st martins lutheran college...st martins lutheran college senior school curriculum year 11 & 12...

St Martins Lutheran College

Senior School Curriculum

Year 11 & 12Stage 1 & 2

2020

Principal: Alan Connah

P (08) 8725 1430

E [email protected]

W www.stmartins.sa.edu.au

2 St Martins Lutheran College Senior Curriculum 2020

3 St Martins Drive

Mount Gambier, S.A. 5290

Telephone: (08) 8725 1430

Email: [email protected]

Web: www.stmartins.sa.edu.au

Table of Contents

Mission Statement, Objectives of the Senior School…...……………………………. 3

What happens in a Senior School? …………………………………………………… 3

For Parents: Helping with Subject Selection………………………………………….. 4

Making Subject Choices, Checklist …………………………………………………… 5

SACE (South Australian Certificate of Education), PLP. Research Project….……. 6

Assessment 2020, Stage 1 & 2 Assessment, Deadlines……………………………. 7

VET (Vocational Education & Training) and School Based Apprenticeships……... 8

Stage 1 Subjects …….………………..………………………………………..…...…. 10

Stage 2 Subjects …………..…………………………….…………………..………….. 11

Subject Flow Charts………………………………..……... ……………………...……. 12

Subject Descriptors.…………………………………………………….……………….. 15

St Martins Lutheran College Senior Curriculum 2020 3

Mission Statement “St Martins Lutheran College is a vibrant learning environment, challenging each student to strive for excellence in a caring Christian community”. Objectives of the Senior School In response to the needs of young people, St Martins Senior School endeavours to:

Provide an excellent academic program, and encourage students to work towards their best academic performance;

Provide a safe learning environment in which to learn; Encourage and equip students to investigate complex ideas, explore attitudes and values,

ask difficult questions, recognise diversity and develop an ethical stance in relation to caring for themselves, others and the world;

Equip students for a life of learning through the development of independent and collaborative learning skills;

Incorporate flexible curriculum structures and approaches, including the capacity for students to negotiate aspects of the curriculum to meet their individual needs;

Encourage student leadership and participation in decision making; Offer opportunities and encouragement for students to participate in co-curricular and

extracurricular activities at school and in the wider community Prepare students with flexible skills that can be adapted to a rapidly changing world and

career environment. What happens in Senior school? Senior students will:

Be expected to attend homegroup, all lessons, devotion, worship, assemblies, school and year level activities such as athletics and swimming carnivals, guest speakers, visiting performances and other activities as deemed appropriate by the school;

Provide leadership and be good role models for other students; Become familiar with the nature of the assessment tasks in each subject and the

performance criteria used for arriving at their grade; Prepare for and participate in exams and other assessment tasks to the best of their ability; Be expected to do homework each night. They will be expected to be committed to their

studies and show initiative in order to achieve success in their chosen course of study. At least 2 hours of homework, 5 days per week would be a reasonable expectation of students in Year 11 and about 3 hours a night for students in Year 12.

Be able to apply for the St Martins certificate at the end of Year 12. This certificate is awarded to students who meet the criteria in areas of academic achievement, voluntary service, lifelong learning and commitment to the Christian ethos of the College.

Students in Year 12 and some other senior students will have private study lessons, which they will be expected to use productively at school or at home if they have a home study agreement. Study time at school—a study space is provided for senior students in the Year 12 Common Room.


For Parents: Helping with subject selection

For many parents, talking to your child about careers can be daunting. Perhaps you have a child who doesn’t have any ideas about what they’d like to pursue, or perhaps they are looking at areas you know little about. On top of this, careers and work are constantly changing so it can be really hard to keep up with current advice and future predictions. Here’s the thing though - whether you realise it or not, and regardless of the plethora of career information and advice available at the click of a button, research tells us that parents remain one of the key sources of career guidance for children and that what you think matters.

Here are some tips that might help to start a conversation about careers and selecting subjects for SACE:

Work out how to include career conversations in daily chat. This approach is likely to work better than an announcement that it’s time to decide what they will be doing after Year 12!

When talking about subject choices, encourage them to choose subjects where they have a high level of interest. They are more likely to remain motivated and in turn, experience success.

Do some research for yourself. Ask other parents who’ve had older children. Talk to a subject or homegroup teacher at school. Have a look at the weblinks provided below.

Help them source information. Getting information first hand is ideal – can you connect them with someone in the field they are interested in? If this is too difficult, can you find some good videos or infographics online that will appeal to them?

Be aware of the career or work biases you might have that could impact on the way you’re providing support or advice.

Don’t take over – let them do the driving. You can act as a sounding board providing encouragement.

Finally, remember it’s not necessary or indeed useful to narrow pathways, particularly if your child isn’t sure where they are headed just yet. While it is helpful to have a background in certain subjects for specific University courses, the great majority of them don’t have pre-requisites.

Try these websites for useful information:

www.myfuture.edu.au – A good starting point for all things career. Free of charge and used in schools with students.

https://joboutlook.gov.au/ - Australian Government information about the labour market including future predictions.

http://australiancareersservice.com.au/resources/ - Link page to Good Universities Guide, Good Career Guide, Studies in Australia and the Good Schools Guide. This website also contains archived occupation descriptions from the old Job Guide (no longer published).

www.myskills.gov.au - A directory of vocational education and training in Australia.

http://www.skills.sa.gov.au/ - Information about the South Australian Government’s programmes and funding for Vocational Education and Training (VET).

http://www.satac.edu.au/satac-publications - the Tertiary Entrance 2019, 2020, 2021 booklet is essential reading if your child is considering University after Year 12.

www.australianapprenticeships.gov.au - Information about Apprenticeships and Traineeships.


Making Subject Choices

So what should you think about before you choose your subjects for Year 11 and 12? Here are a few pointers to help you on your way.

Make sure you have a good understanding of the SACE and how to achieve it. Do you know which subjects are compulsory as part of SACE or compulsory here at school? Have a look closely at the SACE information in this booklet and on the SACE website at www.sace.sa.edu.au .

Choose subjects that interest you and that you know you can do well at. Check what topics will be covered and what types of assessment are required in these subjects so you know what to expect. For example, some subjects have exams, and for some students this may be a type of assessment that they really don’t achieve well in.

Choose subjects that you enjoy, provide you with a challenge and help you meet your goals and future aspirations. Think about some of the ideas you have for what you’d like to do after school. They could be career or job related or they might not be. What subjects will help inspire you to reach any personal goals you might have?

If you’re in Year 10, work out a few different subject pathways to your Stage 2 choices. That way you have a number of options for Stage 2 if things don’t go to plan.

Do your research and choose subjects that align with any prerequisites or assumed knowledge for further education and training. For example, if you are thinking of a trade or apprenticeship in engineering or studying engineering at University, specific maths and physics is likely to be required. For University and TAFE SA courses that require an application through the South Australian Tertiary Admissions Centre (SATAC), make sure you check out the SATAC Tertiary Entrance Guide 2019, 2020 and 2021 at http://www.satac.edu.au/satac-publications for important course specific tertiary entrance requirements.

Checklist for subject selection

Ready to put pen to paper? Here’s a few final things to check:

Have you spoken to your subject teachers for their recommendations?

Have you spoken to key teachers at school who know you or can help you? For example, your Homegroup teacher, the Learning Area Coordinator, Mrs Fulton (SACE Coordinator), or Mrs Polomka (Careers and VET Coordinator)?

Have you spoken to your parents, older siblings or other important adults in your life who have an interest in your decisions? What do they think?

Have you considered all of the compulsory subjects that you are required to do to achieve your SACE and factored them into your choices?

Have you done your research on your possible post school pathways and completed the Career Pathways worksheet for Stage 1 students?


SACE: South Australian Certificate of Education

To qualify for the SACE, a student must complete the PLP (usually Year 10), undertake specified and other studies at Stage 1 and Stage 2, and meet the required standards. The SACE may be completed over any number of years.

Students will meet the required standard by earning a minimum of 200 credit points, where 10 credit points is equivalent to one semester of study in a particular subject. Students must receive a “C” grade or better in compulsory units in order to qualify for their SACE.

The following elements of the SACE (110 points) are compulsory.

Stage 1

English (English or Essential English)……………………………………………….. 20 credits

Mathematics (Maths, General Maths, Essential Maths)……………………………. 10 credits

Personal Learning Plan (Generally completed in Yr 10)……………..…………….. 10 credits

Stage 2

Research Project ……….....………………………………………………………… 10 credits

Any 3 approved year-long subjects or equivalent……………………….……….. 60 credits

The balance of the 200 credit points can be made up of either Stage 1 or Stage 2 subjects, although students seeking a university entrance score (ATAR) must complete at least one additional Stage 2 full year subject.

A typical pattern of education for a student completing this SACE certificate will be:

Yr 10…..minimum 10 credits

Yr 11…..minimum 100 credits

Yr 12…..90 credits

Personal Learning Plan (PLP)

The PLP is designed to allow students to consider their aspirations by learning more about themselves, their skills, attributes, work values and work preferences and by investigating possible career options. They will also identify and work towards achieving goals relating to school, work, training or further study. The Personal Learning Plan is generally completed in Year 10.

Research Project

The Research Project is designed to give students time to do a rigorous and detailed study of an area that attracts their interest. The Research Project will test students’ capacity to research, work independently and demonstrate skills in a range of areas. The Research Project will be externally moderated for University entrance purposes.


Assessment 2020—General Information

Each subject will have individual requirements for assessment as directed by The SACE Board of SA.

Assessment tasks differ from school to school but must meet certain criteria as set down by SACE curriculum guidelines. Students will be fully informed of these requirements at the beginning of their course.

Not all Stage 1 and Stage 2 subjects will have exams at the end of each semester, although all Stage 2 subjects include one or more externally assessed tasks totalling 30% of the year’s mark. Stage 1 subjects which lead to Stage 2 subjects which involve public examinations, will have an exam at the end of each semester. Other Stage 1 subjects may also include an exam.

Stage 1 Assessment

Students will be graded A-E for each subject. All assessment is school based and externally moderated. Students must receive a C grade or above for PLP, literacy and numeracy units.

