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Stage 2 Course Descriptor Handbook Last Updated: 03/02/2014

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Stage 2 Course Descriptor Handbook

Last Updated: 03/02/2014

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Contents

Introduction ........................................................................................................................... 5

NT Certificate of Education and Training (NTCET) Completion Requirements ................ 10

Accounting ................................................................................................................... 12

Auto CAD- Architectural Design .....................................................................................14

Classical Studies (History) ........................................................................................... 16

Biology ....................................................................................................................... 188

Business and Enterprise .............................................................................................. 20

Chemistry................................................................................................................... 222

Child Studies .............................................................................................................. 244

Chinese (Mandarin) Background Speakers ................................................................ 266

Chinese (Mandarin) Beginners ..................................................................................... 28

Chinese (Mandarin) Continuers ................................................................................. 300

Community Studies .................................................................................................... 322

Creative Arts – Visual Arts ......................................................................................... 344

Dance ........................................................................................................................ 366

Dance – Creative Arts .................................................................................................. 38

Design & Technology – Electronics and Robotics ........................................................ 40

Drama .......................................................................................................................... 42

Economics ................................................................................................................. 455

English Communications .............................................................................................. 47

English Pathways ......................................................................................................... 49

English as a Second Language .................................................................................... 52

English as a Second Language Studies ....................................................................... 54

English Studies ............................................................................................................ 56

Food and Hospitality .................................................................................................... 58

Geography ................................................................................................................... 60

Health .......................................................................................................................... 61

Human Biology ............................................................................................................ 63

Indonesian Beginners .................................................................................................. 65

Indonesian Continuers ................................................................................................. 67

Information Processing and Publishing ........................................................................ 69

Information Technology ................................................................................................ 71

Integrated Learning - Mathematics ............................................................................... 73

Integrated Learning - Physical Education ..................................................................... 75

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Italian Beginners .......................................................................................................... 77

Italian Continuers ......................................................................................................... 79

Japanese Beginners .................................................................................................... 81

Japanese Continuers ................................................................................................... 83

Legal Studies ............................................................................................................... 85

Marine Science ............................................................................................................ 87

Mathematical Applications ........................................................................................... 89

Mathematical Methods ................................................................................................. 91

Mathematical Studies ................................................................................................... 93

Mathematical Pathways ............................................................................................... 95

Media Studies .............................................................................................................. 97

Modern Greek Continuers ............................................................................................ 99

Modern History .......................................................................................................... 101

Music ......................................................................................................................... 103

Music - Composing and Arranging ............................................................................. 104

Music - Ensemble Performance ................................................................................. 106

Music - Musicianship .................................................................................................. 107

Music - Music in Context ............................................................................................ 109

Music - Music Individual Study ................................................................................... 111

Music - Performance Special Study ........................................................................... 113

Music - Solo Performance .......................................................................................... 115

Nutrition ..................................................................................................................... 117

Outdoor Education ..................................................................................................... 119

Physical Education Studies ........................................................................................ 121

Physics ...................................................................................................................... 123

Politics ....................................................................................................................... 125

Psychology ................................................................................................................ 127

Specialist Mathematics .............................................................................................. 129

Spanish Beginners ..................................................................................................... 131

Spanish Continuers ......................................................... Error! Bookmark not defined.

Tourism ...................................................................................................................... 133

Visual Arts – Design ................................................................................................... 135

Visual Arts – Photography .......................................................................................... 137

Visual Arts – Art Practical ........................................................................................... 139

Visual Arts – Video ..................................................................................................... 141

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Women’s Studies ....................................................................................................... 143

Workplace Practices .................................................................................................. 145

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Introduction

Darwin High School offers a wide range of subjects at Stage 1and Stage 2 level. This

Course Descriptor Handbook is designed to give students and parents a general idea of

what is covered in each subject so that informed decisions can be made when selecting

subjects.

Selecting appropriate subjects can be a very difficult task. In Year 10 students should have

mapped out their pathway in their PLP class. If they have not completed PLP or are still

unsure as to what career they would like to pursue after school then students should seek

advice and support from the Careers Advisers. It is also recommended that students discuss

possible course selection with their parents, subject teachers and year level coordinators

before making final decisions.

Students are encouraged to keep their options open enough to avail themselves of courses

and career alternatives. As is often the case, if students do not have a career in mind they

should choose subjects that they are good at, interested in and enjoy doing.

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What is the NTCET?

Students who successfully complete their senior secondary education are awarded the

Northern Territory Certificate of Education and Training (NTCET). The NTCET will help

students develop the skills and knowledge they need to succeed – whether they are

headed for further education, training, an apprenticeship or straight into the workforce.

The certificate is based on two stages of achievement:

Stage 1 (usually undertaken in Year 11) and Stage 2 (usually undertaken in Year 12).

How do students get the NTCET?

Students can gain their NTCET in the equivalent of two years of full-time study; however,

most students spread this over three years. There are two stages:

Stage 1, which most students do in Year 11, (The Personal Learning Plan is usually completed in Year 10)

Stage 2, which most students do in Year 12.

Each subject or course successfully completed earns ‘credits’ towards the NTCET, with a

minimum of 200 credits required for students to gain the certificate.

How are subjects graded?

Students will receive a grade from A to E for each subject (A+ to E- at Stage 2). For

compulsory subjects, they will need to achieve a C grade or better.

What is compulsory?

The compulsory subjects are:

• Personal Learning Plan 10 credits at Stage 1. • Literacy – 20 credits from a range of English subjects at Stage 1 • Numeracy – 10 credits from a range of Mathematics subjects at Stage 1 • Stage 2 subjects totalling at least 60 credits.

The remaining 100 credits can be gained through additional Stage 1 or Stage 2 subjects or

SACE Board recognised courses of a student’s choice.

NTCET students are required to complete 140 of the 200 credits at a C grade or better.

What is the Personal Learning Plan?

The Personal Learning Plan is a compulsory NTCET subject, usually undertaken in Year 10.

Students consider their aspirations and research career, training and further study choices

to help them map out their future. Students identify goals and plan how to achieve them

through school and after finishing the NTCET.

The Personal Learning Plan helps students

identify and research career paths and options, including further education, training and work

choose appropriate NTCET subjects and courses based on plans for future work and study

consider and access subjects and courses available in and beyond school

review their strengths and areas they need to work on, including literacy, numeracy, and information and communication technology skills

gain skills for future employment

identify their goals and plans for improvement

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review and adjust their plans to achieve their goals.

The Personal Learning Plan contributes 10 credits towards

the NTCET. As it is compulsory, students need to achieve a

C grade or above.

What is VET?

VET stands for Vocational Education and Training, and

gives students skills for work, particularly in industry.

Students are encouraged to complete, or make significant

progress towards completing, VET qualifications while

completing the NTCET.

To complete the NTCET, students must achieve 200 NTCET

credits, 190 of which can be gained through VET. Within

these, students must also satisfy the literacy and numeracy

requirements of the NTCET. The remaining 10 credits are

gained from the Personal Learning Plan (10 credits).

