2021 curriculum guide - central yorke school · 2020. 9. 7. · sace at year 10. the curriculum at...

2021CURRICULUM

GUIDE

CENTRAL YORKE SCHOOL

consistently high SACE results

flexible local pathways &

apprenticeships

individual course selection & small

classes

bonus school ATAR points

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The CYS Curriculum Guide describes the curriculum offered in year 10–12 at Central Yorke School for 2021. Subject selection at the secondary level is very important in shaping future pathways and links between school, further study and the world of work.

This information has been prepared to assist students and parents in considering the range of course options available to students at Central Yorke School. The SACE requires students in years 10, 11 and 12 to select from relatively new subject frameworks and its compulsory requirements for literacy and numeracy, and the Research Project. The Personal Learning Plan (PLP) is a compulsory subject in the SACE at year 10.

The curriculum at Central Yorke School is aligned with both state and national expectations for all schools. As of 2015 all curriculum areas R - 10 are using the Australian Curriculum. At this stage the South Australian Certificate of Education (SACE) continues to be the mandated Curriculum in the senior years.

21st Century SkillsAt Central Yorke School we want our students to graduate with 21st Century skills. This requires:

• Creativity and Innovation• Communication and Collaboration• Research and Information Fluency• Critical Thinking, Problem Solving, and Decision

Making• Digital Citizenship• Technology Operations and Concepts

21st Century learners at Central Yorke School value personalised, student-centred learning, and expect digitally rich pedagogy. They want to represent their understandings in a variety of ways that will enable them to become global citizens.

An investment in learningCentral Yorke has invested heavily in our senior school leaning spaces. We are embedding modern teaching practices focused on delivering individual students pathways to success. The Senior Suite has been designed to facilitate collaborate learning and increase student access to teaching staff through its open layout that provides a variety of learning spaces. All year 11 and 12 students have access to their own dedicated laptop ensuring they have the tools needed to succeed in the senior years. These laptops are available for students to access 24/7 to match the learning demands of modern students.

If you have any questions about the SACE, subject offerings, or ways Central Yorke School can meet your child’s needs please contact the school and arrange a time to speak to Mr Scott Moore, or myself.

Grant KeleherPrincipal Central Yorke School

A MESSAGE FROM THE PRINCIPAL

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Learning Together; Making a DifferenceCONTENTSTHE SACE 4

VOCATIONAL EDUCATION & TRAINING 6

POST SCHOOL PATHWAYS 8

COURSE SELECTION 9

2021 SUBJECT CHOICES 10Football academy 11

ENGLISH 12Stage 1 English 13Stage 1 Essential English 14Stage 2 English 14Stage 2 Essential English 15

MATHEMATICS 16Stage 1 Mathematics 17Stage 1 General Mathematics 17Stage 1 Essential Mathematics 18Stage 2 Mathematical Methods 18Stage 2 General Maths 19Stage 2 Essential Mathematics 19

BUSINESS, ENTERPRISE & TECHNOLOGY 20Stage 1 Communication Products (Photography) 21Stage 2 Communications Products (Photography) 21Stage 1 Information Technology 22Stage 2 Information Technology 22Stage 1 Workplace Practices 23Stage 2 Workplace Practices 24Stage 1 Design and Technology - Material Products 25Stage 1 Personal Learning Plan (PLP) 27

CROSS DISCIPLINARY 28Stage 1 Research Practices 28Stage 1 Research Project 28Certificate Studies – VET 29Year 8/9 SAASTA Connect 30Stage 1 Integrated Learning – Aboriginal Power Cup 31Stage 1 Integrated Learning – UNISA Shield 32Stage 2 Integrated Learning – Personal Development 32SAASTA VET Course - Certificate III Sport and Recreation 33

HEALTH & PHYSICAL EDUCATION 34Stage 1 Physical Education 35Stage 2 Physical Education 35Stage 1 Outdoor Education 36Stage 2 Outdoor Education 37Stage 1 Food and Hospitality 38Stage 2 Food and Hospitality 38

HUMANITIES AND SOCIAL SCIENCES 40Stage 1 History 41Stage 1 Society and Culture 41Stage 2 Australian History 42Stage 2 Modern History 42Stage 2 Society and Culture 43

SCIENCE 44Stage 1 Biology 45Stage 2 Biology 45Stage 1 Chemistry 46Stage 2 Chemistry 47Stage 1 Physics 48Stage 2 Physics 48Stage 1 Nutrition 49Stage 2 Nutrition 49Year 10 Agriculture 50Stage 1 Agriculture 51Stage 2 Agriculture 51

THE ARTS 52Stage 1 Creative Arts 53Stage 2 Creative Arts 54Stage 1 Music 55Stage 1 Drama 55

CENTRAL YORKE SCHOOL CONTACTSPrincipal GRANT KELEHER

Deputy Principal CHELSEA SCHMIDT

Head of Point Pearce DAVE LOVE

Head of Early Years MEL RICHARDS

Learning & Student Pathways SCOTT MOORE

SAASTA & Middle School SHAYLA VINCE

Community Engagement TIM TUCK

Counsellor HELEN MOLONEY

Business Manager FIONA-LEE BUTTFIELD

Student Services DEB BRIGGS SKYE BARLOW CHRIS WILLIAMS ANDREA VANDER WESTHUIZEN

Junction Road, Maitland SA 5573 | P (08) 8832 2613 | F (08) 8832 2336 | E [email protected]

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

What are 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.

• 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.

What are 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 (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 – an in-depth major project – accredited at Stage 2, worth 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, or C 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.

Community learningThe SACE Board recognises that learning doesn’t just happen in the classroom, but in all kinds of settings. SACE students can earn credits for community service or activities in two ways:

• Community-developed programs through a current award or certificate from a community-developed program, such as those offered by the Royal Life Saving Society or the Duke of Edinburgh’s Award. Other activities such as State and National representation in a chosen field will also qualify for this.

• Self-directed community learning such as taking care of a family member, supporting a refugee family, or volunteering for a community project. To gain recognition for this kind of community learning, students need to show evidence about what they have learnt.

THE SACE

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Learning Together; Making a Difference

Students with disabilitiesThe SACE offers a range of modified subjects to provide opportunities for students with disabilities to demonstrate their learning.

Modified subjects are intended for students who have any of the following

• Severe multiple disabilities• Moderate to profound disability• Mild intellectual disability

Modified subjects are available for Stage 1 and Stage 2, subject to eligibility requirements.

Students onlineStudents online is a one-stop-shop for information about an individual and their current progress in achieving their SACE. It can help students:

• Plan their SACE, by looking at subjects and courses and deciding what combinations are best suited to them.

• Check their progress• Access their results.

Students can log into students online by visiting the following website.

www.sace.sa.edu.au/students-online

They will need their SACE registration number and pin number to log in. Their pin is usually the first 4 digits of their birthday, eg 14th of June is 1406.

Stage 2 Outdoor Education: Rock Climbing

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Vocational Education and Training (VET) pathways are critical in course selection and are available from Year 10- 12. For 2021 Central Yorke is proud to offer a broad range of courses across a variety of learning environments for senior students to study. VET refers to the national vocational qualifications that are endorsed by industry. VET courses provide students with the opportunity to work to attain nationally accredited certification against the Australian Qualifications Training Framework, and achieve their South Australian Certificate of Education (SACE) through diverse and rigorous learning experiences.

What is Vet?VET programs provide students in years 10, 11 and 12 increased vocational pathway options through a broad range of VET program choices. VET programs are hosted by schools and Registered Training Organisations (RTOs). Students remain enrolled at Central Yorke School and attend CYS, a host school or RTO for their chosen VET program.

Some of the benefits of choosing VET include:

• Gaining a nationally recognised qualification while completing your SACE

• Getting a ‘head start’ in your chosen career• Making your senior school studies more

relevant and interesting• Providing opportunities to learn ‘on-the-job’

through workplace learning• Gaining skills and knowledge that employers

seek in their employees• Providing pathways into apprenticeships,

traineeships (including School-Based Apprenticeships and Traineeships), further education or training, and direct employment

There are some courses where significant reductions in fees can be obtained through Training Guarantees for SACE Students (TGSS). Courses that fall outside of the funded training list will require full fees at the responsibility of the student. Some programs

may have specific equipment or materials that you are required to purchase, eg steel-capped boots or equipment that becomes your personal property. It is the responsibility of the student to cover these extra costs.

Some students may miss lessons for other subjects while at their VET program. This means that they will need to be well organised and prepared to negotiate subject learning requirements by working closely with their subject teachers and Pathways Coordinator.

Many VET programs require students to undertake Structured Workplace Learning (SWL). This involves learning opportunities related to your VET program in a real or simulated workplace. These placements provide on-the-job training and mentoring to develop your technical and employability skills. SWL also provides opportunity for on-the-job assessment as part of your VET program.

School Based ApprenticeshipsA School Based Apprenticeship is a great way to start your career while completing your SACE. ASBAs allow senior school students to combine paid work, training and school, while working towards their SACE a nationally-recognised qualification.

Students undertaking ASBAs commence a Contract of Training through a part-time Apprenticeship or Traineeship. They learn skills (competencies) on-the-job and through training with a Registered Training Organisation (RTO).

VOCATIONAL EDUCATION & TRAINING

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Some benefits of undertaking a School Based Apprenticeship or Traineeship include:

• Gaining a head start in your chosen job without competing with the rest of the school leavers in the state.

• Earning credits as part of your training which accrue towards your SACE.

• Starting your career and earning money while you are still at school.

• Working towards or gaining a nationally-recognised qualification.

• Gaining hands-on experience in a career-orientated job.

• Having adult responsibility as a member of the workforce

• The relevant industry Award covers most School Based Apprenticeships. Students are paid for the time spent in the workplace.

If the ASBA is not completed prior to the student completing SACE, students will continue on as a permanent employee until it is completed. Apprenticeships are now competency-based,

which means that if all the training is successfully completed and the employer believes the Apprentice or Trainee is competent in all areas, the Contract of Training can be ‘signed off’. Students commencing a Certificate III or IV generally work part-time while still attending school, then continue full-time to complete the Apprenticeship when their schooling is finished (SACE is achieved).

The School Based Apprenticeship can be organised in a number of ways. It can involve working one or more days a week; on weekends; during school holidays or block of time (eg a number of weeks in a row). This is negotiated between the employer, the school and the student. At least eight hours per week on-the-job is required (this can be averaged over time).