Stage 2 Assessment

Students will be graded A+ to E– for each subject. All Stage 2 subjects contain a 30% external assessment component. Students must receive a C- grade or above for their Research Project, and for 3 other year long subjects in order to qualify for the SACE.

Students who wish to gain the university entrance score (ATAR) must complete 4 full year subjects (20 credits each) + Research Project (10 credits). Some completed Vocational qualifications can be counted as a Stage 2 subject and count towards the ATAR. Please discuss with a staff member at school if you would like further information about this.

Deadlines

Students should become familiar with the SACE “Redrafting, Reuse of Assessed Work, and Assessment Deadlines and Submission Dates policy procedures” policy. In part this reads “the school sets and applies assessment deadlines for school based assessments. Schools should not accept work that is not presented according to school set deadlines and where there is not a valid reason. Extensions to school set deadlines are possible where special provisions have been granted, or where the student has negotiated an extension before the assessment deadlines.”


Student Expectations

In order for students to have their best chance of being successful and for teachers to be able to meet their requirements in supervising and verifying student work, SMLC has expectations of students who undertake SACE subjects in senior school.

We expect that students will attend classes, engage with the curriculum and submit all required work. Students should be regularly engaging with their teacher about subject content and following direction and advice.

Extended student absences may mean that teachers are unable to verify summative work or deliver a subject appropriately. In such cases discussion will be held between the Head of Secondary, the student and parents/caregivers. It is likely that a student who is not regularly attending lessons will be withdrawn from the subject.

VET (Vocational Education and Training) in SACE

Students in year 10, 11 or 12 can choose to complete a VET course as part of their SACE. This means studying a nationally recognised tertiary qualification which will give students the opportunity to learn workplace skills and gain hands on experience in the industry.

Why choose a VET course?

VET and flexible learning options at year 10, 11 and 12 can contribute to SACE VET courses can give students training and experience to move into the workforce.

Any student who wishes to complete a VET course will need to do so by negotiation with the VET Coordinator and Head of Secondary. Students will need to demonstrate that the chosen VET course is in line with their career pathway. An Expression of Interest form must be completed and submitted with your Subject Selection Form.

Many VET courses are held off campus. It is the students’ responsibility to arrange their own transportation to the location of the VET course and to catch up on any work missed while attending their VET program.

Currently St Martins Lutheran College offers two VET courses on campus - Certificate III in Christian Ministry and Theology (known as Vetamorphus) and Certificate III in Fitness. You can find out more about these courses in the Senior School Curriculum Booklet.

School Based Apprenticeships

Senior students are also able to combine studying the SACE with a part time apprenticeship. The work completed for the apprenticeship contributes to the completion of the SACE. Students in this pathway program generally have a reduced workload and negotiated time table to incorporate the work requirements.

Flexible Learning Options

St Martins is able to offer a number of flexible learning options for our students who, for a variety of reasons, may need an alternative way to complete the SACE. Some of these options include community learning, community studies and integrated learning.

There are many options and programs available to our students to complete the SACE. All of our students will work closely with the SACE Coordinator, Careers Counsellor and other relevant staff members when choosing their Stage 1 and Stage 2 subjects in order to select a program that is achievable and most appropriate for their future pathways. For more information please contact the SACE Coordinator, the VET Coordinator or the Head of Secondary at the College.


Recommended Subject Prerequisites

Our aim at St Martins is to ensure students achieve their best possible results in their final years of schooling. One way to help with this is to assist students in selecting subjects where they will be likely to be successful.

Whilst we would not exclude a student from participating in a subject they were wanting to do, past experience shows that it is difficult for students to successfully participate in some subjects if they haven’t met these recommended prerequisites.

While these are recommendations, you are welcome to discuss these options during course counselling if you haven’t met these recommended prerequisites.

Most often, students complete two 10 credit units of a subject at Stage 1 if they are intending to continue the subject at Stage 2 level. There are exceptions to this, particularly with subjects that are only offered as one ten credit subject at Stage 1, but on the whole it is recommended that students complete the whole year of those subjects they intend to carry into Stage 2. This ensures they have the best possible prior knowledge of the subject. If you are unsure of this in any way, please make sure to discuss during course counselling, or contact a staff member at school to discuss.


Stage 1 Subjects 2020

In order to achieve the SACE, students must earn a minimum of 200 credit points. All except 70 points (where a University entrance score is not required) or 90 points (where students wish to obtain a university entrance score) may be earned at Stage 1 level. Most students at St Martins will accrue 110 points during a year of Stage 1 (Year 11) studies. Some students will take longer than 1 year, others may include additional Stage 1 and /or Stage 2 subjects.

Students choose from the following subjects:

Compulsory

English or 20 credits Essential English Essential Mathematics or 20 credits General Mathematics or Mathematics Methods Personal Learning Plan (generally completed in Year 10) 10 credits

Religion Studies (10 credits) or Vetamorphus (60 credits)

Research Practices (Preparation for Stage 2 Research Project 10 credits

Non-Compulsory

Ancient Studies Biology Business & Enterprise Certificate III in Fitness Chemistry Child Studies Chinese (Continuers) Community Studies Design and Technology Digital Technologies Drama Food & Hospitality Geography German (Continuers) Health Information Processing & Publishing Legal Studies Modern History Music Experience Nutrition Outdoor Education Physical Education Physics Psychology Specialist Mathematics Tourism Visual Arts — Art or design Workplace Practices

* VET programs and other subjects delivered by Open Access College may be accessed by students after negotiation through the VET and SACE coordinators.


Stage 2 Subjects 2020

The minimum compulsory number of Stage 2 subjects required to complete the SACE is 3 full year (20 credits each) subjects plus a research project (10 credits). Students who wish to gain the university entrance score (ATAR) must complete 4 full year subjects (20 credits each) + Research Project (10 credits).

Christian Studies is a compulsory subject for one Semester for all St Martins students.

Students choose from the following full year subjects:

Australian and International Politics

Biology

Business & Enterprise

Certificate III in Fitness

Chemistry

Child Studies

Chinese (Continuers)

Community Studies

Design and Technology

Digital Technologies

Drama

English / Essential English / English Literary Studies

Essential Mathematics / General Mathematics / Mathematical Methods

Food and Hospitality

Geography

German

Information Processing and Publishing

Modern History

Music: Performance (Solo and Ensemble), Music Studies, Music Explorations

Physical Education

Physics

Psychology

Specialist Mathematics

Tourism

Visual Arts — Art, Design or Creative Arts


Subject Flow Charts

The Chart below indicates possible subject pathways through the Senior school. Most Stage 1 subjects can be studied for one (10 credits) or both (20 credits) semesters. The school would normally advise against students picking up subjects in Year 12 if they have not studied them in Year 11.

The Arts Year 10 Stage 1 Stage 2

English Year 10 Stage 1 Stage 2

Health, Physical Education and Home Economics Year 10 Stage 1 Stage 2

English

English

English Literary Studies

English

Essential English

Certificate III in Fitness (at least 3 semesters across Year 10 - 12)

Art & Photography

Electives

Music Electives

Drama Electives

Visual Arts

Music Experience

Drama

Visual Arts – Art or Design

Music (various)

Drama

Essential English

Child Studies

Food & Hospitality

Child Studies

Food & Hospitality

Nutrition

Food Electives

Health & Physical Education Health

Outdoor Education

Physical Education Physical Education

Health (from 2021)

Outdoor Education (from 2021)

Nutrition (from 2021)


Languages Other Than English (LOTE) Year 10 Stage 1 Stage 2

Mathematics Year 10 Stage 1 Stage 2

Sciences Year 10 Stage 1 Stage 2

Christian Studies Year 10 Stage 1 Stage 2

Chinese Chinese

German German

Chinese

Biology Biology

Chemistry Chemistry Science

Physics Physics

Psychology Psychology

German

Specialist Maths

Essential Maths

Specialist Maths

General Maths

Maths Methods

Essential Maths

General Maths

Maths Methods

Essential Maths

General Maths

Maths Methods

Extension Maths

Religion Studies

Christian Studies

Vetamorphus

Christian Studies


Humanities Year 10 Stage 1 Stage 2

Design and Technology Year 10 Stage 1 Stage 2

Cross Curricula Year 10 Stage 1 Stage 2


Geography

Humanities Legal Studies

Modern History

Tourism


Geography

Australian & International Politics

Modern History

Tourism

Information Processing & Publishing


STEM Electives

Workplace Practices


Media Electives

Technology Electives

Information Processing & Publishing


Research Practices

Personal Learning Plan

Research Project

Community Studies

Community Studies


Ancient Studies Ancient Studies (from 2021)


Subject

Descriptions


Stage 1

Ancient Studies 10 credits Recommended Prerequisite Year 10 History ‘C’ or better.

Subject Description Modern societies have a long heritage based on civilisations of the past. The study of ancient cultures, therefore, enables students to explore the universality and diversity of human experience and enhance their own cultural and intercultural understanding. Students will explore and investigate ancient civilisations focusing on literature, mythology, art, architecture, warfare, everyday life and social structures of the time.

In Ancient Studies, students explore the ideas and innovations that shape and are shaped by societies. Students critically engage with texts, including literary texts, and analyse archaeological sources, and primary and secondary historical sources. Students develop the inquiry skills that enable them to challenge or confirm beliefs, attitudes, and values in the ancient world. Content

Students will explore two ancient societies from the time period of pre- 3000 BC to 500 BC, chosen in collaboration with the teacher and could include: the Roman Empire, Minoan Culture in Crete, the Aztecs, Persia, Coorong Aboriginal culture, Xia Dynasty.

Assessment

Assessment Type 1 – Skills and Applications (could include tasks like essays, critical film reviews, source analysis)

Assessment Type 2 – Inquiry (in-depth research of an aspect of an ancient society)

Stage 2

Australian and

International Politics 20 credits Recommended Prerequisite Stage 1 Legal Studies or Modern History “C” or better.

