CURRICULUM HANDBOOK SACE CURRICULUM HANDBOOK

Curriculum Handbook | Year 11 & 12 (2020) CRICOS Provider 02799F 1 | P a g e

CURRICULUM HANDBOOK

SACE CURRICULUM HANDBOOK

Year 11 & 12 | 2020

CRICOS Provider 02799F

All courses are “classroom delivery at St George College”


Year 11 at St George College

Year 11 is an exciting time for students as they select subjects that will lead them through their final years of schooling and onto their chosen career pathways. Having greater choice in Years 11 and 12 allows students to follow their passion, interests and strengths. Students in Year 11 will be entering Stage 1 of the South Australian Certificate of Education (SACE). The SACE is an internationally recognised qualification that paves the way for young people to move from school to work or further training and study. We hope that the information provided in this guide, together with advice from teachers, will enable each student to make informed and considered decisions. We encourage each student to select a range of subjects which best suits their talents and needs, in the realisation that a firm commitment to their chosen course of study is required. Where a student’s past performance indicates that a particular subject may not be a wise choice, this matter will be discussed at the Subject Selection Counselling session.

Disclaimer

Please note that although this Handbook uses information directly from the South Australian Certificate in Education (SACE), Technical and Further Education South Australia (TAFE SA) and the South Australian Tertiary Admissions Centre (SATAC) websites it is meant as a guide only. Although the College endeavours to keep this booklet up to date, changes in policies, procedures, and information can occur at any time by these authorities. Students must refer directly to the following websites for the most up to date information. SACE https://www.sace.sa.edu.au TAFE http://www.tafesa.edu.au SATAC http://www.satac.edu.au

SACE Overview The South Australian Certificate of Education (SACE) signifies that a student has completed the requirements for high school in South Australia. Upon completing the requirements for the SACE, students may:

• Attend university (with the required ATAR and subject requirements)

• Attend TAFE (with the required ATAR and subject requirements)

• Join the workforce All information contained in this handbook has been adapted from http://www.sace.sa.edu.au and from St George College policies and procedures. Stages of the SACE There are two stages to SACE; Stage 1 and Stage 2:

• Stage 1 - most students do in Year 11, apart from the Personal Learning Plan subject, which most students do in Year 10

• Stage 2 - most students do in Year 12

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


Credits

Each subject or course successfully completed earns ‘credits' towards the SACE, with a minimum of 200 credits required for students to gain the certificate. The 200 credits required to complete the SACE include compulsory courses of 110 credits and non-compulsory courses of 90 credits. Compulsory Courses

• Personal Learning Plan (10 credits at Stage 1)

• Literacy – at least 20 credits from a range of English subjects or courses (Stage 1 or Stage 2)

• Numeracy – at least 10 credits from a range of Mathematics subjects or courses (Stage 1 or Stage 2)

• Research Project – an in-depth major project (10 credits at Stage 2)

• Other Stage 2 subjects totalling at least 60 credits (many students will complete subject or courses worth more than 70 credits at Stage 2).

Compulsory Grades Students will receive a final grade from A to E for each Stage 1 subject and A+ to E- for Stage 2 subjects. For compulsory requirements, to gain their SACE they will need to achieve:

• a C grade or better at Stage 1

• a C- grade or better at Stage 2


Description of Compulsory Requirements The SACE has the following compulsory requirements: Personal Learning Plan (PLP) The PLP is a compulsory Board-accredited Stage 1 subject of 10 credits which students must successfully complete to a C standard. PLP is usually completed in Year 10. Research Project The Research Project is a compulsory Board-accredited Stage 2 subject of 10 credit points which students must successfully complete to a C standard (C+, C, or C−). At St George College, Research Project is to be completed in Year 11. It is College policy that students are required to stay until the end of the school year to ensure they have passed this compulsory subject before they enter Year 12. Literacy Students must successfully complete 20 credits from a range of English subjects or recognised literacy courses at Stage 1 or Stage 2. A minimum C grade in the following Board-accredited subjects will meet the SACE literacy requirement:

• English (Stage 1)

• English as Additional Language (Stage 1) Numeracy SACE requires students to successfully complete a minimum of 10 credits from a range of Mathematics subjects at Stage 1. It is College policy that students study 20 units of Mathematics at Stage 1. Exemptions must be approved by Mr Karamoshos (Head of Senior Campus). A minimum C grade in these Board-accredited subjects will meet the SACE numeracy requirement:

• General Mathematics

• Mathematical Methods (Stage 1)

• Specialist Mathematics (Stage 1)

Non-Compulsory Courses The remaining 90 credits can be gained through additional Stage 1 or Stage 2 subjects or Board-recognised courses (such as VET or Community Studies). VET and SACE The SACE Board enables students to include Vocational Education and Training (VET) in their SACE studies.

• To complete the SACE, students must achieve 200 SACE credits, up to 90 of which can be gained through the recognition arrangements for VET in the SACE.

Please note that only Certificate III courses or above can be applied to a student’s ATAR for University pathway. A maximum of 20 credits can be applied to an ATAR and/or TAFE SA Selection Score. Further details can be found in the Recognition Arrangements for Vocational Education and Training (VET) in the SACE Policy on the SACE website: www.sace.sa.edu.au

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


Typical SACE Pathway at St George College

Normally SACE at St George College is completed through the following pathway:

SUBJECT TYPE SUBJECT NAME REQUIRED

RESULT CREDITS

Year 10

Compulsory Personal Learning Plan C 10

Total Credits after Year 10 10

STAGE 1 (Year 11)

Compulsory - Literacy English or EAL C 20

Compulsory - Numeracy General Mathematics or Mathematical Methods

C 20

Compulsory Research Project C- 10

Stage 1 half year subject 10

Stage 1 full year subject 20



Total Credits after Stage 1 130

STAGE 2 (Year 12)

Stage 2 subject C- 20




Total Credits after Stage 2 210

This illustrates a typical pathway to SACE completion and an ATAR score for University entrance. Students are able to complete their SACE through VET options as well. Students will also need to complete the required prerequisites for the chosen University course.


Stage 1 Biology

Length | Full Year (20 units)

In Biology students learn about the cellular and overall structures and functions of a range of organisms. They have the opportunity to engage with the work of biologists and to join and initiate debates about how biology impacts on their lives, on society and on the environment. Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biology-related issues, students recognize that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies. The focus capabilities for this subject are communication and learning.

Content

A program based on the areas of study allows students to develop an understanding of the nature of living things, as well as of the interactions of those living things with members of the same species, with members of other species and with the physical environment. Especially through practical investigations, such a program also allows an inquiry approach to learning through observation, speculation, prediction, experimentation, analysis, communication (sharing) and confirmation (repetition), which provides confidence in current knowledge. The social, economic, and ethical consequences of disturbing natural systems, deliberately or inadvertently, should be explored.

Topics

Topic 1: Cellular Biology

• Cell theory

• Prokaryotic and eukaryotic cell types

• Cell division

• Energy (photosynthesis and respiration)

• Transport of materials

• Enzymes and metabolic pathways

• Microorganisms – growth and survival

• Importance of microbes

• Food spoilage Topic 2: Infectious Disease

• Distinguish between disease types

• Factors that affect disease spread

• Control of disease

• Pathogens

• Immune system – components, functions and immunity

Topic 3: Multicellular Organisms

• Hierarchal structure

• Organ systems

• Lifestyle choices affect human health

• Exchange – circulatory and respiratory systems in humans, leaf structure, xylem and phloem in plants

• Absorption of nutrients – digestive system in humans, root system in plants

• Removal of wastes – excretory system in humans Topic 4: Biodiversity and Ecosystem Dynamics

• Species, community and populations

• Biodiversity

• Classification

• Adaptions

• Diversity of ecosystems

• Cycles: water, nitrogen etc

• Relationships and interactions, keystone species

• Succession

• Human impact on ecosystems.

Assessment

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

• Investigations

• Folio

• Skills and Applications Tasks

• Examinations


Stage 1 Business Innovation

Length | Semester (10 units)

In Stage 1 Business Innovation students begin to develop the

knowledge, skills, and understandings to engage in business

contexts in the modern world. In a time in which design-led

companies outperform other companies, students are

immersed in the process of finding and solving customer

problems or needs through design thinking and using

assumption-based planning tools. The customer is at the

centre of the innovation process and the generation of viable

business products, services, and processes.

Initially students may be guided through structured

processes to develop their understanding of underlying

problems or needs and begin to propose and test

hypotheses relating to the customer, problem, and solution.

It is anticipated that as students develop these skills they will

anticipate, find, and solve their own problems. These

structured processes create a learning environment where

risk is encouraged and provides an opportunity to pivot

during the iterative process of proposing, developing,

testing, and refining solutions.

Content

Stage 1 Business Innovation at St George College is a 10-

credit subject and is studied through the following two key

contexts:

• Start-up business

• Existing business

Start-up Business Through design-thinking and assumption based planning

tools such as the Business Model Canvas, students engage in

the process of identifying, exploring and communicating the

market potential of a product or service, or viable new local

or global business. In this context, students will develop and

apply their understanding of the following learning strands:

• Finding and solving problems

• Financial awareness and decision-making

• Business information and communication

• Global, local, and digital connections

Existing Business Through a structured approach to business improvement

and change management, students engage in the process of

identifying new opportunities whilst exploring and

communicating the costs and benefits in terms of the overall

business model. Finding and solving problems. In this

context, students will develop and apply their understanding

of the following learning strands:

• Finding and solving problems

• Financial awareness and decision-making

• Business information and communication

• Global, local, and digital connections

Assessment

Students will demonstrate their learning through:

Assessment Type 1: Business Skills

Assessment Type 2: Business Pitch

Students should provide evidence of their learning through

four assessments. Each assessment type should have a

weighting of at least 20%.

