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CURRICULUMHANDBOOK 2020

CHRISTIES BEACH HIGH SCHOOL CURRICULUM HANDBOOK 2020 I 1

HEADING 1 - RIGHTHEADING 2 - RIGHT

CONTENTS

Introduction ............................................................................................................................................................................................................................... 3

Middle School ............................................................................................................................................................................................................................ 4

Targeted Learning Centre ........................................................................................................................................................................................................7

Senior School – SACE .............................................................................................................................................................................................................. 8

Senior School – Curriculum ..................................................................................................................................................................................................10

Inclusive Education Centre ...................................................................................................................................................................................................11

Flexible Learning Program and Student Wellbeing ........................................................................................................................................................12

Summary of Subjects ............................................................................................................................................................................................................13

Cross Disciplinary

Personal Learning Plan ...................................................................................................................................................................................................15

Research Project..............................................................................................................................................................................................................16

Community Studies ......................................................................................................................................................................................................... 17

Vocational Education and Training (VET) ..........................................................................................................................................................................18

Subjects

Design and Technology

Business Enterprise and Technoloy ..........................................................................................................................................................................23

Home Economics ............................................................................................................................................................................................................26

Design, Technology and Engineering ........................................................................................................................................................................33

English.......................................................................................................................................................................................................................................39

Humanities and Social Sciences (HASS) .........................................................................................................................................................................43

Health and Physical Education ..........................................................................................................................................................................................49

Languages ...............................................................................................................................................................................................................................56

Mathematics ...........................................................................................................................................................................................................................58

South Australian Aboriginal Secondary Training Academy (SAASTA) ......................................................................................................................64

Science ..................................................................................................................................................................................................................................... 67

The Arts

Drama and Dance ........................................................................................................................................................................................................... 74

Media .................................................................................................................................................................................................................................. 79

Music ..................................................................................................................................................................................................................................83

Visual Arts .........................................................................................................................................................................................................................89

2 I CHRISTIES BEACH HIGH SCHOOL CURRICULUM HANDBOOK 2020


INTRODUCTION

The Christies Beach High School Curriculum Handbook provides an overview of school programs and subjects available in 2020. The handbook is an important resource to help all students develop a learning pathway through secondary school that leads towards successful transition to life beyond school.

The handbook is designed to provide an overview of pathways through each learning area and give a summary of specific subjects. It’s important to use this resource as one of the many opportunities to seek information about learning programs. These include conversations with teachers, participation in information sharing events, discussions through the course counselling process and asking others with knowledge or experience.

I encourage you to work together in partnership between school and home to make good subject selections that build towards a successful transition to further study and working life. Information on specific school programs is provided as an overview to represent the diversity of programs offered to meet the needs of all student groups in our community.

Graham ClarkPrincipal


MIDDLE SCHOOL

MIDDLE SCHOOL CURRICULUM

The Australian Curriculum sets out the essential knowledge, understanding, skills and general capabilities important for all Australian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community, while making clear what all young Australians should learn as they progress through schooling.

Alongside subject knowledge, the Australian Curriculum provides 7 general capabilities: Literacy; Numeracy; Information and Communication Technology Capability; Critical and Creative Thinking; Personal and Social Capability; Ethical Understanding; and Intercultural Understanding. The general capabilities comprise an integrated and interconnected set of knowledge, skills, behaviours and dispositions that apply across subject-based content and equip students to be lifelong learners and be able to operate with confidence in a complex, information-rich, globalised world.

The Middle School curriculum is designed to develop successful learners, confident and creative individuals, and active and informed citizens, whilst providing increased opportunities for students to make choices and specialise in learning of particular interest.

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alian Curriculum

Numeracy

Literacy

Inte

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Und

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Un

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Social Capability

Personal andCreativ

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Critical a

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Successful learner, confident

and creative individual, and

active and informed citizen

Students in the Middle Years are experiencing a profound transition from childhood to adolescence. They are undergoing significant intellectual, social, physical, emotional, ethical and moral development. These are the years when experiencing positive relationships, being genuinely engaged in learning and developing high self-esteem have a major and lasting impact on each young person.

We are committed to providing young people with high quality teaching and learning programs in engaging and supportive environments that promote academic success and wellbeing. Middle school education at Christies Beach High School builds upon skills acquired in previous learning experiences while allowing students to explore new areas of interest that will give direction for future choices. It also acknowledges that middle school students are young people who are experiencing profound intellectual, physical, social and emotional changes.

The features of our Middle School structure promote an inclusive school community and positive mental health and wellbeing for all community members. Christies Beach High School understands that respectful relationships are the glue that holds a positive school community together and promote a sense of belonging for students, staff and families. When students feel included and connected to school they will be more likely to participate in the school community and achieve academic success. Care Groups provide an important platform for the development of these relationships.

Our Middle Schooling model fosters learning environments centred on powerful and democratic relationships that support successful transition for students as they move from primary into high school. Christies Beach High School provides students in years 8 and 9 with a deep and personalised connection with a team of two teachers who deliver the Wellbeing Program, English, mathematics, science, humanities and social sciences, and is complemented by a wide range of additional subjects that ensure complete engagement with the Australian Curriculum. We aim to provide opportunities for every child to achieve success in all subjects and explore personal strengths through a diverse curriculum.

Amanda Bennett Assistant Principal Middle School

At Christies Beach High School, Middle School students experience a range of subjects in the following learning areas:

• English

• Mathematics

• Science

• Humanities and social sciences

• Languages

• Digital technology

• Design technology

• Food technology

• Wellbeing

• Health and physical education

• The arts

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MIDDLE SCHOOL

YEAR 8 OVERVIEW

Students in year 8 experience all subjects from a range of different learning areas. The table below identifies the subjects students experience and the length of time of each course.

LEARNING AREA SUBJECT LENGTH OF TIMEEnglish 1 year

Mathematics 1 year

Science 1 year

Humanities and social sciences

HistoryGeographyBusiness and economicsCivics and citizenship

1 year

Health and physical education Physical education1 x 100mins per week (compulsory full year)

Languages Indonesian 1 year

Arts

DramaMedia artsMusicVisual arts

1 term

Design technologiesFood and fibreDigital and design technology

1 semester

YEAR 9 OVERVIEW

Students in year 9 experience a selection of subjects from a range of different learning areas. During the course counselling process, students are provided with detailed information regarding each subject so they are able to make informed decisions regarding their selections for year 9. The table below identifies the subjects students experience and the length of time of each course.

LEARNING AREA SUBJECT LENGTH OF TIMEEnglish 1 year

Mathematics 1 year

Science 1 year

Humanities and social sciences

HistoryGeographyBusiness and economicsCivics and citizenship

1 year

Health and physical education Physical education1 x 100mins per week (compulsory full year)

Languages Indonesian 1 semester

Arts

DramaMedia artsSpecialist music General musicVisual arts

1 semester

Design technologies

Food, nutrition and fibreTaste the worldProduct design and realisation3D modellingCoding and controlDigital image design

1 semester

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MIDDLE SCHOOL

YEAR 7/8 TRANSITION

The purpose of Christies Beach High School’s comprehensive transition program is to ensure all students feel connected to their new learning environment by providing opportunities for students to develop positive working relationships with their peers and teachers and developing support structures that cater to the individual learning and wellbeing needs of all students.

Moving from primary to secondary school is a significant event in every child and their family’s education journey. This transition although exciting can be challenging for some students as they undergo a period of great change in a new educational environment and begin to form individual opinions, values and beliefs. Christies Beach High School acknowledges the strong connection between wellbeing and learning and is committed to supporting and monitoring the wellbeing of every student.

Christies Beach High School students transition from local primary schools throughout the southern suburbs of Adelaide. The transition includes Open Night, half and whole day visits to CBHS, various Principals Tours, high school staff and student visits to primary schools, Year 7 Information Night, Targeted Learning Centre visits, Year 8 barbeque for students and their families, and the highly successful 3-day Transition Camp.

