the south australian certificate of education (sace) · the south australian certificate of...

THE SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION (SACE)

To complete the SACE, students must achieve 200 SACE credits across Stage 1 (Year 11) and Stage 2 (Year 12), including 50 credits for successful completion of five compulsory SACE subjects and 60 credits for successful completion of three Stage 2 20 credit subjects or VET equivalent. Students are able to gain 10 credits for successful completion of a semester’s work.

COMPULSORY SACE SUBJECTS Personal Learning Plan - All students complete the 10 credit Personal Learning Plan (PLP). At Murray Bridge High School students study the PLP in Year 10.

Literacy - All students complete 20 credits of an English subject at Stage 1 and achieve a C grade or better.

Numeracy - All students complete 10 credits of a Mathematics subject at Stage 1 and achieve a C grade or better.

Research Project - All students complete a 10 credit Research Project at a C- grade or better. At Murray Bridge High School students undertake the Research Project in Year 11. Students can choose either Research Project A or Research Project B.

ASSESSMENT Stage 1 subjects in the SACE will be assessed by the school and moderated internally.

All Stage 2 subjects will have a 30% external assessment component which will be done through assessment tasks such as exams, performances or investigations. Stage 2 subjects will be externally moderated to ensure that standards are maintained across the State.

All subjects in Stage 1 will have A-E grades and Stage 2 A+ to E- grades to show levels of achievement.

Please contact the school or the SACE Board (www.sace.sa.edu.au) for further information regarding the South Australian

Certificate of Education.

SACE STAGE 1

EXPECTATIONS OF SACE STAGE 1 STUDENTS Stage 1 Students: are expected to be committed to their studies and show initiative in order to attain success must take responsibility for the planning and completion of all work are expected to use Google Classroom for monitoring deadlines and submitting assessment tasks are expected to do a minimum of 2 hours of homework each night must follow the school deadline policy for completing and handing in work will attend regularly

CURRICULUM PATTERN AT STAGE 1 At SACE Stage 1 students are required to study a specific number of subjects. The SACE requires students to study five compulsory units. At Murray Bridge High School all students study four of these units at Stage 1:

2 Semesters of English or English as an Additional Language (20 credits) 1 Semester of Mathematics (10 credits) 1 Semester Research Project (10 Credits) Students will select an additional 9 Stage 1 semester subjects (13 classes in total across 2 semesters), with additional option for VET enrolment. All Year 11 students will be allocated 1 semester of private study.

SACE STAGE 1 ASSESSMENT Students work will be assessed against SACE performance standards for each subject. They will be assigned a grade on an A-E scale. In compulsory subjects students must achieve a minimum C-grade standard. Students failing to submit work for assessment will receive an N grade and will not be awarded 10 credits for that subject.

http://www.sace.sa.edu.au/

SACE STAGE 1 SUBJECT OFFERINGS FOR 2020

SUBJECT SELECTION

SACE Stage 1 students study a combination of compulsory subjects and choice subjects. SACE Stage 1 students should take into account their future pathways through to SACE Stage 2 and beyond. Students will complete the SACE Stage 2 Research Project as part of their studies. Many Year 11 Choice Subjects are one semester in length. However, some subjects must be studied for a Full Year. In order to be eligible to study SACE Stage 2 at Murray Bridge High School, students at the end of SACE Stage 1 must have completed, with a C grade or better:

All compulsory SACE subjects (PLP, 2 semesters of English, 1 semester of Maths, Research Project), and

6 additional SACE Stage 1 semester units or VET equivalent

SACE STAGE 1 CURRICULUM

Compulsory Subjects

English Full Year OR

Essential English Full Year

Specialist Mathematics1 Full Year AND

Mathematical Methods Full Year OR

General Mathematics (Entrepreneurial or Vocational) Full Year or Semester

Research Project A or B (SACE Stage 2) 1 Semester

Private Study 1 Semester

1Students will be allocated to Essential English by Global Perspectives Senior Leader in consultation with Year 10 teachers, students and families 2Students studying Specialist Mathematics also study Mathematical Methods

Choice subjects

Agriculture A and/or B

Biology A and/or B

Business Innovation A and/or B

Chemistry A and B

Child Studies

Chinese Continuers A and B

Creative Arts A and/or B

Design and Technology (Automotive)

Design and Technology (Metalwork A and/or B)

Design and Technology (Photography)

Design and Technology (Woodwork A and/or B)

Digital Technology A and B

Drama A and/or B

Economics

Food and Hospitality A and/or B

German A and B

Health Education A and/or B

History (Ancient)

History (Modern)

Information Processing and Publishing A and/or B

Music – Sound Production 1 or 2 (VET Certificate III) A and B

Music A and B

Outdoor Education A and/or B

Peer Support (Integrated Learning)2

Physical Education A or A and B

Physics A and B

Psychology A or A and B

SAASTA Power Cup & Shield

SAASTA VET Certificate III

Sport & Recreation (VET Certificate III)

Science Innovation

Visual Arts - Art A and/or B

Visual Arts - Design A and/or B

Workplace Practices

.