Students undertake:

• three business skills tasks

• one business pitch.


Certificate II in Kitchen Operations

Length | Semester (65 SACE Credits)

Certificate II in Kitchen Operations is a natural progression from the Certificate I course that students completed in Year 10. Students who enjoyed the interactive and “hand on” nature of the Kitchen Operations course will be able to tackle more complex and challenging tasks in the Certificate II course. This course will also lay a solid foundation for students who are looking to either make Hospitality a future career or in preparation for a part time job in Hospitality.

This qualification reflects the role of individuals working in kitchens who use a defined and limited range of food preparation and cookery skills to prepare food and menu items. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification does not provide the skills required by commercial cooks, which are covered in SIT30816 Certificate III in Commercial Cookery. This qualification provides a pathway to work in kitchen operations in organisations such as restaurants, hotels, catering operations, clubs, pubs, cafés, and coffee shops; and institutions such as aged care facilities, hospitals, prisons, and schools.

SACE Credits

On completion of this course, students will receive 65 Stage

1 SACE Credits.

Qualification Content

To achieve a SIT20416 Certificate II in Kitchen Operations a total of Thirteen (13) units of competency must be completed comprising Eight (8) core and Five (5) elective units as detailed in the packaging rules and listed below. The electives offered may vary between campuses.

Core Units

• Work effectively with others

• Use food preparation equipment

• Prepare dishes using basic methods of cookery

• Use cookery skills effectively

• Clean kitchen premises and equipment

• Use hygienic practices for food safety

• Maintain the quality of perishable items

• Participate in safe work practices

Elective Units

• Prepare appetisers and salads

• Prepare stocks, sauces and soups

• Prepare vegetable, fruit, egg and farinaceous dishes

• Prepare dishes using basic methods of Asian cookery

• Prepare food to meet special dietary requirements

Cost

There is a cost of approximately $120 for students to take

this course. This will cover the cost of the chef uniform.

Assessment

Assessments vary with each unit. Students will be provided with an assessment guide.


Stage 1 Chemistry


The study of Chemistry offers students opportunities to consider the use that human beings make of the planet’s resources and the impact of human activities on the environment. An understanding of chemistry, and the application of this understanding, helps students to appreciate the factors that influence the pursuit of science and to make informed decisions about modifying and interacting with nature. Scientific inquiry commonly involves teams of people with diverse skills and knowledge. Chemists can contribute to such teams through their study of the properties, uses, means of production and reactions of natural and processed materials. Chemists also make a critical study of the social and environmental impact of materials and chemical processes. Their skills in observation, and in designing and performing experiments, make an important contribution to advances in scientific theories. Through the study of chemistry, students develop an understanding of the physical world that enables them to be questioning, reflective and critical thinkers. As a way of knowing, students can use chemistry to explore and explain their experiences of phenomena around them.

Content

In this subject, students are expected to:

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

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

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

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

• Critically analyse and evaluate chemical information and procedures

• Select and critically evaluate information about chemistry from a variety of sources

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

Topics

Topic 1: Materials and their Atoms 1.1 Properties and uses of materials 1.2 Atomic structure 1.3 Quantities of atoms 1.4 The Periodic Table

Topic 2: Combining Atoms 2.1 Types of materials 2.2 Bonding (primary) between atoms 2.3 Quantities of molecules and ions Topic 3: Molecules 3.1 Molecular polarity 3.2 Interactions between molecules 3.3 Hydrocarbons 3.4 Polymers Topic 4: Mixtures and Solutions 4.1 Miscibility and solutions 4.2 Solutions of ionic substances 4.3 Quantities in reactions 4.4 Energy in reactions Topic 5: Acids and Bases 5.1 Acid – base concepts 5.2 Reactions of acids and bases 5.3 The pH scale Topic 6: Redox reactions 6.1 Concepts of Oxidation and Reduction 6.2 Metal reactivity 6.3 Electrochemistry.

Assessment

Assessment Type 1: Investigations Folio

• Practical Investigations and Science as a Human Endeavour investigation.

Assessment Type 2: Skills and Applications Tasks

• Tests under supervised conditions

• Examinations under supervised conditions


Stage 1 Chinese


Students will develop and explain their ideas, opinions, and perspectives on prescribed themes and contemporary issues, through their study of texts. They analyse and evaluate texts from linguistic and cultural perspectives, reflecting on how languages work as a system and the ways in which culture is expressed through language. Students compare and contrast texts, and analyse and evaluate the ways in which texts convey their message and have an impact on their audience.

Content

The course consists of four prescribed themes and a number of prescribed contemporary issues. The themes have been selected to enable students to extend their understanding of the interdependence of language, culture, and identity. The four themes are:

• China and the World

• Modernisation and Social Change

• The Overseas Chinese-speaking Communities

• Language in use in Contemporary China. Students use reading, writing, viewing, listening, speaking, and information and communication technologies to create and engage effectively with a range of texts in Chinese. They locate record, analyse, synthesise, and use knowledge relevant to a range of contexts. Students engage with, and reflect on, the ways in which texts are created for specific purposes and audiences. Individually and in groups they reflect critically on, and use, appropriate language to convey meaning and solve problems in both familiar and unfamiliar contexts. They use a range of language techniques to convey complex thoughts and ideas to express personal and group perspectives on issues.

Assessment

Assessment will include: Assessment Type 1: Interaction

Assessment Type 2: Text Production

Assessment Type 3: Text Analysis

Assessment Type 4: Investigation


Stage 1 Drama

Length | Semester (10 units) or Full Year (20 units)

Telling stories and representing our humanity to each other are basic human activities. They are the essence of drama. Students learn by participating in creative problem solving; generating, analysing, and evaluating ideas; developing personal interpretations of texts; learning to set goals and working collaboratively to achieve them; rehearsing, work-shopping, and improvising solutions; as well as presenting their product or performance. Students have the opportunity to develop their curiosity and imagination, creativity, individuality, personal identity, self-esteem and confidence. They also have opportunities to improve their skills in experimentation, communication, self-discipline, collaboration, teamwork and leadership. Students learn to acknowledge and respect diversity and different perspectives on the world. Drama is a dynamic, collaborative process stemming from experimentation that involves intuition and analysis. Students analyse texts and other materials, performances and their own learning. Drama enables students to acquire the skills and understanding to generate creative and imaginative solutions to the challenge of staging theatrical works. Drama values the exploration of all forms of learning, integrating the creative with the physical and the intellectual. As students experience diverse perspectives and challenge their own imaginations, they have the opportunity to develop confidence in the validity of their own ideas.

Content

Stage 1 Drama may be taken as a 10-credit subject or a 20-credit subject. For both a 10-credit subject and a 20-credit subject, teachers develop a teaching and learning program based on the following three areas of study:

• Presentation of Dramatic Works

• Dramatic Theory and Practice

• Individual Investigation and Presentation.

Presentation of Dramatic Works Students participate in the planning, rehearsal and performance of a collaborative dramatic work. This area of study is intended to provide students with an overview of the process of creating and presenting a dramatic work with other people. Students adopt the role of an on-stage or off-stage practitioner to develop performance works that are presented to an audience (e.g. peers, other classes or schools, parents or the wider community). Students investigate, develop, and draw together the knowledge, skills, language and expertise necessary to engage with the audience. Students review and evaluate the processes and outcomes of a group dramatic presentation. Dramatic Theory and Practice Students explore the ways in which theories and practices have shaped, and continue to shape, drama. Through written, oral and practical tasks, students deepen and personalise their understanding of the topics covered. Individual Investigation and Presentation Students choose and investigate an area of study in the dramatic arts that is of interest to them. Students investigate, research, develop, and demonstrate their understanding of an area of interest by creating a product (e.g. a performance, a design brief) for a real or hypothetical presentation. In this area of study, students learn to discuss, analyse and reflect on dramatic elements in their own work and/or the work of other people. They explore the ways in which theatre styles enhance the relationship of text–actor–audience, from the perspective of writer, director, designer or technician.

Assessment:

Assessment Type 1: Investigations and Presentation

Assessment Type 2: Folio 1 review

1 production report

Assessment Type 3: Group performance


Stage 1 English


English is studied as a 20-credit subject at Stage 1. In English, students analyse the interrelationship between author, text, and audience with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. They consider social, cultural, economic, historical, and/or political perspectives in texts and their representation of human experience and the world. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. An understanding of purpose, context, and audience is applied in students’ own creation of imaginative, interpretive, analytical, and persuasive texts that may be written, oral, and/or multimodal. Students have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Learning Scope and Requirements

The learning requirements summarise the key knowledge, skills, and understandings that students are expected to develop and demonstrate through their learning in Stage 1 English. In this subject, students are expected to:

• Analyse relationships between purpose, context, and audience and how these influence texts and their meaning

• Analyse ways in which ideas and perspectives are represented in texts and interpreted by readers

• Analyse how language and stylistic features and conventions are used to convey ideas and perspectives in texts

• Create oral, written, and/or multimodal texts for particular purposes, contexts, and audiences

• Identify and analyse inter-textual connections

• Apply knowledge and understanding of accurate spelling, punctuation, syntax, and conventions.

Content

Stage 1 English may be studied as a 10-credit subject or a 20-credit subject. The content includes:

• Responding to Texts

• Creating Texts

• Inter-textual Study

Assessment:

Semester 1 Responding to texts 1 task (25%) Creating texts 2 tasks (40%) Intertextual Study (35%) Semester 2 Responding to texts 1 task (25%) Creating texts 2 tasks (45%) Intertextual Study (30%)


Stage 1 English as an Additional Language (EAL)


English as an Additional Language is a 10-credit subject or a 20-credit subject at Stage 1, and a 20-credit subject at Stage 2. English as an Additional Language is designed for students for whom English is a second language. These students have had different experiences in English and one or more other languages. Students who study this subject come from diverse personal, educational, and cultural backgrounds.