Year 9, 10, 11 or 12 students can arrange a meeting with an Apprenticeship Broker. Meeting times can be booked through the school. Speak to Mr Moore or Mr Keleher if this pathway appeals to you

Senior Agriculture: Animal Production

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Gaining the SACE is the main method used by South Australian students to gain admission into university and TAFE courses. However, there are a number of other things students need to know to be eligible to apply.Achieving the SACE is important if a student wants a place at university, but there are some other requirements for university entry.

Students must:

• Complete the SACE including all compulsory subjects.

• Complete at least 80 credits at Stage 2. Of the 80 credits, at least 60 credits must be from Tertiary Admissions Subjects (TAS) and the other 20 either from TAS subjects, Recognised Studies, or a mix of the two.

• Complete any prerequisite requirement for a chosen university course.

• Comply with rules regarding subject combinations.

• Obtain an Australian Tertiary Admission Rank (ATAR).

For entry to TAFE using the SACE, students will have to meet the following requirements:

• For Certificate I level courses there are no Minimum Entry Requirements.

• For Certificate II level courses students must successfully complete the literacy and numeracy standards in the SACE – this means achieving a ‘C’ grade or better in 20 credits of a Stage 1 or Stage 2 English subject(s) and 10 credits of a Stage 1 or Stage 2 Mathematics subject.

• For Certificate III level courses and higher students must achieve the SACE.

• For Certificate IV level courses and higher students must achieve the SACE and gain a TAFE SA Selection Score.

Applications for university and TAFE courses are handled by the South Australian Tertiary Admissions Centre (SATAC). See the SATAC tertiary entrance booklet for full details, (copies are available from the school) or visit the SATAC website http://www.satac.edu.au for more information. During Term 3 of Year 12 Mr Scott Moore will also sit down with each family and chart out a course in consultation with the students for their future pathways beyond life at Central Yorke School.

POST SCHOOL PATHWAYS

Year 12 students

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In selecting subjects for Senior School, it is important that students and parents:

Consider student’s interests & career aspirations• Consider the student’s main interests and

success in certain subject fields.• Consider possible career pathways.• Consider whether there is any professional

assistance or advice needed from appropriate staff members.

• Persons to contact with regard to specific subjects are indicated in the Subject Descriptors.

Read carefully the subjects on offer and future subject possibilities

• Read which subjects each Area of Study is offering.

• Look at Subject Descriptors• Read the details about what each subject

involves and where it leads.• Read the section ‘STUDENT PATHWAYS’ in

the Subject Descriptors. Certain careers and

tertiary courses require certain Senior School subjects.

• This information is available in the Job Guide and in the Tertiary Entrance Guide.

Understand the Subject Pathways• Understand the ‘Subject Pathways’

(flowcharts) within each Area of Study.• Students need to think carefully about the

subjects they choose and be committed to undertaking them.

COURSE SELECTION AND SUBJECT OPTIONS

90 Credits

60 Credits

20 Credits10 Credits

10 Credits

10 Credits

Free choice subjects from either Stage 1 or Stage 2

Literacy (compulsory) from a range of English subjects

Numeracy (compulsory) from a range of mathematics subjects

Personal Learning Plan (compulsory)

Resarch Project (compulsory)

Stage 2 subjects

Compulsory Stage 1 = 40 Credits

Compulsory Stage 2 = 70 Credits

Free Choice = 40 Credits

Stage 1 - Year 10 & 11

Stage 2 - Year 12SACE = 200 Credits

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Central Yorke School makes every effort to offer students face to face options when subjects are viable. If individual students or a small number of students express interest in a course there are several options that can be explored. Open Access College provides a range of lessons, these are supported through the Flex Room environment with teacher support

available, teleconference and Skype lessons are used where possible to tap into local resource sharing arrangements throughout our partnership, and off line studies can be implemented to help broaden student choice in subjects and delivery mode. If a subject of interest is not listed in this booklet speak to Mr Scott Moore to discuss possible opportunities.

Learning area Subject Length of course

English7-10 English 2 Semesters

English 2 Semesters

Maths7-10 Mathematics 2 Semesters

General Mathematics 1 or 2 semesters

Mathematics 1 or 2 semesters

Business, Enterprise, and Technology

Communication Products 1 or 2 semesters

Information Technology 1 or 2 semesters

Design Technology (Woodwork, Metal) 1 or 2 semesters

Cross Disciplinary

Personal Learning Plan 1 semester

Research Practice 1 semester

Research Project 1 semester

Certificate Studies - VET (Range of Certificates) 2 semesters

SAASTA 2 Semesters

Health and Physical Education

Physical Education 1 or 2 semesters

Outdoor Education 2 semesters

Food and Hospitality 1 or 2 semesters

Humanities and Social Sciences

History 1 or 2 semesters

Society and Culture 1 or 2 semesters

Science

Biology 1 or 2 semesters

Chemistry 2 Semesters

Physics 2 Semesters

Nutrition 2 Semesters

Agriculture 1 or 2 semesters

The ArtsMusic 1 or 2 semesters

Creative Arts 1 or 2 semesters

*Generally Stage 1 Subjects are completed over 1 Semester, in most cases students will choose to complete 2 semesters in a year. Stage 2 Subjects are completed over 2 semesters. Each semester is worth 10 SACE credits.

2021 SUBJECT CHOICES

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FOOTBALL ACADEMYSubject Code: N/ALength: Full YearContact Person: Scott Moore

Learning Requirements:Stage 1 is two 10-credit subject. (Both semester courses). Stage 2 is a 20-credit subject

Content:The Yorke Peninsula Academy has been developed by Central Yorke School in partnership with the SANFL, Port Adelaide Football Club and Woodville West Torrens Football Club.

A squad of 25 boys and 25 girls will be selected to attend a full day program at Central Yorke School. They will be provided with a program aligned to the SACE that covers topics such as Nutrition, Game Preparation and Recovery, Skill Development and Career Pathway development. Specialised programs in Coaching, Umpiring and Sports Medicine Trainer will be an integral part of this program as they provide a holistic view of the football industry.

This program has a strong practical focus with competitive games played against other teams throughout the year. All learning is SACE accredited allowing students to complete up to 60 SACE credits over a two-year period, students will also have access to quality VET courses and career development. As this program has a focus on high performance, students must meet KPIs around attendance, behavior and academic achievement.

FEATURED SUBJECT

CY Football Academy

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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. An understanding of purpose, audience, and context 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.

Curriculum Pathway (10-12)

ENGLISH

YEAR 10

10 English

YEAR 11

Stage 1 English

Stage 1 Essential English

YEAR 12

Stage 2 English



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STAGE 1 ENGLISHCourse Code: 1ESH10Length: Full YearContact Person: Lauren Smith

Course Description: 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. An understanding of purpose, audience, and context 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:The following assessment types enable students to demonstrate their learning in Stage 1 English:

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

For a 10-credit subject, students should provide evidence of their learning through four assessments, with at least one assessment from each assessment type. At least one assessment should be an oral or multimodal presentation and at least one should be in written form. Each assessment type should have a weighting of at least 20%.

For a 20-credit subject, students should provide evidence of their learning through eight assessments, with at least two assessments from each assessment type. At least two assessments should be oral or multimodal presentations, and at least two should be in written form. Each assessment type should have a weighting of at least 20%.

Student Pathway:Students who successfully complete two semesters of Stage 1 English are able to continue on to Stage 2 English.

YP Investigation

ENGLISH

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STAGE 1 ESSENTIAL ENGLISHCourse Code: 1ETE10Length: Full Year Contact Person: Lauren Smith

Course Description: Essential English is a 10-credit subject or a 20-credit subject at Stage 1, and a 20-credit subject at Stage 2.

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.

Assessment:The following assessment types enable students to demonstrate their learning in Stage 1 Essential English:

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

For a 10-credit subject, students should provide evidence of their learning through four assessments, with at least one assessment from each assessment type. At least one assessment should be an oral or multimodal presentation, and at least one should be in written form. Each assessment type should have a weighting of at least 20%.

For a 20-credit subject, students should provide evidence of their learning through eight assessments, with at least two assessments from each assessment type. At least two assessments should be oral or multimodal presentations, and at least two should be in written form. Each assessment type should have a weighting of at least 20%.

Student Pathway:Students who successfully complete two semesters of Stage 1 Essential English are able to continue on to Stage 2 Essential English.

STAGE 2 ENGLISHCourse Code: 2ESH20Length: Full YearContact Person: Scott Moore

Prequestite:B grade or higher in Stage 1 English

Learning Requirements:Stage 2 English is a 20-credit subject.

The content includes:• Responding to Texts• Creating Texts.

In Stage 2 English students read and view a range of texts, including texts created by Australian authors. In comparing texts students analyse the relationships between language and stylistic features, text types, and contexts. Recognising and analysing the language and stylistic features and conventions of text types in literary and everyday texts influences interpretation. Through close study of texts, students explore relationships between content and perspectives and the text and its context.

Course Description: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.

Assessment:Students demonstrate their learning through:

School Assessment (70%)Assessment Type 1: Responding to Texts (30%)Assessment Type 2: Creating Texts (40%)

External Assessment (30%)Assessment Type 3: Comparative Analysis (30%).

Student Pathway:This is a TAS subject and can be used for University and TAFE entrance.

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STAGE 2 ESSENTIAL ENGLISHCourse Code: 2ETE201 Length: Full YearContact Person: Scott Moore

Prequestite:C grade or better in either Stage 1 English or Stage 1 Essential English

Learning Requirements:The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Essential English.

In this subject, students are expected to:

• Extend communication skills through reading, viewing, writing, listening, and speaking

• Consider and respond to information, ideas, and perspectives in texts selected from social, cultural, community, workplace, and/or imaginative contexts

• Examine the effect of language choices, conventions, and stylistic features in a range of texts for different audiences

• Analyse the role of language in supporting effective communication

• Create oral, written, and multimodal texts that communicate information, ideas, and perspectives for a range of purposes.

Course Description: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.

Assessment:The following assessment types enable students to demonstrate their learning:

School Assessment (70%)Assessment Type 1: Responding to Texts (30%)Assessment Type 2: Creating Texts (40%)

External Assessment (30%)Assessment Type 3: Language Study (30%)

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

• Three assessments for responding to texts • Three assessments for creating texts• One language study.