Subject Description Politics is the study of power at all levels of society. By analysing power and political systems, students can recognise potential sources of empowerment and become informed, active citizens. Students apply their understanding of elements of the Australian political system in an international context to examine why conflicts arise and the mechanisms that complex modern societies have developed to negotiate and resolve these conflicts.

Students will examine the principles and practices of the Australian system of government and how it has been affected by national and international historical events. They will examine the extent to which this system enables citizens to participate in the decision-making process. Students will consider issues of social inclusion, gender, ethnicity, and cultural diversity in the Australian political environment. These issues underpin analyses of politics and underlying social structures in the Australian political environment. Content

The Australian Constitution and Federalism Political Representation, Parliament and the

Executive Voting and Elections Political Parties International Politics

Assessment

Folio (30%) Sources Analysis (20%) Investigation (20%) Exam (30%)


Stage 1

Biology 10 or 20 credits Recommended Prerequisite Year 10 Science ‘C’ or better.

Subject 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.

Students investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. These investigations allow students to extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues and problems, and understand how biological science impacts on their lives.

Content

Topic 1: Cells and Microorganisms

Topic 2: Infectious Disease

Topic 3: Multicellular Organisms

Topic 4: Biodiversity and Ecosystem Dynamics

Assessment

Semester 1 Practical Investigations (50%) Human Endeavour investigation (25%) Examination (25%)

Semester 2

Practical Investigations (25%) Human Endeavour investigation (50%) Examination (25%)

Stage 2

Biology 20 credits Recommended Prerequisite At least Semester One of Stage 1 Biology

Subject Description Stage 2 Biology focuses on the development of an understanding of the overarching principles of biology, such as the relationship between structure and function, the importance of regulation and control, and the need for the exchange of materials and the transformation of energy. These principles, together with that of the continuity of life, involving adaptation and change, provide a framework within which students can explore aspects of biology from the microscopic to the macroscopic, and make sense of the living world.

Content

Topic 1: Cells as the basis of life

Topic 2: DNA and proteins

Topic 3: Homeostasis

Topic 4: Evolution

Assessment

Internal Assessment (70%) 2 Practical Investigations 3 Human Endeavour investigation s 2 Tests

External Examination (30%)


Stage 1

Business & Enterprise 10 credits Recommended Prerequisite Nil

Subject Description Business and Enterprise focuses on the successful management of business and enterprise issues in personal, business, and social contexts. Students learn about the interrelationship between business, enterprise, and technology and their impacts locally, nationally, and globally. The study of Business and Enterprise enables students to develop an understanding of business and enterprise cultures as they operate in, and affect, the global environment. Students have the opportunity to engage with innovations and ideas, as well as to reflect on current issues in business and enterprise and to make informed decisions. They also make and evaluate decisions about the allocation and management of resources to develop solutions that meet the needs of individuals, organisations, and communities. Content

Core Topic

Introduction to Business and Enterprise Elective Topics (2 or 3) selected from:

Establishing a Business Business Plans Business Management & Communication Business & Technology Marketing Employment Relations Entrepreneurship Global Business

Assessment

Folio (50%) Practical (20%) Issue Study (30%)

Stage 2

Business & Enterprise 20 credits

Recommended Prerequisite Nil

Subject Description Business and Enterprise focuses on the successful management of business and enterprise issues in personal, business, and social contexts. Students learn about the interrelationship between business, enterprise, and technology and their impacts. Students develop an understanding of how the use of technology has created new and rapidly changing opportunities in many aspects of work and social living. They are able to appreciate how businesses influence systems and institutions in the construction and operation of economic, social, technological, and environmental frameworks. The study of Business and Enterprise enables students to develop an understanding of business and enterprise cultures and technological systems as they operate in, and affect, the global environment. Students have the opportunity to engage with innovations and ideas, as well as to reflect on current issues in business and enterprise and to make informed decisions. They also make and evaluate decisions about the allocation and management of resources to develop solutions that meet the needs of individuals, organisations, and communities. Content

Core Topic The Business Environment Elective Topics (2) selected from: People, Business and Work Business and Marketing Business and the Global Environment Business and Finance Business, Law, and Government Business & Technology Business Research/Practical Application

Assessment

Folio (30%) Practical Task (20%) Issue Study (20%) Externally Assessed Report (30%)


VET Certificate 3 in Fitness Up to 95 credits at Stage 2* Subject Description The Certificate III in Fitness is a nationally accredited qualification for the fitness industry. It provides an opportunity for students to be able to plan and deliver a variety of gym and fitness programs along with advising on healthy eating guidelines in a sports and recreation environment. By completing this certificate, students will be able to assist new gym members to use equipment and lead small group classes through basic programming. Students are expected to participate in structured work placement to support their learning at times negotiated with the teacher. The study commitment for this course is a minimum of 18 months with our recommendation that students begin in Year 10 or 11.

The study of Certificate III in Fitness provides pathways to many possible careers including Gym floor supervisor, Personal Trainer, Fitness Instructor, Sports and Strength/Conditioning Coach. The Certificate III in Fitness can also be a pathway to the Certificate IV in Fitness post school.

Some additional benefits of completing the course include

Fully completed, the Certificate 3 in Fitness

qualifies as SACE Recognised Studies at

Stage 2 and can be counted toward an ATAR.

The accumulation of SACE credits with the

completion of each competency (35 nominal

hours = 5 SACE credits). *Note – 95 SACE

credits at Stage 2 are only obtained if the certificate

is completed. When completed, students may be able to

work in this field part time whilst completing

further study.

Content

Anatomy, Physiology and Programing

Client Screening

Equipment and Environments

Specific Populations and Older Adults

Children 5-12 years of Age

Group Exercise

Structured Work Placement

Assessment

Students have as many attempts as they wish to

complete the assessment tasks and are deemed

Satisfactory or Not Yet Satisfactory. Each Unit Module

includes the following assessment items:

- Multiple Choice Quizzes

- Case Studies

- Practical Simulation


Stage 1

Chemistry 10 or 20 credits Recommended Prerequisite Year 10 Science ‘C’ or better.

Subject Description Chemistry is the scientific study of substances, how they interact and the energy transfers associated with these interactions. Knowledge and understanding provided by Chemistry helps us to understand and address global challenges such as climate change, sustainable energy and food production, which allows us to join in and initiate debates about these and other issues.

Studying Chemistry provides a stimulating opportunity to engage with chemical processes and properties which are part of everyday lives, and to develop the skills necessary to pursue chemical sciences at tertiary level. A sound grounding in Chemistry is essential for many careers, including those associated with engineering, medicine, pharmacy, sports science, forensic and environmental sciences, agriculture and winemaking.

Content

Materials and Their Atoms Combinations of Atoms Molecules Mixtures and Solutions Acid and Bases Redox Reactions

Assessment

Practical Investigations (30%) Human Endeavour investigation (20%) Supervised tests (50%)

Stage 2

Chemistry 20 credits

Recommended Prerequisite Both semesters of Stage 1 Chemistry at ‘C’ or better.

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

Students apply a range of skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges, and pursue future pathways, including in medical or pharmaceutical research, pharmacy, chemical engineering, and innovative product design.

Content

Monitoring the Environment The Greenhouse Effect Photochemical smog Quantitative analysis and spectroscopy

Managing Chemical Processes Reaction rates and equilibrium Optimising reactions

Organic and Biological Chemistry Functional groups and their properties Chemical synthesis Introduction to biological molecules

Managing Resources Energy Water and soil Materials

Assessment

Practical Investigations (20%) Human Endeavour investigation (10%) Supervised tests (40%) External Examination (30%)


Stage 1

Child Studies 10 credits Recommended Prerequisite None

Subject Description

Child Studies focuses on children and their development from conception to 8 years. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative, and practical learning. They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and care-givers. They also consider the importance of behaviour management, child nutrition, and the health and well-being of children.

Students investigate contemporary issues that are relevant to children and their development. They may consider broad themes such as those related to children who are migrants or refugees, health issues for children in Indigenous communities, access to education, literacy and numeracy, disability and equity, clothing, textiles and children’s television.

Content

Nutrition requirements & meal planning for children and pregnant women.

Values and beliefs about childhood and the well-being of children.

The changing needs of children as they grow and develop.

Children in the wider society. Children’s rights & safety.

Assessment

Practical Cooking Activity (25%) Practical Handmade Gift Activity (25%) Group Activity (20%) Investigation (30%)

Stage 2

Child Studies 20 credits Subject Description

Childhood is a unique, intense period of growth and development. Children’s lives are affected by their relationships with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location; and educational opportunities.

Throughout Child Studies, students will be initially researching, and then applying their findings in a practical way. The practical component of tasks come with an evaluation aspect, which allows the student to justify their decisions and solidify their understanding of contemporary research. Stage 2 Child Studies focuses on children’s growth and development from conception to 8 years. Students critically examine attitudes and values about parenting/care-giving and gain an understanding of the growth and development of children. This subject enables students to develop a variety of research, management, and practical skills.

Content

Investigating and Critical Analysising Problem-Solving Practical Application Collaborating Evaluating

Assessment

Practical Tasks (50%) Group Tasks (20%) Individual Investigation (30%)


Stage 1

Chinese (Continuers) 10 or 20 credits Recommended Prerequisite Year 10 Chinese ‘C’ or better.

Subject Description

A significant world language and one of the official languages of the United Nations spoken by about a quarter of the world’s population, Chinese is the major language of communication in China, Taiwan and Singapore and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia. Australia now has a strong connection through trade, political and cultural contacts with both the Peoples’ Republic of China and other nations where Chinese communities are important contributors to their growth and diversity. Studying Chinese provides access both to an important cultural and linguistic heritage and to continued learning into post-secondary pathways, with options including employment domestically or internationally in such areas as tourism, technology, finance, services and business.

Content

Appearance and illness Food and dining Healthy eating and lifestyle Research – Chinese food and dining habits Shopping and gifts Social gatherings and special occasions Research – Housing and living environment in

China

Assessment

Interaction Text Production Text Analysis Investigation

Stage 2

Chinese (Continuers) 20 credits

Recommended Prerequisite Both semesters of Stage 1 Chinese at ‘C’ or better.