How many credits do VET courses provide?

Students can earn 5 NTCET credits for successfully completing 35 hours of VET, and 10

NTCET credits for 70 hours. The SACE Board will decide whether the NTCET credits

earned for a particular VET qualification will be recognised at Stage 1 or Stage 2.

What is Community Learning?

Students are able to earn NTCET credits for Community Learning in two ways –

Community developed Programs and Self-directed Community Learning.

Community-developed Programs include, for example, Australian Music Examinations

Board, Duke of Edinburgh’s Award and St John Ambulance Australia. Program details are

updated as new information becomes available.

Self-directed Community Learning is gained through informal community activities such as

coaching a sports team, being the primary carer of a family member, or leading an

environmental project in the community. Students will need to provide evidence of their

learning for assessment so that the SACE Board can recognise these other kinds of

Community Learning.

University Entry

Students who complete the NTCET are eligible for university entry, provided they meet

certain requirements.

For university entry, students need to

Qualify for the NTCET

Comply with the rules regarding precluded combinations and counting restrictions

Complete at least 80 credits of study at Stage 2 obtained by completing either of the

following

o Four 20 credit Tertiary Admission Subjects OR

o Three 20 credit Tertiary Admission Subjects plus 20 credits of Recognised

Studies such as a Certificate III in Vocational Education and Training

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Universities also specify required subjects for some of their courses. It is essential students

and parents clarify with Universities directly the requirements they have for subjects and

subject combinations. This information should be used when selecting subjects at Stage 1

and Stage 2.

The University Aggregate and Australian Tertiary Admission Rank (ATAR) The university aggregate is calculated from the best scaled scores from three 20 credit Tertiary Admission Subjects plus the score of a fourth 20 credit TAS subject or Recognised Study. The university aggregate will be a score out of 80. The University aggregate is converted to an ATAR which is a percentile ranking in the range 0-100.

Tertiary Admissions Subject (TAS) All subjects apart from Research Project B, Community Studies and Modified subjects are recognised by universities to contribute toward an ATAR. These subjects are known as Tertiary Admissions Subjects. Scaling Scaling is a mathematical process applied to subject achievement scores to determine their contribution to a University Aggregate. It allows NTCET Stage 2 subjects which have different objectives, content and assessment processes to be compared. The subject achievement score are scaled to ensure they are comparable before they are totalled to produce the University Aggregate. More information on the process of scaling is available at…………… Students with disabilities

The NTCET offers a range of modified

subjects to provide opportunities for students

with disabilities to demonstrate their learning.

Modified subjects are intended for students

who have any of the following:

severe multiple disabilities

moderate to profound intellectual disability

mild intellectual disability.

Modified subjects are currently available for Stage 1, and will be available for Stage 2 from

2011.

Interstate, and overseas students

The SACE Board will grant status for equivalent learning in recognised areas for interstate,

overseas and adult students.

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Students Online

Students Online is a one-stop-shop for information about an individual student’s NTCET. It

can help students:

plan their NTCET and look at different subjects, or subject and course combinations

check their progress towards completing their NTCET

access their results. Students can log in to Students Online using their SACE registration number and pin at:

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

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NT Certificate of Education and Training (NTCET) Completion

Requirements

The Northern Territory Certificate of Education and Training (NTCET) qualification is

designed to recognise the knowledge and skills that have been acquired through formal

education and training.

Students must achieve an A, B or C for all the compulsory subjects and courses. This includes

An A, B or C for the PLP (Personal Learning Plan)

An A, B or C for at least one semester of Mathematics at Stage One Level

An A, B or C for two semesters of English at Stage One or Two Level

Students must achieve an A, B or C in 140 credits and achieve 200 credits in total.

For more information visit: http://www.det.nt.gov.au/parents-community/curriculum-ntbos/ntcetSubject Choices Year 12

At Year 12 (Stage 2) students should have already met the Stage 1 requirements of achieving a ‘C’ Grade or better in Literacy (20 credits), Numeracy (10 credits) and the Personal Learning Plan (10 credits). At Stage 2, to qualify for the Northern Territory Certificate of Education all students must achieve a ‘C’ grade in a minimum of three 20 Credit Subjects. Darwin High School recommends that all students study at least four (4) subjects at Stage 2.

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Arts Business & Technology

Creative Arts – Visual Arts

Dance

Dance – Creative Arts

Drama

Music – Composing & Arranging

Music – Ensemble Performance

Music – Solo Performance

Music – Musicianship

Music – Music in Context

Music – Individual Study

Music – Performance Special Study

Visual Arts - Art Practical

Visual Arts - Design

Visual Arts – Photography

Visual Arts - Video

Accounting

Business & Enterprise

Design & Technology - CAD

Design & Technology – Electronics and Robotics

Economics

Information Processing and Publishing

Information Technology

Workplace Practices

Integrated Learning – Physical Education

Politics

Languages

Indonesian Continuers

Indonesian Beginners

Japanese Beginners

Japanese Continuers

Italian Beginners

Italian Continuers

Chinese(Mandarin) Beginners

Chinese (Mandarin) Continuers

Chinese (Mandarin) Background Speakers

Modern Greek Continuers

Spanish Beginners

Spanish Continuers

Humanities

Classical Studies (Ancient History)

Australian & International Politics

Economics

Modern History

Legal Studies

Media Studies

Tourism

Woman Studies Mathematics

Mathematical Studies

Mathematical Methods

Mathematical Applications

Mathematical Pathways

Specialist Mathematics

Integrated Learning - Mathematics

Cross-disciplinary

Community Studies

English Science

English Communications

English Pathways

English Studies

English as a Second Language

English as a Second Language Studies

Biology

Chemistry

Human Biology (Scientific Studies)

Nutrition

Physics

Psychology

Marine Science (Scientific Studies)

Health & Personal Development

Child Studies

Food & Hospitality

Health

Outdoor Education

Physical Education Studies

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Accounting

Subjects

Stage 1 Accounting 1 Code: 11ACS1 Credits 10

Stage 1 Accounting 2 Code 11ACS2 Credits 10

Stage 2 Accounting Code 2ACCY Credits 20

Learning Area Business, Enterprise and Technology

Contact Teacher: Mr N Smith

Accounting (2ACG20) Students learn the practical skills needed to manage their own financial affairs and develop an understanding of the ethical considerations that affect financial decision-making. They learn about the successful management of financial affairs in business, gain knowledge and skills related to accounting processes for organisational and business applications, and develop greater understanding of accounting concepts and standards and their use to generate financial reports. Students learn how to interpret financial information and convey this information to interested users. Content Students study the following three sections:

Section 1: The Environment of Accounting

Section 2: Financial Accounting

Section 3: Management Accounting.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks 50%

Report 20%

External Assessment

Examination 30%

Information on the External Assessment

Examination (2 hours)

Students undertake a 2-hour examination. The examination includes a range of problem questions, including short-answer and extended-response questions. Problem questions integrate the key skills, knowledge, and understanding from all sections of the content with a focus on the knowledge, skills, applications, analysis, and interpretation involved in accounting practice. The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards The Accounting Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the

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subject. The school-based assessments and the external assessment will be graded with reference to the performance standards.