Student Pathway:This is a TAS subject and can be used for University and TAFE entrance.

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MATHEMATICSMathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. It develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

The curriculum focuses on developing increasingly sophisticated and refined mathematical

understanding, fluency, logical reasoning, analytical thought and problem-solving skills. These capabilities enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently.


YEAR 10

10 Mathematics

YEAR 11

Stage 1 Mathematics

Stage 1 General Mathematics

Stage 1 Essential Mathematics

YEAR 12

Stage 2 Mathematical Concepts



Stage 2 Essentail Mathematics

Stage 2 Essentail Mathematics

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STAGE 1 MATHEMATICSCourse Code: 1MAM10Length: 1 SemesterContact Person: Will Baker

Course Description:The SACE website displays the curriculum content for each topic in this course: In particular students study the following topics during Semester 1.

• Functions and Graphs including Linear relationships and functions.

• Polynomials including quadratic, cubic and quartic functions.

• Trigonometry including the unit circle, and trigonometric functions.

Learning activities will include teacher instruction, investigations, interactive activities and homework.

Assessment Tasks:Supervised tests Investigations90 min Semester examination.

Student Pathway: Successful completion of this unit attains the compulsory Numeracy requirement to achieve the SACE certificate.

Successful completion of this unit is acceptable background for continued study of Stage 2, Mathematical Methods, General Mathematics and Essential Mathematics.

Students studying Stage 1 Mathematics need to achieve and A or a B grade to study Stage 2 Mathematical Methods.

STAGE 1 GENERAL MATHEMATICSCourse Code: 1MGM10Length: 1 SemesterContact Person: Will Baker

Course Description: General Mathematics extends students’ mathematical skills in ways that apply to practical problem-solving. A problem-based approach is integral to the development of mathematical models and the associated key ideas in the topics. These 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.

Assessment Tasks:One test per topic each semester.One major folio investigation each semester (S1 - Borrowing; S2 - Measurement).

Student Pathway: Students who successfully complete two semesters of Stage 1 General Mathematics are able to continue on to Stage 2 General Mathematics. Alternatively, students may choose to study Stage 2 Essential Mathematics

MATHEMATICS

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STAGE 1 ESSENTIAL MATHEMATICSCourse Code: 1MEM10Length: 1 SemesterContact Person: Will Baker

Course Description: This course is designed to build on concepts developed to the end of Year 10 and to prepare students for further development in Stage 1

The SACE website displays the curriculum content for each topic in this course:

In particular students study the following topics during Semester 1.

• Calculations and Ratio including arithmetic of whole numbers and fractions.

• Earning and Spending including calculation of wages, taxation and budgeting.

• Geometry including properties of angles and polygons, construction processes with compasses.

Learning activities will include teacher instruction, investigations, interactive activities and homework

Assessment Tasks:Supervised tests Folio (investigations).

Student Pathway:Successful completion of this unit attains the compulsory Numeracy requirement to achieve the SACE certificate. Successful completion of this unit is acceptable background for continued study of Stage 2 Essential Mathematics.

Students studying Stage 1 Essential Mathematics need to achieve and A or a B grade to study Essential Mathematics at Stage 2 (Year 12) and/or a written recommendation from their mathematics teacher. Essential Mathematics at Stage 2 has an externally assessed Exam (30%).

STAGE 2 MATHEMATICAL METHODSCourse Code: 2MHS20Length: Full YearContact Person: Luke Trenorden

Assumed Knowledge:A - B grade or better, in Stage 1 Mathematics and/or a written recommendation from their mathematics teacher.

Learning Requirements:This whole year course is designed to build on concepts developed by Stage 1 Mathematics.

Course Description:In particular students study the following topics.

• Further differentiation & applications including Differentiation rules, exponential & trigonometric functions and the second derivative.

• Discrete random variables Bernoulli distribution and Binomial distributions.

• Integral Calculus including anti differentiation, area under curve and applications.

• Logarithmic functions including solving Exponential equations, Log functions and their graphs and calculus of Log functions.

• Continuous Random variables and Normal Distribution including Normal distributions and Sampling.

• Sampling and Confidence Intervals including Population mean & proportions and Confidence intervals for population proportions.


Assessment Tasks:Six supervised tests 50% Investigation 20%. 3 hour external examination 30%.

Student Pathway:This is a TAS subject so can be used for University or TAFE entrance.

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STAGE 2 GENERAL MATHSCourse Code: 2MGM20Length: Full YearContact Person: Luke Trenorden

Assumed Knowledge: Successful completion of two semesters of Stage 1 General Mathematics or Stage 1 Mathematics

Learning Requirements:In Stage 2 General Mathematics students are expected to:

• understand mathematical concepts, demonstrate mathematical skills, and apply mathematical techniques

• investigate and analyse mathematical information in a variety of contexts

• recognise and apply the mathematical techniques needed when analysing and finding a solution to a problem, including the forming and testing of predictions

• interpret results, draw conclusions, and reflect on the reasonableness of solutions in context

• make discerning use of electronic technology to solve problems

• communicate mathematically and present mathematical information in a variety of ways.

Course 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, the statistical investigation process, modelling using linear and non-linear functions, networks and matrices, and discrete models.

Assessment Tasks: End of unit test for each of the five topics (8%each)Two folio investigations (15% each)Externally moderated exam (30%)

Student Pathway: This is a TAS subject and can be used for University and TAFE entrance

STAGE 2 ESSENTIAL MATHEMATICSCourse Code: 2MEM20Length: Full Year Contact Person: Luke Trenorden

Assumed Knowledge:Successful completion of two semesters of Stage 1 Essential Mathematics or Stage 1 General Mathematics.

Learning Requirements:This whole year course is designed to build on concepts developed in Stage 1 Essential Mathematics.

Course Description:The SACE website displays the curriculum content for each topic in this course: In particular students study the following topics.

• Scales, Plans and Models including properties of shapes, constructing scale diagrams and problem solving.

• Measurement including Linear measurement, area, Mass Volume, Capacity and Density.

• Business Applications including Planning a business, Business costs & Break-even price and Taxation.

• Statistics including Sampling Statistical measures Linear Correlation (scatterplots).

• Investments and Loans including Lump sums investing, Annuities (pensions) and Loans.


Assessment Tasks:Supervised tests 30% Folios 40%2hr external examination 30%.


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BUSINESS, ENTERPRISE & TECHNOLOGYIn Business, Enterprise & Technology subjects students develop design briefs, demonstrating their design and technological ability through activities in contexts that have a practical outcome. They make sound decisions about materials and techniques, based on their testing and understanding of the physical properties and working characteristics of materials. Students identify product characteristics and make critical judgments about the design and creation of products and systems.

They work with a range of tools, materials, equipment, and components to a high degree of precision, while implementing safe working practices. They demonstrate an understanding of the needs and values of a range of users to design and create products or systems that fit an identified

design brief. They develop their ability to evaluate outcomes against the design brief.

Students investigate and critically analyse a range of products, processes, and production techniques used in industrial situations. This information is used to create potential solutions through the design and creation of products and systems. Students identify demands on their design, taking cost, ethical, cultural, and environmental issues into account. They explain how their ideas address these demands, and use their analysis to produce proposals for the present and future.


YEAR 10

10 Visual or Performing Arts

10 Design & Technology

YEAR 11

Stage 1 Photography

Stage 1 Design & Technology

YEAR 12

Stage 2 Photography

Stage 2 Design & Technology

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STAGE 1 COMMUNICATION PRODUCTS (PHOTOGRAPHY)Course Code: 1CCP10Length : 1 SemesterContact Person: Pat Hasting

Course Description: The course as designed will introduce theory and practice to support the production of quality photographs and communication products with quality contemporary design elements.

The range of interests, skills and abilities of students will be accommodated to ensure that success is achievable by all.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Photography.

Skills and Applications Tasks Folio Product

Student Pathway: Leads to Stage 2 Communications Products II but not prerequisite

STAGE 2 COMMUNICATIONS PRODUCTS (PHOTOGRAPHY)Course Code: 2CCP20Length : Full YearContact Person: Pat Hasting

Learning Requirements: In this subject, students are expected to:

• Investigate and critically analyse the purpose, design concepts, processes, and production techniques of existing products or systems

• Create, test, validate, modify, and communicate design ideas for an identified need, problem, or challenge

• Investigate, analyse, and use the differing characteristics and properties of materials, components, processes, and equipment to create products or systems safely

• Use the design process to select materials, components, processes, techniques, and equipment, to develop and implement solutions and ideas for products or systems

• Apply appropriate knowledge & understanding of skills, processes, procedures, & techniques to a range of technological activities

• Evaluate product or system development and outcome, and reflect on technological ideas and procedures used, with reference to the design brief

• Analyse the impact of technological practices, products, or systems on individuals, society, and/or the environment.

Course Description: This focus area involves the use of images, to design and make products that communicate information. Students produce outcomes that demonstrate the knowledge and skills associated with manipulation of communication media

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Photography.

Skills and applications tasks - 20%Product - 50%External Component Folio - 30%

BUSINESS, ENTERPRISE & TECHNOLOGY

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STAGE 1 INFORMATION TECHNOLOGYCourse Code: 1IFT10Length : 1 Semester Contact Person: Scott Moore

Course Description: Information Technology is a 10-credit subject at Stage 1. It is organised into the following six topics:

• Computer Systems• Relational Databases• Application Programming• Multimedia Programming • Website Programming• Dynamic Websites.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 1 Information Technology:

Assessment Type 1: FolioAssessment Type 2: Skills and Applications TasksAssessment Type 3: Project.

For a 10-credit subject, students should provide evidence of their learning through four or five assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

Student Pathway: Stage 2 Information Technology or related TAFE courses.

STAGE 2 INFORMATION TECHNOLOGYCourse Code: 2IFT20Length : Full YearContact Person: Scott Moore

Assumed Knowledge: Successful completion of two semesters of Stage 1 Information Technology

Learning Requirements: • Use appropriate communication methods

and tools to explain information technology concepts, including how data is represented and transferred in computer-based systems

• Apply skills and concepts with computer application software to manipulate and process data to produce outcomes involving complex processes

• Apply the systems development life cycle and other information technology knowledge, skills, and problem-solving techniques to create and document userfriendly, reliable, and accurate systems in response to identified problems

• Critically analyse the responsibilities of the developer of systems

• Critically analyse and discuss ethical use of current and potential computer-based systems/technologies and their social impact on individuals and society.

