHNOLOGY - CONSTRUCTION TECHNOLOGY (WOOD/METAL)

TOTAL 10

HINT:When selecting your Free Choices take into consideration the Design & Technology subject you have already selected and

don’t pick it again

Year 9 Subject Selection for 2018

HINT:A FULL year of MUSIC must be selected if you are considering doing the subject in Years

11 or 12.


ART 1 OR 2

CAD 1

CONSTRUCTION TECH A/B A OR B

DANCE 1 OR 2

DESIGN 1 OR 2

DIGITAL TECHNOLOGY 1

DRAMA 1 OR 2

ELECTRO-TECHNOLOGY 1

GEOGRAPHY 1

JAPANESE 1 OR 2

MUSIC 1 OR 2

TOTAL 2

Free Choice: Select 2 Semesters

Reserve choices: In the event that your choices cannot be accommodated please indicate 3 reserve choices:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

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STEP


Arts

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2


1

2

8

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STEP


Arts

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2


1

2

8


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ENGLISH/EALD 2

MATHEMATICS/STUDIES 2

SCIENCE 2

PERSONAL LEARNING PLAN 1

HISTORY 1

HEALTH AND PHYSICAL EDUCATION 1 Circle 1 of the following choices: - PHYSICAL EDUCATION A OR B/ RECREATIONAL PE

TECHNOLOGY Circle 1 of the following choices: - WOOD / METAL / ELECTRO / FOOD TECH / DIGITAL TECH

THE ARTS 1 Circle 1 of the following choices: - ART / DESIGN / DANCE / DRAMA / MUSIC

TOTAL 10

Year 10 Subject Selection for 2018

Free Choice: Select 2 Semesters


1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

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You must select a total of 12 Semester Units STEP 1 The following units are compulsory:


ENGLISH 2 2

MATHEMATICS 2 2

SCIENCE 2 2

JAPANESE 2 2

MUSIC 2 2

HISTORY 1 1

TOTAL 11 Semester Units STEP 2 You must choose one unit from Health and Physical Education:


PHYSICAL EDUCATION 1

FOOD AND LIFESTYLE 1

TOTAL 1 Semester Unit



Year 9 Subject Selection for For students wanting to do a full year of Japanese and a full year of Music.


Student's Name: Care Group:


2016


ART 1 OR 2

CONCEPT 2 CREATION 1

DANCE 1 OR 2

DRAMA 1 OR 2

DESIGN 1 OR 2

ELECTRO-TECHNOLOGY 1

FOOD TECHNOLOGY 1

FOOTBALL STUDIES 1

DIGITAL TECHNOLOGY 1


JAPANESE 2

MATHS STUDIES PLUS 1

METAL TECHNOLOGY 1

MUSIC 1 OR 2

RECREATIONAL SPORTS 1

SPECIALISTS SPORTS• PHYSICAL EDUCATION A/B• FOOTBALL STUDIES• RECREATIONAL PE

1

WOOD TECHNOLOGY 1

TOTAL 10

Notes• You must select 2 semesters of Japanese. You cannot do just 1 semester of a language.• You can only select a maximum of 2 semesters of Art or Dance or Design or Drama or Music, however you can choose a combination of these subjects.• You can only select a maximum of 1 semester of Recreational Sports or Specialist Sports, however you can choose both.• If you choose Japanese and also wish to do Maths Studies Plus then you will not choose a compulsory Arts subject. P

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SACE Course Planner

Stage 1 Compulsory Subjects

Stage 1 English Subjects (each is worth 20 credits)* * Essential English as an Additional Language * Essential English Pathways

* Literacy for work & Community Life

Stage 1 Numeracy Subjects (each is worth 10 credits)• Mathematics• •

Stage 1 Choice Subjects (each is worth 10 credits)

Stage 2 Choice subjects - 60 credits for SACE or 80 credits for an ATAR (these need to be Teriary Admissions Subjects - TAS).

Each subjects is worth 20 credits. All subjects except Community Studies are TAS.