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Auto CAD Architectural Design

Subjects

Stage 1 Auto CAD 1 Code: 11AUS1 Credits 10

Stage 1 Auto CAD 2 Code 11AUS2 Credits 10

Stage 2 Design & Technology –

Auto CAD Architectural Design

Code 2AUS Credits 20

Learning Area Business, Enterprise & Technology

Contact Teacher: Mr P Coulter, Ms Diyah Christie This subject aims to provide students with an understanding using Computer Aided Design (CAD) and the Autodesk Suite of products. These skills will be applied to a Design and Architecture context. The effects architecture has on Individuals and Society and Industry will also be investigated. A major project will be identified and pursued throughout the year. Communication Products I (2CCA20) Students identify, create, initiate, and develop products, processes, or systems. They learn to use tools, materials, and systems safely and competently to complete a product. Students explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental, and sustainable consequences. In this focus area, students use images, sounds, or other data to design and make products that communicate information. Contexts include computer-aided programs, graphics, multimedia, photography, or web-design.

Students will study:

• CAD Information Systems

• Design process

• Communications

• Social Issues

• Cad modelling, rendering

Topics and key themes:

• CAD Information Systems

• Design process

• Communications

• Social Issues

• Cad modelling, rendering

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Assessment (20-credit subject) In a 20-credit subject, students demonstrate evidence of their learning through the following assessment types:

School Assessment (70%)

Assessment Type 1: Skills and Applications Tasks (20%)

Assessment Type 2: Product (50%)

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

Information on the External Assessment (20-credit subject) Folio 30%

For a 20-credit subject, students undertake one product design process and one product evaluation for the major product in Assessment Type 2.For the minor product ,the design brief may be based on the design brief for the major product, or may be provided by the teacher. This assessment type is designed to enable students to further develop and refine their use of the design process. They investigate technical skills, analyse possible applications of these skills, and evaluate ways in which their own skills have developed and improved.

Performance Standards

The Design & Technology subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject. The school-based assessments and the external assessment will be graded with reference to the performance standards.

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Classical Studies (History)

Subjects

Stage 1 Ancient History 1 Code: 11ANCS1 Credits 10

Stage 1 Ancient History 2 Code 11ANCS2 Credits 10

Stage 2 Classical Studies Code 2AHISY Credits 20

Learning Area Humanities & Social Sciences

Contact Teacher: Mr M Loftus, Ms S Schuman Classical Studies (2CLS20) Students learn about the history, literature, society and culture of

the classical civilisations of Greece and Rome. They draw on many fields of study including

architecture, politics, religion and geography. Students consider the environmental, social,

economic, religious, cultural, and aesthetic factors that shape societies and provide personal

and shared identity.

Content Stage 2 Classical Studies consists of the following sections:

Section A: Literature

Section B: Society, Culture, and History

Section C: Special Study

Students study three topics from Sections A and B. At least one topic must be taken from

Section A and at least one topic must be taken from Section B. The remaining topic may be

taken from either Section A or Section B. The research essay in Section C is to be

developed using the guidelines stated in the assessment section.

Section A: Literature

Students undertake a focus study of at least one of the following topics:

Topic 1: Greek Epic

Topic 2: Greek Drama

Topic 3: Roman Poetry.

Section B: Society, Culture, and History

Students undertake a focus study of at least one of the following topics:

Topic 4: Greek Society, Fifth Century BC

Topic 5: Greek History, 500–479 BC

Topic 6: Roman History, 70–28 BC

Topic 7: Greek Religion

Topic 8: Greek and Roman Material Culture, Seventh Century BC to Second Century AD. Section C: Special Study

Students undertake a research essay in an area of specialty or interest.

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Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 30%

Essays 40%

External Assessment

Special Study 30%

Information on the External Assessment

Special Study

Students undertake a written essay of a maximum of 2000 words. Students propose and

develop a point of view about an issue. The special study must not concentrate solely on a

focus study already undertaken in Section A or B.

The special study is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

Performance Standards

The Ancient and Classical Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Biology

Subjects

Stage 1 Biology 1 Code: 11BIOS1 Credits 10

Stage 1 Biology 2 Code 11BIOS2 Credits 10

Stage 2 Biology Code 2BIOY Credits 20

Learning Area Sciences Learning Area

Contact Teacher: Mr T Copland

Biology (2BIG20) Students learn about the cellular 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, society, and the environment.

Students design, conduct, and gather evidence from their biological investigations. As they

explore a range of relevant issues, students recognise that the body of biological knowledge

is constantly changing and increasing through the application of new ideas and technologies.

Content Stage 2 Biology is organised around the following four themes:

Macromolecules

Cells

Organisms

Ecosystems. Each theme is divided into the following six threads:

Organisation

Selectivity

Energy Flow

Perpetuation

Evolution

Human Awareness Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 40%

Skills and Applications Tasks 30%

External Assessment

Examination 30%

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Information on the External Assessment

Examination (3 hours)

The examination consists of: Multiple-choice questions Short-answer questions Extended response questions (two) Questions will cover all themes and threads and will include experimental skills.

The examination will be graded by external assessors with reference to performance

standards.

Performance Standards The Biology Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Business and Enterprise

Subjects

Stage 1 Business & Enterprise 1 Code: 11BUSS1 Credits 10

Stage 1 Business & Enterprise 2 Code 11BUS2 Credits 10

Stage 2 Business & Enterprise Code 2BUSEY Credits 20

Learning Area Business, Enterprise & Technology

Contact Teacher: Mr J Prakash, Mr M Atfield

Business and Enterprise (2BUE20) Students learn about the successful management of

business and enterprise in personal, business, and social contexts, on a local, national, and

global scale. They gain knowledge and understanding of business operations, develop

financial and technological skills, participate in planning, developing, and controlling

business activities, and evaluate decisions on business practices. Students assess the

impact and effects of business, enterprise, and technology on the economy, environment,

and the well-being and lifestyle of individuals and communities.

Content

Stage 2 Business and Enterprise comprises a core topic, and seven option topics.

For a 20-credit subject, students complete the study of:

the core topic two option topics

Core Topic

The Business Environment - Business in Australia - The Nature and Structure of Business - The Business Enterprise

Option Topics

People, Business and Work

Business and the Global Environment

Business and Finance

Business, Law, and Government

Business and Technology

Business and Marketing

Business Research Task/Practical Application.

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Assessment (20-credit subject)

In a 20-credit subject, students demonstrate evidence of their learning through the following

assessment types:

School-based Assessment Weighting

Folio 30%

Practical 20%

Issues Study 20%

External Assessment

Report 30%

Information on the External Assessment

(20-credit subject)

Report

The report is up to a maximum of 2000 words in length and can be

either

a situation analysis that outlines the present state of an existing small- to medium-sized business, and that examines aspects such as market, competitors, staff, and business structure.

or

an enterprise report which involves the evaluation of a small business enterprise that the student has established themselves, and describes the business plan and other aspects associated with running the enterprise.