Course Description: Stage 2 Information Technology is a 20-credit subject that consists of two core topics and five option topics. Students study both core topics and two of the option topics.

Core Topics• Information Systems• Computer and Communication Systems

Option Topics• Relational Databases• Application Programming• Multimedia Programming • Website Programming• Dynamic Websites

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ASSESSMENT TASKS:The following assessment types enable students to demonstrate their learning in Stage 2 Information Technology:

School Assessment (70%)Assessment Type 1: Folio (20%)Assessment Type 2: Skills and Applications Tasks (30%)Assessment Type 3: Project (20%)

External Assessment (30%)Assessment Type 4: Examination (30%).

Student Pathway: This is a TAS subject and can be used for University and TAFE entrance.

STAGE 1 WORKPLACE PRACTICESCourse Code: 1WPS10Length : 1 SemesterContact Person: Scott Moore

Course Description: At Stage 1 all students undertake Industry and Work Knowledge and either Vocational Learning, VET or Vocational Learning and VET.

Industry and Work KnowledgeStudents develop knowledge and understanding of the nature, type, and structure of the workplace. Specific areas include, for example, the changing nature of work; industrial relations and legislation; safe and sustainable workplace practices; technical and industry-related skills; and issues in industry and workplace contexts.

Vocational LearningVocational learning is general learning that has a vocational perspective. It includes any formal learning in a work-related context outside Australian Qualifications Framework (AQF) qualifications. Students undertake learning in the workplace to develop and reflect on their capabilities, interests, and aspirations and to reflect on the knowledge, skills, and attributes valued in the workplace.

Assessment Tasks:The following assessment types enable students to demonstrate their learning in Stage 1 Workplace Practices:

Assessment Type 1: FolioAssessment Type 2: PerformanceAssessment Type 3: Reflection.

Senior Agriculure

BUSINESS, ENTERPRISE & TECHNOLOGY

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STAGE 2 WORKPLACE PRACTICESCourse Code: 2WPC20Length : Full YearContact Person: Scott Moore

Assumed Knowledge:Nil

Learning Requirements:In this subject, students are expected to:

• Understand and explain concepts of industry and work

• Analyse the relationships between work-related issues and practices in workplaces

• Demonstrate knowledge of the roles of individuals, government legislation and policies, unions, and employer groups in work-related and workplace issues

• Investigate the dynamic nature of work-related and workplace issues, cultures, and/or environments locally, nationally, and/or globally

• Demonstrate and apply generic work skills and, where relevant, industry knowledge and skills, in a workplace and/or work-related context

• Reflect on and evaluate learning experiences in/about the workplace.

Course Description:There are three areas of study within Workplace Practices:

• Industry and Work Knowledge• Vocational Learning • Vocational Education and Training (VET).

ASSESSMENT TASKS:The following assessment types enable students to demonstrate their learning in Stage 2 Workplace Practices:

School Assessment (70%)Assessment Type 1: Folio (25%)Assessment Type 2: Performance (25%)Assessment Type 3: Reflection (20%)

External Assessment (30%)Assessment Type 4: Investigation (30%).


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STAGE 1 DESIGN AND TECHNOLOGY - MATERIAL PRODUCTSCourse Code: 1CCP10Length : 1 SemesterContact Person: William Baker

Course Description: This focus area involves the use of a diverse range of manufacturing technologies such as tools, machines, equipment, and/or systems to design and make products with resistant materials such as metals, plastics, wood, composites, ceramics, textiles, and foods.

Examples of contexts for material products include:

• building and construction• timber and timber products• metals• polymers.

The following assessment types enable students to

demonstrate their learning in Photography.

Skills and Applications Tasks Folio Product

Student Pathway: Leads to Stage 2 Co Design and Technology - Material Products

Careers Expo visit

CROSS DISCIPLINARY

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Cross Disciplinary subjects focus on the development of key capabilities of the SACE. The capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways.Completion of the PLP and the Research Project is compulsory for SACE completion.

The capabilities that have been identified are:

• Literacy• Numeracy• Information and communication technology

capability• Critical and creative thinking• Personal and social capability• Ethical understanding• Intercultural understanding.


YEAR 10

Personal Learning Plan

YEAR 11

Stage 1 Reasearch Practices

Certificate Studies VET

(Range of Certificates

YEAR 12

Stage 2 Research Project

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PERSONAL LEARNING PLAN (PLP)Course Code: 1PLP10Length : 1 SemesterContact Person: Shayla Vince

Course Description: The Personal Learning Plan is a compulsory SACE subject, which will be undertaken in Year 10 and must be completed at ‘C’ grade or better to achieve SACE. Students will consider their aspirations and research reliable career information to help them make appropriate subject choices and map out their future. Students will work towards goals they need to achieve as they progress through school towards work, training or further study.

The Personal Learning Plan will help students:

• 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 (ICT) skills.

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

The Personal Learning Plan will contribute 10 credits towards the SACE.

Assessment Tasks:The PLP will contain a range of Assessment Tasks including written, research, self-reflection, work experience and oral tasks..

Student Pathway:The PLP subject will form the basis for further student personal and pathway development opportunities in Year 11 and Year 12. Students must gain ‘C’ grade minimum to achieve SACE.

Senior Science

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CROSS DISCIPLINARYRESEARCH PRACTICESCourse Code: 1RPP10Length : 1 SemesterContact Person: Shayla Vince

Course Description: Students explore research practices to develop skills in undertaking research, such as planning their research, developing and analysing their data, and presenting their research findings.

Assessment Tasks:The following assessment types enable students to demonstrate their learning in Stage 1 Research Practices:

Assessment Type 1: Folio Assessment Type 2: Sources Analysis.

For this 10-credit subject, students should provide evidence of their learning through four or five assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

One folio consisting of at least two assessment tasksAt least two sources analysis assessments.

Student Pathway:Students can complete their Research Project after successful completion of this subject.

RESEARCH PROJECTCourse Code: 2RPA10 / 2RPB10Length : 1 SemesterContact Person: Shayla Vince

Assumed Knowledge:Successful completion of Stage 1 Research Practices.

Learning Requirements:The Research Project is a compulsory 10-credit subject that gives students the opportunity to study an area of interest in depth and use their creativity and initiative, while developing skills they will need in later study or work.

Course Description:Students will have opportunities to develop the seven capabilities which develop in students the knowledge, skills, and understanding to be successful learners, confident and creative individuals, and active and informed citizens. The capabilities include:

• literacy and numeracy• information and communication technology

capability• critical and creative thinking• personal and social capability• ethical understanding• intercultural understanding.

The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. Students will also have the opportunity to develop their research skills. The Research Project can take many forms including community-based projects, technical or practical activities and work or subject-related research.

Assessment Tasks:School Assessment (70%)

Record of researchDiscussion of research Findings of research

External Assessment (30%)External assessment.

Student Pathway:Students must gain a “C” grade minimum to achieve their SACE.

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CERTIFICATE STUDIES – VETStudents access a range of vocational courses across the region hosted by local schools working with the local community and industry. At the same time, young people will be able to achieve their South Australian Certificate of Education (SACE) while learning skills and working toward industry-accredited qualifications. They will be better prepared to take on apprenticeships and skilled jobs in areas that have identified skill shortages.

Students also have access to VET for schools courses at TAFE and other Registered Training Organisations. These include short courses, Certificate 2 and 3 courses. Up to date details of these course can be found at http://www.tafesa.edu.au/apply-enrol/how-to-apply/secondaryschool-courses/short-courses-for-high-school-students

‘School to Work’ Apprenticeship Brokers help connect students with local industry and employers via education and support with setting up apprenticeships & traineeships. The Apprenticeship Brokers also makes sure that contracts of training for young people are fair and reasonable for everyone involved. Trade School students can do

an apprenticeship or training while still at school, spending their week days involved in a combination of school, working at a business and skills training at a TAFE or other training provider. Certificates studied at Central Yorke School in 2017 included:

• Hospitality• Early Childhood• Individual Care• Auto• Agriculture• Engineering - Fabrication Trade• Sport and Recreation

In 2021 we will again offer these coursed and are seeking interest in:

• Hair and Beauty• Tourism• Business

If there are other courses that students are interested in there is a high likelihood that these can be explored. Speak to Mr Scott Moore for more information.

SAASTA

CROSS DISCIPLINARY

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SAATSAThe South Australian Aboriginal Sports Training Academy (SAASTA) is a unique sporting and educational program. It provides Aboriginal and Torres Strait Islander high school students with the skills, opportunities and confidence to dream, believe and achieve in the areas of sport, education, employment and healthy living.

It aims to support positive indigenous achievement and to encourage students to engage in programs covering key curriculum areas.


YEAR 8/9 SAASTA CONNECTCourse Code: N/ALength : Full YearContact Person: Shayla Vince

Course Description: SAASTA Connect aims to engage younger students in their learning and act as an incentive program to help make connections to their older peers and services established within the SAASTA Academy.

The program encourages students to make smart choices in life through guided activities. The unique aspect of the program is the delivery of cultural identity activities including aspects of Aboriginal language and different ways the students can express who they are and where they come from.

Students will be encouraged to attend and participate positively in all areas of their schooling, including SAASTA Connect where they will do cultural

and sporting activities.

Students will be rewarded for their active engagement with an invitation to undertake sporting activities with other schools and each semester cultural/sporting camps. This reward is for students who achieve their behavioural and academic goals as outlined in the student expectations and KPI’s. These camps have limited places, selection will be based on attendance and student reports.

Assessment Tasks: Assessment is based on the evaluation of physical skills and completed student work based on the Australian Curriculum Achievements Standards.