We acknowledge the powerful learning and relationships that exist within our primary schools, working closely with primary school staff to ensure that every child experiences a smooth and successful transition into high school. Primary and secondary school teachers meet regularly throughout the transition process to ensure that we understand the learning and wellbeing needs of every student and provide suitable support for each student’s needs upon their arrival. Some students who require additional support during this time of change will engage with an alternative transition program that is tailored to their needs and may include additional school visits, parent/school conferences, practicing school routines at site, participating in lessons etc.

Christies Beach High School and surrounding primary schools are committed to supporting the individual needs of all students during their transition to secondary school, and providing them with every opportunity to achieve success.

For more information regarding the Christies Beach High School Transition Program please contact Amanda Bennett (Assistant Principal of Middle School) on (08) 8329 9700 or [email protected].

CAMPS AND EXCURSIONS — MIDDLE SCHOOL

The Christies Beach High School Middle School program offers exciting opportunities for students to engage in camps and excursions linked to the Australian Curriculum and General Capabilities, both locally within SA, and interstate.

The Year 8 Adventure Camp is offered to all year 8 students and takes place in the first term of the year. The 3-day Adventure Camp, located just outside of Adelaide, is an opportunity for students to make connections with their teachers and each other, outside of the daily school routine. Students engage in a number of initiative and team-building activities including ropes courses, rafting and the giant swing. The camp links explicitly to 2 General Capabilities of the Australian Curriculum: Critical and Creative Thinking as students challenge themselves to try new things and work together to solve problems, and the Personal and Social Capability as students are given opportunities to build resilience and interact positively with one another.

In year 9, students are given the opportunity to travel interstate to Melbourne and Ballarat on the Urban Discovery Tour. This 5-day trip visits such sites as Sovereign Hill, the Old Melbourne Goal, Scienceworks and the Museum of Australian Democracy at Eureka. The purpose is to deepen students’ connection with the Australian Curriculum, both in the areas of Science (Biological and Physical Sciences) and Humanities (Civics and Citizenship, and History topics such as Making a Nation and World War One). Students and staff continue to build positive relationships, and students further develop their Personal and Social Capability as they build resilience and independence.

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mailto:Amanda.Bennett682%40schools.sa.edu.au?subject=


TARGETED LEARNING CENTRE

INTERVENTION AND SUPPORT

All students are capable of learning when they are highly engaged, with appropriate learning opportunities and support. Some students need additional support to access educational opportunities and to achieve success.

These additional learning and support needs may relate to a range of circumstances for the student, their schooling and their family. Teaching staff and support agencies work together closely with families to plan and implement a One Child One Plan for identified students, whereby support is designed to meet the needs of each individual student. The Intervention and Support Team works in collaboration across the Middle School, Senior School, Flexible Learning and the Inclusive Education Centre.

Christies Beach High School works to develop a holistic approach to student support through:

• The Targeted Learning Centre (TLC) for years 8, 9 and 10 students. Access to the centre is through a school based referral process.

• Connecting students, families and educational staff with a range of professionals as required, including Department for Education Student Support Services: Speech Pathology, Psychology, Special Education and Behaviour Support.

• Classroom based support for literacy and numeracy interventions.

• Providing assistance with appropriate subject selection, combined with Vocational Education Training and other pathways programs for Senior School students.

• Establishing post-school transition pathways to disability employment providers for students identified with a disability.

• A range of alternative programs are offered to students who require additional wellbeing and learning support including Inspire Mentoring, Ice Factor, Wood Work, Autism SA Support Program, Art Therapy, Emotional Skills Development Program, and Life Skills Programs.

• The Aboriginal Education Team support Aboriginal and Torres Strait Islander students with learning and wellbeing and building strong relationships between school and home.

• The Wellbeing Team consist of Student Wellbeing Leaders and Youth Workers who support identified students with mental health and wellbeing, building healthy relationships, developing social skills, and engaging positively with learning.

TARGETED LEARNING CENTRE

The Targeted Learning Centre program provides an engaging, inspiring and safe learning space to a specific small group of students with a diverse range of additional learning needs in years 8, 9 and 10.

Lessons are tailored significantly and adjusted to the student’s current ability, while increasing opportunities for success and engagement. Verbal and written instructions are also heavily modified. Students attend the Targeted Learning Centre every day for all subjects, where they access a significantly modified curriculum, as well as targeted intervention for core literacy and numeracy skills. Students work with one Care Group teacher, and have access to a classroom Student Support Officer at all times. Although most programs offered in this space focus on supporting individual progress in literacy and numeracy, the centre also provides assistance with cognitive, social, emotional and wellbeing support to the identified students. The Targeted Learning Centre aims to improve the academic outcomes and wellbeing of the students, support self-regulation and increase overall engagement in learning.

To access the Targeted Learning Centre, students need to go through a school based referral process. For further information about referrals to the Targeted Learning Centre, please contact Skai Perkins, Senior Leader of Intervention and Support.

Skai Perkins Senior Leader Intervention and Support

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SENIOR SCHOOLSACE

INFORMATION ABOUT THE SACEThe South Australian Certificate of Education (SACE) is an internationally recognised qualification awarded to students who successfully complete certain requirements in their senior secondary education. The SACE forms the basis for entry into higher education.

The SACE ensures that students gain the skills they need for the future, as citizens and employees in a rapidly changing global and technological environment.

The SACE meets the needs of students, families, higher and further education providers, employers and the community by helping students develop the skills and knowledge needed to succeed, whether, they are headed for further education and training, university, an apprenticeship or immediate employment.

The certificate is based on two stages of achievement. Stage 1 is typically undertaken in year 11 and stage 2 is completed in year 12. Students will be able to study a wide range of subjects and courses as part of the SACE.

AS PART OF THE SACE STUDENTS WILL:• Receive credits for 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.

• Have their individual assessment tasks within a subject assessed using performance standards criteria.

• Have 30% of their work in every stage 2 subject externally assessed. This will be done in various ways including examinations, investigations, practical or performances.

• Receive A – E grades for stage 1 subjects and A+ – E- grades for stage 2 subjects.

SUBJECTS CREDITS

Year 10 – stage 1 subject

Personal Learning Plan 10

Year 11 – stage 1 subjects

Literacy (from a range of English subjects or courses) 20

Numeracy (from a range of mathematics subjects or courses) 10

Year 11 or 12 – stage 1 or stage 2 subjects

Other subjects and courses of the student’s choice Up to 90

Year 12 – stage 2 subjects

Research Project 10

Stage 2 subjects and courses 60

TOTAL 200

THE REQUIREMENTS TO ACHIEVE THE SACETo gain their SACE, students must earn 200 credits as per the SACE pattern requirements as shown below. Ten credits are equivalent to 1 semester or 6 months study in a particular subject or course. 20 credits are equivalent to a full year study in a particular subject or course.

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SENIOR SCHOOLSACE

To successfully complete the SACE students must achieve a minimum of a ‘C’ standard in all their compulsory subjects and a minimum of a ‘C’ standard at least 3 stage 2 subjects.

WHERE DO YOU GO FOR FURTHER HELP?Visit the SACE Board website at www.sace.sa.edu.au for further information concerning the SACE.

STUDENTS ONLINEStudents can log into Students Online using their SACE registration number and pin at https:www.sace.sa.edu.au and go to Students Online.

Students Online contains information about an individual student’s SACE. It can help students to:

• plan their SACE and consider different subjects and course combinations

• check their progress towards completing the SACE

• access their results.

Ilze Nagy Assistant Principal Senior School

‘C’ Grade or better ‘C-’ Grade or better

90

Stage 2 Research Project 10 credits

Stage 1 or stage 2 Numeracy 10 credits

Stage 2 subjects and/or courses

60 credits

60

Stage 1 or stage 2 Literacy 20 credits

Stage 1 Personal Learning Plan 10 credits

Stage 1 or stage 2 Subjects and/or courses 90 credits

SACE = 200 Credits

Requirements stage 1 = 10 credits

Requirements stage 1 or stage 2 = 30 credits

Requirements stage 2 = 70 credits

Additional choices = 90 credits

1010

10

20

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


SENIOR SCHOOLCURRICULUM

Students in Senior School experience a selection of subjects from a range of different learning areas. During the course counselling process, students are provided with detailed information regarding each subject so they are able to make informed decisions regarding their selections in relation to pathways.