Subject Description

A significant world language and one of the official languages of the United Nations spoken by about a quarter of the world’s population, Chinese is the major language of communication in China, Taiwan and Singapore and is widely used by Chinese communities throughout the Asia-Pacific region, including Australia. Australia now has a strong connection through trade, political and cultural contacts with both the Peoples’ Republic of China and other nations where Chinese communities are important contributors to their growth and diversity. Studying Chinese provides access both to an important cultural and linguistic heritage and to continued learning into post-secondary pathways, with options including employment domestically or internationally in such areas as tourism, technology, finance, services and business.

Content

Festivals and celebrations Urban and rural life Holidays and travelling Personal identity – personality and

relationships Youth issues Future career plans and employment Leisure activities and social life In-depth study

Assessment

Interaction: conversations, interviews, discussions or multimodal presentations

Text Production: two texts in written Chinese, including an essay and a report

Text Analysis: analyse and reflect on language use by responding to two multimodal texts in Chinese

In-depth Study: (20%; school-based Assessment)

Chinese Oral Presentation Chinese Written Response English Reflective Response


Stage 2

Christian Studies

Recommended Prerequisite

An inquiring mind

Subject Description Christian Studies is a core subject at St Martins Lutheran College. Each student is expected to participate in this subject. Christian Studies is offered as two lessons per week for the first semester.

Content

Spirituality Viewing a movie or two Interviews with various staff

Community Service In the second term you will need to work with

other students to facilitate some service to the college community

Worship preparation Year 12s will lead whole school worship

immediately prior to Easter, and for their last worship at SMLC

Assessment

There is no assessment for Year 12 Christian Studies


Stage 1 Community Studies 10 or 20 credits

Subject Description Community Studies is designed for those students who have a desire to develop specific skills and knowledge, and who may require a flexible learning arrangement. Students interact with teachers, peers and community members, with a focus on achieving personal growth within a guided and supported learning program. An identifying feature of this subject is the autonomy it provides students in deciding the focus and direction of their community activity.

Community Studies is a highly individualised subject, to meet the specific learning needs of each student. Examples of past Stage 1 Community Studies include (but are not limited to) designing and applying special effect make-up, photographing pet portraits, designing a website, and cultivating a vegetable garden.

Content

Research, Negotiate and Plan a Community activity

Evidence collection Presentation

Assessment

Contract of Work (70%) - Development of Contract - Folio - Presentation

Reflection (30%)

Stage 2 Community Studies 20 credits

Subject Description Community Studies is designed for those students who have a desire to develop specific skills and knowledge, and who may require a flexible learning arrangement. Students interact with teachers, peers and community members, with a focus on achieving personal growth within a guided and supported learning program. An identifying feature of this subject is the autonomy it provides students in deciding the focus and direction of their community activity.

Community Studies is a highly individualised subject, to meet the specific learning needs of each student. Examples of past Stage 2 Community Studies include (but are not limited to) designing a website, acting in a drama performance, designing and constructing furniture from recycled materials, designing and constructing a piece of furniture.

Content

Research, Negotiate and Plan a Community activity

Evidence collection Presentation

Assessment

Contract of Work (70%) - Development of Contract - Folio - Presentation

Reflection (30%)


Stage 1 Design and Technology 10 or 20 credits

Subject Description Students design and create products or systems that meet a design brief, and develop the knowledge and skills associated with using different processes and production techniques. They combine their designing and creating skills with knowledge and understanding of materials, information, and equipment to make high-quality products or systems for intended purposes. They analyse the impact of technological practices, products, or systems on individuals, society, and/or the environment now, and develop insights into the uses of technology in future contexts.

Students investigate and analyse a range of products or systems and use the information gained to create original solutions. They use appropriate technical language and graphic, written, and oral techniques that incorporate information and communication technologies to create and communicate design proposals.

The learning requirements for Stage 1 Design and Technology emphasise the importance of the design process as a preliminary to the realisation process.

Content

Investigating design concepts Creating design ideas, recognising

characteristics of materials Using the design process to solve

technological problems Applying skills and processes to a range of

technological activities Evaluating and analysing the product and its

impacts

Assessment

Assessment Type 1: Skills and Applications Tasks

Assessment Type 2: Folio

Assessment Type 3: Product.

Stage 2 Design and Technology 20 credits

Subject Description 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.

Content

Investigating design concepts Creating design ideas, recognising

characteristics of materials Using the design process to solve

technological problems Applying skills and processes to a range of

technological activities Evaluating and analysing the product and its

impacts

Assessment

School Assessment (70%) Assessment Type 1: Skills and Application

Tasks (20%) Assessment Type 2: Product (50%)

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


Stage 1 Digital Technologies 10 or 20 credits

Subject Description Digital technologies have changed the ways that people think, work, and live. The application of digital technologies can lead to discoveries, new learning, and innovative approaches to understanding and solving problems.

Students create practical, innovative solutions to problems of interest. They manipulate data to identify trends and examine sustainable solutions to problems in the community. They will learn programming skills in modern programming languages and apply these to creating applications for a variety of purposes.

The study of digital technologies can provide pathways to many possible careers, including design, technical and support roles in almost any industry.

Content

Data analytics with Microsoft Excel Programming with Excel VBA Advanced programming using web

technologies including HTML, CSS and JavaScript

Exploring innovations

Assessment

Project skills tasks – include worksheets, programming exercises and tests (50%)

Digital solutions – creating programmes to perform tasks (50%)

Stage 2 Digital Technologies 20 Credits Subject Description The study of digital technologies provides a platform for deep interdisciplinary learning. Students make connections with innovation in other fields and across other learning areas.

In digital technologies students create practical, innovative solutions to problems of interest. By extracting, interpreting, and modelling real-world data sets, students identify trends and examine sustainable solutions to problems in, for example, business, industry, the environment, and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability.

At Stage 2, students develop and apply their skills in computational thinking and in program design, and engage in iterative project development, where a product or prototype is designed and tested and/or implemented in stages. They follow agile practices and/or iterative engineering design processes.

Content

Computational thinking Design and programming Data analytics Iterative project development

Assessment

Project skills tasks – including project development, analysing data and assessment of programming skills and computational thinking (50%)

Collaborative project (20%) Individual digital solution (30%)


Stage 1 Drama 10 or 20 credits

Subject Description The study of drama involves the integration of the student’s intellectual, physical, and creative development. Drama develops skills in communication, problem solving, and collaborative work. Drama explores social and global issues and establishes a sense of self.

In Drama, students undertake both practical and written activities to demonstrate and explain skills and techniques related to on-stage roles and/or off-stage roles. They work both independently and as a team to create dramatic works for performance and reflect upon the process in creating drama.

Content

Topics are flexible and may include selections from:

Absurdist Theatre Australian Theatre Brecht Commedia dell’Arte Forced Entertainment Preparing for a Role Set Design Stanislavski Tim Burton

Assessment

Performance (40%) Folio: Drama Theory and review writing (30%) Investigation & Presentation (30%)

Stage 2 Drama 20 Credits Subject Description Drama allows students to develop and present theatre performances through the study of acting, play-building, theatre technology, scriptwriting, theatre history, text analysis and live theatre. Creating a drama performance involves students in complex and critical thinking processes and builds group skills and individual expertise.

Students engage in on-stage and/or off-stage roles to develop skills in conceiving, developing and creating theatre for performance. This includes a major public performance and a group production they create themselves. They review, reflect and analyse theatre in written and oral forms. They investigate dramatic innovators and analyse how dramatic concepts and ideas are successfully staged for an audience.

Content

Topics are flexible and may include, but are not limited to:

Absurdist Theatre Australian Theatre Brecht Forced Entertainment Preparing for a Role Stanislavski Tim Burton

Assessment

Group Analysis and Creative Interpretation (20%)

Review and Reflection (30%) Interpretive Study (20%) Presentation of Dramatic Works (30%)


Stage 1

English 10 or 20 credits

Subject Description In English, students analyse the interrelationship between author, text, and audience. They explore how the purpose of a text is achieved through application of text conventions and stylistic choices. Students demonstrate their knowledge and understanding of these ideas through the creation of their own imaginative, interpretive, analytical and persuasive texts.

Content

Responding to Texts: novel, film, media, poetry and drama study

Creating Texts: narrative, exposition, recount or other

Intertextual Study: analysing the relationships between texts, or demonstrating how their knowledge of other texts has influenced the creation of their own texts.

Assessment

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

Stage 2

English 20 credits

Subject Description In English students analyse the interrelationship of author, text and audience. They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. They have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Content

Responding to Texts Creating Texts

Assessment

School Assessment (70%) Assessment Type 1: Responding to texts

(30%) Assessment Type 2: Creating texts (30%)

External Assessment (30%) Assessment Type 2: Comparative Analysis

(30%)


Stage 2 English Literary Studies 20 credits

Subject Description Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts.

At Stage 2, students will analyse and compare literary texts, develop analytical responses and create oral, written and/or multimodal texts.

Content

Study of texts- novel, film, play, poetry, short texts

Creating texts- transformative and narrative Comparative Essay- individual comparative

study of two texts: one from the shared studies and one independently chosen by the student

Assessment

Responding to Texts (50%) Creating Texts (20%) Comparative Text Study (15%) Critical Reading Examination (15%)


Stage 1

Essential English 10 or 20 credits Subject Description: Essential English is designed to meet the needs of students by meeting the SACE literary requirement and allows for flexibility when considering real-world English application, especially for those planning to pursue a trade or vocational pathway. Students will have opportunities to explore how the study of English is complementary to the skills required for success beyond school. Content: There is an emphasis on communication, comprehension, analysis, and the application of knowledge through text creation. Students study a range of text types which may include, but are not limited to: film, novel, magazine, newsletter, memoir, narrative, persuasion, and procedures. Students who complete the course at Stage 1 will have the skills to:

Communicate clearly and chronologically through identification and explanation processes

Research to add detail and depth to assessments

Create, draft, and deliver content for different purposes with the aid of ICT

Transition to Stage 2 Essential English Assessment: Students complete 4 summative assessments per semester. The 2 types of assessments include:

Responding to Texts: Examining and responding to how language is used in social, cultural, community, workplace, and/or imagined contexts.