Student Pathway: Stage One Integrated Learning SAASTA

8/9 SAASTA Connect Stage 1 Integrated Learning – Aboriginal Power Cup

Stage 1 Integrated Learning – UNISA Shield

SAASTA VET Course - Certificate III in Sport and Recreation

Stage 2 Integrated Learning – Personal

Development

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STAGE 1 INTEGRATED LEARNING – ABORIGINAL POWER CUPCourse Code: 1ILG10Length : 1 Semester Contact Person: Shayla Vince

Assumed Knowledge: N/A

Learning Requirements: In this subject, students are required to:

• Develop and apply knowledge, concepts and skills to achieve a purpose

• Identify and investigate information, ideas and skills from different perspectives, using a variety of sources

• Work collaboratively with others • Demonstrate self-awareness in reflecting on

learning • Communicate ideas and informed opinions • Develop and understand connections between

the program focus and aspects of the capability in each chosen key area

• Follow and maintain SAASTA KPI’s Course Description: Open to both male and female academy students, the Aboriginal Power Cup subject has been developed using the SACE Integrated Learning framework and culminates in the annual Aboriginal Power Cup carnival, a three day sporting event focusing on cultural activities, career pathways and through the much anticipated nine-a-side round

robin AFL competition.

Each academy is represented at the carnival by both male and female teams who compete in football games, attend workshops and undertake cultural activities. Leading up to the carnival students are required to work both individually and as part of their team to complete a series of curriculum tasks including designing their team guernsey, improving their football skills and learning about their culture.

A majority of each team’s points are gained through strong attendance at school and successfully completing their curriculum tasks with football matches being worth the least. The two highest ranked male and female teams earn the right to play off in the Grand Final on day three as a curtain raiser to a scheduled Port Adelaide Football Club AFL game on Adelaide Oval.

Assessment Tasks:Practical 1: Preparing for the Power Cup (35%)Practical 2: 3 day Power Cup Carnival (15%)Group Activity: Cultural Task (20%) Folio and Discussion: Presentation and follow up discussion (30%)

Student Pathway: Stage 2 Integrated Learning

2020 SAASTA Team

CROSS DISCIPLINARY

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STAGE 1 INTEGRATED LEARNING – UNISA SHIELDCourse Code: 1ILG10Length : Full Semester Contact Person: Shayla Vince

Assumed Knowledge: N/ALearning Requirements: In this subject, students are required to:



• Work collaboratively with others and demonstrate self-awareness in reflecting on learning

• Communicate ideas and informed opinions • Develop and understand connections between

the program focus and aspects of the capability in each chosen key area and follow and maintain SAASTA KPI’s

Course Description: Proudly supported by the University of South Australia, this subject has been developed using the SACE Integrated Learning framework, and similar to the Aboriginal Power Cup it culminates in a two-day multi- sport event with teams competing to claim the annual SAASTA UNISA Shield. Feedback from students is used to select which sports will be offered each year, while teacher and community voice is used to guide the subject’s lifestyles, cultural and health content.

Assessment Tasks:Practical 1: Preparing for SAASTA Shield (35%)Practical 2: 2 day Shield Carnival (15%)Group Activity: Cultural Task (20%) Folio and Discussion: Presentation and follow up discussion (30%)

Student Pathway:Stage 2 Integrated Learning

STAGE 2 INTEGRATED LEARNING – PERSONAL DEVELOPMENTCourse Code: 2ILG20 Length : Full Year Contact Person: Shayla Vince

Assumed Knowledge: N/ALearning Requirements: In this subject, students are required to:



• Work collaboratively with others • Demonstrate self-awareness in reflecting on

learning • Communicate ideas and informed opinions • Develop and understand connections between

the program focus and aspects of the capability in each chosen key area

• Follow and maintain SAASTA KPI’s

Course Description: This subject has been developed for Year 12 Students as an extension to the Aboriginal Power Cup and SAASTA UNISA Shield. Students undertake a series of Practical tasks aimed at developing their skills. They will learn how to develop their specific skills while reviewing their performance for 3 main concepts.

For their Group Activity students examine the concept of Coaching and identify their own coaching qualities. They undertake a series of activities where they have the opportunity to develop their skills as a coach.

For their Project students attend a 2 day State Wide Leadership Conference, where they listen to guest speakers and participate in activities in preparation for their 2000 word response. Aboriginal guest speakers are invited to speak and give advice to students on the essay topic focused around personal development and being successful as they embark into further education or the workplace.

Assessment Tasks:

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Practical A: 30%Part One - Physical Performance Part Two - My Culture Part Three - Hands on Culture

Practical B: Community Cultural Activity 20%Practical C: Issues Analysis 30%Practical D: SAASTA Students Case Study 20%

SAASTA VET COURSE - CERTIFICATE III SPORT AND RECREATIONCourse Code: N/ALength : Full Year Contact Person: Shayla Vince

Assumed Knowledge: N/ALearning Requirements: Must be in Year 11 or 12 to enter the course and be an enrolled SAASTA Student

Course Description: The SAASTA Certificate III in Sport and Recreation uses a dynamic mode of delivery to provide academy students with a direct sporting pathway through the SACE. The course is delivered using both in class and out of school both in-class and out of school block release training methods.

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 at Regency TAFE Campus by TAFE SA expert lecturers.

This subject equips students with the skills, knowledge and qualifications to enter into further study or gain direct industry specific employment.

Success in this course will see students graduate with a nationally recognised qualification and 55 SACE Stage 2 Credits.

Assessment Tasks:Code Certificate III in Sport & Recreation Nominal Hours BSBCRT301A Develop and extend critical and creative thinking skills 40BSBWOR301B Organise personal work priorities and development 30HLTAID003 Provide First Aid 18ICAWEB201A Use social media tools for collaboration and engagement 20SISXCAI303A Plan and conduct sport and recreation sessions 20SISXCCS201A Provide customer service 15SISXEMR201A Respond to emergency situations 18SISXRSK201A Undertake risk analysis of activities 20SISXWHS101 Follow work health and safety policies 10SITXCOM401 Manage conflict 20SISSAFL201A Perform the intermediate skills of Australian Football 20SISSAFL202A Perform the intermediate tactics of Australian Football 20SISOODR302A Plan outdoor recreation activities 35SISSBSB202A Teach fundamental basketball tactics and game strategy 35SISSSPT303A Conduct basic warm-up and cool-down programs 30

TOTAL VET HOURS 351

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HEALTH & PHYSICAL EDUCATIONHealth and Physical Education incorporates Physical Education, Outdoor Education and Food and Hospitality. In Physical Education, students study human physical activity and its place in the lives of individuals and groups of people. Students examine the practical application of human physical skills and analyse the personal, community, and global issues that surround the role of human physical activity in society.

Students learn mainly through physical activity in a way that promotes immediate as well as long-term benefits to themselves and society. Physical Education is an experiential subject in which students explore their physical capacities and investigate the factors that influence performance.

They explore and analyse associated performance, health, and lifestyle issues.

Students acquire an understanding of human functioning and physical activity and an awareness of the community structures and practices that influence participation in physical activity. They develop skills in communication and investigation and the ability to apply knowledge to practical situations. Students gain enjoyment from skilled performance in individual and group activities.


*Currently Stage 1 Outdoor Education is undertaken in Semester 2 of Year 10. Students then have access to either the Stage 1 or Stage 2 Outdoor Education course during Year 11.

YEAR 10

10 PE / Outdoor Ed

YEAR 11

Stage 1 PE

Stage 1 Food & Hospitality

YEAR 12

Stage 2 PE

Stage 2 Outdoor Education

Stage 2 Food & Hospitality

10 Home Economics

Stage 1 Outdoor Education*

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STAGE 1 PHYSICAL EDUCATIONCourse Code: 1PHE10Length : 1 or 2 Semesters Contact Person: Jason Clifford

Description:In Physical Education, students learn experientially, encouraging the development of their capabilities and skills, such as critical and creative thinking, communication, and collaboration. An integrated approach to learning supports a conceptual framework that promotes deep learning in, through, and about physical activity. Students apply their understanding of movement concepts to evaluate aspects of their own or others’ physical activity and reflect on strategies to improve participation and performance.

Focus areas Stage 1 Physical Education has three focus areas:

• In movement • Through movement • About movement

Assessment:The following assessment types enable students to demonstrate their learning in Stage 1 Physical Education:

Assessment Type 1: Performance Improvement Assessment Type 2: Physical Activity Investigation.

For a 10-credit subject, students should provide evidence of their learning through three assessments with a weighting of at least 20%.

At least one performance improvement task At least one physical activity investigation.

For a 20-credit subject, students should provide evidence of their learning through five assessments. Each assessment type should have a weighting of at least 20%.

Three performance improvement tasks Two physical activity investigations.

Student Pathway: Stage 2 Physical Education or related TAFE courses

STAGE 2 PHYSICAL EDUCATIONCourse Code: 2PHE20Length : Full YearContact Person: Jason CliffordAssumed Knowledge:Successful completion of the theory component of Stage 1 PE is desirable but not essential.


• apply knowledge and understanding of movement concepts and strategies in physical activity using subject-specific terminology

• apply feedback and implement strategies to improve participation and/or performance in physical activity

• reflect on and evaluate participation and/or performance improvement

• apply communication and collaborative skills in physical activity contexts

• analyse and evaluate evidence related to physical activity

• evaluate implemented strategies and make recommendations for future directions.

Course Description:Stage 2 Physical Education has the focus areas of ‘In movement’, ‘Through movement’ and ‘About movement’.Assessment Tasks:Students to demonstrate their learning through:

School Assessment (70%) Assessment Type 1: Diagnostics (30%) Assessment Type 2: Improvement Analysis (40%)

External Assessment (30%) Assessment Type 3: Group Dynamics (30%).

Students undertake: • two or three diagnostics tasks • one improvement analysis task • one group dynamics task.

Student Pathway:This is a TAS subject and can be used for University or TAFE pathways.

HEALTH & PHYSICAL EDUCATION

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STAGE 1 OUTDOOR EDUCATIONCourse Code: 1OUE10Length : 1 SemesterContact Person: Jason Clifford

Course Description: Outdoor Education is the study of the human connection to natural environments through outdoor activities. Students develop their sense of self-reliance and build relationships with people and natural environments. Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation.

Practical activities may include; Bushwalking, Camping, Orienteering, Rock Climbing and Aquatics.

This course may have additional costs due to compulsory camps and activities.