YEAR 10

LEARNING AREA SUBJECT LENGTH OF TIME

English 1 year

Mathematics 1 year

Science 1 year

Humanities and social sciences 1 semester

Health and physical education 1 year

PLP 1 semester

Choice 1 2 semesters


YEAR 11


English 1 year

Mathematics 1 semester

Research Project 1 semester





YEAR 12






OPEN ACCESS

Another option for students who are unable to access subjects they need, for their chosen pathway, can occur through Open Access. Learning occurs through a blended approach of online, virtual classroom lessons in small groups, face to face opportunities eg. workshops, excursions, camps, laboratory sessions, access to year level and subject specific web sites (usually through Moodle) and custom designed support materials.

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INCLUSIVE EDUCATION CENTRE

The Inclusive Education Centre (IEC) at Christies Beach High School comprises of a 6 special school classes and a mainstream special class operating as a single program. The classes are co-located on the mainstream campus providing many opportunities for inclusion into whole school celebrations and events. Additionally, students who demonstrate a commitment to work and high academic capability are able to enrol in specialist mainstream classes. A strong learning and wellbeing focus enables quality teaching and learning for all students with special needs within a supportive environment. Teachers and support staff have expert knowledge in addressing the individual needs of students through the One Plan process. Students eligible for the program have varying levels of intellectual disability or significant learning disabilities.

Careful attention is given to class routines and structures that increase predictability in a busy school environment. You would expect to see the following supports in each learning space:

• Daily schedule

• Sensory space tailored to each class

• Class agreements for positive behaviours for learning

• Notice Board of class events and information

• Evidence of positive learning programs

• One Plan goals.

We have a strong focus on functional literacy and numeracy, utilising the local community to develop these skills. Students become as independent as possible through achievement of goals developed in partnership with the Care Group Teacher. All learning programs are based on the Australian Curriculum and/or Modified SACE. There is a targeted approach to teaching relationship education which includes the Shine SA and Child Protection Curriculum. Community learning is embedded into programs and some flexibility is required as we recognise that many students are still learning social skills in the community.

The Department for Education extended water safety program is offered as part of the Health curriculum in the Middle School. There is a small fee charged by the swimming centre to access the pool each week. All community learning programs follow an excursion process of permission and is designed to meet the needs of all students.

A One Child One Plan is developed for each student in consultation with families, service providers and staff.

It is reviewed each term to ensure students achieve their personal goals. For senior students and their families, we are able to assist with transition pathways planning. Post school options may include supported employment, transition programs, further training, referral to disability employment providers or Day Options through the National Disability Insurance Scheme (NDIS).

Decisions about enrolment and eligibility requirements into Inclusive Education Centre at Christies Beach High School are externally managed by a panel process coordinated by the Department for Education. The Assistant Principal and Leaders at Christies Beach High School work collaboratively with the placement panel by attending regular meetings throughout the year. All enrolment enquires are directed to the Special Educator at the Noarlunga Education Office.

Students with complex needs are supported through a case management approach which may involve external agency assistance. This approach involves regular case planning meetings to review progress/additional strategies, develop action plans and also celebrate success. Parents/caregiver are an integral to this process bringing a wealth of knowledge about your child.

Effective communication and working in close partnership between home and school means consistency in goal setting, planning and implementation of strategies across both environments which further supports the student and enhances learning.

Sean BennettAssistant Principal Inclusive Education Centre

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FLEXIBLE LEARNING PROGRAMSChristies Beach High School delivers a range of flexible learning programs to support young people to re-engage with learning and re-connect with meaningful learning or earning pathways.

Targeted programs are delivered in partnership with a range of service providers and are supported by a multidisciplinary team of teachers, youth workers and support staff.

Access to these programs require a Flexible Learning Options (FLO) enrolment, which is a Department for Education strategy that promotes a more flexible approach to learning in order to support young people who are disengaged or a risk of becoming disengaged from education. This enrolment strategy is determined by the school through clear referral criteria and students and families are not able to directly refer to the programs.

The Christies Beach High School Flexible Learning options include:

CBHS Learning CentreThis Learning Centre is based at Noarlunga TafeSA and caters for students in years 10, 11 and 12 who are struggling to stay connected with mainstream school. All students have a negotiated timetable that reflects their learning needs, interests and future pathways. The focus is on achieving learning outcomes including SACE and Vocational Education qualifications with access to case management and wellbeing support, to address barriers to learning.

Young Mum’s ProgramThe Young Mum’s Program is also based at Noarlunga TafeSA and provides an educational option for students who are keen to achieve their SACE or other vocational qualifications while managing the demands of pregnancy or parenting. Support is provided through case management, access to tailored learning and parent specific programs such as playgroup, Circle of Security and Bringing Up Great Kids. The program also provides access to pre-natal and ante-natal care through a mobile community mid-wife.

External ProvidersCBHS partners with a range of different Non-Government Organisations to provide case management and programs for young people. CBHS students who are experiencing multiple and complex needs, issues and barriers to learning can be referred to these service providers for assertive case management support. This support includes individualised 1:1 case management with qualified youth workers and access to a diverse range of programs and other learning opportunities.

Lucie Walker Assistant Principal (Flexible Learning Programs)

STUDENT WELLBEINGAll students of Christies Beach High School deserve the opportunity to grow into healthy, caring and productive citizens. A whole-school approach to wellbeing, addressing student engagement and self-efficacy for learning is being developed, building on their positive and respectful relationships and sense of belonging to our school community. Every element of wellbeing is considered by supporting our students’ cognitive, social, emotional and spiritual development.

Our school is proudly engaging in renewal and review of best practice for wellbeing, connecting teaching and learning, our enduring community partnerships.

CURRICULUMChristies Beach High School provides a thorough and flexible wellbeing curriculum tailored to the developmental and educational needs of all students from year 8-12.

This includes topics such as Keeping Safe Child Protection, Relationships and Sexual Health, Cyber Safety and Responsible Cyber Citizenship, Positive Mental Health and Self-Efficacy. However, Wellbeing is also directly addressed within the wider curriculum of the school, particularly through the development of key capabilities;

“Wellbeing and mental health is a key consideration throughout all learning areas of the Australian Curriculum and is strongly connected to the Personal and social capability, Intercultural understanding and Ethical understanding general capabilities.” – SA Department for Education, March 2019

Richard Greig Wellbeing Leader

FLEXIBLE LEARNING PROGRAMAND STUDENT WELLBEING

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FLEXIBLE LEARNING PROGRAMAND STUDENT WELLBEING

SUMMARY OF SUBJECTS

YEAR 8

SUBJECT NAME PAGE

Digital and Design Technology 34

Drama 75

English 40

Food and Fibre 27

Humanities and Social Sciences 44

Indonesian 57

Mathematics 59

Media Arts 80

Music 84

Physical Education 50

Science 68

Visual Arts 90

YEAR 9

SUBJECT NAME PAGE

Creative Cooking A 27

Creative Fashion C 28

Dance C 75

Digital Design 34

Drama C 75

English 40

Humanities and Social Sciences 44

Indonesian A & B 57

Mathematics 59

Media Arts C 80

Music A 84

Music B 84

Physical Education 50

Product Design and Realisation 34

Science 68

Taste the World B 27

Visual Arts A 90

Visual Arts B 90

YEAR 10

SUBJECT NAME PAGE

Advanced Mathematics 60

Child Studies C 29

Dance A 76

Dance B 77

Design and Construction Products 35

Digital Design 35

Digital Imagery 36

Drama A 76

Drama B 76

YEAR 10 – continued

SUBJECT NAME PAGE

English 40

English Literature 41

Environmental Science B 69

Fashion C 29

Geography 45

Health and Physical Education (Compulsory) 50

Healthy Lifestyles (Girls Only) 51

Healthy Lifestyles C 51

History 45

Hospitality Patisserie and Bakery C 28

Indonesian A & B 57

Mathematics 59

Media Arts A 80

Media Arts B 81

Music A 85

Music B 85

Outdoor Education C 52

Performance Physical Development C 51

Personal Learning Plan 15

Pre-Voc Automotive 35

Pre-Voc Hospitality B 28

Science A 68

Science B 69

Visual Arts A 91

Visual Arts B 91

YEAR 11 (STAGE 1)