ArtsDance Drama Music

Cross-DisciplinaryIntegrated Learning (Peer Support)

Health & Physical EducationChild Studies

Physical EducationFootball Studies


Legal Studies

LanguagesJapanese (continuers)

MathematicsMathematics 2,3 & 4

SciencesBiology Chemistry Nutrition Physics Psychology

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ArtsDanceDramaMusic Visual Arts - ArtVisual Arts - Design

Business, Enterprise & TechnologyInformation Processing and Publishing Workplace Practices

EnglishEnglish

Health & Physical EducationChild StudiesPhysical Education

Humanities & Social SciencesLegal Studies


Mathematics

Mathematic

SciencesBiologyChemistryNutritionPhysicsPsychology

Essential English

General Mathematics 2 Essential Mathematics 2

Mathematical Methodss

Essential English Essential English : EAL

Modern History

Specialist Mathematics

General

or Cert III in usic ndustryM I

General MathematicsEssential Mathematics

Visual Arts - Art Visual Arts - Design

Business, Enterprise & TechnologyInformation Processing and Publishing Information Technology Workplace PracticesCatering Concepts Innovation and Design

Peer SupportDesign Enterprise Business Technology (DEBT)

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SACE Course Planner













Legal Studies




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EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General






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Phy

sica

l Edu

catio

nCh

ild S

tudi

es

Phys

ical

Edu

catio

nFo

otba

ll St

udie

s

Hum

aniti

es &

Soc

ial S

cien

ces

Lega

l Stu

dies

Lang

uage

sJa

pane

se (c

ontin

uers

)

Mat

hem

atic

sM

athe

mat

ics

2,3

& 4

Scie

nces

Bio

logy

Ch

emis

try

Nut

ritio

n Ph

ysic

s Ps

ycho

logy


31

Art

sD

ance

Dra

ma

Mus

ic

Visu

al A

rts

- Art

Visu

al A

rts

- Des

ign

Busi

ness

, Ent

erpr

ise

& T

echn

olog

yIn

form

atio

n Pr

oces

sing

and

Pub

lishi

ng

Wor

kpla

ce P

ract

ices

Engl

ish

Engl

ish

Heal

th &

Phy

sica

l Edu

catio

nCh

ild S

tudi

esPh

ysic

al E

duca

tion

Hum

aniti

es &

Soc

ial S

cien

ces

Lega

l Stu

dies

Lang

uage

sJa

pane

se (c

ontin

uers

)

Mat

hem

atic

s

Mat

hem

atic

Scie

nces

Bio

logy

Chem

istr

yN

utrit

ion

Phys

ics

Psyc

holo

gy

Esse

ntia

l En

glis

h

Gen

eral

Mat

hem

atic

s 2

Esse

ntia

l Mat

hem

atic

s 2

Mat

hem

atic

al M

etho

ds s

Esse

ntia

l Eng

lish

Esse

ntia

l Eng

lish

: EA

L

Mod

ern

His

tory

Spec

ialis

t Mat

hem

atic

s G

ener

al

or C

ert I

II in

us

ic n

dust

ryM

I

Gen

eral

Mat

hem

atic

sEs

sent

ial M

athe

mat

ics

Visu

al A

rts

- Art

Vi

sual

Art

s - D

esig

n

Busi

ness

, Ent

erpr

ise

& T

echn

olog

yIn

form

atio

n Pr

oces

sing

and

Pub

lishi

ng

Info

rmat

ion

Tech

nolo

gy

Wor

kpla

ce P

ract

ices

Cate

ring

Conc

epts

In

nova

tion

and

Desi

gn

Peer

Sup

port

Des

ign

Ente

rpris

e B

usin

ess

Tech

nolo

gy (D

EBT)

Par

a H

ills

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h S

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31

SACE Course Planner













Legal Studies




Par

a H

ills

Hig

h S

cho

ol

31



EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General






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Year 10 Subject Selection for





Subject Units Compulsory

Choose one from

•ENGLISH 2 2

•EALD 2 2

Choose one from

•MATHEMATICAL STUDIES 2 2

• MATHEMATICS 2 2

PERSONAL LEARNING PLAN 1 1

HISTORY 1 1


STEP 2 You must choose at least two unit of Science:


SCIENCE 2



STEP 5 You may choose one unit of Mathematical Studies Plus:


MATHEMATICAL STUDIES PLUS 1


STEP 6 You may choose to study Japanese (two semester units):


JAPANESE 2


STEP 3 You must choose at least one semester unit of Arts:


ART 1 or 2

DANCE 1 or 2

DESIGN 1 or 2

DRAMA 1 or 2

MUSIC


STEP You must choose at least one compulsory semester unit of Health and Physical Education:



PHYSICAL EDUCATION A and / or B 1 or 2

FOOTBALL STUDIES 1



TOTAL 12 Semester Units STEP In the event that that your child's courses cannot be accommodated please indicate further choice(s) within each area:

Arts

1

2

Technology

1

2

4

1 or 2

8

s

2016

Par

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30







Choose one from

•ENGLISH 2 2

•EALD 2 2

Choose one from


• MATHEMATICS 2 2


HISTORY 1 1




SCIENCE 2









JAPANESE 2




ART 1 or 2

DANCE 1 or 2

DESIGN 1 or 2

DRAMA 1 or 2

MUSIC






FOOTBALL STUDIES 1




Arts

1

2

Technology

1

2

4

1 or 2

8

s

Par

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30







Choose one from

•ENGLISH 2 2

•EALD 2 2

Choose one from


• MATHEMATICS 2 2


HISTORY 1 1




SCIENCE 2









JAPANESE 2




ART 1 or 2

DANCE 1 or 2

DESIGN 1 or 2

DRAMA 1 or 2

MUSIC






FOOTBALL STUDIES 1




Arts

1

2

Technology

1

2

4

1 or 2

8

s

Par

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30







Choose one from

•ENGLISH 2 2

•EALD 2 2

Choose one from


• MATHEMATICS 2 2


HISTORY 1 1




SCIENCE 2









JAPANESE 2




ART 1 or 2

DANCE 1 or 2

DESIGN 1 or 2

DRAMA 1 or 2

MUSIC






FOOTBALL STUDIES 1




Arts

1

2

Technology

1

2

4

1 or 2

8

s

Par

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30







Choose one from

•ENGLISH 2 2

•EALD 2 2

Choose one from


• MATHEMATICS 2 2


HISTORY 1 1




SCIENCE 2









JAPANESE 2




ART 1 or 2

DANCE 1 or 2

DESIGN 1 or 2

DRAMA 1 or 2

MUSIC






FOOTBALL STUDIES 1




Arts

1

2

Technology

1

2

4

1 or 2

8

s

Par

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30







Choose one from

•ENGLISH 2 2

•EALD 2 2

Choose one from


• MATHEMATICS 2 2


HISTORY 1 1




SCIENCE 2









JAPANESE 2




ART 1 or 2

DANCE 1 or 2

DESIGN 1 or 2

DRAMA 1 or 2

MUSIC






FOOTBALL STUDIES 1




Arts

1

2

Technology

1

2

4

1 or 2

8

s



Par

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ills

Hig

h S

cho

ol

31

SACE Course Planner













Legal Studies




Par

a H

ills

Hig

h S

cho

ol

31



EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General






Par

a H

ills

Hig

h S

cho

ol

31

SACE Course Planner













Legal Studies




Par

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ills

Hig

h S

cho

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31



EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General






Stage 1 English Subjects (each is worth 20 credits)

* English* Essential English as an Additional Language * Essential English - Pathways* Essential English - Literacy

Stage 1 Numeracy Subjects (each is worth 10 credits)

• Mathematics• General Mathematics• Essential Mathematics

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SACE Course Planner













Legal Studies




Par

a H

ills

Hig

h S

cho

ol

31



EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General






Creative Arts

Par

a H

ills

Hig

h S

cho

ol

31

SACE Course Planner













Legal Studies




Par

a H

ills

Hig

h S

cho

ol

31



EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General







31

SA

CE C

ours

e Pl

anne

r

Stag

e 1

Com

puls

ory

Subj

ects

Stag

e 1

Engl

ish

Subj

ects

(eac

h is

wor

th 2

0 cr

edits

)* *

Esse

ntia

l Eng

lish

as a

n A

dditi

onal

Lan

guag

e *

Esse

ntia

l En

glis

h Pa

thw

ays

*Li

tera

cy fo

r wor

k &

Com

mun

ity L

ife

Stag

e 1

Num

erac

y Su

bjec

ts (e

ach

is w

orth

10

cred

its)

•Mat

hem

atic

s• •

Stag

e 1

Choi

ce S

ubje

cts

(eac

h is

wor

th 1

0 cr

edits

)

Stag

e 2

Choi

ce s

ubje

cts

- 60

cred

its fo

r SA

CE o

r 80

cred

its fo

r an

ATA

R (th

ese

need

to b

e Te

riar

y A

dmis

sion

s Su

bjec

ts -

TAS)

.

Each

sub

ject

s is

wor

th 2

0 cr

edits

. All

subj

ects

exc

ept C

omm

unity

Stu

dies

are

TA

S.