Murray Bridge High School

Year 11 Choice Subjects

English A and B Contact: Kirrily Martin

Course Length Full Year SACE Stage 1 SACE Credits 20

Description In this subject there is an emphasis on responding to texts, creating texts, and intertextual study. Students critically and creatively engage with a variety of types of texts including novels, film, media, poetry, and drama texts.

Recommended Background Nil

Possible Pathways Stage 2 English, Stage 2 Literary Studies

Additional Costs/Information Nil

English Essential A and B Contact: Kirrily Martin


Description This subject is designed for students who are seeking to meet the SACE literacy requirement and who are planning to pursue a career in a range of trades or vocational pathways. There is an emphasis on communication, comprehension, analysis, and text creation.


Possible Pathways Nil


Literary Studies Contact: Kirrily Martin


Description In this subject there is an emphasis on responding to texts, creating texts, and intertextual study. Students critically and creatively engage with a variety of types of texts including novels, film, media, poetry, and drama texts.


Possible Pathways Stage 2 English, Stage 2 Literary Studies


English as an Additional Language A and B Contact: Kirrily Martin


Description This subject is designed to improve students’ general proficiency in the English language, with a focus on developing their academic literacy skills. There is an emphasis on communication, comprehension, analysis, and text creation.

Recommended Background This subject is designed for students for whom English is not their first language.

Possible Pathways Stage 2 English as an Additional Language




General Mathematics A or A and B (Entrepreneurial focus) Contact: Luke Starczak

Course Length 2 Semesters SACE Stage 1 SACE Credits 10 or 20

Description General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. Topics cover a diverse range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices. Stage 1 General Mathematics provides the foundation for further study in mathematics in Stage 2 General Mathematics.


Possible Pathways Stage 2 General Mathematics

Additional Costs/Information Scientific calculators are required (approximately $25). Graphics calculators are strongly recommended (approximately $190). Students wishing to pursue studies in Stage 2 must successfully complete the full year course.

General Mathematics A or A and B (Vocational focus) Contact: Luke Starczak

Course Length 2 Semesters SACE Stage 1 SACE Credits 10 or 20

Description General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. Topics cover vocational focus across a range of applications of mathematics, including personal financial management, measurement and trigonometry, statistics, and modelling using linear and non-linear functions. Stage 1 General Mathematics provides the foundation for further study in mathematics in Stage 2 General Mathematics.


Possible Pathways Stage 2 General Mathematics

Additional Costs/Information Scientific calculators are required (approximately $25). Graphics calculators are strongly recommended (approximately $190). Students wishing to pursue studies in Stage 2 must successfully complete the full year course.

Mathematical Methods A and B Contact: Luke Starczak


Description Mathematical Methods develops an increasingly complex and sophisticated understanding of algebra, statistics, mathematical arguments, and using mathematical models. By using functions and by mathematically modelling physical processes, students develop a deep understanding of the physical world. Mathematical Methods can lead to tertiary studies of economics, computer sciences, and the sciences, as well as careers involving statistics such as social sciences and health.


Possible Pathways Stage 2 Mathematical Methods, Stage 2 General Mathematics

Additional Costs/Information Graphics calculators are required (approximately $190).

Specialist Mathematics A and B Contact: Luke Starczak


Description Specialist Mathematics develops an increasingly complex and sophisticated understanding of algebra, geometry, mathematical arguments and proofs, and using mathematical models. By mathematically modelling physical processes, students develop a deep understanding of the physical world. Specialist Mathematics can be a pathway to mathematical sciences, engineering, space science, and laser physics.


Possible Pathways Stage 2 Specialist Mathematics, Stage 2 Mathematical Methods, Stage 2 General Mathematics

Additional Costs/Information Graphics calculators are required (approximately $190).

Specialist Mathematics must be studied in conjunction with Mathematical Methods.



Agriculture A Contact: Cathy Schiller

Course Length 1 Semester SACE Stage 1 SACE Credits 10

Description The topics in Stage 1 Agriculture are Principles of Agriculture and Enterprise Management. Students learn about the scientific principles of plant and animal production, and investigate the structures and functions of agricultural plants and animals, to extend their understanding and application of the requirements for plant and animal growth. Students investigate ways in which efficient management of agricultural enterprises is vital to communities. They explore key aspects of production, marketing, business strategies, and environmental management issues.


Possible Pathways Stage 2 Agriculture Production

Additional Costs/Information Appropriate clothing and footwear must be worn. Students must complete Agriculture and Horticulture A and B to study Stage 2 Agriculture and Horticultural Studies.