SUBJECT NAME PAGE

Biology A & B 70

Business Innovation 25

Certificate I, II & III (Partial) Conservation and Land Management

19 & 72

Certificate II Automotive Servicing Technology 19 & 37

Certificate II Community Services – Children’s Services 20 & 31

Certificate II Construction (Doorways 2 Construction) 20 & 36

Certificate II Hospitality – Kitchen Operations 20 & 31

Chemistry A 71

Chemistry B 71

Child Studies 31

Creative Arts (Digital Media) A 81

Creative Arts (Digital Media) B 81

Creative Arts (Performing Arts) A 77

Creative Arts (Performing Arts) B 77

Digital Photography (Digital Communication Solutions)

38

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SUMMARY OF SUBJECTS

YEAR 11 (STAGE 1) – continued

SUBJECT NAME PAGE

English 41

English Literature 41

Essential English 42

Essential Mathematics A 60

Essential Mathematics B 60

Fashion 30

Food and Hospitality A 29

Food and Hospitality B 30

Furniture Design and Construction (Material Solutions)

36

General Mathematics A 61

General Mathematics B 61

Geography A & B 46

Health 52

Mathematics A 61

Mathematics B 62

Mathematics C 62

Modern History A & B 46

Music Advanced A 86

Music Advanced B 86

Outdoor Recreation A 53

Outdoor Recreation B 54

Physical Education A 53

Physical Education B 53

Physics A 70

Physics B 71

Psychology C 70

Research Project A 16

Research Project B 16

Scientific Studies C 69

Society and Culture 47

Sport Studies 52

Visual Arts A 91

Visual Arts B 92

Women’s Studies 46

Workplace Practices 24

YEAR 12 (STAGE 2)

SUBJECT NAME PAGE

Biology 72

Chemistry 73

Child Studies 32

Community Studies A 17

Creative Arts (Digital Media) 82

Creative Arts (Performing Arts) 78

YEAR 12 (STAGE 2) – continued

SUBJECT NAME PAGE

Digital Photography (Digital Communication Solutions)

38

English 42

Essential English 42

Essential Mathematics 62

Fashion Design 32

Food and Hospitality 32

Furniture Design and Construction (Material Solutions)

38

General Mathematics 63

Geography 47

Health 54

Mathematical Methods 63

Modern History 48

Music Explorations 88

Music Performance - Ensemble 87

Music Performance - Solo 87

Outdoor and Environmental Education 55

Physical Education and the Performance Athlete 55

Physics 73

Psychology 73

Society and Culture 48

Specialist Mathematics 63

Sport and Recreation 54

Visual Arts 92

Women’s Studies 47

Workplace Practices 24

SAASTA

SUBJECT NAME PAGE

Stage 1 Aboriginal Studies 65

Stage 1 Cross-Disciplinary Studies 65

SAASTA Certificate III 66

Stage 2 Integrated Learning 66

VET

SUBJECT NAMECertificate I, II & III (Partial) Conservation and Land Management

Certificate II Automotive Servicing Technology

Certificate II Community Services – Children’s Services

Certificate II Construction (Doorways 2 Construction)

Certificate II Hospitality – Kitchen Operations

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CROSS DISCIPLINARY PERSONAL LEARNING PLAN

PERSONAL LEARNING PLAN

LEVEL: Year 10 (stage 1)

LENGTH: 1 semester

CREDITS: 10

RECOMMENDED BACKGROUND: Nil

WHAT ARE MY PERSONAL, LEARNING AND CAREER GOALS?Students produce a portfolio, carry out career research including workplace interactions and a workplace taster. The Year 10 component culminates in a folio and reflection that is assessed for SACE accreditation. Student assessment is based on the capabilities:

• Literacy

• Numeracy

• Information and Communication Technology

• Critical and Creative Thinking

• Personal and Social

• Ethical

• Intercultural Understanding

PERSONAL LEARNING PLAN At Christies Beach High School, the Personal Learning Plan occurs in year 10.

It supports students to plan their personal and learning goals for the future and make informed decisions about their personal development, education and training.

Students identify, explore, and develop personal and learning goals, and strategies to achieve them. They engage with future planning by:

• selecting subjects, courses, and other learning relevant to pathways through and beyond school

• investigating possible career choices.

The diagram below represents a suggested planning process for students to:

• identify, explore, and develop strategies to achieve personal and learning goals

• understand, explain, and develop the selected capability or capabilities

• review their learning.

Students participate in a Workplace Learning Course and have the opportunity to complete Work Experience as part of the PLP.

The stages can be completed in any order. The notes that follow the diagram give information on these stages. The diagram also shows the relationship between the learning and assessment requirements.

ReviewAssessment type 2

FolioAssessment type 1

Review

Identify

Explore

Develop

Capabilities

Strategies

GOALSPersonal Learning

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RESEARCH PROJECTThe Year 12 (Stage 2) Research Project is a compulsory 10 credit subject undertaken at year 11 (stage 1). Students must achieve a C grade or better to complete the subject successfully and gain their SACE.

Students enrol in either Research Project A or Research Project B. Research Project A and Research Project B may contribute to a student’s Australian Tertiary Admissions Rank (ATAR).

Students choose a research question that is based on an area of interest to them. They explore and develop one or more SACE capabilities in the context of their research.

The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory inquiries.

The Research Project provides a valuable opportunity for SACE students to develop and demonstrate skills essential for learning and living in a changing world. It enables students to develop vital planning, research, synthesis, evaluation, and project management skills, through the in-depth exploration of an area of interest.

RESEARCH PROJECT A


LENGTH: Full year

CREDITS: 10

CONTACT PERSON: Liam Mawford


CONTENTThere are 3 assessment types in Research Project A. Assessment type 1 and 2 are assessed by the school. Assessment type 3 is externally assessed.

ASSESSMENTSchool assessmentFolio 30%

• Proposal

• Research development

• Discussion.

Research outcome 40%

The research outcome can be presented in written form (maximum 1500 words), oral (10 minutes), or the multimodal equivalent.

External assessmentReview 30%

A written summary of 150 words (or its oral equivalent) and a review of 1500 words if written, or a maximum of 10 minutes for an oral presentation, or the equivalent in multimodal form.*

RESEARCH PROJECT B


LENGTH: Full year

CREDITS: 10

CONTACT PERSON: Liam Mawford


CONTENTThere are 3 assessment types in Research Project B. Assessment type 1 and 2 are assessed by the school. Assessment type 3 is externally assessed.

ASSESSMENTSchool assessmentFolio 30%

• Proposal

• Research development

• Discussion.

Research outcome 40%

The research outcome can be presented in written form (maximum 2000 words), oral (12 minutes), or the multimodal equivalent.

External assessmentEvaluation 30%

A written summary of 150 words, together with an evaluation of 1500 words. The external assessment for Research Project B must be written.

CROSS DISCIPLINARYRESEARCH PROJECT

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COMMUNITY STUDIES A

Students choosing this subject at stage 2 will be on a SACE pathway as this subject does not contribute to an ATAR.

LEVEL: Year 12

LENGTH: Full year

CREDITS: 20

CONTACT PERSON: Ilze Nagy


CONTENTCommunity Studies provides students with insights into the ways in which communities are shaped and operate. It offers students the opportunity to learn in a community context, both within and beyond the school environment. The community provides the framework in which students develop capabilities that enable them to contribute actively and successfully to community activities. In interacting with teachers, peers, and community members, students use their experiences as a means of achieving personal growth and gaining an awareness of social identity.

In this subject students can decide the focus and direction of their community activity/community application activity. Students develop their skills and understanding in a guided and supported learning program, by beginning from a point of personal interest, skill, or knowledge, and setting achievable goals. Students develop their ability to work independently and to apply their knowledge and skills in practical ways in their communities.