• demonstrate the application of knowledge and skills by participating in humanpowered outdoor journeys, or in journeys that use natural forces

• investigate, evaluate, and communicate information about the natural environment and outdoor journeys

• demonstrate responsibility for themselves and for other members of a group in conducting safe and effective outdoor journeys

• identify and apply the appropriate risk and safety management practices of the outdoor industry

• identify and apply the appropriate skills to minimise the impact of human-powered journeys, or journeys that use natural forces, on natural environments

• identify issues that concern the sustainable use of natural environments, including, for example, Indigenous perspectives

• reflect on the personal, group, social, and environmental outcomes of participation in an outdoor journey.

Assessment Tasks:The following assessment types enable students to demonstrate their learning in Stage 1 Outdoor Education:

Assessment Type 1: PracticalAssessment Type 2: FolioAssessment Type 3: Report.

For a 10-credit subject, students should provide evidence of their learning through four or five assessments. Each assessment type should have a weighting of at least 20%.

Students undertake:

• one outdoor journey that includes an outdoor activity, and at least one other outdoor activity, for the practical

• at least one folio assessment• a report for the outdoor journey.

Student Pathway:Stage 2 Outdoor Education or related TAFE courses.

Stage 2 Outdoor Education

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STAGE 2 OUTDOOR EDUCATIONCourse Code: 2OUE20 Length : 1 or 2 SemestersContact Person: Jason Clifford

Assumed Knowledge:Successful completion of Stage 1 Outdoor Education is desirable but not essential for this subject

Course Description:Outdoor Education is the study of the human connection to natural environments through outdoor activities. Students develop their sense of self-reliance and build relationships with people and natural environments. Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation. Outdoor Education also gives students opportunities to achieve good health and develop personal skills. Students reflect critically on environmental practices and are introduced to employment options in the outdoor and environmental fields.


• demonstrate skills in planning and implementing human-powered outdoor journeys, or journeys that use natural forces

• investigate, critically analyse, and communicate information about the natural environment and outdoor journeys in a variety of ways and contexts

• demonstrate initiative, self-reliance, leadership, and a sense of responsibility towards other people in a natural environment

• choose, apply, and evaluate personal and group risk and safety management practices

• identify and apply the appropriate skills to minimise the impact of human-powered journeys, or journeys that use natural forces, on natural environments

• investigate, critically analyse, and reflect on the activities and strategies needed to achieve the sustainable use of natural environments, including, for example, Indigenous perspectives

• reflect on the personal, group, social, and environmental outcomes of participation in an outdoor journey.

Assessment Tasks (10-Credit Subject):The following assessments enable students to demonstrate their learning in Outdoor Education:

School Assessment (70%)Assessment Type 1: Folio (20%)Assessment Type 2: Group Practical (50%)

External Assessment (30%)Assessment Type 4: Investigation (30%)

Assessment Tasks (20-credit Subject)The following assessments enable students to demonstrate their learning in Outdoor Education:

School Assessment (70%)Assessment Type 1: Folio (20%)Assessment Type 2: Group Practical (30%)Assessment Type 3: Self-reliant Practical (20%)

External Assessment (30%)Assessment Type 4: Investigation (30%).

For a 10-credit subject, students should provide evidence of their learning through five assessments, including the external assessment component. Students undertake:

• two folio assessments• two outdoor journeys for the group practical• one investigation.

For a 20-credit subject, students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake:

• at least four folio assessments• two outdoor journeys for the group practical• one self-reliant expedition for the self-reliant

practical• one investigation.

Student Pathway:This subjects attracts an ATAR for the purpose of University and TAFE entrance.

HEALTH & PHYSICAL EDUCATION

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STAGE 1 FOOD AND HOSPITALITYCourse Code: 1FOH10Length : 1 SemesterContact Person: Betina Davies

Course Description: The Food and Hospitality industry is dynamic and changing. In this subject students examine current food trends and some of the factors that influence peoples’ food choices. They also understand the diverse purposes of the Hospitality industry in meeting the needs of both local people and tourists.

The five main topic areas are:

• Food, the Individual, and the Family• Local and Global Issues in Food and Hospitality• Trends in Food and Culture• Food and Safety• Food and Hospitality Careers.

Assessment Tasks:Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through practical, both individual and group tasks plus Investigation / Research tasks.

Student Pathway:Leads to Stage 2 Food and Hospitality or Stage 2 Food Technology or related TAFE courses

STAGE 2 FOOD AND HOSPITALITYCourse Code: 2FOH20Length : Full YearContact Person: Betina Davies

Assumed Knowledge:Successful completion of a Year 11 Home Economics.


• Apply knowledge and problem-solving skills to practical activities in food and hospitality and to evaluate processes and outcomes

• Apply management, organisational, and problem-solving skills that demonstrate an understanding of contemporary issues in the food and hospitality industry

• Make and justify decisions about issues related to food and hospitality

• Select and use appropriate technology to prepare and serve food, applying safe food-handling practices

• Investigate, critically analyse, and evaluate contemporary trends and/or issues related to food and hospitality

• Work individually and collaboratively to prepare and present activities that support healthy eating practices

• Evaluate the impact of technology, and/or sustainable practices or globalisation, on the food and hospitality industry.

Course Description:Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, socio-cultural, and technological factors at local, national, and global levels. Students develop relevant knowledge and skills as consumers and/or industry workers.

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The five main topic areas are:

• Contemporary and future issues• Economic and Environmental Influences• Political and Legal Influences• Socio-cultural Influences• Technological Influences

Assessment Tasks:Assessment at Stage 2 is 70% school based and 30% externally moderated.

Student Pathway:This subjects attracts an ATAR for the purpose of University and TAFE entrance.

Food and Hospitality

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HUMANITIES AND SOCIAL SCIENCESThe humanities and social sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. The humanities and social sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future.The Humanities and Social Sciences learning area includes a study of history, geography, civics and citizenship and economics and business. Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic

and societal factors involved, and how these different factors interrelate.

The Humanities and Social Science subjects in the Australian Curriculum provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.


YEAR 10YEAR 9

10 History9 History & Geography

YEAR 11

Stage 1 History

Stage 1 Society & Culture

YEAR 12

Stage 2 Australian History

Stage 2 Modern History



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STAGE 1 HISTORYCourse Code: 1MOD10Length : 1 semesterContact Person: Scott Moore

Course Description: The study of History involves investigating past events, actions and individuals to gain an understanding of human nature and ways in which individuals and societies function, and in doing so students develop skills of critical enquiry.

Topics include:

• Revolution and change• International crises• Creative works e.g.: film, novels• Regions: Asia, Europe

Assessment Tasks: Assessment consists of three components

A folio consisting of a variety of written and oral presentations Source analysisAn individual investigation of an event or individual of up to 1,000 words.

Student Pathway: Stage 2 Australian and Modern History can be studied after successful completion of two semesters of this subject. Society and Culture can all be studied after successful completion of one semester of this subject.

STAGE 1 SOCIETY AND CULTURECourse Code: 1SOR10Length : 1 SemesterContact Person: Scott Moore

Course Description: In Society and Culture, students explore and analyse the interactions of people, societies, cultures, and environments. Using an interdisciplinary approach, they analyse the structures and systems of contemporary societies and cultures.

Society and Culture gives students critical insight into the significance of factors such as gender, ethnicity, racism, class, and power structures that affect the lives and identities of individuals and groups. They develop the skills to critically analyse a range of viewpoints about peoples, societies, and issues; understand diversity within and across societies; and extend their awareness of the connections between, and the interdependence of, societies and cultures.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 1 Society and Culture:

Assessment Type 1: Sources AnalysisAssessment Type 2: Group ActivityAssessment Type 3: Investigation.

Student Pathway: Stage 2 Society and Culture can be studied after successful completion of at least one semester of this subject.

HUMANITIES AND SOCIAL SCIENCES

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STAGE 2 AUSTRALIAN HISTORYCourse Code: 2ASY20Length : Full YearContact Person: Scott Moore

Assumed Knowledge: Successful completion of Stage 1 Society & Environment subject and Stage 1 English.


• Demonstrate knowledge and understanding of people, places, events, and ideas in the history of societies in Australia.

• Formulate hypotheses and/or focusing questions and apply them to explain historical concepts

• Apply the skills of historical inquiry, including critical analysis.

• Construct reasoned historical arguments based on a critical understanding of evidence from sources.

• Reflect on the short-term and long-term impacts of individuals, events, and phenomena.

• Evaluate why individuals and groups acted in certain ways at particular times

• Communicate informed and relevant arguments, using subject-specific language and conventions.

Course Description: Students choose one topic from a choice of six for the thematic study, and one topic from a choice of five for the depth study. The topic for inquiry for the essay may be developed from any of the eleven topics available for study in the subject, or from any other area of interest relevant to modern history since c. 1500.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 2 Australian History and Stage 2 Modern History:

Assessment Type 1: Folio (50%)Assessment Type 2: Essay (20%)Assessment Type 3: External Examination (30%).

In each subject, students should provide evidence

of their learning through eight to ten assessments, including the external assessment component. Students undertake:

• six to eight assessments for the folio • one essay• one examination.


STAGE 2 MODERN HISTORYCourse Code: 2MOH20Length : Full YearContact Person: Scott Moore



• Demonstrate knowledge and understanding of people, places, events, and ideas in the history of societies in selected periods and places since c. 1500

• Formulate hypotheses and/or focusing questions and apply them to explain historical concepts

• Apply the skills of historical inquiry, including critical analysis

• Construct reasoned historical arguments based on a critical understanding of evidence from sources

• Reflect on the short-term and long-term impacts of individuals, events, and phenomena

• Evaluate why individuals and groups acted in certain ways at particular times

• Communicate informed and relevant arguments using subject-specific language and conventions.

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Course Description: History builds understanding through the investigation of historical concepts and ideas such as change and continuity; historical empathy; power and its distribution; the causes and resolution of conflicts; and rules and rulers. Students have the opportunity to explore social relationships; how people in society treat each other; the influence of individuals on decision-making; the influence and control of governments over individuals; who and which institutions make rules and who interprets them; and who enforces the rules and who resists them.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 2 Australian History and Stage 2 Modern History:

Assessment Type 1: Folio (50%)Assessment Type 2: Essay (20%)Assessment Type 3: External Examination (30%).

In each subject, students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake:

• six to eight assessments for the folio • one essay• one examination.