Performance Standards

The Business and Enterprise Subject Outline includes performance standards, which

describe five levels of achievement that are reported with the grades A to E at the student’s

completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Chemistry

Subjects

Stage 1 Chemistry 1 Code: 11CMS1 Credits 10

Stage 1 Chemistry 2 Code 11CMS2 Credits 10

Stage 2 Chemistry Code 2CHEMY Credits 20

Learning Area Sciences

Contact Teacher: Mr T Copland Chemistry (2CME20) Students study the matter that makes up materials, and the properties,

uses, means of production, and reactions of these materials. They undertake a critical study

of the social and environmental impact of materials and chemical processes. Students

consider how human beings make use of the earth's resources and the impact of human

activities on the environment. They develop investigation skills, and an understanding of the

physical world that enables them to be questioning, reflective, and critical thinkers.

Content

Stage 2 Chemistry is organised so that each intended student learning is related to a key chemical idea or concept within five topics. Through the study of these key ideas and concepts students develop their chemistry investigation skills. Topics:

Topic 1: Elemental and Environmental Chemistry

Topic 2: Analytical Techniques

Topic 3: Using and Controlling Reactions

Topic 4: Organic and Biological Chemistry

Topic 5: Materials. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 40%

Skills and Applications Tasks 30%

External Assessment

Examination 30%

Information on the External Assessment

Examination (3 hours)

Students are assessed on their knowledge and understanding of the key ideas and the intended student learning in the five topics and the investigation skills. Students are given a sheet containing a periodic table, standard SI prefixes, and a table showing the relative activities of a number of metals.

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The examination will be graded by external assessors with reference to performance

standards.

Performance Standards The Chemistry Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Child Studies

Subjects

Stage 1 Child Studies 1 Code: 11CSS1 Credits 10

Stage 1 Child Studies 2 Code 11CSS2 Credits 10

Stage 2 Child Studies Code 2BUSEY Credits 20

Learning Area Health & Physical Education

Contact Teacher: Ms P McIntyre Child Studies (2CSD20) This subject focuses on children's growth and development from

conception to eight years. Students critically examine attitudes and values about parenting

and care-giving, and gain an understanding of the growth and development of children. They

develop a variety of research, management, and practical skills, and work independently and

collaboratively to achieve common goals. Students investigate contemporary issues that are

relevant to children and their development.

Content Students study topics within one or more of the following five areas of study:

Contemporary and Future Issues

Economic and Environmental Influences

Political and Legal Influences

Sociocultural Influences

Technological Influences A 10-credit subject includes two or three areas of study. A 20-credit subject includes all five areas of study. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Practical Activity 50%

Group Activity 20%

External Assessment

Investigation 30%

Information on the External Assessment

Investigation

The Investigation is a piece of writing of up to a maximum of 2000 words for the 20-credit subject, and 1000 words for the 10-credit subject. Students identify a relevant contemporary issue related to an area of study, which is stated as a research question or hypothesis.

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The Investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

Performance Standards The Child Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Chinese (Mandarin) Background Speakers

Subjects

Stage 1 Chinese Background

Speakers 1

Code 11CBSS1 Credits 10

Stage 1 Chinese Background

Speakers 2

Code 11CBSS2 Credits 10

Stage 2 Chinese Background

Speakers

Code 2CBGY Credits 20

Learning Area Languages

Contact Teacher: Ms M Foster Chinese (background speakers) (2CHD20) The background speakers level languages are

designed for students who have a background in the language and who have had more than

1 year's education in a country where the language is spoken. Students develop intercultural

communication skills through examining relationships between language, culture, and

identity and reflecting on the ways in which culture is created, expressed, and communicated

through language. Students clarify, extend, and develop their ideas and opinions on the

prescribed themes and contemporary issues, and develop their capability to communicate,

interact, and negotiate meanings within and across languages and cultures.

Stage 2 Chinese at background speakers level is organised around four prescribed themes and a number of prescribed contemporary issues. These themes have been selected to enable students to extend their understanding of the interdependence of language, culture, and identity. The themes and contemporary issues are intended to be covered across Stage 1 and Stage 2.

Prescribed Themes and Prescribed Contemporary Issues.

China and the World;

Modernisation and Social Change;

The Overseas Chinese-speaking Communities;

Language in Use in Contemporary China) The study of themes, presented through a range of texts, enables students to reflect on how languages work as a system, and the ways in which culture is expressed through language. Students develop skills in exchanging, analysing, and evaluating information, opinions, and ideas.

Assessment All Stage 2 subjects have a school-based assessment component and an external assessment component.

Teachers design a set of school-based assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the subject. These assessments provide students’ evidence of learning in the school-based assessment component.

The following assessment types enable students to demonstrate their learning in Stage 2 locally assessed languages at background speakers level:

School-based Assessment (70%)

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Assessment Type 1: Folio (50%)

Assessment Type 2: In-depth Study (20%)

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 three to five assessments for the folio

one oral presentation in Chinese one written response to the topic in Chines and one reflective response in English for the in-depth study

one oral examination

one written examination.

Oral Examination The oral examination is designed to assess primarily students’ knowledge and skill in using spoken Chinese to discuss issues related to their in-depth study and the research process. The oral examination takes approximately 15 minutes. Written Examination (3 hours)

The written examination has three sections:

Section 1: Listening and Responding

Section 2: Reading and Responding

Section 3: Writing in Chinese

Performance Standards

The Chinese Background Speakers Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Chinese (Mandarin) Beginners

Subjects

Stage 1 Chinese Beginners 1 Code 11CHIS1

Credits 10

Stage 1 Chinese Beginners 2 Code 11CHIS2 Credits 10

Stage 2 Chinese Beginners Code 2CHIBY Credits 20

Learning Area Languages

Contact Teacher: Ms M Foster This course is for students with little or no previous knowledge of the language. Eligibility criteria apply. Students develop the skills of listening, speaking, reading, and writing, and information and communication technologies to create and engage effectively with a range of spoken, written, visual, and multimodal texts in the particular language. They develop and apply linguistic and intercultural knowledge, understanding, and skills.

interacting with others in Chinese in interpersonal situations

creating texts in Chinese for specific audiences, purposes, and contexts

analysing texts that are in Chinese to interpret meaning

comparing languages and how they work as a system

reflecting on the ways in which culture is created, expressed, and communicated through language.

Students explore the three interconnected themes of Relationships, Lifestyles, and Experiences from the perspectives of ‘The Personal World’ and ‘The Chinese speaking Communities’. Communication Students develop their ability to communicate and interact in a variety of contexts for a range of purposes, within and across languages and cultures. Students develop the skills of listening, speaking, reading, and writing, and use information and communication technologies, to create and engage effectively with a range of spoken, written, and multimodal texts in Chinese School Based Assessment

Students will undertake 5 assessment tasks from the following 3 assessment types:

Type 1: Interaction (Individual or in pairs)

Type 2: Text Production (Creative Writing)

Type 3: Text Analysis (Read texts in Chinese and answer questions in either English or Chinese as required) External Assessment Assessment Type 4: Examination (30%) The examination consists of two assessments:

an oral examination

a written examination.