Agriculture B Contact: Cathy Schiller


Description The topics in Stage 1 Agriculture are Principles of Agriculture and Enterprise Management. Students learn about the scientific principles of plant and animal production, and investigate the structures and functions of agricultural plants and animals, to extend their understanding and application of the requirements for plant and animal growth. Students investigate ways in which efficient management of agricultural enterprises is vital to communities. They explore key aspects of production, marketing, business strategies, and environmental management issues. (Alternative program to Semester 1).


Possible Pathways Stage 2 Agriculture Production

Additional Costs/Information Appropriate clothing and footwear must be worn. Students must complete Agriculture and Horticulture A and B to study Stage 2 Agriculture and Horticultural Studies.

Biology A and B Contact: Luke Starczak

Course Length Full Year or 1 Semester

SACE Stage 1 SACE Credits 10 or 20

Description This course is divided into four topics: Cells and Microorganisms, Infectious Disease, Multicellular Organisms and Biodiversity and Ecosystem Dynamics. These topics provide the students with the opportunity to extend their skills, knowledge and understanding of the three strands of science: science inquiry skills, science as a human endeavour and science understanding. In their study of Biology, students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations into biology-related issues, developments, and innovations. For a 20-credit subject, students study a selection of concepts from all four topics.


Possible Pathways Stage 2 Biology

Additional Costs/Information It is recommended that students purchase a workbook (approx. $60).



Business Innovation A Contact: Tiahne Wareing


Description In Stage 1 Business Innovation, students begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world. Students will be immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools. The customer is at the centre of the innovation process and the generation of viable business products, services, and processes.

In Semester One, students will apply their understanding of the learning strands: Finding and solving problems, Financial awareness and decision-making, Business information and communication and Global, local, and digital connections through the context of a start-up business or a new product, service, or process.


Possible Pathways Stage 2 Business Innovation


Business Innovation B Contact: Tiahne Wareing


Description In Stage 1 Business Innovation, students begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world. Students will be immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools. The customer is at the centre of the innovation process and the generation of viable business products, services, and processes.

In Semester Two, students will apply their understanding of the learning strands: Finding and solving problems, Financial awareness and decision-making, Business information and communication and Global, local, and digital connections through the context of an existing business, product, or service.


Possible Pathways Stage 2 Business Innovation


Chemistry A and B Contact: Luke Starczak


Description In their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies.


Possible Pathways Stage 2 Chemistry

Additional Costs/Information It is recommended that students purchase a Workbook (approximately $50)

Child Studies Contact: Cathy Schiller

Course Length Semester SACE Stage 1 SACE Credits 10

Description The focus of Child Studies is the development of children from conception to 8 years. Students will develop their understanding of development, needs and rights of children including; the value of play, safety issues for children, contemporary childhood issues and changing needs of the child. Topics include Gift Box for a baby where student make products for a baby gift ensuring the products are safe and age appropriate. Students investigate and comment on the effect of technology on child health. Students will be required to complete up to 5 days work placement in an early childhood setting.




Possible Pathways This course can lead to Certificate III Children’s Services through a regional VET program, Early Childhood Education, Primary Education, Pediatric Nursing and Midwifery.


Chinese Continuers A and B Contact: Kirrily Martin


Description Students must build more intensively on previous study of vocabulary, grammar, and characters. Students’ command and comprehension of written and spoken Chinese is developed through work based on the prescribed themes of the individual, the Chinese speaking communities and the changing world. The four summative assessment tasks per semester unit are text production, investigation, interaction and text analysis. Students also complete 2 hour mid-year and end of year exams.


Possible Pathways Stage 2 Chinese Continuers

Additional Costs/Information It is strongly recommended that students purchase a Chinese-English/English-Chinese dictionary. A suitable dictionary for SACE level students is The Oxford Concise English-Chinese/Chinese-English dictionary (approximately $45).

Creative Arts A Contact: Alex McFarlane


Description Students develop an appreciation of the value of collaborative as well as individual approaches to the Creative Arts. They learn by observing, participating, listening to, and/or reading and talking about the work of, practitioners as they work in their particular discipline(s). The discipline foci for 2020 are; Dance, Production Management, Media Production, Visual Art/Design, Makeup and Costume Design or other, as negotiated with teacher.


Possible Pathways Stage 2 Creative Arts

Additional Costs/Information There will be a fee required for viewing live performances, theatre visits and/or special workshops. Students must be prepared to attend rehearsals and performances outside of lesson times. Dance students must bring a change of clothes for each lesson and attend professional workshops when available.

Creative Arts B Contact: Alex McFarlane


Description Students develop an appreciation of the value of collaborative as well as individual approaches to the Creative Arts. They learn by observing, participating, listening to, and/or reading and talking about the work of, practitioners as they work in their particular discipline(s). The discipline foci for 2020 are; Dance, Production Management, Media Production, Visual Art/Design, Makeup and Costume Design or other, as negotiated with teacher.