STAGE 2 SOCIETY AND CULTURECourse Code: 2SOR20Length : Full YearContact Person: Scott Moore



• Investigate and critically analyse a range of aspects of, and issues related to, contemporary societies and cultures in local and global contexts

• Demonstrate knowledge and understanding of the nature and causes of social change

• Investigate and critically analyse the ways in which power structures operate in societies

• Evaluate and use a range of sources and perspectives to communicate informed ideas about societies and social and cultural issues

• Collaboratively undertake and evaluate informed social action as a result of an inquiry

• Demonstrate understanding of ways in which societies and cultures are connected and interdependent.

Course Description: The social inquiry approach to learning forms the core of the study of Society and Culture. Through the study of a topic, students develop skills in various approaches to, and methods of, investigating and analysing contemporary social issues. They become familiar with the limits and potential of these approaches and methods and with the ethical issues associated with them.

• Group 1 Topics: Culture, Youth Culture• Group 2 Topics: Contemporary Challenges,

Social Ethics• Group 3 Topics: A Question of Rights,

Assessment Tasks:Assessment Type 1: Folio 50%Assessment Type 2: Interaction 20%Assessment Type 3: External Investigation 30%


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SCIENCEScience provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. It provides an understanding of scientific inquiry methods, a foundation of knowledge across the disciplines of science, and develops an ability to communicate scientific understanding and use evidence to solve problems and make evidence-based decisions. The curriculum supports students

to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related careers.


YEAR 10

10 Science

YEAR 11

Stage 1 Biology

Stage 1 Chemistry

Stage 1 Physics

Stage 1 Nutrition

YEAR 12

Stage 2 Biology

Stage 2 Chemistry

Stage 2 Physics

Stage 2 Nutrition

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STAGE 1 BIOLOGYCourse Code: 1BGY10Length : 1 semesterContact Person: Hannah Clift

Assumed Knowledge:Successful completion of Year 10 Science

Course Description:The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. The topics in Stage 1 Biology provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science:

• science inquiry skills• science as a human endeavour• science understanding.

The topics for Stage 1 Biology are:• Cells and Microorganisms • Infectious Disease• Multicellular Organisms • Biodiversity and Ecosystem Dynamics

Assessment Tasks:The following assessment types enable students to demonstrate their learning in Stage 1 Biology:

Assessment Type 1: Investigations Folio.Assessment Type 2: Skills and Applications Tasks.

For a 10-credit subject, students provide evidence of their learning through four assessments. Each assessment type should have a weighting of at least 20%.

Students complete:• At least one practical investigation.• One investigation with a focus on science as a

human endeavor.• At least one skills and applications task.

Student Pathway: Successful completion of Stage 1 Biology leads to study of Stage 2 Biology

STAGE 2 BIOLOGYCourse Code: 2BIG20Length : Full YearContact Person: Hannah Clift

Assumed Knowledge:Successful completion of Stage 1 Biology

Learning Requirements: The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Biology.


• Apply science inquiry skills to design and conduct biological investigations, using appropriate procedures and safe, ethical working practices.

• Obtain, record, represent, analyse, and interpret the results of biological investigations.

• Evaluate procedures and results, and analyse evidence to formulate and justify conclusions.

• Develop and apply knowledge and understanding of biological concepts in new and familiar contexts.

• Explore and understand science as a human endeavor.

• Communicate knowledge and understanding of biological concepts and information, using appropriate terms, conventions, and representations.

Course Description: The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. The topics in Stage 2 Biology provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science:

• science inquiry skills• science as a human endeavour• science understanding.

SCIENCE

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The topics for Stage 2 Biology are:

• DNA and Proteins• Cells as the Basis of Life• Homeostasis• Evolution

Assessment Tasks:The following assessment types enable students to demonstrate their learning in Stage 2 Biology:

School Assessment (70%)Assessment Type 1: Investigations Folio (30%)Assessment Type 2: Skills and Applications Tasks (40%).

External Assessment (30%)Assessment Type 3: Examination (30%).

Students provide evidence of their learning through eight assessments, including the external assessment component. Students complete:

• At least two practical investigations• One investigation with a focus on science as a

human endeavor• At least three skills and applications tasks • One examination.


STAGE 1 CHEMISTRYCourse Code: 1CEM10Length : Full Year Contact Person: Hannah Clift

Course Description: • Materials and their Atoms (properties and uses

of materials, atoms, elements, Periodic Table, metals/non-metals)

• Combining Atoms (types of materials, bonding, molecule polarity, interactions between molecules)

• Acids and Bases (basic concepts, reactions of acids and bases, the pH scale)

• Redox reactions (metal reactivity, concepts of oxidation and reduction, electrochemistry and corrosion)

• Chemical quantities (quantities of atoms, quantities of molecules and ions, chemical equations and formulae)

• Energy of reactions (exothermic and endothermic reactions and the Law of Conservation of Energy)

• Mixtures and solutions (miscibility, solvents and ionic substances)

• Organic chemistry & Polymers (different functional groups, naming and properties)

Assessment Tasks: Investigations Folio - Practical Reports and Research AssignmentSkills and Applications Tasks - Tests and Exam

Student Pathway: Completion of a full year of this subject leads to Stage 2 Chemistry or Biology

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STAGE 2 CHEMISTRYCourse Code: 2CEM20Length : Full YearContact Person: Hannah Clift

Assumed Knowledge:Achievement of a B grade or better in two semesters of Stage 1 Chemistry or written recommendation from the subject teacher.

Learning RequirementsIn this subject, students are expected to:

• Demonstrate and apply knowledge and understanding of chemical concepts and interrelationships.

• Formulate questions, manipulate apparatus, record observations in practical chemical activities, and design and undertake chemistry investigations.

• Demonstrate an understanding of how knowledge of chemistry can be used to make informed conclusions or decisions, taking into account social and environmental contexts.

• Develop possible solutions to a variety of problems in chemistry in new or familiar contexts.

• Critically analyse and evaluate chemical information and procedures from different sources.

• Communicate in a variety of forms using appropriate chemical terms and conventions.

Content• Elemental and Environmental Chemistry (The

Periodic Table, Cycles in Nature, Greenhouse Effect, Acid Rain, Photochemical Smog, Water Treatment).

• Analytical Techniques (Volumetric Analysis, Chromatography, Atomic Spectroscopy.

• Using and Controlling Reactions (Measuring Energy Changes, Fuels, Electrochemistry, Rate of Reaction, Chemical Equilibrium, Chemical Industry, Metal Production.

• Organic and Biological Chemistry (Systematic Nomenclature, Physical Properties, Chemical Properties)

• Materials (Polymers, Silicates, Cleaning Agents)

ASSESSMENT TASKSSchool Based Assessment (70%)

Investigations Folio (Practical & Research Assignment) 40%Skills and Applications Tasks (tests) 30%

External Assessment (30%)Examination 30%

STUDENT PATHWAY: This is a TAS subject and can be used for University and TAFE entrance

Stage 2 Biology

SCIENCE

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STAGE 1 PHYSICSCourse Code: 1PYI10Length : Semester Contact Person: William Baker

Course Description: This course contains three following topics:

• The nature of Light and Waves.• Electricity for living.• Road Science.• Energy and Heat.• Magic of magnetism.• Why things move.

Assessment Tasks: Investigations Folio- Practical Reports and Research AssignmentSkills and Applications Tasks- Tests and Exam

Student Pathway: Completion of a full year of this subject leads to Stage 2 Physics or Biology

STAGE 2 PHYSICSCourse Code: 2PYS20Length : Full YearContact Person: William Baker

Assumed Knowledge:Achievement of a B grade or better at Stage 1 or a written subject teacher recommendation is recommended for this subject.

Learning requirementsIn this subject, students are expected to:

• identify and formulate questions, hypotheses, concepts, and purposes that guide investigations in physics.

• design and conduct collaborative and individual investigations in physics using appropriate apparatus and safe working practices and by.

• observing, recording, and interpreting the phenomena of physics.

• represent, analyse, interpret, and evaluate

investigations in physics through the use of technology and numeracy skills.

• select, analyse, and critically evaluate the evidence of physics from different sources, and present informed conclusions or decisions on contemporary physics applications.

• communicate knowledge and understanding of the concepts and information of physics using appropriate physics terms and conventions.

• demonstrate and apply knowledge and understanding of physics to a range of applications and problems.

ContentStage 2 Physics is a 20-credit subject in which the topics are prescribed and is organised into four sections. Each section is divided into four topics. Each topic includes an application.

• Motion in Two Dimensions: Projectile Motion, Uniform Circular Motion, Gravitation and Satellites. Momentum in Two Dimensions

• Electricity and Magnetism: Electric Fields, The Motion of Charged Particles in Electric Fields, Magnetic Fields, The Motion of Charged Particles in Magnetic Fields.

• Light and Matter.• Electromagnetic Waves, The Interference of

Light, Photons, Wave Behaviour of Particles.• Atoms and Nuclei: The Structure of the Atom,

The Structure of the Nucleus, Radioactivity, Nuclear Fission and Fusion

Assessment tasksSchool-based Assessment (70%)

Assessment Type 1: Investigations Folio 40%Assessment Type 2: Skills and Applications Tasks 30%

External Assessment (30%)Assessment Type 3: Examination 30%


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STAGE 1 NUTRITIONCourse Code: 1NUT10Length : Semester Contact Person: Hannah Clift

Course Description: The following list is presented as a guide to the scope of topics considered appropriate at Stage 1. The list is neither prescriptive nor exhaustive.

• Macronutrients and micronutrients• Fresh versus processed foods• The psychology of food marketing• Indigenous Australians: food changes from the

traditional to the contemporary• Contaminated food• Safe food handling • Organic food versus genetically modified food• Sustainable food futures

Assessment:Students demonstrate their learning through:

Assessment Type 1: Investigations FolioAssessment Type 2: Skills and Applications Tasks.

For a 10-credit subject, students should provide evidence of their learning through four or five assessments, at least one of which involves collaborative work. Each assessment type should have a weighting of at least 20%. Students undertake:

• at least one practical investigation and at least one issues investigation for the folio

• at least one skills and applications task.

Student Pathway: Completion of a full year of this subject leads to Stage 2 Nutrition.