Creating Texts: Recognising and using textual

conventions and language features to communicate information and ideas. They create written, oral, visual, digital and multimodal texts.

Stage 2

Essential English 20 credits

Recommended Prerequisite Stage 1 English.

Subject 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.

At Stage 2, students will extend their communication skills, examine the effect of language conventions and stylistic features in a range of texts, and create oral, written and multimodal texts to communicate information and ideas for a range of purposes.

Content

Responding to Texts- e.g. website, biography, film

Creating Texts- e.g. feature article, persuasive text, instructional text

Language Study – focuses on the use of language by people in a context outside of the classroom

Assessment

Responding to Texts (30%) Creating Texts (40%) Language Study (30%)


Stage 1

Essential Mathematics 10 or 20 credits

Subject Description Mathematics is one of the compulsory SACE subjects in which students must achieve a ‘C’ grade or better. To give all students the best chance to achieve their SACE, there are different levels of Mathematics subject. Essential Mathematics is the most practical and accessible level.

This course may appeal to students who do not need higher mathematics in their future career pathway, and simply want to satisfy the SACE requirements. If considering this subject, please discuss carefully with the course counsellor as it may have implications, particularly if considering attending university in Victoria.

Content

Arithmetic Ratios Geometry Areas, Volumes and Perimeters

Assessment

General assignment Painting investigation Vegetable patch investigation Overall topic test

Stage 2

Essential Mathematics 20 credits

Recommended Prerequisite Stage 1 General Mathematics at ‘C’ or better.

Subject Description

Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students apply their mathematics to diverse settings, including everyday calculations, financial management (including GST and tax), business applications, measurement and statistics in social contexts. The requirement of a General Mathematics background is to ensure students are prepared for the topics of Pythagoras and Trigonometry which feature in the Measurement unit.

In Essential Mathematics there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways. Programs on graphic calculators and Microsoft Excel will be used to show effective ways to solve a range of everyday financial and statistical problems. This subject is intended for students planning to pursue a career in a range of trades or vocations.

Content

Geometry & Scale diagrams Measurement Business Applications Statistics Investments and Loans

Assessment

Directed Investigations (40%) Supervised tests (30%) External Examination (30%)


Stage 1 Food and Hospitality 10 or 20 credits

Subject Description Stage 1 Food and Hospitality is a practically based subject that focuses on skill development in practical settings. It provides an opportunity for students to learn and improve food preparation techniques whether for skill or enjoyment. In addition, students develop underpinning knowledge about the influences on food choice, current trends and issues in the Food and Hospitality industry, the importance of food safety to the industry and consumers and how the industry operates to meet the needs of customers.

The study of Food and Hospitality at Stage 1 supports students who are already employed in the food and hospitality industry or helps those who are interested in exploring further the wide variety of pathways and opportunities found in the industry. Possible job roles include chef, cook, front of house manager, bar attendant, hotel/motel manager, barista or sommelier.

Content

Food, the Individual and the Family Local & Global Issues in Food & Hospitality Trends in Food & Culture Food & Safety Food & Hospitality Industry

Assessment

Practical Activities (50%) Group Activity (25%) Investigation (25%)

Stage 2 Food and Hospitality 20 Credits Subject Description Stage 2 Food and Hospitality continues to focus on the contemporary and changing nature of the food and hospitality industry. Students extend and develop their knowledge and practical skills from Stage 1 Food and Hospitality. In Stage 2, students are expected to problem solve, make decisions and apply management skills in practical settings and work individually and collaboratively on practical tasks. They are required to investigate and analyse trends and/or issues related to the food and hospitality industry, with a particular focus on the impact of technology, sustainable practices and globalisation.

The study of Food and Hospitality at Stage 2 can prepare students for professional hospitality careers in food and beverage, catering, accommodation, small business management or tourism.

Content

Contemporary and Future Issues e.g.: contemporary trends in the industry

Economic and Environmental Influences e.g.: the changing role of fast food.

Political and Legal influences e.g.: food hygiene legislation

Sociocultural Influences e.g.: the changing nature of Australian cuisine

Technological Influences e.g.: current technological advances in the industry.

Assessment

Practical activities (50%) Group activities (20%)

Investigation (30%) * Externally assessed.


Stage 1

General Mathematics 10 or 20 credits Recommended Prerequisite

Year 10 General Mathematics ‘C’ or better, or Year 10 Maths Methods.

Subject Description

General Mathematics develops students’ mathematical skills using practical problem-solving. A problem-based approach is key to understanding mathematical ideas. Topics cover a range of applications of mathematics, including financial management, measurement and trigonometry, statistics and interpreting data, modelling using linear and non-linear functions, and discrete modelling using networks and matrices.

Content

Measurement: Calculations of area, perimeter, surface area, volume and how these calculations are applied in real life situations.

Financial Mathematics: Simple and compound interest, annuities, reducing balance loans and associated calculations. Use of a graphics calculator is taught and expected in the Test.

Statistics: Interpreting graphs and data, and measures of centre (mean, median and mode) and measures of spread (inter-quartile range and standard deviation). The Normal distribution is introduced.

Applications of Trigonometry: Use of trigonometric ratios in right triangles, the area and Heron’s rules for the area of a triangle, as well as application of Sine and Cosine rules. Bearings and 3D trigonometry are included.

Linear and Exponential Functions: This includes some algebra, interpreting gradient and intercepts of linear graphs. Exponential graphs are introduced.

Matrices and Networks: The new concepts of matrix calculations and networks are introduced.

Assessment - Three tests, one per topic under exam conditions

(total 65%). - One directed investigation assessed per

semester. (35%)

Stage 2

General Mathematics 20 credits Recommended Prerequisite

Both semesters of Stage 1 General Mathematics or Maths Methods at ‘C’ or better.

Subject 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 concepts in the topics. These topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using algorithms.

Completion of this subject at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics.

Content

Modelling with Linear Functions: This includes constructing and solving simultaneous equations, inequalities and feasible regions and linear programming.

Modelling with Matrices: This involves using matrices to investigate connectivity of networks, and modelling changes in a system with known probabilities.

Statistical Modelling: Correlation in bivariate datasets and the Normal distribution are used to interpret data and the relationship between datasets.

Financial Models: Saving and future value of investments and annuities, and different models of borrowing money is investigated in the context of investments, superannuation and loans.

Discrete Models: This topic involves critical path analysis in networks, and using the Hungarian Algorithm in assignment problems.

Assessment.

Internal Assessment (70%): Five supervised tests Two Folio Tasks

External Assessment (30%) Examination (30%)


Stage 1 Geography 10 or 20 credits

Recommended Prerequisite Year 10 Humanities ‘C’ or better.

Subject Description Geography is the study of environmental phenomena and human activities. Stage 1 Geography provides students with the opportunity to develop their theoretical understanding of how people interact with and within environments at different places and different times. Students are provided with opportunities to develop hands-on practical skills in the field, and to use spatial information technologies. Fieldwork is a compulsory component of Geography at SACE level.

Developing their geographical skills enables students to explore contemporary geographical issues, understand complex interactions and make recommendations. An insight into Geography is beneficial for many careers, including (but not limited to) those associated with natural resource management, agriculture, public policy and leadership, ministry, town planning, public safety and defence.

Content

Natural Hazards – Global Distribution and Implications

Natural Hazards – Bushfires and Native Vegetation Regrowth

Rural Places – Geographical and Information Systems (GIS)

Contemporary Issues – Coastal Management Issues

Assessment

Geographical Skills and Applications (x3 assessments; 70%)

Fieldwork (30%)

Stage 2 Geography 20 credits

Recommended Prerequisite Stage 1 Geography OR any Stage 1 Science ‘C’ or better.

Subject Description The study of Stage 2 Geography allows students to develop an understanding of the spatial interrelationships between people, places, and environments. Students pose questions of what, where, who, why, how and when, and evaluate the responses. They develop understanding of interactions between humans and environmental systems, and the opportunities, challenges, and constraints on such interactions. Fieldwork plays a critical role in the development of student’s skills and understanding. It includes developing a hypothesis, collecting fieldwork data, using observation and note-taking, measuring and counting, sketching, photography interviewing, and mapping primary data.

Developing their geographical skills enables students to explore contemporary geographical issues, understand complex interactions and make recommendations. The study of Stage 2 Geography is beneficial for many careers, including (but not limited to) those associated with conservation and land management, community and regional development, primary industry, real estate, and public policy.

Content

Environmental Change

Topic 1: Ecosystems and ecological footprints Topic 2: Climate change

Social and Economic Change

Topic 3: Population change Topic 4: Globalisation Topic 5: Transforming global inequality

Fieldwork

Assessment

Geographic Skills and Applications (40%) Fieldwork Report (30%) Examination (30%) – externally assessed


Stage 1 German (Continuers) 10 or 20 credits

Recommended Prerequisite Year 10 German “C” or better.

Subject Description In their study of German, students will develop their ability to communicate in German, and deepen their understanding of culture in the German speaking countries. They will also explore their own identity within the context of global community.

Students will interact with each other to share information, ideas, opinions, and experiences in German. They will create German texts to express information, feelings, ideas, and opinions and analyse German texts to interpret meaning. They will examine relationships between language, culture, and identity, and reflect on the ways in which culture influences communication

Students will also do 2 investigations into topics of their own choice.

Content

The Individual: Personal identity, school and aspirations, leisure and lifestyles

The German-Speaking Communities: People and places - past and present, arts and entertainment

The Changing World: The world of work, social issues, tourism and hospitality, environmental issues.

Assessment

Oral Interaction (20%) German Text Production (20%) Test Analysis (20%) Investigation in German with a reflective

response in English (20%) Examination (20%)

Students will be required to purchase “Schaum’s Grammar outlines”.

Stage 2 German (Continuers) 20 credits

Recommended Prerequisite Stage 1 German ‘C’ or better.