Eligibility for Enrolment

English as an Additional Language in the SACE is designed for students who speak English as a second language, and whose English language proficiency is restricted. All students who want to enrol in an English as an Additional Language subject, will be required to apply to the SACE Board for eligibility.

Learning Scope and Requirements

The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 1 English as an Additional Language. In this subject, students are expected to:

• Exchange information, opinions, and experiences through writing and speaking in a range of situations and contexts

• Comprehend and interpret information, ideas, and opinions presented in texts

• Analyse and reflect on personal, social, and cultural perspectives in a range of texts

• Understand and analyse how language features are used to communicate for different purposes

• Create oral, written, and multimodal texts using a range of language skills appropriate to purpose, audience, and context.

Content

Stage 1 English as an Additional Language may be studied as a 10-credit subject or a 20-credit subject. This subject focuses on development and use of skills and strategies in communication, comprehension, language and text analysis, and creating texts.

Through studying a variety of oral, written, and multimodal texts, including literary texts, students develop an understanding of text structures and language features. Students explore the relationship between these structures and features and the context, purpose, and audience of texts. Information, ideas, and opinions in texts are identified and interpreted. Students develop confidence in creating texts for different purposes in both real and implied contexts. Students broaden their understanding of the socio-cultural and sociolinguistic elements of English. They develop skills for research and academic study.

Assessment

The following assessment types enable students to demonstrate their learning in Stage 1 English as an Additional Language. School Assessment: Assessment Type 1: Responding to Texts (50%)

Assessment Type 2: Interactive Study (25%)

Assessment Type 3: Language Study (25%)


Stage 1 Food and Hospitality


Students focus on the dynamic nature of the food and hospitality industry in Australian society. They develop an understanding of contemporary approaches and issues related to food and hospitality. Students work independently and collaboratively to achieve common goals. They develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation. Students investigate and debate contemporary food and hospitality issues and current management practices. Stage 1 Food and Hospitality may be undertaken as a 10 credit subject or a 20 credit subject.

Content

The food and hospitality industry is dynamic and changing. In Stage 1 Food and Hospitality, students examine some of the factors that influence people’s food choices and the health implications of those choices. They also gain an understanding of the diversity of the food and hospitality industry in meeting the needs of local people and visitors. Students may be required to participate in activities outside school hours, both within the school and in the wider community. There are five areas of study in Stage 1 Food and Hospitality, as described below: Area 1: Food, the Individual and the Family Area 2: Local and Global Issues in Food and Hospitality Area 3: Trends in Food and Culture Area 4: Food and Safety Area 5: Food and Hospitality Industry

Assessment

For a semester subject, students must provide evidence of their learning through four assessments. Students undertake at least one assessment from each assessment type. Assessment Type 1: Practical Activity

Assessment Type 2: Group Activity



Stage 1 General Mathematics


General Mathematics is a 10 Credit Subject or a 20 Credit Subject at Stage 1 and a 20 Credit Subject at Stage 2. General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. A problems-based approach is integral to the development of mathematical models and the associated key ideas in the topics. These topics cover a diverse range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear and non-linear functions and discrete modelling using networks and matrices. Successful completion of this subject at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics.

Learning Requirements

The learning requirements describe the essential elements of Stage 1 General Mathematics. They summarise the knowledge, skills and understandings that students are expected to develop and demonstrate through learning in the subject. In the subject, students are expected to:

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

• Investigate and analyse mathematical information in a variety of contexts

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

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

• Make discerning use of electronic technology

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

Content

Students extend their mathematical skills in ways that apply to practical problem solving and mathematical modelling in everyday contexts. A problems-based approach is integral to the development of mathematical skills and the associated key ideas in this subject. Areas studied cover a range of applications of mathematics including, personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear functions and discrete modelling using networks and matrices. In this subject there is an

emphasis on consolidating students’ computational and algebraic skills and expanding their ability to reason and analyse mathematically.

Topics

Topic 1: Investing and Borrowing 1.1 Investing for Interest 1.2 Investing in Shares 1.3 Return on Investment 1.4 Costs of Borrowing Topic 2: Measurement 2.1 Application of measuring devices and units of measurements 2.2 Perimeter and area of plane shapes 2.3 Volume and surface area of solids 2.4 Scale and rates Topic 3: Statistical Investigation 3.1 The statistical investigation process 3.2 Sampling and collecting data 3.3 Classifying and organising data 3.4 The shape, location and spread of distributions of numerical data 3.5 Forming and supporting conjectures across two or more groups Topic 4: Applications of Trigonometry 4.1 Similarity 4.2 Right triangle geometry 4.3 Area of triangles 4.4 Solving problems with non-right triangles Topic 5: Linear Functions and their Graphs 5.1 Linear functions and graphs 5.2 Exponential functions and graphs Topic 6: Matrices and Networks 6.1 Matrix arithmetic and costing applications 6.2 Networks Topic 7: Open Topic

Assessment

Per Semester: 3 Skills and Applications Tasks (65%) 1 Mathematical Investigation (35%)


Stage 1 Digital Technologies


Students develop skills and understanding through practical situations while investigating various topics delivered across the year. Students will have the opportunity to investigate computer networks and social issues surrounding security and privacy. The architecture of the computer is exposed with the study of global protocols for communication and collaboration in digital environments. Students will develop a range of information technology skills and techniques while creating their own systems that can be tested and evaluated. They develop and apply specialised skills and techniques in the use of software in a number of digital technology areas

Content

Semester 1 This is a one-unit course consisting of two modules; Introduction to Application Development and Programming Principles through digital technologies. Students investigate various program applications focused around the introduction to programming principles and efficiency of code. The use of computer software can be designed for current devices such as smart phones, desktop computers or mini-computers. Students develop an understanding of programming by constructing an application program that accepts input from, and interacts with, the user to produce outcomes. Students use the problem-solving approach of the systems development life cycle to build an application program. They analyse data from a variety of sources. Semester 2 This is a one-unit course that can be combined with the earlier course to form a full year of study. The second course offers two modules, Advanced Programming and Relational Databases.

Advanced Programming: Students develop an understanding of programming in a server-sided web environment. They also use VBA code that allows interactivity through the input of data and resultant program outputs from a database. The design of the interface, navigation, and finished layout of the product must be user-friendly. Relational Databases: Students develop and maintain data repositories and apply data mining principles to construct a relational database. Students look at various ways to store data efficiently. Students use the problem-solving approach of the systems development life cycle to build their system.

Assessment

Each 10 credit subject (semester) requires students to complete: Project Skills 70%

• A series of practical tasks Digital Solutions 30%

• Students document the design of their chosen product

• Students create the product that they have designed


Stage 1 Legal Studies


Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition. The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.


The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to:

• Display knowledge and understanding of the legal rights and responsibilities of individuals and groups in Australian society

• Know and understand the values inherent in the Australian legal system

• Display knowledge and understanding of different sources of law in the Australian Legal system

• Recognise how the Australian legal system responds to cultural diversity

• Evaluate the nature and operation of aspects of the Australian legal system

• Develop inquiry skills through accessing and using information on aspects of the legal system

• Communicate informed observations and opinions on contemporary legal issues and debates, using legal terminology and appropriate acknowledgment of sources.

Content

Stage 1 Legal Studies at St George College is a 10 unit subject. Topics are selected from the following:

• Law and Society

• People, Structures and Processes

• Law-Making

• Justice and Society

• Young People and the Law

• Victims and the Law

• Motorists and the Law

• Young Workers and the Law

• Relationships and the Law

Assessment

The following assessment types enable students to demonstrate their learning in Stage 1 Legal Studies: Assessment Type 1: Folio

Assessment Type 2: Issues Study

Assessment Type 3: Presentation Examination Students should provide evidence of their learning through four or five assessments, with at least one assessment from each assessment type. Each assessment type should have a weighting of at least 20%.


Stage 1 Mathematical Methods


Mathematical Methods is a 10 Credit subject or a 20 Credit subject at Stage 1 and a 20 Credit Subject at Stage 2. Mathematical Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions, their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation. Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences and the sciences. It prepares students for courses and careers that may involve the use of statistics such as healthy or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, space science and laser physics.


The learning requirements summarise the knowledge, skills and understanding that students are expected to develop and demonstrate through their learning in Stage 1 Mathematical Methods. Students are expected to:

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

• Investigate and analyse mathematical information in a variety of contexts

• Think mathematically by posing questions and solving problems including making and testing conjectures

• Interpret results, draw conclusions and determine the reasonableness of solutions in context

• Make discerning use of electronic technology

• Communicate mathematically and present mathematical information in a variety of ways

Content

Stage 1 Mathematical Methods may be studied as a 10 Credit subject or a 20 Credit subject. Mathematical Methods at Stage 1 builds on the mathematical knowledge, understanding and skills that students have developed in Number and Algebra, Measurement and Geometry, Statistics and Probability during Year 10.

Stage 1 Mathematical Methods is organised into topics that broaden students’ mathematical experience and provide a variety of contexts for incorporating mathematical arguments and problem solving. The topics provide a blending of algebraic and geometric thinking. In this subject, there is a progression of content, applications and level of sophistication and abstraction.