Possible Pathways Stage 2 Creative Arts

Additional Costs/Information There will be a fee required for viewing live performances, theatre visits and/or special workshops. Students must be prepared to attend rehearsals and performances outside of lesson times. Dance students must bring a change of clothes for each lesson and attend professional workshops when available.



Design and Technology - Automotive Contact: Roxanne Rowland


Description Students will study the internal combustion engine and associated vehicle systems including the combustion process, components/configurations, electrical circuits, sustainability, impact on society and service and repair. Students will undertake investigations into the current automotive industry with the emphasis being on the internal combustion engine and the environment. They will also investigate future trends and alternative energy sources. Students will be able to discuss and investigate possible career paths within the automotive industry. Students will also develop and produce simple electrical circuit using circuit wizard.


Possible Pathways Stage 2 Automotive

Additional Costs/Information The WHS requirement of closed in footwear is essential; apron and safety glasses are to be worn in every lesson.

Design and Technology – Metalwork A Contact: Roxanne Rowland


Description Students are encouraged to design, plan and make a number of metal products. Students learn many manufacturing skills and come to understand the properties of different materials. Students are taught to use hand tools and power tools in a safe manner. The workshop skills include gas and arc welding, metal machining and metal folding techniques. Particular emphasis is given to the basics of operating a metal lathe.


Possible Pathways Stage 2 Metalwork

Additional Costs/Information Some additional costs may be incurred depending on materials used. The WHS requirement of closed in footwear, apron and safety glasses are essential to be worn in every lesson.

Design and Technology – Metalwork B Contact: Roxanne Rowland


Description Students are encouraged to design, plan and make a number of metal products. Students learn many manufacturing skills and come to understand the properties of different materials. Students are taught to use hand tools and power tools in a safe manner. The workshop skills include gas and arc welding, metal machining and metal folding techniques. (Alternative program to Semester 1).


Possible Pathways Stage 2 Metalwork

Additional Costs/Information Some additional costs may be incurred depending on materials used. The WHS requirement of closed in footwear, apron and safety glasses are essential to be worn in every lesson.

Design and Technology – Photography Contact: Roxanne Rowland


Description Students work within the design criteria of investigating, planning, producing and evaluating to produce a photographic based communication product. Skills are gained in digital camera operation, Photoshop image enhancement, studio and lighting techniques. A design brief is devised to which the success of the product is evaluated against. The impact of photography and media on individuals and society is addressed in a written report.


Possible Pathways Stage 2 Photography

Additional Costs/Information Some additional costs may be incurred depending on materials used. The WHS requirement of closed in footwear is essential in every lesson.



Design and Technology – Woodwork A Contact: Roxanne Rowland


Description Students will work with traditional and contemporary solid timber construction and manufactured sheet materials. Students will work from given drawings for set tasks and they will be required to design and construct a piece of furniture that meets their individual needs. Students will be involved in material selection, material preparation, machine jointing and preparation of cutting lists and project costing. They will also be required to focus on safely using tools and equipment, including a variety of machines, portable power tools and hand tools.


Possible Pathways Stage 2 Woodwork

Additional Costs/Information Some additional costs may be incurred depending upon scope of the individual project and the materials used. The WHS requirement of closed in footwear is essential; apron and safety glasses are to be worn in every lesson.

Design and Technology – Woodwork B Contact: Roxanne Rowland


Description Students will work with traditional and contemporary solid timber construction and manufactured sheet materials. Students will work from given drawings for set tasks and they will be required to design and construct a piece of furniture that meets their individual needs. Students will be involved in material selection, material preparation, machine jointing and preparation of cutting lists and project costing. They will also be required to focus on safely using tools and equipment, including a variety of machines, portable power tools and hand tools. (Alternative program to Semester 1).


Possible Pathways Stage 2 Woodwork

Additional Costs/Information Some additional costs may be incurred depending upon scope of the individual project and the materials used. The WHS requirement of closed in footwear is essential; apron and safety glasses are to be worn in every lesson.

Digital Technology A Contact: Luke Starczak


Description Students will study a variety of topics such as: Programming, Advanced Programming, Data Analytics, Exploring Innovations. Computational thinking skills are integral to each focus area, together with applying program-design skills and exploring innovation. Students analyse patterns and relationships in data sets and/or algorithms, and draw conclusions about their usefulness in defining the problem. Students will have the opportunity to explore multiple programming languages and IDEs.


Possible Pathways Stage 2 Digital Technology


Digital Technology B Contact: Luke Starczak


Description Students will study a variety of topics such as: Programming, Advanced Programming, Data Analytics, Exploring Innovations. Computational thinking skills are integral to each focus area, together with applying program-design skills and exploring innovation. Students analyse patterns and relationships in data sets and/or algorithms, and draw conclusions about their usefulness in defining the problem. Students will have the opportunity to explore multiple programming languages and IDEs.