Subject Description This is a full year course which builds on skills learnt in the Stage 1 course. It focuses on using German more proficiently to communicate thoughts, ideas and information. Students will also develop their ability to understand the cultural aspects of German and make linguistic and cultural connections between the German speaking communities and Australia. Students will engage in guided oral activities, analyse and produce a range of German texts and complete an in-depth study on a topic of their choice.

Content

The Individual: Personal identity, aspirations, sport, health and nutrition, life as an exchange student, travel and holidays

The German-Speaking Communities: the DDR German Reunification People and places, arts and entertainment

The Changing World: Jobs & careers, Youth culture, tourism and hospitality, environmental issues, education and employment.

Assessment

School based assessment (70%) Oral interaction (15%) Text production (20%) Text analysis (15%) In-depth Study (20%)

External assessment (30%)

Oral examination Written examination

Students will be required to purchase “Schaum’s Grammar outlines”.


Stage 1 Health 10 credits

Subject Description In Health, students focus on the health and well-being of individuals, communities, and societies in the environments they share. Students take a holistic approach, recognising various factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living and caring for themselves and the environment.

They gain an understanding of how Health incorporates the underpinning principles of respect for diversity, social justice, and supportive environments. They consider the physical, emotional, social, cognitive, and spiritual dimensions of well-being.

Students develop skills in health literacy by considering how changing social structures, technologies, and community values, and complex economic, political, environmental, and social issues, affect the health and well-being of individuals and communities.

Content

Study at least one core concept: - Ways of Defining Health Studies - Health Literacy Studies

Undertake at least one option study: - Health and Participation in an Active Lifestyle - The Effects of Alcohol, Tobacco, and Other Drugs on Health - Health and the Environment - Contemporary Health Priorities in Australia - Health and Relationships - Mental and Emotional Health - Growing Up Healthy - Careers and Vocational Studies in Health

Assessment

Assessment Type 1: Issues Response Assessment Type 2: Group Activity Assessment Type 3: Investigation Investigation in German with a reflective

response in English (20%) Examination (20%)


Stage 1 Information Processing

and Publishing (IPP):

Digital Publishing Semester 1 10 credits

Subject Description Information Processing and Publishing focuses on the application of practical information communication skills. In Digital Publishing students are taught a variety of skills that are applied to fun, hands on practical tasks. This involves website creation incorporating web design principles and flash creation. Skills gained in this subject would be valuable for future employment and personal endeavours. This unit of work involves the use of software and hardware appropriate to digital based publications such as Dreamweaver, Flash and Photoshop. It is recommended students considering IPP as a Year 12 subject complete Digital Publishing in Year 11.

In 2020 IPP Digital Publishing will be taught in Semester 1 and Personal Publishing in Semester 2.

Content

Practical Skills and task Major Product and Documentation task

following the design process of investigating, devising, producing and evaluating

Issue Analysis

Assessment

Practical tasks 50% Product and Documentation Major task 30% Issues Analysis 20%


and Publishing (IPP):

Personal Publishing Semester 2 10 credits

Subject Description Information Processing and Publishing focuses on the application of practical information communication skills. In Personal Publishing students are taught a variety of skills that are applied to fun, hands on practical tasks. For example: posters, brochures and menus. The culminating major task involves designing and printing paper products for a fictional Graphic Design business idea. Skills gained in this subject would be valuable for both school and future work situations. Where possible we try and find real world designs that are badly designed and the students redesign. This unit of work involves the use of software and hardware appropriate to paper-based products such as Photoshop, InDesign and Gimp.

In 2020 IPP Digital Publishing will be taught in Semester 1 and Personal Publishing in Semester 2

Content

Practical Skills and task Major Product and Documentation task

following the design process of investigating, devising, producing and evaluating

Issue Analysis

Assessment

Practical tasks 50% Product and Documentation Major task 30% Issues Analysis 20%



and Publishing (IPP) 20 Credits Subject Description Information Processing and Publishing focuses on the application of practical skills to provide creative solutions to text-based publications and evaluate the development process. Students will use technology to design and implement information processing solutions. They will identify, choose, and use the appropriate computer hardware and software to process, manage and communicate information in a range of contexts. The culmination of skills and practical tasks leads to the externally moderated major Product and Documentation task.

This is a full year subject with two focus areas. These areas will be integrated throughout the year. Focus areas are Electronic Publishing (building websites) and Desktop Publishing (paper-based products).

Content

Practical Skills Practical Tasks Product and Documentation Major task Issues Analysis

Assessment

Practical tasks (40%) Issues analysis (30%) External Assessment: Product and

Documentation task based on a local Penola Arts Festival (30%)

Stage 1 Legal Studies 10 Credits Recommended Prerequisite Year 10 English ‘C’ or better. Subject Description In Legal Studies at Stage 1, students investigate Australia’s legal heritage and the dynamic nature of Australia’s legal system. They are provided with an understanding of the structures of the Australian legal system, as well as an insight into law-making, processes of dispute resolution and administration of justice. Students can reflect on and analyse Australia’s legal system and gain an understanding of how groups in society can influence and be influenced by the legal system.

Stage 1 Legal Studies enables students to develop civic literacy and a sense of confidence to become involved in decision-making within the legal system. By examining the system of constitutional government, students recognise the rights and responsibilities of individuals, groups and institutions

Content

Topic 1: Law and society Topic 2: People, Structures and Processes Topic 3: Justice and Society

Assessment

Folio (50%) Issues Study (30%) Presentation (20%)


Stage 1

Mathematical Methods 10 or 20 credits Recommended Prerequisite Year 10 Mathematical Methods ‘C’ or better

Subject Description This subject is designed to give students a broad mathematical knowledge for use in some tertiary courses. The concepts and techniques initially covered will develop students’ understanding of functions and relations, and algebraic skills, leading to the introduction of calculus. The basic trigonometric functions, including the unit circle using degrees & radians, will also be introduced. The study of statistics in this subject includes the exploration of normal distributions and measures of spread, extending students’ knowledge of measures of central tendency and provides background for the study of inferential statistics.

This subject prepares students for Stage 2 Mathematical Methods and tertiary studies of economics, computer sciences, and a range of other sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences.

Content

Functions and graphs

Polynomials

Trigonometry

Counting and statistics

Growth and decay

Introduction to differential calculus

Assessment

Supervised Tests (75%) Directed Investigation (25%)

There will be one test or part of a test with no calculator each semester. Students will require their own graphics calculator.

Stage 2

Mathematical Methods 20 credits

Recommended Prerequisite Both semesters of Stage 1 Mathematical Methods at ‘C’ or better.

Subject Description Mathematical Methods at Stage 2 gives an excellent preparation for Engineering, Science, Veterinary and some medical courses. It challenges students with high level algebra and calculus. This subject looks at the practical application of statistics and why statistical decisions are made.

Mathematical Methods enables students to experience and understand Mathematics at a high level in secondary school. It deals with phenomena from the students’ common experiences, as well as from scientific, professional and social contexts.

Content

Rules for Differentiation Applications of Differential calculus with

graphing, motion and optimisation Differentiation of trigonometric, exponential

and logarithmic functions Discrete random variables, binomial

distribution and their application in statistics Continuous random variables and the normal

distribution Integration techniques and applications

Assessment

Six topic tests – Differentiation, Applications of Differentiation, Further Differentiation, Continuous Random Variables, Discrete Random Variables and Integral Calculus (50%)

Folio: Directed Investigation (20%) External Examination (30%)


Stage 1 Modern History 10 credits Recommended Prerequisite Year 10 English ‘C’ or better. Subject Description In the study of Modern History at Stage 1, students investigate an increasingly complex and rapidly changing world by connecting the past and the present. They engage in a study of past events, actions, and phenomena, gaining insight into human nature and ways in which individuals and societies function. Students investigate the activities of people – their motivations and impact of actions in particular places at particular times.

Stage 1 Modern History builds student’s understanding through investigation of historical concepts and ideas such as: change and continuity; historical empathy; power and its distribution; 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 an which institutions make rules and who interprets them; and who enforces the rules and who resists them. Students explore historical concepts, analyse developments in the modern world, apply historical inquiry skills to evaluate sources and interpretations, and draw conclusions and communicate historical arguments.

Content

Students study two or more from the following topics: Topic 1: Imperialism Topic 2: Decolonisation Topic 3: Indigenous Peoples Topic 4: Social Movements Topic 5: Revolution Topic 6: Elective

Assessment

Historical Skills Historical Study

Stage 2 Modern History 20 credits Recommended Prerequisite Stage 1 English or Modern History ‘C’ or better. Subject Description In the study of Modern History at Stage 2, students investigate the growth of modern nations at a time of rapid global change. They engage in a study of one nation, and of interactions between or among nations. In their study of one nation, students investigate the social, political, and economic changes that shaped the development of that nation. At Stage 2, students explore relationships among nations and groups, examine some significant and distinctive features of the world since 1945, and consider their impact on the contemporary world.

Through their studies, students build their skills in historical method through inquiry, by examining and evaluating the nature of sources. This includes who wrote or recorded them, whose history they tell, whose stories are not included and why, and how technology is creating new ways in which histories can be conveyed. Students explore different interpretations, draw conclusions, and develop reasoned historical arguments.

Content Students study one topic from ‘Modern nations’ and one topic from ‘The world since 1945’, selected from the following list of topics: Modern nations:

Australia (1901-56) United States of America (1914-45) Germany (1918-48) The Soviet Union and Russia (1945-c.2004) China (1949-c.2012)

The world since 1945: The changing world order (1945- ) Australia’s relationship with Asia and the

South Pacific Region (1945- ) National self-determination in

South-East Asia (1945- ) The struggle for peace in the

Middle East (1945- ) Challenges to peace and security (1945- ) The United Nations and establishment of a

global perspective (1945- )

Assessment Historical Skills (50%) Historical Study (20%) Examination (30%)


Stage 1

Music Experience 10 or 20 credits

Recommended Prerequisite A satisfactory level of achievement in Year 10 Music and 1 year of Instrumental lessons.