Topics

Stage 1 Mathematical Methods consists of the following list of six topics: Topic 1: Functions and Graphs 1.1 Lines and Linear Relationships 1.2 Inverse Relationships 1.3 Relations 1.4 Functions Topic 2: Polynomials 2.1 Quadratic Relationships 2.2 Cubic and Quartic Polynomials Topic 3: Trigonometry 3.1 Cosine and Sine Rules 3.2 Circular Measure and Radian Measure 3.3 Trigonometric Functions Topic 4: Counting and Statistics 4.1 Counting 4.2 Discrete and Continuous Random Data 4.3 Samples and Statistical Measures 4.4 Normal Distributions Topic 5: Growth and Decay 5.1 Indices and Index Laws 5.2 Exponential Functions 5.3 Logarithmic Functions Topic 6: Introduction to Differential Calculus 6.1 Rate of Change 6.2 The Concept of a Derivative 6.3 Computations of Derivatives 6.4 Properties of Derivatives 6.5 Applications of Derivatives. Assessment

Each semester students are required to complete: Assessment Type 1: 3 Skills and Applications Tasks (75%)

Assessment Type 2: 1 Folio Task (25%)


Stage 1 Modern Greek (Continuers)


The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 1 locally assessed languages at continuers level. In Modern Greek, students are expected to develop and apply linguistic and intercultural knowledge, understanding, and skills to: 1. Interact with others to exchange information, ideas,

opinions, and experiences in Modern Greek 2. Create texts in Modern Greek to express information,

feelings, ideas, and opinions 3. Analyse texts that are in Modern Greek to interpret

meaning 4. Examine relationships between language, culture, and

identity, and reflect on the ways in which culture influences communication.

Students develop an understanding of how Modern Greek is used effectively and appropriately by using various combinations of the skills of listening, speaking, viewing,

reading, and writing for a range of purposes in a variety of contexts.

Content

A Stage 1 locally assessed language at continuers level may be undertaken as a 10-credit subject or a 20-credit subject. Stage 1 Modern Greek at continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The prescribed themes are consistent across all languages at continuers level. The prescribed topics may vary from one language to another.

Themes

There are three prescribed themes:

• The Individual

• The Modern Greek - Speaking Communities

• The Changing World

Assessment

The following assessment types enable students to demonstrate their learning in Stage 1 Modern Greek at continuers level: Assessment Type 1: Interaction

Assessment Type 2: Text Production

Assessment Type 3: Text Analysis


Each assessment type should have a weighting of at least 20%.


Stage 1 Modern History


Stage 1 Modern History may be undertaken as a 10-credit subject or a 20-credit subject. In the study of Modern History at Stage 1, students explore changes within the world since 1750, examining developments and movements of significance, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals. Students explore the impacts that these developments and movements had on people’s ideas, perspectives, and circumstances. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies. The developments and movements studied have been subject to political debate. Students consider the dynamic processes of imperialism, revolution, and decolonisation, how these have reconfigured political, economic, social, and cultural systems, and how recognition of the rights of individuals and societies has created challenges and responses.

Content

Topic 1: Imperialism Imperialism has been a major influence on the world since 1750. There were significant differences between the stated ideals of imperialism and the realities of empires. Similarly, the experience of imperialism varied according to place, time, and individual circumstances and responses. The process and out Topic 2: Decolonisation The process of decolonisation was driven by a myriad of factors. Although similarities exist, each experience of decolonisation was different and involved interrelationships of ideas, leaders, and movements. Decolonisation is an ongoing global phenomenon. Topic 3: Indigenous Peoples The response of Indigenous peoples to contact, invasion, and migration from outside has varied according to historical and cultural contexts. However, dispossession, alienation, recognition, and reconciliation are some of the ongoing experiences of Indigenous societies. Topic 4: Social Movements Behind the significant changes since 1750 have been ideas and movements that campaigned for social change, including improved access to civil, political, economic, social, cultural, and linguistic rights.

From the impact of industrialisation, democratisation, goals of universal primary education, the emergence of international human rights standards, urbanisation, and globalisation, emerged the impetus to build a ‘better world’. The extent of the social, economic, cultural, and political changes had benefits and disadvantages depending on circumstances and perspectives. Topic 5: Revolution Since 1750 revolutions have been a major force in historical change. Conditions brought revolutionary ideas, leaders, and movements to the forefront. Revolutions respond to both internal and external forces. The revolutions of the past three centuries have unleashed powerful forces of change with contemporary and possible future ramifications. Topic 6: Elective The world since 1750 has provided an enormous selection of possible areas for historical investigation. With such an array of possible topics, teachers and students may explore any topic of historical investigation that meets the learning requirements of this subject.

Assessment

Assessment Type 1 Historical Skills 70%

Assessment Type 2 Historical Study 30%


Stage 1 Nutrition


Aims

Students of Nutrition investigate the role of nutrients in the

body as well as social and environmental issues in nutrition.

Students explore the links between food, health, and diet-

related diseases. Students have the opportunity to examine

factors that influence food choices and reflect on local,

national, Indigenous, and global concerns and associated

issues. They investigate methods of food production and

distribution that affect the quantity and quality of food, and

consider the ways in which these methods and associated

technologies influence the health of individuals and

communities. The study of nutrition assists students to

reinforce or modify their own diets and lifestyle habits to

maximise their health outcomes.

Content

Semester 1:

• Macronutrients and Micronutrients

- Explanation on nutrients required by the body - Testing for nutrients

• The Psychology of Marketing

- Marketing tools of advertising companies - Sensory analysis and the effect of advertising

• Australian Dietary Guidelines

- Recommended Dietary Intake - Australian Guide to Healthy Eating - Analysis of a diet plan using Food Choices

Semester 2:

• Organic Foods vs Genetically Modified Foods

- Organic Foods: Pros and Cons - Genetically Modified Foods: Pros and Cons - How to achieve a sustainable food supply

Assessment

Assessment at Stage 1 is school based. The following Assessment Types enable students to demonstrate their learning in Stage 1 Nutrition. Assessment Type 1: Investigations Folio

• Practicals and an Issues Investigation

Assessment Type 2: Skills and Applications

• Tests and Assignments

• Semester Examination


Stage 1 Physical Education

Length | Semester (10 units) or Full Year (20 units)

Through Physical Education, students explore the

participation in and performance of human physical

activities. It is an experiential subject in which students

explore their physical capacities and investigate the factors

that influence and improve participation and performance

outcomes, which lead to greater movement confidence and

competence. Students use movement to strengthen their

personal, intellectual and social skill development allowing

students to engage more purposefully in physical activity.

Students use physical activity contexts as the ‘vehicle’ for

developing the capabilities and skills necessary to reflect on

and critique their learning in order to enhance participation

and performance outcomes.

An understanding of biophysical, psychological and socio-

cultural domains is developed through participation in

physical activity. The biophysical domain includes learning

and applying exercise physiology and biomechanical

concepts. The psychological domain develops an

understanding of skill acquisition and learning theory

concepts. The socio-cultural domain develops knowledge

and understanding of, and skills to take responsible action

related to, barriers, enablers, equity and inclusivity in

physical activity.

Content

Focus Area 1: In movement 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 knowledge to improve

performance and/or participation in physical activity.

Focus Area 2: Through movement Students explore barriers and enablers to 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. They reflect on the success of these

strategies in building confidence and motivation, as well as

the improvement in the learning environment for

themselves and others.

Focus Area 3: About movement Students develop theoretical knowledge to understand the

richness and diversity of movement experiences. Physical

activity contexts enable individuals’ to apply their knowledge

to real-life experiences to evaluate participation and

performance outcomes.

Assessment - Stage 1 is school based

For a 10-credit subject - Learning through three

assessments. Each assessment type should have a weighting

of at least 20%.

20-credit subject - learning through five assessments. Each

assessment type should have a weighting of 20%.

Assessment Type 1: Performance Improvement Students participate in a variety of physical activities

focusing on one or more movement concepts or strategies

to improve performance. Examples of activities that can

support evidence of learning:

• Fitness testing

• Fitness training

• Analysis of biomechanical movement to improve performance.

• Analysis of a court invasion game (sport or minor game

• Gamification

Assessment Type 2: Physical Activity Investigation Students participate in one or more physical activities to

investigate how personal, social and cultural factors affect,

or are influenced by, participation. Examples of activities

that can support evidence of learning:

• Sporting activities and collection of data to determine the factors that affect inclusivity.

• Social/personal/cultural factors that impact on the participation of individuals or groups in the sport

• Traditional cultural games looking at enablers and barriers to participation


Stage 1 Physics


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.

By studying physics, students understand how new evidence

can lead to the refinement of existing models and theories

and to the development of different, more complex ideas,

technologies, and innovations.

Through further developing skills in gathering, analysing, and

interpreting primary and secondary data to investigate a

range of phenomena and technologies, students increase

their understanding of physics concepts and the impact that

physics has on many aspects of contemporary life.


The learning requirements summarise the knowledge, skills,

and understanding that students are expected to develop

and demonstrate through their learning in Stage 1 Physics.


1. apply science inquiry skills to design and conduct

physics investigations, using appropriate procedures

and safe, ethical working practices

2. obtain, record, represent, analyse, and interpret the

results of physics investigations

3. evaluate procedures and results, and analyse

evidence to formulate and justify conclusions

4. develop and apply knowledge and understanding of

physics concepts in new and familiar contexts

5. explore and understand science as a human

endeavour

6. communicate knowledge and understanding of

physics concepts, using appropriate terms,

conventions, and representations.

Content

Physics is a 20-credit subject at Stage 1.

The topics in Stage 1 Physics provide the framework for

developing integrated programs of learning through which

students extend their skills, knowledge, and understanding

of the three strands of science.

The three strands of science to be integrated throughout

student learning are:

• science inquiry skills

• science as a human endeavour

• science understanding.