STAGE 2 NUTRITIONCourse Code: 2NUT20 Length : Full Year Contact Person: Hannah Clift


Learning Requirements:


• identify and formulate questions, hypotheses, and purposes that guide nutrition investigations and their design

• design, safely conduct, and evaluate investigations, and apply knowledge and problem-solving skills to individual and collaborative practical tasks

• select and use evidence to analyse, compare, and evaluate strategies for the prevention and management of disorders related to diet and lifestyle, and to make recommendations for promoting good health

• communicate knowledge and understanding of nutrition, using the terms and conventions of the language of nutrition to suit particular purposes and contexts

• critically evaluate and apply knowledge and understanding of nutrition to identify and explain decisions based on ethical, personal, social, environmental, and/or economic factors that influence the diet and lifestyle choices of individuals and communities

• demonstrate knowledge and understanding of, and respect for, varying cultural influences on diet and lifestyle decisions.

Course Description: Investigations allow students of Nutrition to acquire knowledge through a range of practical activities and experimentation or by gathering information from different sources. Data and information, including observations, from these investigations provide the evidence on which decisions are made.Assessment Tasks:Students demonstrate their learning through:School Assessment (70%)

Assessment Type 1: Practical Investigations (40%) Assessment Type 2: Skills and Applications Tasks (30%)

External Assessment (30%)Assessment Type 3: Issues Investigation (30%)


SCIENCE

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AGRICULTUREThe importance of agriculture in today’s world is critical. The world relies heavily on what we produce from the land, and as development throughout the world continues, so will demand. The introduction of technology has reshaped much of the industry which is constantly advancing the way we farm around the world. Studying agriculture means you’ll be learning about an important industry that is both considered to be fast-moving and high-tech. Careers in animal science, food production, horticulture, property management,

environmental preservation and zoology are all areas explored within agriculture. A subject which includes the development of practical skills and theoretical knowledge in equal measure, Agriculture is a broad subject providing opportunities for students with a range of pathways.

Curriculum Pathway 7-12

YEAR 10 AGRICULTURECourse Code: N/ALength : Full Year Contact Person: Jaynelle Le Feuvre

Course Description: Students develop skills and knowledge in the following topics:

• Soil Science (including Tractor Driving)• Pig Production• Preparing steers for the Royal Adelaide Show• Field Crops

Assessment Tasks: Students are assessed via a range of tasks including practical activities, research assignments, group and individual investigations and end of unit tests.Student Pathway: Completion of this course leads to Stage 1 and 2 Agriculture. There is an opportunity for students wishing to continue study in this area to complete a Certificate Three in Agriculture. This can be completed on its own or as part of a School Based Apprenticeship. Certificate 3 level VET qualifications can be used as a component of the ATAR.

YEAR 7-10

7-10 Agriculture

YEAR 11

Stage 1 Agriculture

Certiciate Courses

School based apprentices

YEAR 12

Stage 2 Agriculture

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STAGE 1 AGRICULTURECourse Code: 1AGU10Length : 1 Semester Contact Person: Jaynelle Le Feuvre

Course Description:Agriculture encompasses the primary industries and includes enterprises such as livestock (for fibre, meat, milk, and egg production), Led Steer, broadacre cropping, horticulture, viticulture, forestry, and aquaculture. Through the study of agriculture, students develop and apply their knowledge and understanding of concepts from science, technology, economics, and marketing. Work health, safety, and ethical principles underpin all aspects of this subject.

Assessment:The following assessment types enable students to demonstrate their learning in Stage 1 Agriculture.

Assessment Type 1: Agricultural ReportsAssessment Type 2: Applications.

Student Pathway: Completion of a full year of this subject leads to Stage 2 Agriculture or VET studies.

STAGE 2 AGRICULTURECourse Code: 2AHC20Length : Full YearContact Person: Jaynelle Le Feuvre



• Apply science inquiry skills to design and conduct agricultural investigations, using appropriate procedures and safe, ethical working practices

• Obtain, record, represent, analyse, and interpret the results of agriculture investigations

• Evaluate procedures and results, and analyse evidence to formulate and justify conclusions

• Develop and apply knowledge and understanding of agricultural concepts, skills, and practices in new and familiar contexts

• Explore and understand agricultural science as a human endeavour

• Communicate knowledge and understanding of agriculture, using appropriate terms, conventions, and representations.

ContentThe three integrated strands of science are:

• Science inquiry skills• Science as a human endeavour• Science understanding.

The topics for Stage 2 Agricultural Production are:• Animal Production • Plant Production • Resource Management • Agribusiness.

Course Description: Agriculture encompasses the primary industries and includes enterprises such as livestock (for fibre, meat, milk, and egg production), broadacre cropping, horticulture, viticulture, forestry, and aquaculture. Through the study of agriculture, students develop and apply their knowledge and understanding of concepts from science, technology, economics, and marketing. Work health, safety, and ethical principles underpin all aspects of this subject.

Assessment Tasks:These tasks enable students to demonstrate their learning in Stage 2 Agricultural Production:

School Assessment (70%)Assessment Type 1: Agricultural Reports (30%)Assessment Type 2: Applications (40%)

External Assessment (30%)Assessment Type 3: Production Investigation (30%).


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THE ARTSIn The Arts, students have opportunities for specialised study within and across those arts disciplines that are offered as subjects within the SACE — that is, Dance, Drama, Music, and Visual Arts. By working productively within or across the performing, visual, screen, and literary arts, students learn to synthesise aspects of various arts disciplines, as well as to maintain the integrity of those disciplines. Students actively participate in the development and presentation of creative arts products. These may take the form of, for example, musicals, plays, concerts, visual artefacts, digital media, film and video, public arts projects, community performances, presentations and installations, and vocal groups or other ensembles.

Focused study of the work of creative arts

practitioners provides students with in-depth knowledge of the nature of their work and their roles and responsibilities within the creative arts. Students build a personal aesthetic by working in the creative arts and appraising creative arts products. By analysing and evaluating creative arts products in different contexts and from various perspectives, students gain an understanding and appreciation of the ways in which creative arts contribute to and shape the intellectual, social, and cultural life of individuals and communities.


YEAR 10

10 Performing or Visual Arts

YEAR 11

Stage 1 Creative Arts

Stage 1 Music Stage 2 Music

Stage 1 Drama Stage 2 Drama

YEAR 12

Stage 2 Creative Arts

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STAGE 1 CREATIVE ARTSCourse Code: 1CVA10Length : Semester 1Contact Person: Bridget McEvoy

Course Description: In Creative Arts, students have opportunities for specialised study within and across those arts disciplines that are offered as subjects within the SACE — that is, Dance, Drama, Music, and Visual Arts. In their study of Creative Arts, students have opportunities to make connections with vocational education and training (VET) courses.

Focus on digital media, art exhibitions and publications. Products are negotiated with the teacher but may include graphic novels, advertisement, digital products (eg podcasts), animated films, artefacts for sale or display.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 1 Creative Arts:

Assessment Type 1: ProductAssessment Type 2: Folio.

Student Pathway: Stage 2 Creative Arts

Senior Concert Band

THE ARTS

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STAGE 2 CREATIVE ARTSCourse Code: 2CVA200Length : Full YearContact Person: Bridget McEvoy



• Demonstrate knowledge and understanding of core concepts specific to relevant creative arts disciplines

• Investigate the nature and processes of working productively in the creative arts

• Demonstrate knowledge of working creatively, through an exploration of creative arts media, materials, techniques, processes, and technologies

• Apply practical skills, techniques, and processes to work creatively and productively for a purpose

• Work productively to develop and present their creative arts product(s)

• Communicate and reflect on creative arts ideas, processes, products, and opinions.

• Evaluate creative arts products, with reference to processes, outcomes, and contexts.

ContentFor both a 10 credit subject and a 20 credit subject, it is recommended that the following areas of study are covered:

• Creative Arts Process• Development and Production• Concepts in Creative Arts Disciplines• Creative Arts in Practice

Course Description: Stage 2 Creative Arts is an opportunity for teachers, in negotiation with students, to tailor a program to meet local needs or interests in a way that cannot be met solely through any other subject in the Arts Learning Area or another subject offered within the SACE. It is an opportunity to focus on an aspect, or to combine aspects, of one or more SACE subjects in the

creative arts, within a single subject.

Assessment Tasks:The following assessment types enable students to demonstrate their learning in Stage 2 Creative Arts:

School Assessment (70%)Assessment Type 1: Product (50%)Assessment Type 2: Inquiry (20%)

External Assessment (30%)Assessment Type 3: Practical Skills (30%).


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STAGE 1 MUSICCourse Code: 1MUE10Length : Semester 1Contact Person: Tim Tuck

Course Description: Music is human expression in sound. It is an integral part of life, transcending social and cultural boundaries and reflecting the health, vitality, and spiritual well-being of society.

Music is a unique body of knowledge and skills that enable students to merge historical and cultural perspectives with contemporary social practices. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills, and capacity to make informed interpretative and aesthetic judgments. Through their study of and participation in music, students draw together their cognitive, affective, and psychomotor skills, and strengthen their ability to manage work and learning and to communicate effectively and sensitively.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 1 Music:

Assessment Type 1: Skills PresentationAssessment Type 2: Skills DevelopmentAssessment Type 3: Folio.

For a 10 credit subject, students should provide evidence of their learning through four or five assessments, with at least one assessment from each assessment type. Each assessment type should have a weighting of at least 20%.

Student Pathway: Stage 2 Music

STAGE 1 DRAMACourse Code: 1DRM10Length : Semester 1Contact Person: Tim Tuck

Course Description: Drama is a dynamic, collaborative process, stemming from experimentation that involves intuition and analysis. Students analyse texts and other materials, performances, and their own learning. Drama enables students to acquire the skills and understanding to generate creative and imaginative solutions to the challenge of staging theatrical works. Drama values the exploration of all forms of learning, integrating the creative with the physical and the intellectual. As students experience diverse perspectives and challenge their own imaginations, they have the opportunity to develop confidence in the validity of their own ideas.

Assessment Tasks: The following assessment types enable students to demonstrate their learning in Stage 1 Drama:

Assessment Type 1: PerformanceAssessment Type 2: FolioAssessment Type 3: Investigation and Presentation.

For a 10-credit subject, students should provide evidence of their learning through three or four assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• one major performance or two minor performances

• at least one assessment for the folio• at least one investigation and presentation.

Student Pathway: Stage 2 Drama

2021 curriculum guide - central yorke school · 2020. 9. 7. · sace at year 10. the curriculum at...

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