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Oral Examination The oral examination is designed to assess primarily students’ knowledge and skill in using spoken Chinese. The oral examination takes approximately 10 minutes and has two sections; Presentation and discussion in Chinese, Conversation in Chinese.

Written Examination

The 2½-hour written examination, plus 10 minutes’ reading time, has three sections:

Section I: Listening

Section II: Reading

Section III: Writing.

Students are allowed to use monolingual and/or bilingual printed dictionaries in the written examination. Performance Standards

The Chinese Beginners Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Chinese (Mandarin) Continuers Stage 1 Chinese Continuers 1

Stage 1 Chinese Continuers 2,

Stage 1 Chinese Continuers 3

Stage 1 Chinese Continuers 4

Code 11CC1S1

11CC2S2

11CC3S1

11CC4S2

Credits 10

Stage 2 Chinese Continuers Code 2CHICY Credits 20

Learning Area Languages

Contact Teacher: Ms M Foster Chinese (continuers) (2CHC20) The continuers level languages are designed for students

who have studied the language for 400 to 500 hours by the time they have completed Stage

2, or who have an equivalent level of knowledge. Students interact with others to share

information, ideas, opinions and experiences. They create texts in language to express

information, feelings, ideas and opinions. They analyse texts to interpret meaning, and

examine relationships between language, culture and identity, and reflect on the ways in

which culture influences communication.

Content

Stage 2 Chinese at continuers level consists of three themes and a number of prescribed

topics and suggested subtopics.

Themes: The Individual The Chinese speaking Communities The Changing World. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

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Information on the External Assessment

The examination consists of:

Oral examination

Written examination

Oral Examination

The oral examination will take 10–15 minutes and consists of two sections:

Section 1: Conversation

Section 2: Discussion

Written Examination (3 hours)

The written examination has three sections:

Section 1: Listening and Responding

Section 2: Reading and Responding

Section 3: Writing in [Language].

The examinations will be graded by external assessors with reference to performance

standards.

Performance Standards

The Locally Assessed Languages at Continuers Level Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Community Studies

Subjects

Stage 1 Community Studies 10 Code: 11COM10 Credits 10

Stage 1 Community Studies 20 Code 11COM20 Credits 20

Stage 2 Community Studies Code 2COMSY Credits 20

Learning Area Health & Physical Education

Contact Teacher: Mr Trevor Read Community Studies offers students the opportunity to learn in a community context and to interact with teachers, peers, and community members beyond the school environment. Students decide the focus of their community activity, which begins from a point of personal

interest, skill, or knowledge. By setting challenging and achievable goals in a community

activity, students enhance their skills and understandings in a guided and supported learning

program. They develop their capability to work independently and to apply their skills and

knowledge in practical ways in their community.

Stage 2 Community Studies can be studied as a 10-credit subject or a 20-credit subject in one or more of the ten areas of study. Community Studies is not a Tertiary Admissions Subject and therefore cannot be used in the calculation of an ATAR. Content Students prepare a contract of work to develop a community activity from the following ten areas of study:

Arts and the Community

Business and the Community

Communication and the Community

Design, Construction, and the Community

Environment and the Community

Foods and the Community

Health, Recreation, and the Community

Science and the Community

Technology and the Community

Work and the Community.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment

Contract of Work

External Assessment

Reflection

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Information on the External Assessment

Reflection

The reflection is a piece of writing of up to a maximum of 500 words if written, a maximum of

3 minutes if oral, or the equivalent in multimedia format, for a 10-credit subject; and up to a

maximum of 1000 words, 6 minutes if oral, or the equivalent in multimedia format, for a 20-

credit subject.

Students reflect on and evaluate both formal and informal feedback obtained from their community contact(s) and other sources. This feedback may be given in a variety of ways, such as notes or tips, pro formas, checklists, and comments. Students may also describe their feelings and attitudes to the community feedback and justify their responses. Students reflect on the value of the community activity to others, which could include such aspects as ongoing service learning, community partnerships, and school-to-work links and pathways.

The reflection is double graded, firstly by the student’s teacher and secondly by an external

assessor appointed by the SACE Board. The teacher and the external assessor make a

decision about the quality of the critical reflection with reference to the performance

standards.

Performance Standards

The Community Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Creative Arts – Visual Arts

Subjects Stage 2 Creative Arts – Visual

Arts

Code 2CAVAY Credits 20

Learning Area Arts

Contact Teacher: Ms Alana Bryett, Ms G Laidlaw

Creative Arts (2CVA20) This subject gives students the opportunity for specialised study within and across arts disciplines. They actively participate in the development and presentation of creative arts products. Students analyse and evaluate creative arts products in different contexts and from various perspectives. They gain an understanding and appreciation of the ways in which creative arts contribute to and shape the intellectual, social, and cultural life of individuals and communities. Stage 2 Creative Arts can be studied as a 10-credit subject or a 20-credit subject. Content

For a 10-credit or 20-credit subject students complete tasks in the following areas of study:

Creative Arts Process

Development and Production

Concepts in Creative Arts Disciplines

Creative Arts in Practice. Schools may select or adapt the content suggested in this subject outline and/or design local content, using the subject outline as a guide. Local programs will need to be approved by the SACE Board. Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Product 50%

Investigation 20%

External Assessment

Practical Skills 30%

Schools may adapt the school-based assessment component and/or design a local school-

based assessment component, using the recommended assessment types as a guide. The

design of the school-based assessment component may be negotiated with students.

Schools are required to use the external assessment type specified in this subject outline.

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Information on the External Assessment

Practical Skills

For a 10-credit subject, the documentation and evaluation should consist of a maximum of six pieces of evidence that best illustrate the key phases of the skills exploration and application, and the student’s evaluative response. The combined evidence should be a maximum of 1000 words if written or a maximum of 6 minutes of recorded oral communication, or the equivalent in multimodal form.

For a 20-credit subject, the documentation and evaluation should consist of a maximum of twelve pieces of evidence that best illustrate the key phases of skills exploration and application, and the student’s evaluative response. The combined evidence should be a maximum of 2000 words if written or a maximum of 12 minutes of recorded oral communication, or the equivalent in multimodal form.

The proportion of words and/or minutes allocated to ‘exploration and application’ and ‘documentation and evaluation’ within the combined evidence may vary according to the program focus.

Students should submit the documentation and evaluation for their practical skills assessment in an A3 or A4 folder, on CD or DVD, or by other electronic means appropriate to the nature of the evidence. The practical skills is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the practical skills and evaluation with reference to the

performance standards.