The topics for Stage 1 Physics are:

• Topic 1: Linear motion and forces

• Topic 2: Electric circuits

• Topic 3: Heat

• Topic 4: Energy and momentum

• Topic 5: Waves

• Topic 6: Nuclear models and radioactivity.

Assessment

The following assessment types enable students to

demonstrate their learning in Stage 1 Physics:

Assessment Type 1: Investigations Folio



Stage 1 Psychology


The study of psychology enables students to understand

their own behaviours and the behaviours of others. It has

direct relevance to their personal lives. Psychological

knowledge can be applied to improve outcomes and the

quality of experience in various areas of life, such as

education, intimate relationships, child rearing, employment

and leisure.

Stage 1 and Stage 2 Psychology builds on the scientific

method by involving students in the collection and analysis

of qualitative and quantitative data. By emphasising

evidence-based procedures (i.e. observation,

experimentation and experience) the subject allows

students to develop useful skills in analytical and critical

thinking, and in making inferences

Psychology consists of the compulsory topic and two of the

option topics.

Compulsory Topic

• Introduction to Psychology

Option Topics Semester 1:

• Emotion

• Social Behaviour Option

Topics Semester 2:

• Cognition

• Human Psychologies and Development

Assessment

Assessment at Stage 1 is school based. The following Assessment Types enable students to demonstrate their learning in Stage 1 Psychology Assessment Type 1: Investigations Folio

• Group Investigation and an Issues Investigation Assessment

Assessment Type 2: Skills and Applications

• Tests and Assignments

• Semester Examination


Stage 1 Research Project A or B


The Research Project is a compulsory SACE Stage II subject and the subject is worth 10 credits. In the Research Project, students will have the opportunity to study an area of interest in depth. It requires students to use creativity and initiative, while developing the research and presentation skills they will need in further study or work.

There are four parts to Research Project:

1. initiating and planning the research

2. developing the research

3. producing and substantiating the Research Outcome

4. evaluating or reviewing the research.

The four parts of the research framework are explained below.

1. Students Initiate and Plan their Research

Students plan their research by making decisions, seeking help, responding to and creating opportunities, and solving problems.

Students Formulate and Refine a Research Question Formulating and refining the question help students to focus their research.

Students Plan their Research Students consider, select, and/or design research processes (e.g. qualitative and quantitative research, practical experimentation, fieldwork) that are appropriate to their research question

2. Students Develop their Research Students develop a capability or capabilities in ways that are relevant to their research question

3. Students Produce and Substantiate their Research Outcome Students synthesise their key findings (knowledge, skills, and ideas) to produce a Research Outcome.

4. Students Evaluate their Research

• Students explain the choice of research processes used (e.g. qualitative and quantitative research, practical experimentation, fieldwork) and evaluate the usefulness of the research processes specific to the research question

• Students evaluate the quality of their outcome

or

4. Students Review their Research • Students review the knowledge and skills developed

in response to the research question (e.g. what students have learnt about their research, what practical and theoretical skills they have developed through their research)

• Students review their outcome

Assessment

The following assessment types enable students to

demonstrate their learning in Stage 2 Research Project:

School Assessment (70%) Assessment Type 1: Folio (30%)

Assessment Type 2: Research Outcome (40%)

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


Stage 1 Specialist Mathematics


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

Stage 1 Specialist Mathematics provides the foundation for further study in mathematics in Stage 2 Specialist Mathematics. Specialist Mathematics can be a pathway to mathematical sciences, engineering, space science, and laser physics. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods.


The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 1 Mathematics.


1. understand mathematical concepts, demonstrate mathematical skills, and apply mathematical techniques

2. investigate and analyse mathematical information in a variety of contexts

3. think mathematically by posing questions, solving problems, applying models, and making and testing conjectures

4. interpret results, draw conclusions, and determine the reasonableness of solutions in context

5. make discerning use of electronic technology

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

Content

Specialist Mathematics at Stage 1 builds on the mathematical knowledge, understanding, and skills that students have developed in Number and Algebra, Measurement and Geometry, and Statistics and Probability during Year 10.

Stage 1 Mathematics is organised into topics that broaden students’ mathematical experience, and provide a variety of contexts for incorporating mathematical arguments and problem-solving. The topics provide a blending of algebraic and geometric thinking. In this subject there is a progression of content, applications, and level of sophistication and abstraction.

Stage 1 Specialist Mathematics consists of the following six topics: Topic 1: Vectors in the plane

Topic 2: Arithmetic and geometric sequences and series

Topic 3: Further trigonometry

Topic 4: Geometry

Topic 5: Real and complex numbers

Topic 6: Matrices

Assessment


Assessment Type 2: Mathematical Investigation


Stage 1 Visual Arts


The broad area of Art encompasses both artistic and crafting methods and outcomes. The processes of creation in both art and craft include the initiation and development of ideas, research, analysis and exploration, experimentation with media and technique and resolution and production of practical work. Visual Arts engages students in conceptual, practical, analytical and contextual aspects of creative human endeavour. It emphasises visual thinking, investigation and the ability to develop ideas and concepts, refine technical skills and produce imaginative solutions. An integral part of Visual Arts is the documentation of visual thinking. Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and opinions, provide observations of their lived or imagined experiences and represent these in visual form.

Content

Through the initiation and development of ideas, problem-solving, experimentation and investigation in a diversity of media, processes and techniques, students demonstrate a range of technical skills and aesthetic qualities. By analysing other practitioners’ works of art or design, students gain knowledge and understanding of their styles, concepts, content, forms and conventions, and learn to respond to these works in informed ways. A range of approaches to the interpretation of works of art or design from different cultures and contexts is used to explore the messages and meanings that these works communicate. Of particular interest in this subject are past and present influences that impact on the visual arts: local and global events, social and political values, different perspectives provided by the diversity of cultural groups, and the styles, aesthetic value, and philosophies of individuals and groups of practitioners of particular times and places.

Topics

Visual thinking for the practical. Folio The folio documents the student’s visual learning and supports their resolved visual artwork. Each student undertakes: A series of introductory exercises to develop idea generation on a teacher selected topic. Experimentation and problem-solving is encouraged

Research and analysis of paintings from THREE different painters to deconstruct these art works and study their aesthetic qualities The student works towards a final resolved practical suite of Artwork by brainstorming ideas, drawing and experimenting with colour, technique and composition. Twenty A3 sheets (or equivalent) of visual and written and/or oral evidence to support one practical work, a suite of paintings. Practical

• Resolved Art Work – A suite of Artworks.

• Practitioner’s Statement – The student completes an accompanying comment on influences, methods of communicating and expression; included is a focused and coherent evaluation of their work. The size and number of pieces is to be negotiated with the teacher.

A written Practitioner’s Statement of a maximum of 250 words for one resolved practical. Visual study Oil Painting – Each student undertakes a series of teacher directed exercises as an introduction to understanding the qualities and properties of a particular medium or practices. They research and analyse the artwork of various artists representing different artistic movements and eras, cultures and contexts. In this task the student uses appropriate terminologies and language to respond to these artists and art works. The student completes more experimentation based on ideas from the five artists studied. 10 to 12 A3 sheets of practical study. Supporting material to a maximum of 500 written words.

Assessment

Assessment Type 1: Folio (50%)

Assessment Type 2: Practical (30%)

Assessment Type 3: Visual Study (20%)


Year 12 at St George College

Successfully completing Year 12 is an important step in preparing for the future by gaining the globally recognized SACE. While most of our students will enter university and Stage 2 SACE will effectively prepare them for this challenge, Year 12 also equips those students who are looking to move into trade courses or the workforce. We hope that the information provided in this guide, together with advice from teachers, will enable each student to make informed and considered decisions. We encourage each student to select a range of subjects which best suits their talents and needs, in the realisation that a firm commitment to their chosen course of study is required. Where a student’s past performance indicates that a particular subject may not be a wise choice, this matter will be discussed at the Subject Selection Counselling session. A student’s ultimate course must also fit the timetable. There cannot be an absolute guarantee that a student’s initial preferences will be totally accommodated within the timetable but the timetable is constructed each year from an expression of student preferences, in order to meet as closely as possible, the needs of the vast majority of students. Subjects offered are subject to viable class sizes, and some courses may therefore not proceed on campus if enrolments are below these levels. We look forward to working with students and families in maximizing academic and personal development and laying a solid foundation for the future.


Stage 2 Biology


Aims


• Identify and formulate questions, hypotheses, concepts, and purposes that guide biological investigations

• Design and conduct individual and collaborative biological investigations

• Manipulate apparatus and use technological tools and numeracy skills to obtain, represent, analyse, interpret, and evaluate data and observations from biological investigations

• Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and environmental issues

• Communicate their knowledge and understanding of biological concepts using appropriate biological terms and conventions

• Demonstrate and apply biological knowledge and understanding of concepts and interrelationships to a range of contexts and problems, including by presenting alternative explanations.

Content

There are four topics to the course:

Topic 1: DNA and proteins

Topic 2: Cells as the basis of life

Topic 3: Homeostasis

Topic 4: Evolution

Assessment

Students demonstrate evidence of their learning through the following Assessment Types:

School Based Assessment (70%)

Assessment Type 1: Investigations Folio (30%)

Assessment Type 2: Skills and Applications Tasks (40%)

Students undertake at least two practical investigations and a Science as a Human Endeavour Investigation for the Investigation Folio, and at least three Skills and Application Tasks.

External Assessment (30%)

Assessment Type 3: Examination (2 hours) (30%)

The school based assessment and the external assessment will be marked with reference to the SACE performance standards.