Art

sD

ance

D

ram

a M

usic

Cros

s-Di

scip

linar

yIn

tegr

ated

Lea

rnin

g (P

eer S

uppo

rt)

Heal

th &

Phy

sica

l Edu

catio

nCh

ild S

tudi

es

Phys

ical

Edu

catio

nFo

otba

ll St

udie

s

Hum

aniti

es &

Soc

ial S

cien

ces

Lega

l Stu

dies

Lang

uage

sJa

pane

se (c

ontin

uers

)

Mat

hem

atic

sM

athe

mat

ics

2,3

& 4

Scie

nces

Bio

logy

Ch

emis

try

Nut

ritio

n Ph

ysic

s Ps

ycho

logy


31

Art

sD

ance

Dra

ma

Mus

ic

Visu

al A

rts

- Art

Visu

al A

rts

- Des

ign

Busi

ness

, Ent

erpr

ise

& T

echn

olog

yIn

form

atio

n Pr

oces

sing

and

Pub

lishi

ng

Wor

kpla

ce P

ract

ices

Engl

ish

Engl

ish

Heal

th &

Phy

sica

l Edu

catio

nCh

ild S

tudi

esPh

ysic

al E

duca

tion

Hum

aniti

es &

Soc

ial S

cien

ces

Lega

l Stu

dies

Lang

uage

sJa

pane

se (c

ontin

uers

)

Mat

hem

atic

s

Mat

hem

atic

Scie

nces

Bio

logy

Chem

istr

yN

utrit

ion

Phys

ics

Psyc

holo

gy

Esse

ntia

l En

glis

h

Gen

eral

Mat

hem

atic

s 2

Esse

ntia

l Mat

hem

atic

s 2

Mat

hem

atic

al M

etho

ds s

Esse

ntia

l Eng

lish

Esse

ntia

l Eng

lish

: EA

L

Mod

ern

His

tory

Spec

ialis

t Mat

hem

atic

s G

ener

al

or C

ert I

II in

us

ic n

dust

ryM

I

Gen

eral

Mat

hem

atic

sEs

sent

ial M

athe

mat

ics

Visu

al A

rts

- Art

Vi

sual

Art

s - D

esig

n

Busi

ness

, Ent

erpr

ise

& T

echn

olog

yIn

form

atio

n Pr

oces

sing

and

Pub

lishi

ng

Info

rmat

ion

Tech

nolo

gy

Wor

kpla

ce P

ract

ices

Cate

ring

Conc

epts

In

nova

tion

and

Desi

gn

Peer

Sup

port

Des

ign

Ente

rpris

e B

usin

ess

Tech

nolo

gy (D

EBT)

PA

RA H

ILLS

HIG

H SC

HOOL

32


ara

Hill

s H

igh

Sch

oo

l

28




STEP


Arts

1

2


1

2

8

ts

Par

a H

ills

28







STEP


Arts

1

2


1

2

8


Par

a H

ills

Hig

h S

cho

ol

28




SACE Course Planner



SACE Stage 1 Subject Selection for 2018

You must select a total of 120 credits

NOTE:In most cases the level of Essential English and Mathematics will be decided by Learning Area Coordinators in

consultation with you.


Subject Credits:

ESSENTIAL ENGLISH(EALD, LITERACY OR PATHWAYS) OR ENGLISH 20

MATHEMATICS (ESSENTIAL, GENERAL, STUDIES) 10

PERSONAL LEARNING PLAN (COMPLETED IN YEAR 10) (10)

TOTAL 30

Subject Credits: Your Choice

BIOLOGY 10 or 20

CATERING CONCEPTS 10

CHEMISTRY 20

CHILD STUDIES 10

DANCE 10 or 20

DRAMA 10 or 20

ESSENTIAL MATHS 10 or 20

FOOTBALL STUDIES 10

GENERAL MATHS 10 or 20

HISTORY 10

INFORMATION PROCESSING AND PUBLISHING 10 or 20

INFORMATION TECHNOLOGY A/B 10 or 20

INNOVATION & DESIGN 10

JAPANESE 20

LEGAL STUDIES 10

MATHEMATICAL STUDIES 30

MUSIC OR CERT III IN MUSIC INDUSTRY 20

NUTRITION 10

PEER SUPPORT 10

PHYSICAL EDUCATION 10 or 20

PHYSICS * 20

PSYCHOLOGY 10

RESEARCH PRACTICES 10

RESEARCH PROJECT * 10

VISUAL ART: ART 10 or 20

VISUAL ART: DESIGN 10 or 20

WORKPLACE PRACTICES 10

TOTAL 90

You must select a total of 90 credits


1. _____________________________________2. _______________________________________3. __________________________________

VET Courses: Have you applied to do a VET course in 2018? *

If Yes, Name of qualification: _____________________________________________________________________________

Number of potential SACE credits: ___________________________Notes* If choosing Physics you must choose Pure Maths1-4* Year 12 Research Project (By approval)- some very outstanding students may be permitted to complete their Research Project in Stage 1. This offer will be made to students on an individual basis.* If applying for a VET course you must select 120 credits of school based subjects. Once an application has been approved and confirmation that the course is running, then students will be re-counselled to accommodate the VET course.