Performance Standards

The Creative Arts Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Dance

Subjects

Stage 1 Dance 1 Code: 11DAS1 Credits 10

Stage 1 Dance 2 Code 11DAS2 Credits 10

Stage 2 Creative Arts – Dance

Performance Project

Code 2CDAY Credits 20

Stage 2 Dance Code 2DANY Credits 20

Learning Area Arts

Contact Teacher: Alana Bryett, Ms Sarah Calver Dance (2DAE20) Students learn creative, technical, and physical knowledge and understanding, and an appreciation of dance as an art form through the study of technique, composition, choreography, performance, and critical analysis. They develop their creativity, self-discipline, self-esteem, personal identity, and confidence through experiences that encourage collaboration and creative problem-solving, the acquisition of skills, knowledge, and understanding, and the development of aesthetic awareness. Content Stage 2 Dance is a 20-credit subject that consists of the following three areas of study:

Skills Development (choreography, technique, and a folio based on either the choreography or the technique study)

Dance Perspectives

Group Production.

Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based assessment

Practical Skills 50%

Written Response 20%

External assessment

Performance 30%

Information on the External Assessment

Performance

Students are assessed on one of the following: a dance performance; a choreographic work; a presentation of one or more off-stage roles chosen from the list in the area of study.

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Dance performers are assessed in a group production, with time on stage of approximately 15 minutes. All performers must be seen in a solo, duo, or trio capacity for at least 1 minute consecutively. This may occur within group choreography.

Students who are assessed in choreography or one or more off-stage roles must conduct a presentation of between 10 and 15 minutes following the performance. A documentation folio of backup material must be submitted before the assessment, as supporting evidence. The documentation folio itself is not assessed.

The group production will be graded by external assessors with reference to the performance standards.

Performance Standards

The Dance Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to the performance standards.

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Dance – Creative Arts

Subjects

Stage 1 Dance 1 Code: 11DAS1 Credits 10

Stage 1 Dance 2 Code 11DAS2 Credits 10

Stage 2 Creative Arts – Dance

Performance Project

Code 2CDAY Credits 20

Stage 2 Dance Code 2DANY Credits 20

Learning Area Arts

Contact Teacher: Alana Bryett, Ms Sarah Calver Creative Arts (2CVA20) This subject gives students the opportunity for specialised study within and across arts disciplines. They actively participate in the development and presentation of creative arts products. Students analyse and evaluate creative arts products in different contexts and from various perspectives. They gain an understanding and appreciation of the ways in which creative arts contribute to and shape the intellectual, social, and cultural life of individuals and communities. Content

For a 10-credit or 20-credit subject students complete tasks in the following areas of study:

Creative Arts Process

Development and Production

Concepts in Creative Arts Disciplines

Creative Arts in Practice. Schools may select or adapt the content suggested in this subject outline and/or design local content, using the subject outline as a guide. Local programs will need to be approved by the SACE Board. Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Product 50%

Investigation 20%

External Assessment

Practical Skills 30%

Schools may adapt the school-based assessment component and/or design a local school-

based assessment component, using the recommended assessment types as a guide. The

design of the school-based assessment component may be negotiated with students.

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Information on the External Assessment

Practical Skills

For a 10-credit subject, the documentation and evaluation should consist of a maximum of six pieces of evidence that best illustrate the key phases of the skills exploration and application, and the student’s evaluative response. The combined evidence should be a maximum of 1000 words if written or a maximum of 6 minutes of recorded oral communication, or the equivalent in multimodal form.

For a 20-credit subject, the documentation and evaluation should consist of a maximum of twelve pieces of evidence that best illustrate the key phases of skills exploration and application, and the student’s evaluative response. The combined evidence should be a maximum of 2000 words if written or a maximum of 12 minutes of recorded oral communication, or the equivalent in multimodal form.

The proportion of words and/or minutes allocated to ‘exploration and application’ and ‘documentation and evaluation’ within the combined evidence may vary according to the program focus.

Students should submit the documentation and evaluation for their practical skills assessment in an A3 or A4 folder, on CD or DVD, or by other electronic means appropriate to the nature of the evidence. The practical skills is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the practical skills and evaluation with reference to the

performance standards.

Performance Standards

The Creative Arts Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Design & Technology – Electronics and Robotics

Subjects

Stage 1 Electronics and Robotics 1 Code 11ERS1 Credits 10

Stage 1 Electronics and Robotics 2 Code 11ERS2 Credits 10

Stage 2 Design & Technology –

Electronics and Robotics

Code 2ERY Credits 20

Learning

Area

Business, Enterprise & Technology

Contact Teacher: Mr P Coulter

Students develop the ability to initiate, create and develop electronic products or systems in response to a design or specification brief. They learn to use tools, materials, processes and systems safely and competently to complete an electronic product or system. Students analyse the impacts of technology, including consequences for individuals, society and the environment. Systems and Control Products I (2SSA20) area involves the use of devices such as

electrical, electronic, mechanical, and interface components, including programmable control

devices, to design and make systems and control products. Students produce outcomes that

demonstrate the knowledge and skills associated with using control systems, processes, and

materials such as electronic components, chips, circuitry, robotic components, gears, levers,

and drive train systems.

Examples of contexts for systems and control products include:

Computer systems

Electrical systems

Electronic systems

Energy

Mechanical systems

Mechatronics (robotics)

Assessment (20-credit subject) In a 20-credit subject, students demonstrate evidence of their learning through the following

assessment types:

School Assessment (70%)

Assessment Type 1: Skills and Applications Tasks (20%)

Assessment Type 2: Product (50%)

External Assessment (30%)

Assessment Type 3: Folio (30%).

Information on the External Assessment (20-credit subject)

Folio 30%

For a 20-credit subject, students undertake one product design process and one product evaluation for the major product in Assessment Type 2. For the minor product, students do not include a separate design brief in the folio. The design brief for the minor product may be based on the design brief for the major product, or may be provided by the teacher.

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This assessment type is designed to enable students to further develop and refine their use of the design process. They investigate technical skills, analyse possible applications of these skills, and evaluate ways in which their own skills have developed and improved.

Performance Standards

The Design & Technology subject Outline includes performance standards, which describe

five levels of achievement that are reported with the grades A to E at the student’s

completion of the subject. The school-based assessments and the external assessment will be

graded with reference to the performance standards.

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Drama

Subjects

Stage 1 Drama 1 Code: 11DRMS1 Credits 10

Stage 1 Drama 2 Code 11DRMS2 Credits 10

Stage 2 Drama Code 2DRAY Credits 20

Learning Area Arts

Contact Teacher: Alana Bryett Drama (2DRM20) Students acquire the skills and understanding to generate creative and

imaginative solutions to the challenge of staging theatrical works. They explore all forms of

learning, integrating the creative, physical and intellectual, and analyse texts, performances,

and their own learning.

Content

Stage 2 Drama is a 20-credit subject.

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. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

20-credit 10-credit

Group Presentation (20-credit subject only) 20% —

Folio 30% 30%

Interpretative Study 20% 40%

External Assessment

Performance 30% 30%

20-credit subject

For a 20-credit subject, students undertake: one group presentation one report and at least two reviews for the folio one interpretative study one performance or one presentation

Supporting evidence for the school-based assessment component from, for example,

performances, presentations, oral presentations, staged readings, round table presentations,

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workshops or discussions, should be recorded on DVD to provide evidence for the

moderation purposes.