Stage 2 Business and Enterprise


Stage 2 Business and Enterprise provides students with the opportunity to undertake theoretical and/or practical application of business practice. It consists of one core topic and a choice of seven option topics. The core topic provides knowledge and understanding of business concepts and techniques and of the functions and process of business organisations. It is recommended that students undertake the core topic and two option topics. Option Topic 7 provides an opportunity for students to acquire a practical understanding of the operation of a small business. It allows students to build on existing understanding to develop practical business and enterprise skills in an area that particularly interests them, enabling the use of particular school or community resources. The topic may be integrated into one of the other option topics or included as a discrete topic.

Core Topic: The Business Environment

Business in Australia

• The social and economic role of business (e.g. the provision of choice, resources, scarcity in the market economy, quality of life, wealth, employment, innovation and entrepreneurship)

• The impact of government, households (consumers) and financial and international sectors of Australian businesses

• The nature of and trends in globalisation. The Nature and Structure of Business

• The Classification of business by sector, size, industry and legal structure

• Forms of ownership such as incorporated or unincorporated, sole trader, partnership, cooperative, proprietary or public company, trust and statutory body – advantages, disadvantages and evaluation

• The legal requirements for the establishment of a business

• The marketing and sale of goods and services.

The Business Enterprise

• Reasons for establishing a business – its prime function and mission statement

• The business life cycle – establishment, growth, maturity and decline

• Types and purposes of business plans, such as feasibility studies, situation analyses, strategic plans, full business plans and budgets

• Internal and external sources of finance available to business

• The social role of business, such as ethical and moral responsibilities for the environment and for internal and external stakeholders such as creditors, consumers, society, employees, employers and government.

Option Topics

1. People, Business and Work 2. Business and the Global Environment 3. Business and Finance 4. Business, Law and Government 5. Business and Technology 6. Business and Marketing 7. Business Research Task / Practical Application.

Assessment

20 Credit Subject: School-based Assessment (70%) Assessment Type 1: Folio (30%)


Assessment Type 3: Issues Study (20%) External Assessment (30%) Assessment Type 4: Report (30%)


Stage 2 Chemistry


The study of Chemistry offers students opportunities to consider the use that human beings make of the planet’s resources and the impact of human activities on the environment. An understanding of chemistry, and the application of this understanding, helps students to appreciate the factors that influence the pursuit of science and to make informed decisions about modifying and interacting with nature. Scientific inquiry commonly involves teams of people with diverse skills and knowledge. Chemists can contribute to such teams through their study of the properties, uses, means of production and reactions of natural and processed materials. Chemists also make a critical study of the social and environmental impact of materials and chemical processes. Their skills in observation, and in designing and performing experiments, make an important contribution to advances in scientific theories. Through the study of chemistry, students develop an understanding of the physical world that enables them to be questioning, reflective and critical thinkers. As a way of knowing, students can use chemistry to explore and explain their experiences of phenomena around them.

Content

The subject is organised so that each intended student learning outcome is related to a key idea or concept. Within the study of these chemical ideas and concepts, students develop their chemistry investigation skills through practical investigations and other learning activities.

Topics and Subtopics

The topics for Stage 2 Chemistry are:

Topic 1: Monitoring the Environment

• Global warming and climate change

• Photochemical smog

• Volumetric analysis

• Chromatography

• Atomic spectroscopy

Topic 2: Managing Chemical Processes

• Rates of reactions

• Equilibrium and yield

• Optimising production

Topic 3: Organic and Biological Chemistry

• Introduction

• Alcohols

• Aldehydes and ketones

• Carbohydrates

• Carboxylic acids

• Amines

• Esters

• Amides

• Triglycerides

• Proteins

Topic 4: Managing Resources

• Energy

• Water

• Soil

• Materials

Assessment

School Assessment (70%) Assessment Type 1: Investigations Folio (30%)


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

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

• At least two practical investigations and one investigation with a focus on science as a human endeavour.

• At least three skills and applications tasks.

• One examination.

At least one investigation or skills and applications task should involve collaborative work.


Stage 2 Chinese


Content

The course consists of four prescribed themes and a number of prescribed contemporary issues. The themes have been selected to enable students to extend their understanding of the interdependence of language, culture, and identity. The four themes are: China and the World; Modernisation and Social Change; The Overseas Chinese-speaking Communities; Language in use in Contemporary China. Students use reading, writing, viewing, listening, speaking, and information and communication technologies to create and engage effectively with a range of texts in Chinese. They locate record, analyse, synthesise, and use knowledge relevant to a range of contexts. Students engage with, and reflect on, the ways in which texts are created for specific purposes and audiences. Individually and in groups they reflect critically on, and use, appropriate language to convey meaning and solve problems in both familiar and unfamiliar contexts. They use a range of language techniques to convey complex thoughts and ideas to express personal and group perspectives on issues.

Assessment

School-based Assessment (70%) Assessment Type 1: Folio (interaction, text production and text analysis) (50%)

Assessment Type 2: In-depth Study (Oral presentation, written response and English reflection) (20%) External Assessment (30%) Assessment Type 3: Oral and Written Examination


Stage 2 Drama


Telling stories and representing our humanity to each other are basic human activities. They are the essence of drama. Students learn by participating in creative problem-solving; generating, analysing and evaluating ideas; developing personal interpretations of texts; learning to set goals and working collaboratively to achieve them; rehearsing, workshopping and improvising solutions; as well as presenting their product or performance. Students have the opportunity to develop their curiosity and imagination, creativity, individuality, personal identity, self-esteem and confidence. They also have opportunities to improve their skills in experimentation, communication, self-discipline, collaboration, teamwork and leadership. Students learn to acknowledge and respect diversity and different perspectives on the world. The study of Drama allows students the opportunity to explore a range of world theatre traditions, including contemporary and Indigenous Australian theatre, as well as theatrical work from diverse cultural and community groups. It allows students to examine drama in the social, political, cultural and economic life of local and global communities, in the past and present and to consider its possible role in the future.

Content

For a 20 credit subject, teachers develop a teaching and learning program based on the following four areas of study:

• Group Analysis and Creative Interpretation

• Review and Reflection

• Interpretative Study

• Presentation of Dramatic Works. Group Analysis and Creative Interpretation In this area of study, students work in groups to analyse a play-script or the work of a dramatic innovator and devise creative interpretations of these works in practical and collaborative ways to create a Group Presentation. Review and Reflection In this area of study, students expand their knowledge and understanding of drama as a performing art, developing their skills of observation, analysis and criticism and their ability to apply arts-specific terminology. Students have the opportunity to use the knowledge and experience they acquire to reflect on and evaluate the work they have viewed.

Interpretative Study This area of study gives students the opportunity to explore in depth a specific play-script or the work of a dramatic innovator. In doing so, they learn to investigate, analyse and communicate their interpretation of concepts and ideas about play-scripts and innovators. Presentation of Dramatic Works For a 20 credit subject, students undertake either a group performance or a related off-stage presentation or an individual performance or presentation. Group Performance or Related Off-stage Presentation The group performance or related presentation gives students the opportunity to work with others, participating in the planning, rehearsal and performance of a dramatic work. It is intended to provide students with an overview of the process of creating and presenting a dramatic work with other people. Individual Performance or Presentation The individual performance or presentation allows students to investigate and develop knowledge and skills in a chosen area or areas of specialisation within the dramatic arts. Determining the content and processes for the individual performance or presentation involves a high degree of creativity and individual decision-making.

Assessment

School-based Assessment (70%) Assessment Type 1: Group Presentation (20%)

Assessment Type 2: Folio (30%)

Assessment Type 3: Interpretive Study (20%) External Assessment (30%) Assessment Type 4: Performance (30%)


Stage 2 English


English is a 20 credit subject at Stage 2. In English students analyse the interrelationship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts. They consider social, cultural, economic, historical, and / or political perspectives in texts and their representation of human experience and the world. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the audience to respond to ideas and perspectives. They have opportunities to reflect on their personal values and those of other people by responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Content

The focus capabilities for this subject are:

• Literacy

• Information and Communication Technology (ICT) capability

• Critical and creative thinking

• Personal and social capability

• Ethical understanding

• Intercultural understanding.

Assessment

The following assessment types enable students to demonstrate their learning in Stage 2 English: School-based Assessment (70%) Assessment Type 1: Responding to Texts (30%)

Assessment Type 2: Creating Texts (40%) Students should provide evidence of their learning through eight assessments including the external assessment component. Students complete:

• Three responses to texts

• Four created texts (one of which is a writer’s statement)

• One comparative analysis. External Assessment (30%) Assessment Type 3: Comparative Analysis (30%) Students complete a written comparative analysis of two texts and evaluate how the language features, stylistic features and conventions in these texts are used to represent ideas, perspectives and / or aspects of culture to influence audiences. These texts can be selected from one or more of the following categories:

• Extended texts

• Poetry

• Drama texts

• Film texts

• Media texts


Stage 2 English as an Additional Language (EAL)


English as an Additional Language is designed for students for whom English is an additional language to improve students’ general proficiency in the English language, with a focus on developing their literacy skills. There is an emphasis on communication, comprehension, analysis and text creation. In Stage 2 English as an Additional Language, students examine and analyse texts in an English speaking environment for social and academic purposes. They work independently and collaboratively to solve problems by using contextual clues to predict and confirm the meaning of a text. They learn when and how to use a strategy, such as asking questions to monitor their understanding of texts.

Content

This subject focuses on development and use of skills and strategies in communication, comprehension, language and text analysis, and creating texts. Through studying a variety of oral, written and multimodal texts, students develop an understanding of text structures and language features. Students explore the relationship between these structures and features and the context, purpose and audience of texts. Information, ideas, and opinions in texts are identified and interpreted. Students broaden their understanding of sociocultural and sociolinguistic aspects of English, through their study of texts and language. They develop skills for research and academic study.