Par

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Hig

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SACE Course Planner













Legal Studies




Par

a H

ills

Hig

h S

cho

ol

31



EnglishEnglish




Mathematics

Mathematic


Essential English




Modern History


General






PA

RA H

ILLS

HIG

H SC

HOOL

33


ara

Hill

s H

igh

Sch

oo

l

28




STEP


Arts

1

2


1

2

8

ts

Par

a H

ills

28







STEP


Arts

1

2


1

2

8


Par

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Hig

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SACE Course Planner



SACE Stage 2 Subject Selection for 2018

You must select a total of 90 creditsThe following subjects are Compulsory:

Subject Credits:

RESEARCH PROJECT 10

Subject Credits: Your Choice

BIOLOGY 20

CHEMISTRY 20

CHILD STUDIES 20

DANCE 20

CREATIVE ARTS 20

DRAMA 20

ENGLISH 20

ESSENTIAL ENGLISH 20

ESSENTIAL ENGLISH - EAL 20

GENERAL MATHEMATICS 20

INFORMATION PROCESSING AND PUBLISHING 20

JAPANESE 20

LEGAL STUDIES 20

MATHEMATICAL METHODS 20

MUSIC 20

NUTRITION 20

PHYSICAL EDUCATION 20

PHYSICS * 20

PSYCHOLOGY 20

SPECIALIST MATHEMATICS 20

VISUAL ARTS: ART 20

VISUAL ARTS: DESIGN 20

WORKPLACE PRACTICES 20

TOTAL 90

Select 80 Credits of Stage 2 subjects (to get an ATAR)


1. _____________________________________2. _______________________________________3. __________________________________

VET Courses: Have you applied to do a VET course in 2018? *

If Yes, Name of qualification: _____________________________________________________________________________

Number of potential SACE credits: ___________________________Notes* If choosing Physics you must choose Pure Maths1-4* If applying for a VET course you must select 90 credits of school based subjects. Once an application has been approved and confirmation that the course is running, then students will be re-counselled to accommodate the VET course. A Full Certificate III qualification can be counted towards the ATAR.

Par

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TERTIARY PATHWAY

Please note that you are selecting a 2-year program

SACE Stage 1Core Subjects You are required to complete a number of core units, including:

MATHS (10 credits)

PERSONAL LEARNING PLAN - (Completed in Year 10) (10 credits)

Free Choice Subjects • You are now required to choose additional subjects from the list below, or from the course booklet. • Your selection of VET course and subjects should total at least 120 credits. • Please list your preferences by placing a number into EACH BOX.

Subject (Select Number of Credits) Preference No Subject (Select Number of Credits) Preference No

MATHEMATICS (30 credits) MUSIC (20 credits)

CHEMISTRY (20 credits) LEGAL STUDIES (10 credits)

CHILD STUDIES (10 credits) JAPANESE (20 credits)

INFORMATION TECHNOLOGY (10/20 credits) DANCE (10/20 credits)

DRAMA (10/20 credits) NUTRITION (10 credits)

BIOLOGY (10/20 credits) PHYSICS (20 credits)

HISTORY (10 credits) VISUAL ART: ART

INFO. PROC & PUBLISHING (10/20 credits) VISUAL ART: DESIGN (10/20 credits)

RESEARCH PRACTICES (10 credits) PHYSICAL EDUCATION (10/20 credits)

VET CERT 3 COURSE FOOTBALL STUDIES (10 credits)

MATHS (10 credits)

RESEARCH PROJECT (By Approval) Some very outstanding students may be permitted to complete their Research Project in Stage 1

Please note if you are choosing PHYSICS you must choose MATHEMATICAL STUDIES

SACE Stage 2At Stage 2 you will only need 5 Tertiary Admission Subjects (TAS) subjects, i.e. a minimum of 4 full-year subjects, plus the Research Project. One of the 4 may be a recognised Stage 2 Cert. 3 VET course.

You need to be aiming for “A” and “B” grades in 2015 to ensure that you are well prepared and recommended by your teacher to continue with your Tertiary Pathway in 2016.

32

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GENERAL

ESSENTIAL ENGLISH (EALD, LITERACY or PATHWAYS) or ENGLISH (20 credits)

CATERING CONCEPTS (10 credits)

PA

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HIG

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Notes H

igh

Sch

oo

l H

igh

Sch

oo

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igh

Sch

oo

l

2018 course subject booklet - para hills high school ...with caregivers,) should complete, the...

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