In this subject, students are expected to:

1. negotiate, plan, and make decisions about a community activity, and develop challenging and achievable individual goals for the contract of work

2. identify and apply existing knowledge and skills, including literacy and numeracy skills, and identify one or more capabilities for focused development

3. work individually and with others

4. locate, select, organise, and use ideas, resources, and information

5. learn in a range of settings, including the school and the local or wider community

6. take practical action in the community

7. seek feedback from the community

8. present the activity to the community

9. evaluate and reflect on the completion of the contract, the feedback received, and their own learning.

AREAS OF STUDYCommunity Studies is a 20-credit subject at stage 2. Students may undertake more than one Community Studies subject, but only one per area of study.

In developing an individual program of learning around his or her interests, knowledge, and skills, each student prepares a contract of work to undertake a community activity in one of the following 6 areas of study:

• Arts and the Community

• Communication and the Community

• Foods and the Community

• Health, Recreation, and the Community

• Science, Technology, and the Community

• Work and the Community.

As part of their program of learning, students may undertake a community activity that applies to more than one area of study. The area of study chosen should reflect the primary focus or emphasis of the activity.

ASSESSMENTIn Community Studies A, students complete a contract of work, including a community activity, and a reflection on their learning experiences.

School assessment (70%)Assessment type 1: Contract of work

External assessment (30%)Assessment type 2: Reflection

For a 20-credit subject, students should provide evidence of their learning through completion of and reflection on a contract of work. This involves each of the two assessment types, including the external assessment component. The nature, scope, and depth of the community activity undertaken in the contract of work should be reflected in the time allocated to a 20-credit subject.

Where a community activity is undertaken in a group context, each student must present evidence of individual learning so that it can be assessed against the performance standards.

CROSS DISCIPLINARY COMMUNITY STUDIES

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VET VOCATIONAL EDUCATION & TRAINING

VOCATIONAL EDUCATION AND TRAINING (VET) Christies Beach High School hosts a range of Vocational pathway programs to support students in their chosen career pathway. Students will be able to achieve their South Australian Certificate of Education, SACE, whilst learning skills and working towards an industry-accredited National qualification.

Vocational Pathways can provide:

• Credit towards SACE stage 1 and stage 2.

• Credit towards a recognised VET qualification.

• Pathway to apprenticeships, traineeships, further education or training and direct employment.

• Industry areas where there are skill shortages or emerging industries.

• Literacy, numeracy, career development and practical vocational experiences.

VET is provided by a range of private and public Registered Training Organisations (RTO’s) and include Technical and Further Education (TAFE) institutes, private providers, community organisations, and some universities.

VET can count towards tertiary entrance for university and TAFE. The 3 South Australian universities, TAFE SA, and Charles Darwin University (Northern Territory) have determined that Recognised Studies may contribute to an ATAR (Australian Tertiary Admission Rank) and a TAFE SA Selection Score.

Students wishing to complete a VET course will need to be well organised as it requires managing school study requirements as well as the study components of the VET course, together with work placement and any other activities the student is involved in.

Students can access any of the Christies Beach High School hosted certificate courses, and can also apply for any of the courses offered in the Southern Adelaide and Fleurieu Secondary School Alliance (SAFSSA). There are 12 consortium schools and over 40 courses available. Please visit the SAFSSA website for further information on the full range of offerings: www.safssa.sa.edu.au.

Students can also access VET courses from external Registered Training Organisations (RTO’s) through the counselling process.

Amanda Henry VET Coordinator

Note: It is highly recommended that students undertaking a VET course also enrol in Stage 2 Workplace Practices.

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


CERTIFICATE I, II & III (PARTIAL) CONSERVATION AND LAND MANAGEMENT

CODE: AHC10116, AHC21016, AHC31416

LENGTH: 2 semesters

CREDITS: Certificate I and II up to 85 SACE stage 1 credits, Certificate III up to 20 SACE stage 2 credits.

DESCRIPTIONConservation and Land Management (CLM) will revolve around projects within the school and the local environment. Projects will include plant propagation, making bird boxes, general maintenance of the “Yunggullungalla” medicinal garden and environmental learning centre and other projects that are identified to manage the land and learn about conservation at a higher level. Students will utilise Trail Cameras to monitor wildlife movements, aiding conservation efforts and a new drone will also be implemented.

COMPETENCIESCore unitsAHCWRK101 Maintain the workplace (10 nominal hours)AHCWHS101 Work safely (10 nominal hours)AHCWRK209 Participate in environmentally sustainable work practices (20 nominal hours)AHCWHS201 Participate in work health and safety processes (20 nominal hours)AHCPGD206 Conduct visual inspection of park facilities (20 nominal hours)

Elective unitsAHCCHM101 Follow basic chemical safety rules (10 nominal hours)AHCNAR102 Support native seed collection (80 nominal hours)AHCNAR101 Support natural area conservation (15 nominal hours)AHCNSY101 Support nursery work (15 nominal hours)

AHCILM202 Observe and report plants and/or animals (40 nominal hours)AHCNAR201 Carry out natural area restoration works (40 nominal hours)AHCFAU201 Recognise fauna (40 nominal hours)AHCPCM202 Collect, prepare and preserve plant specimens (30 nominal hours)AHCNAR305 Collect native seed (40 nominal hours)AHCPMG202 Treat plant pests, diseases and disorders (30 nominal hours)AHCNSY202 Care for nursery plants (30 nominal hours)AHCSOL202 Assist with soil or growing media sampling and testing (20 nominal hours)AHCPGD201 Plant trees and shrubs (20 nominal hours)AHCPCM201 Recognise plants (40 nominal hours)AHCPMG201 Treat weeds (40 nominal hours)AHCNSY203 Undertake propagation activities (30 nominal hours)Competencies for Certificate I, II & III

PATHWAYSSuccessful completion of this course leads to Certificate III Conservation and Land Management. Completion of certificates will provide participants with access to a range of entry-level employment opportunities. This may be in general land management, conservation, earthworks, lands, parks and wildlife, natural area restoration and weed management.

COURSE COSTThere is no cost for this course.

PARENT COSTThere is a parent cost of $150.00 (GST exempt) to cover the cost of course booklet, handouts and equipment (additional costs may include a camp - approx. $50).

PREREQUISITESGenuine interest in Conservation and related areas.

SPECIAL REQUIREMENTSHat and covered shoes.

CERTIFICATE II AUTOMOTIVE SERVICING TECHNOLOGY

CODE: AUR20516

LENGTH: 4 semesters (2 years)

CREDITS: 50 stage 2 SACE credits – 30 in first year and 20 in second year (dependent on units completed).

DESCRIPTIONThis qualification covers the skills and knowledge required to perform a range of servicing operations on light vehicles, heavy vehicles and/or motorcycles within an automotive service or repair business.

COMPETENCIESCore units AURASA002 Follow safe working practices in an automotive workplace (20 nominal hours)

AURTTK002 Use and maintain tools and equipment in an automotive workplace (20 nominal hours)

AURTTC001 Inspect and service cooling systems (10 nominal hours)

AURAEA002 Follow environmental and sustainability best practice in an automotive workplace (25 nominal hours)

AURTTQ003 Inspect and service drive shafts (5 nominal hours)

AURTTQ001 Inspect and service final drive assemblies (5 nominal hours)

AURETR015 Inspect, test and service batteries (10 nominal hours)

AURTTD002 Inspect and service steering systems (10 nominal hours)

AURTTD004 Inspect and service suspension systems (10 nominal hours)

AURTTB001 Inspect and service braking systems (20 nominal hours)

AURTTA004 Carry out servicing operations (20 nominal hours)

VET VOCATIONAL EDUCATION & TRAINING

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VOCATIONAL EDUCATION & TRAINING (VET)

Elective unitsAURTTX002 Inspect and service manual transmissions (10 nominal hours)

AURAFA003 Communicate effectively in an automotive workplace (20 nominal hours)

AURLTJ003 Remove, inspect and refit light vehicle wheel and tyre assemblies (20 nominal hours)

AURATA001 Identify basic automotive faults using troubleshooting processes (20 nominal hours)

AURTTJ001 Balance wheels and tyres (10 nominal hours)

AURLTJ002 Remove, inspect, repair and fit tyres and tubes (40 nominal hours)

AURTTE004 Inspect and service engines (20 nominal hours)

AURLTJ001 Select vehicle tyres and rims for specific applications (30 nominal hours)

AURSCA001 Select and supply automotive parts and products (100 nominal hours)

PATHWAYSAutomotive mechanical apprenticeships /traineeships and associated courses.