Assessment

The following assessment types enable students to demonstrate their learning in Stage 2 English as an Additional Language: School Assessment Assessment Type 1: Academic Literacy Study (30%)

Assessment Type 2: Responses to Texts (40%) External Assessment Assessment Type 3: Examination (30%)


Stage 2 Food and Hospitality


Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, socio-cultural and technological factors at local, national and global levels. Students may be required to participate in activities outside school hours, both within the school and in the wider community. There are five areas of study in Stage 2 Food and Hospitality, as described below. A 10 credit subject comprises of at least two areas of study. A 20- credit subject comprises of all five areas of study. Each area of study may be approached through one or more topics. The list of suggested topics for each area of study is neither prescriptive nor exhaustive. Teachers and students may negotiate additional topics within one or more areas of study. Area of Study 1: Contemporary and Future Issues

This area of study could include topics such as:

• Contemporary trends in food and hospitality at local, national and / or global levels

• The availability and selection of food suppliers within the food and hospitality industry

• Current trends in food consumption and production within the food and hospitality industry

• The impact of sustainable practices or globalisation on the food and hospitality industry

• Contemporary responses of the food and hospitality industry to changing eating patterns and nutritional knowledge of customers.

Area of Study 2: Economic and Environmental Influences


• Contemporary marketing strategies within the food and hospitality industry

• The contribution of the food and hospitality industry to local and national economies

• The impact of community health initiatives on the food and hospitality industry

• The economic and / or environmental impact of the changing nature of the food and hospitality industry

• The importance and role of safe management practices within the food and hospitality industry

• Effects of changing local and global environmental and economic patterns and trends on the food and hospitality industry

• Effects of greening strategies and / or sustainable practices on the food and hospitality industry.

Area of Study 3: Political and Legal Influences


• Contemporary workplace practices, condition and legislation related to the food and hospitality industry

• Rights and responsibilities of employees, employers, customers and unions within the food and hospitality industry

• The impact of relevant legislation in relation to food production, storage, distribution, service and contamination.

Area of Study 4: Sociocultural Influences


• Overview of the food and hospitality industry (i.e. workplaces, cultures and practices)

• The influence of Australia’s diverse cultures on the food and hospitality industry

• The changing image of Australian cuisine and its impact on the food and hospitality industry

• The food and hospitality industry’s response to the needs of diverse community groups within society.

Area of Study 5: Technological Influences


• Current and emerging technological advances in the food and hospitality industry in the storage, preparation, presentation and service of food

• The influence of digital technologies on the food and hospitality industry

• The influence of social media on the food and hospitality industry

• The influence of technological innovations on the food and hospitality industry.

Assessment

School-based Assessment (70%) Assessment Type 1: Practical Activity (50%)

Assessment Type 2: Group Activity (20%) External Assessment (30%) Assessment Type 3: Investigation (30%)


Stage 2 General Mathematics


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. 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 networks and matrices. Successful completion of General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.

Content

Students study five of the topics listed below. However, all students must study topics 1, 3, 4 and 5. Topic 1: Modelling with Linear Relationships 1.1 Simultaneous linear equations 1.2 Linear Programming Topic 2: Modelling with Matrices 2.1 Application of matrices to network problems 2.2 Application of matrices to transition problems Topic 3: Statistical Models 3.1 Bivariate statistics 3.2 The Normal Distribution Topic 4: Financial Models 4.1 Models for Saving 4.2 Models for Borrowing Topic 5: Discrete Models 5.1 Critical Path Analysis 5.2 Assignment Problems Topic 6: Open Topic

Assessment

School-based Assessment (70%) Assessment Type 1: Skills and Applications Tasks (40%)

Assessment Type 2: Mathematical Investigation (30%) External Assessment (30%) Assessment Type 3: Examination (30%)


Stage 2 Digital Technologies


Digital Technologies is a dynamic area characterised by frequent change. The use of information technology systems has changed how tasks and jobs are undertaken, creating new opportunities in many aspects of people’s lives. Students have the opportunity to develop the knowledge, skills, and attitudes required to be active, informed, and self-reliant members of society who are able to both initiate and manage change. Students will develop an understanding of computer-based systems and the role they play in supporting efficient and effective use of technology. They will learn about how computers work, how people use computers to communicate, and how to develop software solutions that meet the needs of individuals, organisations, and communities. Students will develop and construct real world solutions using programming languages and online Relational Databases. The course delivers theoretical concepts through practical solutions, consisting of blended learning opportunities and flipped classroom pedagogy. Digital Technologies promotes learning through initiative, collaboration, creativity and communication using project based and inquiry based approaches.

Content

At the end of the programme in Stage 2 Digital Technologies students should be able to:

• Apply and use information technology concepts with appropriate terminology

• Explain how data is represented and transferred in computer-based systems

• Apply skills and concepts to manipulate and process data to produce components involving complex processes

• Apply information technology knowledge, skills and problem solving techniques, to create and document user-friendly, reliable, and accurate systems

• Critically analyse the responsibilities of the developer of systems

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

Stage 2 Information Technology is organised into 4 focus

areas:

• Computational thinking

• Design and Programming

• Data Analytics

• Iterative Project Development

Assessment

School-based Assessment (70%) Project Skills (50%)

Collaborative Project (20%)

External Assessment (30%)

Individual Digital Solution (30%)


Stage 2 Legal Studies


Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Legal Studies provides students with a sound understanding of the structures of the Australian legal system and demonstrates how that system responds and contributes to social change while acknowledging tradition. By analysing the Australian legal system, students consider how diverse groups in society, including Indigenous Australians, influence and are influenced by the legal system. Legal Studies provides insight into law-making and the processes of dispute resolution and administration of justice. Students evaluate the merits of the adversary system of trial and other forms of dispute resolution systems and processes. In addition, students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.

Content

Stage 2 Legal Studies is a 20 credit subject that consists of the following four topics: Topic 1: The Australian Legal System

• Functions of Law

• Basis of Government in Australia Topic 2: Constitutional Government

• The Australian Constitutional System

• Australia’s Global Links

• Rights of Indigenous Australians

• Analysis of the Constitutional System

Topic 3: Law-making

• Legislation

• Delegated Legislation

• Case Law

• Analysis of Different Forms of Law-making Topic 4: Justice Systems

• Dispute Resolution

• Analysis of the Justice System

Assessment

School Assessment (70%) Assessment Type 1: Folio (50%)

Assessment Type 2: Inquiry (20%) External Assessment (30%) Assessment Type 3: Examination (30%)


Stage 2 Mathematical Methods


Mathematical Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and integrals and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation. Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences and the sciences. It prepares students for courses and careers that may involve the use of statistics such as health or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, physical science and laser physics. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.

Content

Stage 2 Mathematical Methods consists of the following six topics: Topic 1: Further Differentiation and Applications 1.1 Introductory Differential Calculus 1.2 Differentiation Rules 1.3 Exponential Functions 1.4 Trigonometric Functions 1.5 The second derivative Topic 2: Discrete Random Variables 2.1 Discrete Random Variables 2.2 The Bernoulli Distribution 2.3 Repeated Bernoulli Trials and the Binomial Distribution Topic 3: Integral Calculus 3.1 Anti-differentiation 3.2 The Area under Curves 3.3 Fundamental Theorem of Calculus 3.4 Applications of Integration Topic 4: Logarithmic Functions 4.1 Using logarithms for solving exponential equations 4.2 Logarithmic Functions and their Graphs 4.3 Calculus of Logarithmic Functions

Topic 5: Continuous Random Variable and the Normal Distribution 5.1 Continuous Random Variables 5.2 Normal Distributions 5.3 Sampling Topic 6: Sampling and Confidence Intervals 6.1 Confidence Intervals for a Population Mean 6.2 Population Proportions 6.3 Confidence Intervals for a Population Proportion.

Assessment

School-based Assessment (70%) Assessment Type 1: Skills and Applications Tasks (50%)

Assessment Type 2: Mathematical Investigation (20%) External Assessment (30%) Assessment Type 3: Examination (30%)


Stage 2 Modern Greek (Continuers)


A locally assessed language at continuers level may be undertaken as a 10-credit or a 20 credit subject at Stage 1, and as a 20 credit subject at Stage 2. In locally assessed languages at continuers level, students develop their skills to communicate meaningfully with people across cultures. Students are given opportunities to develop knowledge, awareness, and understanding of other languages and cultures in relation to their own. Students reflect on their own attitudes, beliefs, and values, and develop an understanding of how culture and identity are expressed through language. Students develop and apply linguistic and intercultural knowledge, understanding, and skills by:

• interacting with others to exchange information, ideas, opinions, and experiences in Modern Greek.

• creating texts in Modern Greek for specific audiences, purposes, and contexts to express information, feelings, ideas, and opinions

• analysing a range of texts in Modern Greek to interpret meaning

• examining relationships between language, culture, and identity, and reflecting on the ways in which culture influences communication

Students develop an understanding of how Modern Greek is used effectively and appropriately by using various combinations of the skills of listening, speaking, viewing, reading, and writing for a range of purposes in a variety of contexts.

Content

A Stage 2 locally assessed language at continuers level is a 20 credit subject. Stage 2 Modern Greek at continuers level is organised around three prescribed themes and a number of prescribed topics and suggested subtopics. These themes have been selected to promote meaningful communication and enable students to extend their understanding of the interdependence of language, culture, and identity. The themes, topics, and subtopics are intended to be covered across Stage 1 and Stage 2. The prescribed themes are consistent across all languages at continuers level. The prescribed topics may vary from one language to another.