Possible Pathways Stage 2 Digital Technology




Drama A Contact: Alex McFarlane


Description Students will have the opportunity to view live theatre/ current film releases and/or participate in dramatic workshops. Students will also study one drama text and one dramatic style. Finally, students will be part of a group production (or individual production) to a live audience in either an on stage or off stage role. For assessment students will: respond to professional dramatic artists and make connections to their own development as a dramatic artist; reflect on and evaluate their own learning and performance in the group (or individual) production; and take on the role of a director or designer and present how they would incorporate new technologies into an imaginary production.


Possible Pathways Stage 2 Drama and Stage 2 Creative Arts

Additional Costs/Information A small cost may be involved as students will travel to view a live Theatre performance.

Drama B Contact: Alex McFarlane


Description Students will have the opportunity to view live theatre/ current film releases and/or participate in dramatic workshops. Students will also study one drama text and one dramatic style. Finally, students will be part of a group production (or individual production) to a live audience in either an on stage or off stage role. For assessment students will: respond to professional dramatic artists and make connections to their own development as a dramatic artist; reflect on and evaluate their own learning and performance in the group (or individual) production; and take on the role of a director or designer and present how they would incorporate new technologies into an imaginary production. Alternative program to Drama A.


Possible Pathways Stage 2 Drama and Stage 2 Creative Arts

Additional Costs/Information A small cost may be involved as students will travel to view a live Theatre performance.

Economics Contact: Kirrily Martin


Description Students learn how an economy operates, the structure of economic systems and the way in which they function. Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people's needs and wants. They become aware that economic decisions are not value-free and have outcomes that may be inconsistent with social, moral, and ethical values. Students research, analyse, evaluate, and apply economic models that are expressed in graphical and/or diagrammatic form. They make forecasts about economic change and evaluate issues for individuals and groups in local, national, and global settings.


Possible Pathways Stage 2 Economics, Stage 2 History

Additional Costs/Information Students are encouraged to participate in excursions at a small cost for transport and entry fees.



Food and Hospitality A Contact: Cathy Schiller


Description Students focus on the dynamic nature of the food and hospitality industry in Australian society, developing an understanding of contemporary approaches and issues related to food and hospitality. Students work independently and collaboratively to achieve common goals. They develop skills and safe work practices in the preparation, storage and handling of food, and complying with current health and safety legislation. Students examine the factors that influence people’s food choices and the health implications of these choices. They develop an understanding of the diverse purposes of the hospitality industry.


Possible Pathways Stage 2 Food and Hospitality, Stage 2 Paddock to Plate

Additional Costs/Information WHS requirements of closed in shoes and hair tied back in every lesson. Students can expect some out of hours participation in the presentation of foods to invited guests.

Food and Hospitality B Contact: Cathy Schiller


Description Students focus on the influence of other cultures on Australian food choices. They develop an understanding of the influence of Aboriginal bush tucker foods and its impact on modern Australian food. A variety of multicultural cuisines are investigated and studied to develop an understanding of the fusion of cultures on our food decisions. Students study topics in the areas of food, the individual and the family, and local and global issues in food and hospitality.


Possible Pathways Stage 2 Food and Hospitality, Stage 2 Paddock to Plate

Additional Costs/Information WHS requirements of closed in shoes and hair tied back in every lesson. Students can expect some out of hours participation in the presentation of foods to invited guests.

German A and B Contact: Kirrily Martin


Description Students will study the German language, culture and history through a range of texts. Understanding of grammar, knowledge of vocabulary and confidence in speaking German are further developed. Prescribed topics include the Individual, and German Speaking Communities and the changing world. Subtopics will vary based on student interest.

Recommended Background Year 10 German

Possible Pathways Stage 2 German Continuers

Additional Costs/Information It is strongly recommended that students purchase a German-English dictionary.

Health Education A Contact: Josh Coulter


Description This course focuses on Personal and Social Health. These topics deal with students’ personal health status and the important role that individuals can play in promoting and maintaining health.


Possible Pathways Stage 2 Health




Health Education B Contact: Josh Coulter


Description This course focuses on Personal and Social Health. Students consider the control they have over their health, while examining economic, physical, political, socio-cultural and spiritual factors that result in diverse health outcomes.


Possible Pathways Stage 2 Health


History (Ancient) Contact: Kirrily Martin


Description In Ancient Studies, students learn about the history, literature, society, and culture of selected ancient civilisations. Students consider the environmental, social, economic, religious, cultural, and aesthetic aspects of societies and explore the ideas and innovations that shape and are shaped by societies. Contemporary societies have a long heritage based on civilisations of the past. The study of ancient and classical cultures, therefore, enables students to explore the universality and diversity of human experience and enhance their own cultural and intercultural understanding.


Possible Pathways Stage 2 Modern History


History (Modern) Contact: Kirrily Martin


Description 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.