Subject Description Students develop their practical and creative potential, spoken and written skills, and capacity to make informed interpretative and aesthetic judgments. By engaging in musical activities such as performing, composing and improvising, arranging, researching, and developing and applying music technologies, students appreciate the value of working collaboratively and presenting musical works.

This program is designed for students whose experience in, or knowledge of, some aspects of music may be limited and provides pathways to selected Stage 2 subjects.

Content Students have the opportunity to engage in the following activities:

Improvising, composing and arranging Performing as a Soloist and in Ensemble of

choice Music Technologies Developing Aural and Critical Listening Skills Sight Reading and Transcription Musicianship

Assessment: Assessment: Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:

Skills Presentation 40%

Skills Development 40%

Folio 20%

Stage 2

Music Performance Solo 10 Credits


Stage 1 Music and a performance standard that reflects at least 3 years of development on a chosen instrument.

Subject Description Music Performance – Solo, gives students the opportunity to extend their technical and performance skills on their chosen instrument or their voice, and to use this expertise as a means of developing a program of solo performance pieces that demonstrate these skills.

Content Students will engage in the following activities:

Performance Skills Rehearsal skills Working with an accompanist Repertoire Development Repertoire Analysis Performance Anxiety Folio Masterclasses

Assessment: School Assessment (70%)

Assessment Type 1: Performance 30% Assessment Type 2: Performance and

Discussion 40%

External Assessment (30%)

Assessment Type 3: Performance and Portfolio (written or oral) 30%


Stage 2

Music Performance Ensemble 10 Credits

Recommended Prerequisite Stage 1 Music and a performance standard that reflects at least 3 years of development on a chosen instrument.

Subject Description Music Performance – Ensemble, gives students the opportunity to extend their technical and performance skills on their chosen instrument or their voice, and to use this expertise as a means of developing a program of solo performance pieces that demonstrate these skills.


Performance Skills Rehearsing with an ensemble Repertoire Development Repertoire Analysis Performance Anxiety Folio Masterclasses

Assessment:

School Assessment (70%)

Assessment Type 1: Performance 30% Assessment Type 2: Performance and

Discussion 40%


Assessment Type 3: Performance and Portfolio (written or oral) 30%

Stage 2

Music Studies 20 Credits

Recommended Prerequisite Stage 1 Music and a performance standard that reflects at least 3 years of development on their chosen instrument.

Subject Description Music Studies allows students to develop Musicianship using creativity and connections through performance and theoretical skills learnt in Year 11 Music. Students undertake a series of tasks designed to deepen their understanding of music styles through creative and connecting tasks, such as, music literacy including aural and analysis, creative processes of Arranging and Composition, performances and improvisation that explores and responds to students’ literacy knowledge.


Understanding Music – students develop an understanding of selected musical works and styles, including how composers manipulate elements of music.

Creating Music – students created their own music as performances or compositions. Students develop and apply their musical literacy skills and express their musical ideas through responding to their own works, interpreting musical works and/ or manipulating musical elements.

Responding to Music – students synthesis the findings of their study and express their musical ideas through their creative works, responses and reflections.


Assessment Type 1: Creative Works Portfolio 40%

Assessment Type 2: Musical Literacy 30%


Assessment Type 3: Examination (2 hours) 30%


Stage 2

Music Exploration

20 Credits


Stage 1 Music and a performance standard that reflects at least 3 years of development on their chosen instrument.

Subject Description Music Exploration allows students to develop their critical and creative thinking and their aesthetic appreciation of music through exploring and responding to the music of others and refining and presenting performances and/or composition. Students experiment with, explore and manipulate musical elements to learn the art of constructing and deconstructing music. They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

Content Students explore and experiment with musical styles, influences, techniques, and/or music production, as they develop their understanding of music. They develop and apply their musical understanding as they explore how others create, present, and/or produce music, and experiment with their own creations. Contexts for study may include aspects of the music industry, such as recording studios, performance rehearsal spaces, or instrument crafting workshops. Students respond to and discuss their own and others’ works and synthesise their findings to make connections between the music they study and their own creative works.


Assessment Type 1: Music Literacy 30% Assessment Type 2: Explorations 40%


Assessment Type 3: Creative Connections (30%)


Stage 1 Nutrition 10 credits Subject Description

Good nutrition is integral to a healthy and active life, and it is important that accurate information on nutrition is made available to individuals and communities. Students of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as on social and environmental issues related to nutrition.

Students integrate scientific knowledge and skills gained in their study of nutrition and apply them to designing and carrying out investigations that explore the links between food, health, and diet-related diseases. This acquired knowledge helps students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes, so that they may participate fully in their communities.

Students investigate methods of food production and distribution that affect the quantity and quality of food, and consider the ways in which these methods and associated technologies influence the health of individuals and communities. Students work individually and collaboratively to reflect on the nature of work in research sciences and, in particular, the field of nutrition.

Content

Two or Three topics from the following:

Macronutrients and micronutrients Fresh versus processed foods Australian dietary guidelines and nutrition in

the life cycle 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 Water

Assessment

Assessment Type 1: Investigations Folio

Practical Investigations Issues Investigations

Assessment Type 2: Skills and Applications Tasks

Stage 1 Outdoor Education 10 credits Subject Description

Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation.

By participating in outdoor activities, students develop knowledge and skills, and reflect on their personal, group, and social development. They gain an understanding of ecology, environmental sustainability, cultural perspectives (including Indigenous Australians’ perspectives about land), and physical, emotional, and spiritual health. Through outdoor journeys, students increase their effectiveness as members of a group and develop skills in leadership, self-management, group management, planning and evaluating, personal reflection, assessing and managing risks, managing safety, and minimising environmental impacts for sustainable futures.

The study of 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.

Content

Environment and Conservation Planning and Management Outdoor Activities Outdoor Journey.

Assessment

Students undertake at least:

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

one folio assessment a report for the outdoor journey


Stage 1 Physical Education 10 or 20 credits Subject Description

Students explore physical activity by extending and applying their knowledge of movement concepts and strategies, and skill learning. They investigate how the body responds to physical activity and apply specific knowledge to improve performance and/or participation in physical activity.

Students explore physical activity identifying how personal, social, and cultural factors affect participation. Students initiate and contribute to the development of strategies that promote equity and inclusivity through a range of theme-based games, sporting and physical activities.

Students develop theoretical knowledge to understand the richness and diversity of movement experiences. Practicals will enable individuals’ to apply their knowledge to real-life experiences to evaluate participation and performance outcomes.

Content

Skill Learning and Exercise Physiology Sports Participation Training Effects

Assessment

Performance improvement – folio of sports performance analysis and improvement (50%)

Physical activity investigation – investigation into factors affecting participation in sport (50%)

Stage 2 Physical Education 20 Credits Subject Description In Physical Education, students study human physical activity and its place in the lives of individuals and groups of people. 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 capabilities and investigate the factors that influence performance. They acquire an understanding of human functioning and physical activity and an awareness of the community structures and practices that influence participation in physical activity. Content

Exercise Physiology Skills learning Biomechanics of Movement Issues in Sport

Assessment

School-based Assessment Assessment Type 1: Practical (50%) Assessment Type 2: Folio (20%)

External Assessment

Assessment Type 3: Examination (30%)


Stage 1

Physics 10 or 20 credits Recommended Prerequisite Year 10 Science ‘C’ or better and 10 Maths Methods or General Maths ‘C’ or better

Subject Description The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.

Students undertake Physics for a variety of reasons. For some it is because it is a prerequisite for many engineering and medical courses at university. For others it prepares them for a trade qualification such as electrician or boiler-making. Other students undertake Physics as they are interested in the deeper questions of the universe and how it fits together.

Content

Linear Motion and Forces Electric Circuits Heat Energy and Momentum Waves Nuclear Models and Radioactivity

Assessment

Practical Investigations (30%) Human Endeavour investigation (20%) Supervised tests (50%)

Stage 2

Physics 20 credits

Recommended Prerequisite Both semesters of Stage 1 Physics at ‘C’ or better.

Subject Description The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.

Stage 2 Physics builds upon the skills and knowledge acquired in Stage 1 Physics. Students further develop skills in gathering, analysing, and interpreting primary and secondary data to investigate a range of phenomena and technologies.

Content

Motion and Relativity Electricity and Magnetism Light and Atoms

Assessment

Practical Investigations (20%) Human Endeavour investigation (10%) Supervised tests (40%) External Examination (30%)


Stage 1

Psychology 10 credits Recommended Prerequisite Year 10 Science ‘C’ or better.

Subject Description Psychology is the scientific study of the mind and aims to improve our understanding of mental processes, including thought processes, behaviour and emotions. Knowledge of basic psychological concepts will allow a deeper understanding of the ways people think, act and feel and are beneficial in any situation involving people.

Studying Psychology provides students with the opportunity to build their skills of inquiry using the scientific method, as well as developing the ability to critically analyse data. Students will learn to identify psychological concepts in everyday experiences and apply their knowledge to real life scenarios, including many social interactions.

Content

Introduction to Psychology Brain and Behaviour Emotion

Assessment

Skills and Application Tasks (50%) o Test o Assignment o Exam

Investigations Folio (50%) o Group Investigation o Issues Investigation

Stage 2 Psychology 20 credits

Subject Description Students build on their knowledge and understanding of psychological concepts and delve into the complex world of trying to understand mental illnesses. Students continue to use the scientific method to gather data on social issues and use that data to answer inquiry questions.

In Psychology students develop a deeper understanding of people, applying knowledge to a range of current real-life scenarios. Students further explore complex social issues and seek to provide solutions to these issues. All topics studied throughout the year contribute to students’ own personal knowledge and provide insight into themselves, as well as practical tips on how to improve their own psychological wellbeing.