Themes, Topics, and Subtopics There are three prescribed themes:

• The Individual

• The Modern Greek -speaking Communities

• The Changing World

Assessment School-based Assessment (70%) Assessment Type 1: Folio (50%)

There are five assessments for the folio made up of the following three types:

• Interaction

• Text Production

• Text Analysis Students should undertake all three assessments for the folio at least once. Assessment Type 2: In-depth Study (20%)

There are three assessments for the in-depth study:

• One oral presentation in Modern Greek (3 to 5 minutes)

• One written response to the topic in Modern Greek (maximum of 600 characters/500 words)

• One reflective response in English (maximum of 600 words, or 5 to 7 minutes)

Students should undertake all three assessments for the in-depth study. The three assessments should differ in context, audience, and purpose, and be supported by evidence of research, interpretation and text analysis, and preparation. External Assessment (30%) Assessment Type 3: Examination (30%) The examination consists of two assessments:

• an oral examination

• a written examination.


Stage 2 Modern History


Students research and review sources within a framework of inquiry and critical analysis, and make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions, and phenomena since c.1750 students gain an insight into human nature and the ways in which individuals and societies function.

Content

Stage 2 Modern History is a 20 Credit course that consists of the study of:

• the making of the modern world

• one modern nation case study

• an individual history study

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

Modern nations The world since 1945

Topic 1:

Australia (1901–56)

Topic 7:

The changing world order (1945– )

Topic 2:

United States of America (1914–45)

Topic 8:

Australia’s relationship with Asia and the South Pacific Region (1945– )

Topic 3:

Germany (1918–48)

Topic 9:

National self-determination in South-East Asia (1945– )

Topic 4:

The Soviet Union and Russia (1945–c.2004)

Topic 10:

The struggle for peace in the Middle East (1945– )

Topic 5:

Indonesia (1942–2005)

Topic 11:

Challenges to peace and security (1945– )

Topic 6:

China (1949–c.2012)

Topic 12:

The United Nations and establishment of a global perspective(1945– )

In their study of a topic from ‘Modern nations’, students investigate the concepts of ‘nation’ and ‘state’, and the social, political, and economic changes that shaped the development of a selected nation. Through their study, they develop insights into the characteristics of modern nations, crises, and challenges that have confronted them, ways in which nations have dealt with internal divisions and external challenges, and the different paths that nations have taken.

In their study of a topic from ‘The world since 1945’, students investigate the political, social, and economic interactions among nations and states, and the impact of these interactions on national, regional, and/or international development. They consider how some emerging nations and states sought to impose their influence and power, and how others sought to forge their own destiny.

In addition to formative assessments, the following summative assessment types enable students to demonstrate their learning in Stage 2 Modern History.

School based assessment (70%) Assessment Type 1: Historical skills (50%) Assessment Type 2: Historical study (20%)

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

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

Students undertake:

• five historical skills assessments

• one historical study

• one 2 hour externally assessed examination


Stage 2 Physical Education


In Physical Education students are expected to apply

knowledge and understanding of movement concepts and

strategies in physical activity using subject specific

terminology.

Apply feedback and implement strategies to improve participation and/or performance in physical activity. Reflect on and evaluate participation and/or performance improvement. Apply communication and collaborative skills in physical activity contexts. Analyse and evaluate evidence related to physical activity. Evaluate implemented strategies and make recommendations for future directions.

Content

Stage 2 Physical Education is a 20-credit subject in which

students undertake studies in each of the focus areas.

Focus Areas

Focus Area 1: In movement

• Application of energy sources affecting physical performance

• Application of the effects of training on physical performance

• How does biomechanics affect physical activity and movement

• Practical application of learning theories

• Psychology of sporting performance

• Movement concepts and strategies

Focus Area 2: Through movement

• Social Psychology

• Psychology of sporting performance

• Barriers and enablers to physical activity

Focus Area 3: About movement

• Energy sources affecting physical performance

• Physiological factors affecting performance

• The effects of training on physical performance

• Technological developments in biomechanics

• Psychological motor learning theories

• The learning process

• The learning journey

Assessment

The following assessment types enable students to demonstrate their learning in Stage 2 Physical Education:

School Assessment (70%) Assessment Type 1: Diagnostics (30%)

Assessment Type 2: Improvement Analysis (40%)

External Assessment (30%) Assessment Type 3: Group Dynamics (30%) Students should provide evidence of their learning through four or five assessments, including the external assessment component. Students undertake:

• two or three Diagnostics tasks

• one Improvement Analysis task

• one Group Dynamics task


Stage 2 Physics


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.

By studying physics, students understand how new evidence

can lead to the refinement of existing models and theories

and to the development of different, more complex ideas,

technologies, and innovations.

Learning requirements

The learning requirements summarise the knowledge, skills,

and understanding that students are expected to develop

and demonstrate through their learning in Stage 2 Physics.


1. apply science inquiry skills to design and conduct physics

investigations, using appropriate procedures and safe,

ethical working practices

2. obtain, record, represent, analyse, and interpret the

results of physics investigations

3. evaluate procedures and results, and analyse evidence to

formulate and justify conclusions

4. develop and apply knowledge and understanding of

physics concepts in new and familiar contexts

5. explore and understand science as a human endeavour

6. communicate knowledge and understanding of physics

concepts, using appropriate terms, conventions, and

representations.

Content

Stage 2 Physics is a 20-credit subject.

The topics in Stage 2 Physics provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science.

The three strands of science to be integrated throughout student learning are:

• science inquiry skills

• science as a human endeavour

• science understanding.

The topics for Stage 2 Physics are:

Topic 1: Motion and relativity

Topic 2: Electricity and magnetism

Topic 3: Light and atoms.

Students study all three topics. The topics can be sequenced and structured to suit individual groups of students.

Assessment

School assessment (70%) Assessment Type 1: Investigations Folio (30%)


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


Stage 2 Specialist Mathematics


Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills and understanding and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs and using mathematical models. It includes the study of functions and calculus. The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science and physical sciences. Students envisaging careers in related fields will benefit from studying this subject. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.

Content Stage 2 Specialist Mathematics consists of the following six topics: Topic 1: Mathematical Induction

1.1 Proof by Mathematical Induction Topic 2: Complex Numbers

2.1 Cartesian and Polar Forms

2.2 The Complex (Argand) Plane

2.3 Roots of Complex Numbers

2.4 Factorisation of Polynomials Topic 3: Functions and Sketching Graphs

3.1 Composition of Functions

3.2 One-to-one Functions

3.3 Sketching Graphs Topic 4: Vectors in Three Dimensions

4.1 The Algebra of Vectors in Three Dimensions

4.2 Vector and Cartesian Equations

4.3 Systems of Linear Equations

Topic 5: Integrations Techniques and Applications

5.1 Integration Techniques

5.2 Applications of Integral Calculus Topic 6: Rates of Change and Differential Equations

6.1 Implicit Differentiation

6.2 Differential Equations

6.3 Pairs of Varying Quantities – Polynomials of Degree 1

to 3

6.4 Related Rates, Velocity and Tangents

6.5 Trigonometric Parameterisations

Assessment School-based Assessment (70%)


Assessment Type 2: Mathematical Investigation (20%) External Assessment (30%)

Assessment Type 3: Examination (30%)


Stage 2 Visual Arts


The broad area of Art encompasses both artistic and crafting methods and outcomes. The processes of creation in both art and craft include the initiation and development of ideas, research, analysis and exploration, experimentation with media and technique and resolution and production of practical work. Visual Arts engages students in conceptual, practical, analytical and contextual aspects of creative human endeavour. It emphasises visual thinking and investigation and the ability to develop ideas and concepts, refine technical skills and produce imaginative solutions. An integral part of Visual Arts is the documentation of visual thinking. Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and opinions, provide observations of their lived or imagined experiences and represent these in visual form. Through the initiation and development of ideas, problem-solving, experimentation and investigation in a diversity of media, processes and techniques, students demonstrate a range of technical skills and aesthetic qualities. By analysing other practitioners’ works of art or design, students gain knowledge and understanding of their styles, concepts, content, forms and conventions and learn to respond to these works in informed ways. A range of approaches to the interpretation of works of art or design from different cultures and contexts are used to explore the messages and meanings that these works communicate. Of particular interest in this subject are past and present influences that impact on the visual arts: local and global events, social and political values, different perspectives provided by the diversity of cultural groups and the styles, aesthetic values, and philosophies of individuals and groups of practitioners of particular times and places.

Content Visual thinking for the practical. Folio The folio documents the student’s visual learning and supports their resolved visual artwork. Each student undertakes: A series of introductory exercises to develop idea generation on the topic of their choice. Experimentation and problem-solving is encouraged.

Research and analysis of paintings from various artists is encouraged to deconstruct their art works and study aesthetic qualities. The student works towards a final resolved practical, a suite or individual artwork by brainstorming ideas, drawing and experimenting with colour, technique and composition. 40, A3 pages in total for a 20 credit subject (or equivalent) of visual and written and/or oral evidence to support one practical work. Practical Stage 2 requirements ask for 2 complete practical pieces for a 20 credit subject Students may work in the medium and style of their choice which is supported by the FOLIO they have produced. A Practitioner’s Statement – The student completes an accompanying comment on influences, methods of communicating and expression; included is a focused and coherent evaluation of their work. Size and number of pieces is negotiated with teacher. A written Practitioner’s Statement of a maximum of 500 words for one resolved practical. Visual study Students must complete a study comprising of 20 A3 pages and a total of 2000 words on an area of the Visual Arts of their interest. They research and analyse the artwork of artists, styles, techniques and influences. In this task the student uses appropriate terminologies and language.

Assessment School-based Assessment (70%) Assessment Type 1: Folio (40%)


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

CURRICULUM HANDBOOK SACE CURRICULUM HANDBOOK

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