Information on the External Assessment

Group Performance or Related Off-stage Presentation

Students participate in a live group performance, in an on-stage or off-stage role, and develop an understanding of the rehearsal and performance process. Each student is assessed on either a focused group performance as an on-stage performer or an individual presentation about an off-stage role related to the group performance. On-stage performers should present a focused performance of between 10 and 15 minutes; students who work off-stage should spend a maximum of 15 minutes presenting evidence relevant to their specific off-stage role. A student’s involvement in a group performance or a related off-stage presentation may be in one or more of the following areas:

acting

design (set, costume, make-up, lighting, sound, publicity and promotions)

dramaturgy

front-of-house

multimedia/film and video

stage management.

or

Individual Performance or Presentation

Students choose an area of study that they research and investigate, with the intention of developing a dramatic product. Students undertake a live dramatic performance or presentation of a maximum of 15 minutes in whatever practitioner role they have chosen, to demonstrate their application of the knowledge and skills they have acquired through their area of study. The focus of the performance or presentation could take inspiration from a range of influences or stimuli such as poems, novels, songs, pieces of music, rituals, play texts, genres, styles of theatre, or dramatic practitioner(s). Students are encouraged to consider ways of making their performance or presentation dramatic in nature. Students may select from and explore a variety of media to incorporate in their performance or presentation, such as audio, songs, music, podcasts, film/video, live performance, PowerPoint presentations, photographs, sketches, diagrams, displays, staged readings, collages, DVDs, CD-ROMs, written material, or a combination of these. The performance or presentation must include an integration of knowledge and understanding, and a discussion of the processes the student has undertaken to reach the outcome. When using different media to support their presentation, students should ensure that their project sits firmly within the scope of the dramatic arts and does not shift into other areas such as dance, music, or art. A student’s involvement in the individual performance or presentation may be in one or more of the following areas:

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acting

design (set, costume, make-up, lighting, sound, and publicity and promotions)

dramaturgy

front-of-house

multimedia/film and video

stage management

scriptwriting

directing. Students who choose to take the role of director in their individual performance or presentation do not direct their peers in the group performance or related presentation. Students may work with a group such as a Stage 1 class or other younger year groups to facilitate their role. Performance Standards

The Drama Subject Outline includes performance standards, which describe five levels of

achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Economics

Subjects

Stage 1 Economics 1 Code: 11ECOS1 Credits 10

Stage 1 Economics 2 Code 11ECOS2 Credits 10

Stage 2 Economics Code 2ECOY Credits 20

Learning Area Humanities and Social Sciences

Contact Teacher: Mr N Smith

Economics (2EMS20) Students learn how an economy operates, the structure of economic

systems and the way in which they function. Students develop an understanding of different

economic systems and institutions, and can assess the degree to which these systems and

institutions help satisfy people's needs and wants. They become aware that economic

decisions are not value-free and have outcomes that may be inconsistent with social, moral,

and ethical values. Students research, analyse, evaluate, and apply economic models that

are expressed in graphical and/or diagrammatic form. They make forecasts about economic

change and evaluate issues for individuals and groups in local, national, and global settings.

Stage 2 Economics is a 20-credit subject. Content Stage 2 Economics consists of skills in economics developed in the following five key areas of study:

Key Area 1: The Economic Problem

Key Area 2: Microeconomics

Key Area 3: Macroeconomics

Key Area 4: Globalisation

Key Area 5: Poverty and Inequality. Assessment

School-based Assessment Weighting

Skills and Applications Tasks 30%

Folio 40%

External Assessment

Examination 30%

Information on the External Assessment

Examination (2 hours)

Students undertake a 2-hour examination, which is divided into two parts. Part A consists of multiple-choice, short-answer, response to stimulus, and extended-response questions, and draws on the following key areas of the subject content:

All parts of Key Area 1: The Economic Problem

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All parts of Key Area 2: Microeconomics

All parts of Key Area 3: Macroeconomics

All parts of Key Area 4: Globalisation.

Part B requires students to write an essay from a range of questions that draw from the following key areas of the subject content:

All parts of Key Area 3: Macroeconomics

All parts of Key Area 4: Globalisation.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Economics Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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English Communications

Subjects

Stage 1 English

Communications 1

Code: 11ECS1 Credits 10

Stage 1 English

Communications 2

Code 11ECS2 Credits 10

Stage 2 English

Communications

Code 2ECOMY Credits 20

Learning Area English

Contact Teacher: Ms J Dupe, Ms S Schuman

English Communications (2ECS20). This subject focuses on the development of English

skills, and in particular the communication process. Students learn to recognise the

conventions of different text types and contexts. They consider the role of language in

communication between individuals, groups and organisations. By reading, writing, viewing,

listening and speaking, and through the use of information and communication technologies,

students develop literacy skills in a broad range of contexts. Students who complete 20

credits of this subject with a C grade or better will meet the literacy requirement of the

NTCET.

Content Students undertake tasks within the following:

Text Study

Text Production Study

Communication Study (consists of two parts)

1. Analysis and comparison of one of the following categories of communication:

Mass-media Communication

Personal Communication

Business Communication

Computer-mediated Communication

Advertising

2. Completion of a practical application involving the development of a product, reflection on the process of development, and the findings reached by the student. Students select one of the following applications: Film-making Interacting Investigating Language Multimedia web authoring Oral language Workplace writing Writing for publication.

Assessment (20-credit subject)

Students demonstrate evidence of their learning through the following assessment types:

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School-based Assessment Weighting

Text Analysis 20%

Text Production 20%

Communication Study 30%

External Assessment

Folio 30%

Information on the external assessment

(20-credit subject)

Folio Students complete a Folio containing work from both:

Part 1: Response to an example of communication

Part 2: Text production with writer’s statement. Part 1: Response to an example of communication Students write a commentary on an example of communication. This could be a short story, novel, poem, or film; or a text used to communicate an idea or information such as a transcript of a speech, or a letter. Part 2: Text production with writer’s statement Students compose a piece of written text and a writer’s statement that outlines their intentions and reflection of the process used to produce it. The text production piece can be creative (e.g. a narrative or expository piece) or functional (e.g. writing for a technical journal). The total length of the writing in the Folio is up to a maximum of 2000 words. The folio is double graded, firstly by the student’s teacher and secondly by an external

assessor appointed by the SACE Board. The teacher and the external assessor make a

decision about the quality of the folio with reference to the performance standards.

Performance Standards

The English Communications Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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English Pathways

Subjects

Stage 1 English Pathways 1 Code: 11EPS1 Credits 10

Stage 1 English Pathways 2 Code 11EPS2 Credits 10

Stage 2 English Pathways Code 2EPSY Credits 20

Learning Area English

Contact Teacher: Ms S Schuman

English Pathways (2EPW20) provides students with a focus for informed and effective

participation in vocational, cultural and/or social contexts. Students use language to

establish and maintain effective connections and interactions with people in different

contexts. They also read, respond to, and produce texts. Students who complete 20 credits

of this subject with a C grade or better will meet the literacy requirement of the NTCET

Content Students are required to read and respond to texts as well as produce texts.