Content

Introduction to Psychology Social Cognition Learning Personality Psycho-biology of Altered States of

Awareness Healthy Minds

Assessment

Skills and Application Tasks (40%) o Tests o Assignments o Oral Presentation

Investigations Folio (30%) o Group Investigation o Individual Investigation

Exam (30%)


Stage 1

Religion Studies 10 Credits

Subject Description

Religion Studies gives students the opportunity to focus on an aspect of religion or spirituality within or across traditions, and to explore the religious basis of an ethical or social justice issue. Students gain an appreciation of, and respect for, the different way in which people develop an understanding and knowledge of religion as something living and dynamic, and the ways in which they think, feel and act because of their religious beliefs. Content

Comparative Religions and world view Religious communities Spirituality Social Justice

Assessment

Comparative Religions and world view (25%) Religious communities (25%) Spirituality (25%) Social Justice (25%)


Stage 1

Research Practices 10 credits

Subject Description This subject is a compulsory subject for all Year 11 students. The subject is designed to prepare students for the demands of Stage 2 Research Project.

Students explore a range of research approaches and skills. They learn that different approaches to research are appropriate to different contexts and purposes. Students learn how to analyse different types of data and information from different sources. They will further learn how to evaluate different sources of information in terms of credibility and bias. To complete the research process, students will compile information from various sources to provide a complete answer to a research question.

Throughout the duration of the year, students will have the opportunity to implement the research process twice, with an emphasis on different skills through each stage of the process.

Content

Exploring Research Approaches Developing Research Skills

Assessment

Folio (60%) Sources Analysis (40%)

Stage 2

Research Project 10 credits

Subject Description This is the only compulsory subject at Stage 2. As such, all students need to achieve a C- grade or better to complete their SACE requirements. The students will design a question which allows them to do an in-depth investigation in an area of interest. This subject is worth 10 credits which will be completed by the end of Semester 1. If a student fails to achieve a C- grade or better they will continue in the subject during Semester 2.

In the Research Project students develop a research question that is based on an area of interest, and one or more capabilities that are relevant to their research. Students use a research framework as a guide for developing their research and applying knowledge and skills specific to their question. They evaluate or review the processes used. This subject offers an exciting opportunity for students to embark on a study of something that they have a passion for or interest in.

There are two options available: Research Project A and Research Project B. Word counts vary between the two. Both count towards an ATAR. Students will be counselled regarding the most suitable option when the course is underway.

Content

Initiating and planning the research Carrying out the research Producing the research outcome Evaluating or reviewing the research

Assessment

Folio (30%) Outcome (40%) Evaluation or Review (30%)


Stage 1

Specialist Mathematics 10 or 20 credits Recommended Prerequisite Year 10 Mathematical Methods ‘C’ or better.

Subject Description This subject is to prepare to students for Stage 2 Specialist Mathematics. It is studied for the whole year in conjunction with two semesters of Stage 1 Mathematical Methods. Students considering doing Specialist Mathematics at Stage 2 need to successfully complete this subject. Specialist Mathematics at Stage 2 (Year 12) is required for a number of different careers, such as engineering. This subject introduces students to new areas of Mathematics such as vectors and complex numbers, which are applied in Physics and computing. It investigates Trigonometry as a function and extends students’ geometrical knowledge.

Content

Semester 1: Arithmetic and Geometric Sequences and

Series - Number patterns, fitting equations and finding sums.

Geometry - Rules for geometric shapes, cyclic quadrilaterals

Vectors - Introduction to vectors, parallel and perpendicular, scalar product

Semester 2: Matrices

- Introduction, operations, application, augmented matrices and systems of linear equations

Further Trigonometry - Radians, unit circle, graphing, identities, reciprocal

Complex Numbers - Introduction, operations, cartesian, polar, Argand diagrams, graphing, solving equations.

Assessment (per semester)

Three topic tests (75%) Directed Investigation- written report on an

investigation of one of the topics (25%)

Stage 2

Specialist Mathematics 20 credits Recommended Prerequisite Both semesters of Stage 1 Specialist Mathematics at ‘C’ or better.

Subject Description Specialist Mathematics Stage 2 gives an excellent preparation for Engineering, Science, aeronautical areas, computing areas, architecture and some teaching and medical courses. It challenges students with vectors, complex numbers and integral calculus. This subject looks at the practical application of these and both differential and integral calculus.

Specialist Mathematics enables students to experience and understand Mathematics at the highest level in secondary school. It deals with phenomena from the students’ common experiences, as well as from scientific, professional and social contexts. Students choosing Specialist Mathematics must also study Mathematical Methods Stage 2.

Content

Mathematical Induction as a method of proof Complex Numbers Real Polynomials Functions and sketching graphs Vectors in three dimensions Integration techniques and applications Rates of change and differential equations.

Assessment

Six topic tests – Mathematical Induction, Complex Numbers and Polynomials, Functions, Vectors, Integration and Differential Equations (50%)

Folio: Directed Investigation (20%) External Examination (30%)


Stage 1

Tourism 10 credits

Subject Description Tourism is a rapidly growing sector of world trade and its economic impact is quite significant. In this subject students will investigate the human activities of tourism and their impacts on the economy, society and the environment. Students will explore tourism activities from a range of perspectives and explore contemporary issues in tourism.

Students studying Tourism will gain an understanding of the changing nature of tourism and tourists and how the industry is affected by global and local events. They will gain a deeper understanding of the world we live in, social issues and cultural awareness, preparing students to become global citizens. Students will have the opportunity to develop practical skills through a number of field work activities.

Content

Appreciating Tourism in Australia Preparing for International Travel Understanding Tourism in Natural

Environments Exploring Tourism in the Local Area

Assessment

Case Study (20%) Sources Analysis (20%) Practical Activity (30%) Issue Investigation (30%)

Stage 2 Tourism 20 Credits Subject Description Tourism has an impact, directly and indirectly, on many aspects of people’s lives and on the environment. In this subject students continue to build on their understanding of the nature of tourism and the many impacts it has at a global, national and local level. Students will focus their learning around the key theme of sustainability and continue to develop their practical and communication skills to suit industry standards.

Students identify and investigate tourism trends, developments, or contemporary issues. They apply their knowledge, skills, and understanding about tourism to form personal opinions, make informed recommendations, form reasoned conclusions, and predict future options.

Content

Operations and Structures of the Tourism Industry

Travellers’ Perceptions, and the Interaction of Host Community and Visitor

Planning for and Managing Sustainable Tourism

Assessment

Folio (20%) Practical Activity (25%) Investigation (25%) Exam (30%)


VET

Vetamorphus 55 credits Recommended Prerequisite ‘C’ or better in Christian Studies.

Excellent Time management skills

Subject Description Vetamorphus enables students to grow in their understanding of the Bible and its application to daily life, develop leadership skills, establish Christ-like character and engage in practical Christian service. On successful completion students will receive a nationally recognised Certificate III in Christian Ministry and Theology.

At St Martins, Vetamorphus is generally offered to Year 11 students.

Content

Peer Group (2 lessons per week) Christian Community (30 hours) Mentoring (10 hours) Ministry Activities (56 hours) Retreats (3 weekends) Journalling (at least 1 hour per week)

Assessment

Online assessment will be finalised through Veta Youth’s online management system, Canvas. All competencies must be completed to receive the Certificate III in Christian Ministry and Theology.

Stage 1

Visual Art ‐Art or Design 10 or 20 credits

Subject Description Different social and cultural groups produce images, forms, and objects for a variety of purposes. The visual arts include art, craft and design, all of which have important social, cultural and economic functions in many societies. Through the visual arts, people conceive works, express shared beliefs, explore personal feelings, record experiences, and present concepts and opinions. Art is one facet of visual arts practice. Content

Visual Thinking Practical Resolution Visual Arts in Context

Assessment

Folio (40%) Practical (30%) Visual Study (30%)

There will be a levy of approximately $50 per semester for students undertaking Visual Arts to cover the cost of some materials.


Stage 2

Visual Art ‐Art or Design 20 credits

Subject Description Different social and cultural groups produce images, forms, and objects for a variety of purposes. The visual arts include art, craft and design, all of which have important social, cultural and economic functions in many societies. Through the visual arts, people conceive works, express shared beliefs, explore personal feelings, record experiences, and present concepts and opinions. Art is one facet of visual arts practice.

Content

Visual Thinking Practical Resolution Visual Arts in Context

Assessment

School Assessment (70%) Assessment Type 1: Folio (40%) Assessment Type 2: Practical (30%)

External Assessment (30%) Assessment Type 3: Visual Study (30%).

There will be a levy of approximately $100 for students undertaking Visual Arts or Creative Arts to cover the cost of some materials.

Visual Arts and Creative Arts can both be selected as courses, they do not preclude one another.

Stage 2

Visual Art ‐Creative Arts 20 credits

Subject Description In Creative Arts, students have opportunities for specialised study within and across the arts disciplines. In their study of Creative Arts, students have opportunities to make connections with vocational education and training (VET) courses.

Students actively participate in the development and presentation of creative arts products. These may take the form of, for example, visual artefacts, digital media, film and video, public arts projects, community performances, presentations and installations. 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.

Content

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

Assessment

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

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

There will be a levy of approximately $100 for students undertaking Visual Arts or Creative Arts to cover the cost of some materials.


Stage 1

Workplace Practices 10 credits

Subject Description This subject is designed for students who are transitioning from school into the workplace and/or completing VET competencies and/or require further opportunity to consider post-school options through career planning and develop employment related skills, knowledge and attributes.

Students will gain a deeper understanding of the future of work, how to gain and maintain work and the issues faced by business, industry and employees, particularly young people. Students will develop their practical and employability skills by undertaking VET units of competence (if available), participating in vocational learning (as work experience, work placement for VET or business/industry visits) and practicing job seeking skills.

Content

Semester 1 Future Trends in the World of Work Worker’s Rights and Responsibilities Employability Skills Vocational Learning

Semester 2

Job Seeking Skills Career Planning The Value of Unpaid Work (volunteering) Vocational Learning

. Assessment

For each 10 credit subject students will provide evidence of learning through four assessment tasks.

Folio (two tasks – 20% each)

Performance – 30%

Reflection – 30% Practical Activity (30%) Issue Investigation (30%)

st martins lutheran college...st martins lutheran college senior school curriculum year 11 & 12...

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