COURSE COSTThere is no cost for this course. Training costs are funded by the Training Guarantee for SACE Students (TGSS), pending student eligibility and course status.

PARENT COSTThere is a parent cost of $200.00 per year (GST exempt) to cover the cost of workbooks and course materials.

WORK PLACEMENTTwo weeks (70 hours) of work placement as per Training Guarantee for Secondary Students, TGSS.

PREREQUISITESCompetent numeracy and literacy skills. Must meet eligibility requirements for TGSS. As this is a 2 year course, it is suitable for Year 10 and Year 11 students.

SPECIAL REQUIREMENTSCompetent numeracy and literacy skills.

Must meet eligibility requirements for TGSS: 16 years of age and previous work experience or white card.

As this is a two year course, it is best suited to Year 10 and Year 11 students.

MAX CLASS SIZE15 students (first year group).

Continuing students from 2019 will form the second year group for 2020.

WHEN & WHEREWednesday 8.45am – 3.00pm

TAFE SA – Noarlunga and/or Automotive Trade Training Centre at Christies Beach High School.

CERTIFICATE II CONSTRUCTION (DOORWAYS 2 CONSTRUCTION)

CODE: CPC20112

LENGTH: 2 semesters

CREDITS: 60 stage 1 credits

DESCRIPTIONThis program provides an introduction to the construction industry. It provides students with industry accepted skills and experience to follow a career in the building industry.

COMPETENCIESCPCCCM1012A Work effectively and sustainably in the construction industry (20 nominal hours)

CPCCCM1013A Plan and organise work (20 nominal hours)

CPCCCM1014A Conduct workplace communication (20 nominal hours)

CPCCCM1015A Carry out measurements and calculations (20 nominal hours)

CPCCCM2001A Read and interpret plans and specifications (36 nominal hours)

CPCCCM2002A Carry out excavation (16 nominal hours)

CPCCCM2004A Handle construction materials (16 nominal hours)

CPCCCM2005B Use construction tools and equipment (96 nominal hours)

CPCCCM2006B Apply basic levelling procedures (8 nominal hours)

CPCCCM2007B Use explosive power tools (16 nominal hours)

CPCCCM2008B Erect and dismantle restricted height scaffolding (40 nominal hours)

CPCCCM2010B Work safely at heights (8 nominal hours)

CPCCCO2013A Carry out concreting to simple forms (20 nominal hours)

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry (20 nominal hours)

CPCCCM2009A Carry out basic demolition (32 nominal hours)

CPCCVE1011A Undertake a basic construction project (40 nominal hours)

PATHWAYSGeneral construction, leading hand, plant operator, supervisor, foreman, local council, mining and road construction.

COURSE COSTThere is no cost for this course. Training costs are funded by the Training Guarantee for SACE Students (TGSS), pending student eligibility and course status.

PARENT COSTThere is a parent cost of $150.00 (GST exempt) to cover consumables, workbooks and printing PLUS first aid certificate cost (optional) and white card cost.


PREREQUISITESCompetent numeracy and literacy skills.

Students must meet the TGSS minimum requirements of: 16 years of age and prior work experience or white card.

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VOCATIONAL EDUCATION & TRAINING (VET)

CERTIFICATE II COMMUNITY SERVICES – CHILDREN’S SERVICES

CODE: CHC22015

LENGTH: 2 semesters

CREDITS: 40 stage 1 SACE credits

DESCRIPTIONThis course covers common compulsory competencies for both the Health and Community Services sector. The electives chosen have a childcare focus and provide a supported pathway to children’s services and youth work.

COMPETENCIESCore units CHCCOM001 Provide first point of contact (35 nominal hours)

CHCCOM005 Communicate and work in health or community services (30 nominal hours)

CHCDIV001 Work with diverse people (40 nominal hours)

HLTWHS001 Participate in work health and safety (20 nominal hours)

BSBWOR202 Organise and complete daily work activities (20 nominal hours)

Elective unitsCHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety (25 nominal hours)

CHCPRT001 Identify and respond to children and young people at risk (40 nominal hours)

HLTAID004 Provide an emergency first aid response in an education and care setting (20 nominal hours)

CHCLEG001 Work legally and ethically (55 nominal hours)

PATHWAYSFurther study in Certificate III and IV in either Community or Health services. This includes nursing, aged care and early childhood education and care.

PARENT COST $250 for consumables and first aid certificate.


CERTIFICATE II HOSPITALITY – KITCHEN OPERATIONS

CODE: SIT20416

LENGTH: Full year

CREDITS: 40 stage 1 SACE credits

DESCRIPTIONThis course runs a full year and gives students the opportunity to develop their culinary skills and gain a full Certificate II Kitchen Operations. Students will complete core and elective units from the current hospitality training package which will equip them if seeking employment, an apprenticeship or credit toward further study if they are wishing to enter a commercial cookery course. In this course, students are involved in preparing and presenting a range of menu items and will have the opportunity to work as front of house and back of house in catering for a variety of functions held at the school. This allows students to develop knowledge, skills and an appreciation of what is involved in successful hospitality enterprises. All students will undertake 20 days (140 hours equivalent) of structured work placement in a commercial kitchen as well as their participation in functions as an essential part of the assessment process.

COMPETENCIESCore units SITHKOP001 Clean kitchen premises and equipment (13 nominal hours)

SITXINV002 Maintain the quality of perishable items (10 nominal hours)

SITHCCC005 Prepare dishes using basic methods of cookery (45 nominal hours)

SITHCCC001 Use cookery skills effectively (50 nominal hours)

SITXFSA001 Use hygienic practices for food safety (15 nominal hours)

Elective unitsSITHCCC007 Prepare stocks soups and sauces (35 nominal hours)

SITHCCC003 Prepare and present sandwiches (10 nominal hours)

SITHCCC006 Prepare appetisers and salads (25 nominal hours)

SITHCCC008 Prepare vegetables, fruit, eggs and farinaceous dishes (45 nominal hours)

SITHFAB007 Serve food and beverages (80 nominal hours)

PATHWAYSKitchen Hand, Short Order Cook, Cook, Chef, Baker, Waiter, Café Attendant, Restaurant Attendant, Catering Assistant, further study Certificate lll Hospitality and Certificate III Commercial Cookery.