Possible Pathways Stage 2 Modern History


Information Processing and Publishing A Contact: Luke Starczak


Description This course consists of personal publishing, which focuses on the development of paper-based publications for private and public use such as letters, reports, flyers, menus, invitations, etc. Adobe Creative Cloud will be the main software package used.


Possible Pathways Stage 2 Information Processing and Publishing

Additional Costs/Information A USB flash drive is required.



Information Processing and Publishing B Contact: Luke Starczak


Description This course consists of electronic publishing. Students will be exploring the basics of Adobe Dreamweaver CC as they learn to create websites. Students will use basic publishing principles in order to portray information about businesses through internet delivery. Students will embed graphics and text using simple web design and HTML coding.


Possible Pathways Stage 2 Information Processing and Publishing

Additional Costs/Information A USB flash drive is required.

Music – Sound Production 1 (VET Certificate III) A and B Contact: Alex McFarlane

Course Length Full Year SACE Stage 2 SACE Credits 30 (on completion)

Description This course is focused on studio based music production that develops skills on how to make music using the latest technology, the art of song writing and the basics of sound engineering. Students will be using state-of-the-art recording software such as Pro Tools and developing their own skills as a musician and/or producer, whilst maintaining currency within the industry. This course uses competency based

assessment that go towards a CUA30915 Certificate III in Music Industry auspiced through Cosamp RTO

41549.

Recommended Background Nil. However, students must have a genuine interest in music and music production.

Possible Pathways Year 12 Music – Sound Production 2 (VET) and Stage 2 Music

Additional Costs/Information It is compulsory for students to attend performances when required throughout the year. If students wish to gain a complete Certificate III they must complete 2 years of this course. Only a complete Cert III can be used for an ATAR. Students can receive a maximum of 60 SACE credits for the Certificate III.

Music – Sound Production 2 (VET Certificate III) A and B Contact: Alex McFarlane


Description This course is focused on studio based music production that develops skills on how to make music using the latest technology, the art of song writing and the basics of sound engineering. Students will be using state-of-the-art recording software such as Pro Tools and developing their own skills as a musician and/or producer, whilst maintaining currency within the industry. This course uses competency based assessment that go towards a CUA30915 Certificate III in Music Industry auspiced through Cosamp RTO 41549.

Recommended Background Year 10 Music – Sound Production 1 (VET)

Possible Pathways Stage 2 Music

Additional Costs/Information It is compulsory for students to attend performances when required throughout the year. If students wish to gain a complete Certificate III they must complete 2 years of this course. Only a complete Cert III can be used for an ATAR. Students can receive a maximum of 60 SACE credits for the Certificate III.



Music A and B Contact: Alex McFarlane


Description Students will refine their skills in music performance, musicianship, composing and arranging. They are required to perform with a senior ensemble and can continue with Solo Performance (optional). Students will also develop their practical skills in class band through interpretation and improvisation. They complete a major project on Composing and Arranging in a variety of styles using the music notation software, Sibelius. Students will have the opportunity to perform at many local and school events and partake in music workshops with guest artists.

Recommended Background Year 10 Music – Special Interest

Possible Pathways Stage 2 Music and Year 12 Music – Sound Production 2 (VET)

Additional Costs/Information Students will need to hire or own their own instrument. Instrumental lessons are a requirement of being enrolled in Music. Some instrumental lessons are provided by DECD Instrumental Music (IM) free of charge, while other lessons will be at a cost (see instrumental consent form for details).

Outdoor Education A (land based) Contact: Josh Coulter


Description In this course, students will gain an understanding of ecology, environmental sustainability, cultural perspectives and physical and emotional health through participating in outdoor activities. Students also develop skills in risk management and safety management and reflect on environmental practices. Students will study the following topics: Environment and conservation; Planning and management; Outdoor Activities (Indoor Rock Climbing); Outdoor Journey (3 day bushwalk- Deep Creek).


Possible Pathways Stage 2 Physical Education, Stage 2 Sports Studies

Additional Costs/Information This subject will cost $125 to cover the cost of the equipment hire, camping fees, excursion fees and transport (but does not include cost of food for the camps).This must be paid at the beginning at the course. Students will need their own sleeping bag.

Outdoor Education B (aquatic based) Contact: Josh Coulter


Description In this course, students will gain an understanding of ecology, environmental sustainability, cultural perspectives and physical and emotional health through participating in outdoor activities. Students also develop skills in risk management and safety management and reflect on environmental practices. Students will study the following topics: Environment and conservation; Planning and management; Outdoor Activities (Windsurfing at Murraylands Aquatics Centre); Outdoor Journey (Kayaking trip).



Additional Costs/Information This subject will cost $125 to cover the cost of the equipment hire, camping fees, excursion fees and transport (but does not include cost of food for the camps).This must be paid at the beginning at the course. Students will need their own sleeping bag.