COURSE COST $250


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VOCATIONAL EDUCATION AND TRAINING (VET)

SOUTHERN ADELAIDE AND FLEURIEU SECONDARY SCHOOL ALLIANCE – 2020 VET COURSESFor detailed information on any of the listed courses please visit the SAFSSA website: www.safssa.sa.edu.au

Course name TGSS Delivery location Duration

AUTOMOTIVE

Certificate II Automotive Servicing Technology (AUR20516) Yes Christies Beach High School/ Noarlunga TAFE 2 years

Certificate I Automotive Vocational Preparation (AUR10116) Eastern Fleurieu School Full year

Certificate II Automotive Vocational Preparation (AUR20716) Reynella East College Full year

BUSINESS

Certificate III Micro Business (BSB30315) Aberfoyle Park High School 1 semester

COMMUNITY SERVICES

Certificate II Community Services – Children’s Services (CHC22015) Aberfoyle Park High School Full year

Certificate II Community Services – Children’s Services (CHC22015) Yes Christies Beach High School Full year

Certificate III Early Childhood Education and Care (CHC30113) Yes Wirreanda Secondary School Full year

DIGITAL MEDIA

Certificate II Information, Digital Media and Technology (Game Design) (ICT20115) Reynella East College Full year

Certificate III Screen and Media (Game Art Foundations) (CUA31015) Reynella East College Full year

Certificate II Creative Industries (3D Animation Foundation Media) (CUA20215) Wirreanda Secondary School Full year

DOORWAYS 2 CONSTRUCTION including ‘Furnishing/Plumbing/Civil’ – YEAR 11 AND 12 STUDENT S ONLY

Certificate I Construction (CPC10111) Aberfoyle Park High School Full year

Certificate II Construction (CPC20112) Yes Christies Beach High School Full year

Certificate I Construction – Plumbing (CPC10111) Hallett Cove School Full year

Part Certificate III Doorways 2 Construction PLUS – Roof Plumbing (CPC32612) Hallett Cove School Full year

Certificate I Construction (CPC10111) Reynella East College Full year

Certificate I Construction (CPC10111) Willunga High School Full year

Certificate I Construction (CPC10111) Wirreanda Secondary School Full year

Part Certificate III Doorways 2 Construction PLUS – Carpentry (2nd year students) (CPC30211) Wirreanda Secondary School Full year

Certificate I Resources and Infrastructure Work Preparation (RII0115) Yankalilla Area School Full year

ELECTROTECHNOLOGY

Certificate II Electrotechnology Career Start (UEE22011) Yes Hallett Cove School Full year

ENGINEERING

Certificate II Engineering Pathways (MEM20413) Yes Wirreanda Secondary School Full year

HAIR AND FASHION

Certificate II Salon Assistant (SHB20216) Reynella East College Full year

Certificate II Salon Assistant (SHB20216) Yankalilla Area School Full year

HEALTH

Certificate III Health Services Assistance (HLT33115) – Full certificate Part TGSS Eastern Fleurieu School 2 years

HOSPITALITY AND TOURISM

Certificate II Hospitality – Kitchen Operations (SIT20416) Yes Christies Beach High School / Noarlunga TAFE Full year

Certificate II Hospitality – Service (SIT20316) Yes Reynella East College Semester 1

Certificate I Hospitality (SIT10216) Willunga High School Full year

Certificate II Hospitality – Kitchen Operations (SIT20416) Yes Willunga High School Full year

Certificate II Hospitality – Service (SIT20316) Yes Willunga High School Full year

Certificate II Hospitality – Kitchen Operations (SIT20416) Yes Wirreanda Secondary School Full year

MULTI TRADES

Part Certificate III Carpentry (CPC30211) TAFESA Noarlunga 1 semester

Part Certificate III in Engineering – Fabrication Trade (MEM30305) TAFESA Noarlunga 1 semester

PERFORMING ARTS

Certificate II Dance (CUA20113) Reynella East College Full year

Certificate III Music Industry – Performance (CUA30915) Wirreanda Secondary School 2 years

PRIMARY INDUSTRIES

Certificate I, II and III (Part) Conservation and Land Management (AHC10116/AHC21016/AHC31416) Christies Beach High School Full year

Certificate II Equine Studies (22246) Eastern Fleurieu School 2 years

Certificate II Agriculture (AHC20116) Yes Mount Compass Area School 2 years

Certificate III Agriculture (AHC30116) Yes Mount Compass Area School 2 years

Certificate II Wine Industry Operations – Grape Growing (FDF20411) Yes Willunga High School Full year

SPORT AND RECREATION

Certificate III in Fitness (SIS30313) Victor Harbor High School Full year

Certificate II Sport and Recreation (SIS20115) Wirreanda Secondary School Full year

Certificate III Sport and Recreation (SIS30115) Wirreanda Secondary School Full year

Certificate II Outdoor Recreation (SIS20213) Yankalilla Area School Full year

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


DESIGN & TECHNOLOGYBUSINESS ENTERPRISE & TECHNOLOGY

YEAR 8 YEAR 9 YEAR 10 YEAR 11 STAGE 1YEAR 12 STAGE 2

BU

SIN

ESS

EN

TER

PR

ISE

& T

ECH

NO

LOG

Y

A = semester 1 B = semester 2 (often second unit) C = either semester 1 or 2

DESIGN & TECHNOLOGY The technologies curriculum gives students the opportunity to see the world differently.

The curriculum focuses on the big ideas of Design Technologies and Digital Technologies. These ideas provide students the environment in which they can develop their capacity to think, design, build and refine projects. With the completion of these projects, students are then challenged to consider what they have built and reflect on the processes of project building.

Workplace Practices

Business Innovations

Workplace Practices

Business Innovations 2021

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STAGE 1 WORKPLACE PRACTICES

Workplace Practices is a 10 credit subject at stage 1 and done in 1 semester.

Students choosing a Certificate II VET course are expected to do Workplace Practices.


1. demonstrate knowledge and understanding of industry and work

2. develop and apply relevant work skills

3. identify and investigate processes and issues related to work, industry, and the workplace

4. work independently and with others

5. review, and reflect and report on, their experiences, abilities, interests, and aspirations in relation to planning for work and future pathways.

There are three areas of study within Workplace Practices:

• Industry and Work Knowledge

• Vocational Learning

• Vocational Education and Training (VET).

At stage 1 all students undertake industry and work knowledge and one of the following options:


or

• VET

or

• Vocational Learning and VET.

Industry and Work Knowledge• Students 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 Learning• Vocational 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.

ASSESSMENTThe following assessment types enable students to demonstrate their learning in Stage 1 Workplace Practices:

• Assessment type 1: Folio

• Assessment type 2: Performance

• Assessment type 3: Reflection.

For a 10 credit subject, students should provide evidence of their learning through 4 assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• at least 1 assessment for the folio

• 1 assessment for the performance

• at least 1 assessment for the reflection.

STAGE 2 WORKPLACE PRACTICES

Workplace Practices is a 20 credit subject at stage 2 and is completed over a full year.

Students choosing a Certificate III VET course are expected to do Workplace Practices.


1. understand and explain concepts of industry and work

2. analyse the relationships between work-related issues and practices in workplaces

3. demonstrate knowledge of the roles of individuals, government legislation and policies, unions, and employer groups in work-related and workplace issues

4. investigate the dynamic nature of work-related and workplace issues, cultures, and/or environments locally, nationally, and/or globally

5. demonstrate and apply generic work skills and, where relevant, industry knowledge and skills, in a workplace and/or work-related context

6. reflect on and evaluate learning experiences in/about the workplace.

Stage 2 Workplace Practices has 2 areas of study:

• Industry and Work Knowledge


For 20 credit subject, the teaching and learning program must include industry and work knowledge and 1 of the following options:


or

• VET

or

• Vocational Learning and VET.

DESIGN & TECHNOLOGY – BUSINESS ENTERPRISE & TECHNOLOGY

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ASSESSMENTThe 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%).

Students should provide evidence of their learning through 7 or 8 assessments, including the external assessment component. Students undertake:

• at least 3 assessments for the folio

• one or 2 assessments for the performance

• at least 2 assessments for the reflection

• 1 investigation.

YEAR 11 (STAGE 1) BUSINESS INNOVATION


LENGTH: 1 semester

CREDITS: 10


CONTENTStage 1 Business Innovation is a 10-credit subject and is studied through the following 2 contexts:

• start-up business

• existing business.

In Stage 1 Business Innovation, students begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world.

In a time when design-led companies outperform other companies, students are immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools.

Students will gain knowledge of business models, understand design thinking as it applies to starting up a business, prepare and deliver a successful pitch for the business, look at product development and use design thinking to execute ideas and address challenges

The customer is at the centre of the innovation process and the generation of viable business products, services, and processes.

ASSESSMENTStudents will be assessed under these criteria:

• finding and solving problems

• contextual application

• analysis and evaluation

• Successful completion of this subject at stage 1 will lead to Stage 2 Business Innovation.

Assessment at stage 1 is school based.

Evidence of learning

The following assessment types enable students to demonstrate their learning in Stage 1 Business Innovation:

• Assessment type 1: Business skills

• Assessment type 2: Business pitch.

For a 10-credit subject, students should provide evidence of their learning through 4 assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• 3 business skills tasks, 1 of which is a business model summary

• 1 business pitch.

For a 20-credit subject, students should provide evidence of their learning through 8 assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• 6 business skills tasks, 2 of which are business model summaries

• 2 business pitches.

SPECIAL REQUIREMENTS Nil

SUBJECT FEE Nil

DESIGN & TECHNOLOGY – BUSINESS ENTERPRISE & TECHNOLOGY

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DESIGN & TECHNOLOGYHOME ECONOMICS & TEXTILES

YEAR 8 YEAR 9 YEAR 10 YEAR 11 STAGE 1YEAR 12 STAGE 2

HO

ME

ECO

NO

MIC

S

A = semester 1 B = semester 2 (often second unit) C = either semester 1 or 2

Food and Fibre Creative Cooking A

Taste the World B

Food and Hospitality

Hospitality, Patisserie and

Bakery C

Food and Hospitality A & B

Certificate III Commercial Cookery

Child Studies C Child Studies

Fashion DesignFashion C Fashion

Pre-Voc HospitalityCertificate II -

Hospitality Kitchen Operations

Child Studies

HOME ECONOMICS AND TEXTILES

This course aims to develop students understanding of design and technology through cooking and sewing practical activities and investigative tasks. Students will investigate and select from a range of technologies, including materials, tools and equipment to create designed solutions in Food and Fibre production and specialise in Foods and Material. Students are given opportunities to plan, design and produce a variety of products that interest them. They transfer theoretical knowledge to practical activities, apply management plans when designing products and maintain safety procedures to ensure success.

Focus areas that are addressed in year 8, 9, 10 are; food and fibre production, food specialisations and materials, and technologies specialisations.

The home economics and textiles curriculum in years 8, 9 and 10 is aligned to the Australian Curriculum and year 11 (stage 1) and year 12 (stage 2) is aligned to the SACE.

Pathways include future work in the health, education and training, food and hospitality, design and fashion industries. There are also a variety of VET options on offer in this subject area for students interested in TAFE and VET future pathways.

Creative Fashion C

Certificate III Patisserie and

Baking

Certificate III Early Childhood

Education and Care

Certificate II Community

Services (Childcare Focus)

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DESIGN & TECHNOLOGYHOME ECONOMICS & TEXTILES

YEAR 8 FOOD AND FIBRE

LEVEL: Year 8

LENGTH: 1 semester


CONTENTThere are 2 components to this course:

Food and NutritionThe Food and Nutrition course is an introduction to the Food and Fibre components of Technology and the nutrition components of Health and Physical Education. In Food Technology and Nutrition, emphasis is placed on the safe and hygienic preparation of food, food preparation skills, nutrition, sustainable practices and the development of collaborative learning through group work.

Fibre and FashionThe Fibre Technology course is an introduction to the Fibre and Design components of Technology. Throughout the course each student has the opportunity to develop construction techniques and to produce a textile item within design parameters. The design, make and appraise process underpins all practical applications in this subject. Students will investigate the issues of waste and sustainability in the fashion industry.

ASSESSMENTPractical (80%) – Cooking, reflection tasks, textiles design and construction.

Theory (20%) – Health and nutrition, waste and sustainability in Fashion.

SPECIAL REQUIREMENTS On occasion, students may need to bring extra ingredients for specialised practical activities.

SUBJECT FEE Nil

YEAR 9 CREATIVE COOKING A

LEVEL: Year 9

LENGTH: 1 semester (semester 1 only)


CONTENTStudents develop their food preparation skills and apply nutritional knowledge to make healthy food choices. Students will make a range of nutritious snacks and meals.

Topics covered include:

• food preparation and handling skills

• group catering exercise

• uising the Australian Healthy Eating Guide in conjunction with the Australian Dietary Guidelines to make informed food decisions.

• recognising how fat, salt and sugar are added to foods and the ways in which fibre is reduced in foods.

ASSESSMENTPractical (50%) – Safe food handling, cooking and presentation

Theory (50%) – Healthy eating research task, investigation into sugar


SUBJECT FEE Nil

YEAR 9 TASTE THE WORLD B

HOME ECONOMICS

LEVEL: Year 9



CONTENTIn this subject, students examine the development of the Australian cuisine and the influence of other cultures on our food choices. Content may cover Australian Bush Foods, influence of English settlement and the impact of other cultures eg: Italian, Thai, Japanese, Greek, on our diet. Opportunity will be available for students to investigate the food of another country. Practical tasks are selected to reinforce content and extend students’ food preparation skills.

ASSESSMENTPractical (50%) – Safe food handling, cooking and food presentation

Theory (50%) – Recipe investigations (individual and group), planning and evaluations


SUBJECT FEE Nil

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DESIGN & TECHNOLOGY – HOME ECONOMICS & TEXTILES

YEAR 9 CREATIVE FASHION C

LEVEL: Year 9

LENGTH: 1 semester


CONTENTStudents will extend their skills and knowledge related to the use and decoration of fabrics. Students research and investigate re-cycling, upcycling and waste in the fashion industry. Students will learn and apply basic fashion concepts such as patterns, design, make and appraisal during practical sessions.

Topics covered include:

• sewing machine and over-locking techniques

• focus on changes in fashion and waste

• making a piece of clothing (shorts, skirts etc)

• using the design process for negotiated projects.

ASSESSMENTPractical (60%) – Sewing skills, design, product make and evaluation, individual task.

Theory (40%) – Waste in the fashion industry, individual planning for the design process.

SPECIAL REQUIREMENTS On occasion, students may need to bring extra materials for specialised practical activities.

SUBJECT FEE Nil

YEAR 10 HOSPITALITY, PATISSERIE AND BAKERY C

LEVEL: Year 10

LENGTH: 1 semester


CONTENTStudents will learn various cooking techniques, knife skills and safe food handling procedures. Students participate in individual and collaborative activities to support the development of food knowledge, preparation and presentation skills. They develop their ability to think critically and to solve problems related to the food and hospitality industry in individual, family, and community contexts both locally and globally. A range of practicals are undertaken to reflect their food handling skills.

Students will build on their practical kitchen skills to design and produce food with the focus on pastry and bakery items and will have the opportunity to cater for an event.

ASSESSMENTPractical (60%) – Organisation food safety and plating and presentation techniques.

Theory (40%) – Investigation report and group task.


SUBJECT FEE Nil

PRE-VOC HOSPITALITY B

INTEGRATED LEARNING



CREDITS: 10


CONTENTThis is a high performance SACE Stage 1 Integrated Learning course focusing on kitchen operations and the hospitality industry. It is designed to introduce students to the requirements for success at Certificate II Kitchen Operations VET course.

Students will focus on safe food handling requirements, knife skills and various presentation and plating techniques. The course covers trends in hospitality, skills and abilities related to the industry, small group catering, interpersonal skills and customer relations. Students will design and produce industry standard dishes and will work collaboratively in groups and individually to complete all components of the course.

ASSESSMENTPractical exploration (50%) – Safe food handling, hygiene, safe work practices, knife skills, plating techniques and workplace calculations.

Connections (25%) – Group catering task.

Personal endeavour (25%) – Individual research task of choice.

SPECIAL REQUIREMENTS Students may be required to participate in catering events outside of scheduled class times.

SUBJECT FEE Cost of specialised ingredients - $30

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DESIGN & TECHNOLOGY – HOME ECONOMICS & TEXTILES

YEAR 10 FASHION C

LEVEL: Year 10

LENGTH: 1 semester


CONTENTStudents will create textile projects through their development of sewing skills in Middle School. The practical work will be supported with the use of computing and advanced sewing techniques to design, make and evaluate the nature of textiles and the suitability of a range of different textiles for specific purposes.

The course focuses on the processes of investigation, planning, construction and evaluating. Students use hand stitching and the use of the sewing machine and overlocker, to design and make two fashion Items.

ASSESSMENTPractical (60%) – ‘Ted in bed’, pair of shorts or a bag and sewing techniques.

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