Peer Support Contact: Josh Coulter


Description This course follows on from coaching and coaching principles studied in Year 10 PE. Students will work individually and collaboratively to plan, deliver and reflect upon Physical Education learning experiences delivered to Year 8 HPE students. Students will also participate in a leadership and team building day at Monarto zoo as well as an Adventure Room challenge day.



Additional Costs/Information Approximately $25 for Adventure Room excursion.

Physical Education A and B Contact: Josh Coulter



Description This course will consist of two to three major practical units. Students also undertake a folio of theory modules. Theory units include body systems, fitness components, energy systems, structure and function (pre-requisite for SACE Stage 2), and controversial issues in sport. This subject aims to provide students with a background that will enable them to move on to SACE Stage 2 PE or Sports Studies with confidence.



Additional Costs/Information Successful completion of a full year of Stage 1 Physical Education is required to study Stage 2 Physical Education. All students must change into the Murray Bridge High School PE uniform for practical lessons.

Physics A and B Contact: Luke Starczak


Description This subject requires the interpretation physical phenomena through a study of Motion and Forces, Electric Circuits, Wave, Heat, Energy and Momentum and Nuclear Models and Radioactivity. Students gather, analyse and evaluate evidence from practical investigations and research. They apply their knowledge of physics phenomena to solve problems in laboratory and real world contexts.


Possible Pathways Stage 2 Physics

Additional Costs/Information Successful completion of a full year of Stage 1 Physics required to study Physics at Stage 2

Psychology A and B Contact: Luke Starczak



Description The study of psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (observation, experimentation and experience), the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences.


Possible Pathways Stage 2 Psychology

Additional Costs/Information Successful completion of at least one Semester of Stage 1 Psychology required to study Psychology at Stage 2



SAASTA Integrated Learning – Power Cup Contact: Lyndsee Frost


Description This subject culminates with the Aboriginal Power Cup carnival, a three-day event focusing on cultural activities, career pathways and the much anticipated 9-a-side round-robin football competition. Students who have completed each of the curriculum tasks in the lead up to the event and have attended school more than 80% over the semester are rewarded with this experience by the Steering Committee and sponsors of the event. Each student gains points for their respective teams by successfully completing their curriculum tasks; the girls and boys teams with the highest number of points earn the right to play off in the Grand Final prior to a Port Power AFL game at Adelaide Oval. Regular school attendance is a key factor in a student’s ability to gain points for their team.

Recommended Background Successful entry into the SAASTA program

Possible Pathways Stage 2 SAASTA Integrated Learning/Certificate III in Sport and Recreation

Additional Costs/Information If eligible, students must attend the Aboriginal Power Cup as well as any other SAASTA events. Students must have a pair of formal black pants and shoes.

SAASTA Integrated Learning – SAASTA Shield Contact: Lyndsee Frost


Description Through this subject students will work individually and in teams to develop their skills in a variety of sporting, recreational and health activities. The subject culminates in a two-day sporting carnival where academies will compete to claim the SAASTA Shield. Students who have completed each of the curriculum tasks in the lead up to the event and have attended school more than 80% over the semester are rewarded with this experience by SAASTA. There is a rotation of sports each year and the girls’ and boys’ teams with the highest number of points earn the right to play off in the Grand Final before the sport’s highest league giving students the opportunity to try new sports and compete against other schools. Regular school attendance is a key factor in a student’s ability to be successful in this subject.


Possible Pathways Stage 2 SAASTA Integrated Learning/Certificate III in Sport and Recreation

Additional Costs/Information If eligible, students must attend the SAASTA Shield as well as any other SAASTA events. Students must have a pair of formal black pants and shoes.



SAASTA VET - Certificate III Contact: Lyndsee Frost

Full Year SACE Stage 2 SACE Credits 50 (on completion)

Description This subjects equip students with the skills, knowledge and qualifications to enter into further study and gain valuable life skills for their future.In this subject a dynamic mode of delivery is used in which students undertake both in class and out-of-school block release training. The out-of-school block release training requires academy students from all over South Australia to come together for three one-week intensive training blocks delivered by expert lecturers at the end of each term. Certificate options available are as follows: SIS30513 / Certificate III in Sport and Recreation (TAFE SA) – 55 Stage 2 Credits This qualification reflects the multi-skilled role of individuals to work in operational and customer support positions in the sport or community recreation industry. These individuals are competent across a range of activities and functions requiring autonomous work within a range of situations and environments. CHC32015 / Certificate III in Community Services (TAFE SA) - 50 Stage 2 Credits This course will increase employment options within the community services industry. It will also provide pathways to further studies in community services, aged care, disability work, mental health, drug education, nursing, youth work and more. SIS30315 / Certificate III in Fitness (Foundation Education/Pushing Performance) – 100 Stage 2 Credits By completing this course, students will be taught to plan and deliver a variety of gym and fitness programs along with advising on healthy eating guidelines in a sports and recreation environment. Graduates will be able to assist new gym members to use equipment and lead small group classes through basic programming. SIT30616 / Certificate III in Hospitality (Complete Hospitality Training Skills) – 5 Stage 1 & 45 Stage 2 Credits This training will provide students with general knowledge/skills to work within the hospitality industry whilst gaining practical experience in the service of food and beverages through tailored work placements (paid) in a range of settings, including: cafés, restaurants, clubs, functions and other catering venues.


Possible Pathways Students gain 45 to 100 possible Stage 2 credits, depending on Certificate chosen.

Additional Costs/Information Students must attend the three one week out of school blocks in order to successfully complete this course. Students must be 16 at the start of the year to undertake this course.

Sport & Recreation (VET – Certificate III) Contact: Josh Coulter


Description Theory will focus on the Sport and recreation industry. Competencies delivered are designed to upskill students in industry specific knowledge, skills and understanding. Practical content includes AFL, Basketball, Netball and leading a recreational session. Students will be assessed under the Vocational pathway (VET). The Certificate III course consists of 9 core units and 6 electives. Units will be completed online via interactive learning tasks.


Possible Pathways Students gain 50 Stage 2 credits, 20 of which can be used towards an ATAR

Additional Costs/Information Online course cost approximately $100. First Aid course approximately $85



Science Innovation Contact: Luke Starczak


Description Science inquiry skills are the focus of learning in this subject. The contexts that students use to explore and inquire into aspects of science will be chosen to suit their particular interests. These contexts enable students to actively engage in inquiry-based learning and further develop their understanding of scientific concepts. When undertaking investigations, both individually and collaboratively, students innovatively apply scientific methods and/or engineering design processes to promote their problem-solving and analytical skills. By critically analysing the outcomes of their investigations and evaluating the procedures they have used and the effectiveness of collaboration, students enhance their ability to make evidence-based decisions.


Possible Pathways Stage 2 Biology


Visual Art (Art) A Contact: Alex McFarlane


Description Term 1 - Students complete a Visual Study folio which includes; exploring media, materials, methods and techniques, with an emphasis on experimenting to further develop visual thinking and technical skills. Students also research and analyse an artist of their choice representing different cultures and contexts. Term 2 - An exciting term where students utilise their explorations from term 1 to complete a major artwork of their own choice. The development of the artwork is documented in a journal along with the meaning of the artwork.

Recommended Background Nil. However, at least 1 semester of year 10 Visual Art - Art or year 10 Visual Art - Design is beneficial.

Possible Pathways Stage 2 Visual Arts - Art, Stage 2 Visual Arts – Design and Stage 2 Creative Arts

Additional Costs/Information One A3 journal will be provided. Students will be required to purchase or provide some materials.

Visual Art (Art) B Contact: Alex McFarlane


Description Term 3 - (alternative to semester 1) Students complete a Visual Study folio which includes; exploring media, materials, methods and techniques, with an emphasis on experimenting to further develop visual thinking and technical skills. Students also research and analyse an artist of their choice representing different cultures and contexts.

Term 4 - An exciting term where students utilise their explorations from term 3 to complete a major artwork of their own choice. The development of the artwork is documented in a journal along with the meaning of the artwork.






Visual Art (Design) A Contact: Alex McFarlane


Description Term 1 - Students complete a Design Visual Study folio exploring media, materials, methods and techniques in rendering, and experimenting to further develop visual thinking and technical skills. Students also research and analyse a Designer or Design movement of their choice representing different cultures and contexts.

Term 2 - An exciting term where students utilise their explorations from term 1 to complete a major Design work of their own choice. Students choose product design, environmental design or visual communication. A journal outlining the brief, ideation process and final solutions, with annotated comments of the process, is assessed.




Visual Art (Design) B Contact: Alex McFarlane


Description Term 3 - (alternative to semester 1) Students complete a Design Visual Study folio exploring media, materials, methods and techniques in rendering, and experimenting to further develop visual thinking and technical skills. Students also research and analyse a Designer or Design movement of their choice representing different cultures and contexts.

Term 4 - An exciting term where students utilise their explorations from term 3 to complete a major Design work of their own choice. Students choose product design, environmental design or visual communication. A journal outlining the brief, ideation process and final solutions, with annotated comments of the process, is assessed.




Workplace Practices Contact: Cathy Schiller


Description Students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. Learning about the changing nature of work, industrial relations, workplace laws and safe and sustainable workplace practices. Students undertake learning in the workplace 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). Areas of study include: Industry and Work Knowledge, Vocational Learning and/or Vocational Education and Training (VET).


Possible Pathways Stage 2 Workplace Practices

Additional Costs/Information Students undertaking Work Experience in the Construction Industry must undertake White Card training

at a cost of $95 per student before they are able to enter the worksite. Students undertaking Work

Experience at Childcare Centres, Preschool programs and Kindergartens require a “DCSI child related employment screening” at a cost of $15 per student before they are able to attend the site.

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