Decisions regarding the specific content should be centred on the ways in which individual

students or groups of students establish and maintain effective connections and interactions

with people in different contexts.

Reading and Responding to Texts Study Students reflect critically on the ways in which texts are created for specific purposes and audiences. Texts selected for study have a direct connection with people and experiences in vocational, cultural, and/or social contexts. Students develop and express opinions and perspectives in written and oral or multimodal form. It is recommended that students read and respond to at least two of the following text types: an extended prose, verse, or electronic text (e.g. a novel, a graphic novel, a collection of short

stories, a biography, an instructional manual) a visual/media text (e.g. a web page, a film, a documentary, a training text) a creative/aesthetic text (e.g. poetry, song lyrics, a dramatic performance).

Text Production Study Through reading and responding to texts, students recognise the influence of language and textual conventions on the ways in which readers understand and respond to texts. Students learn that authors observe various conventions of style, content, vocabulary, register, and format. Students should be conscious of the stylistic features and textual conventions that characterise various forms, and should demonstrate some control over these features and conventions in their own text production.

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Students are likely to benefit from modelling their own texts on examples of good practice in the same form. This study allows students to develop control over self-editing and drafting processes. Language Study

Students identify a purpose and context that arises out of their interaction with a group of

people in a vocational, cultural, or social context.

Schools may either follow or vary the content recommended in the subject outline. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Text Analysis 30%

Text Production 40%

External Assessment

Language Study 30%

For a 20-credit program, it is recommended that students read and respond to three or four

texts and produce three or four texts. Students also complete a language study.

Information on the External Assessment

Language Study

For a 20-credit program, students complete a language study of a maximum of 2000 words, or the equivalent in a multimedia format.

Students undertake an independent study that has as its major focus the use of language by

a group of people in a chosen context. The people who are the focus of the study may be in

a family, peer, school, local, national, global, or virtual group. The group could be social,

vocational, volunteer, sporting, religious, or a community of interest.

Students need to develop a clearly defined focus. They may choose to hypothesise, ask a question, or use another strategy for focusing their ideas. There should be clear evidence of what the students learned through completing the study, and a conclusion that draws together the ideas formulated during the study.

Performance Standards

The Stage 2 English Pathways Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

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The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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English as a Second Language

Subjects

Stage 1 English as a Second

Language 1

Code: 11ESL1 Credits 10

Stage 1 English as a Second

Language 2

Code 11ESL2 Credits 10

Stage 2 English as a Second

Language

Code 2ESLY

2ESLSY

Credits 20

Learning Area English

Contact Teacher: Ms P Naidoo, Ms S Schuman

English as a Second Language (2EGA20) is designed for students for whom English is an additional language or dialect. They develop their confidence and competence as users of English, developing skills as critical viewers, listeners, speakers, readers, and writers. Students who complete 20 credits of this subject with a C grade or better will meet the literacy requirement of the NTCET. In Stage 2 English as a Second Language, students develop their confidence and competence as users of English, developing skills as critical viewers, listeners, speakers, readers, and writers. Content Students undertake tasks within the following areas of study:

Communication Study

Text Production Study

Interaction Study

Investigative Study Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Communication Study 20%

Text Production 30%

Language Application 20%

External Assessment

Investigation 30%

Information on the External Assessment

Investigation

Students investigate a contemporary issue of their choice. The investigation comprises:

A written research report of up to a maximum of 900 words

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An oral reflection of the process and findings of the investigation of a maximum of six minutes.

The investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

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English as a Second Language Studies

Subjects

Stage 1 English as a Second

Language 1

Code: 11ESL1 Credits 10

Stage 1 English as a Second

Language 2

Code 11ESL2 Credits 10

Stage 2 English as a Second

Language Studies

Code 2ESLY

2ESLSY

Credits 20

Learning Area English

Contact Teacher: Ms P Naidoo, Ms S Schuman

English as a Second Language is designed for students for whom English is an additional language or dialect. Eligibility criteria apply. For English as Second Language Studies (2ELG20), students examine and analyse texts in

a variety of genres that they use and respond to in an English-speaking environment for

social and academic purposes. They work independently and collaboratively to learn to read,

write, speak and listen to complex language usage. Students who complete 20 credits of this

subject with a C grade or better will meet the literacy requirement of the NTCET.

Students undertake tasks within the following areas of study:

Text Study

Text Production

Investigative Study

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Issue Analysis 20%

Text Production 20%

Investigation 30%

External Assessment

Examination 30%

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Information on the External Assessment

Examination

Students complete a 3-hour external examination divided into two sections:

Section 1: Listening Comprehension

Section 2: Written Paper

Section 1: Listening Comprehension

The listening comprehension section takes approximately one hour, and is divided into two

parts. In both parts students listen and respond to recorded texts. Texts are drawn from a

range of oral text types such as discussions, interviews, and broadcasts.

The questions in the first part require understanding of the text. The questions in the second

part require understanding and interpretation of the text.

Section 2: Written Paper

The written paper is in two parts: Part A and Part B. The balance of time (after

approximately one hour for the listening comprehension) is spent on the written paper.

Part A — students read and interpret related texts, which could contain information, opinions,

and experiences, and information in the form of graphs, diagrams, or pictures.

Students use the information and opinions in the texts to produce an extended written

response of approximately 500 words.

Part B — students write a formal letter of approximately 200 words in response to a short

written or visual text.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The English as a Second Language Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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English Studies

Subjects

Stage 1 English Studies 1 Code: 11ESS1 Credits 10

Stage 1 English Studies 2 Code 11ESS2 Credits 10

Stage 2 English Studies Code 2ENGSY Credits 20

Learning Area English

Contact Teacher: Ms S Schuman

English Studies (2END20) Students analytically read a range of extended texts and a

number of shorter texts from past, contemporary, and everyday contexts. They focus on the

skills and strategies of critical thinking needed to interpret texts. Through a shared and

individual study of texts, they have opportunities to exchange and develop ideas, find

evidence to support a personal view, and learn to construct logical and convincing

arguments. Students who complete 20 credits of this subject with a C grade or better will

meet the literacy requirement of the NTCET.

Content Stage 2 English Studies is a 20-credit subject. Students undertake tasks within the following:

Text Study

Text Production Study Text Study

The text study comprises four shared studies and an individual study.

Shared Studies consist of a:

study of two single texts

study of paired texts

study of poetry

critical reading study of short texts.

Among the texts chosen for the four shared studies there must be:

one film text

at least one extended prose text

at least one written drama text

at least 1000 lines of poetry

a range of short texts for the critical reading study.

Individual Study (consists of two parts)

critical essay

collection of supporting material

The individual study provides scope for the development of student interest outside the texts studied as a class. It is undertaken independently.

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Text Production Study

Students compose texts, both written and oral covering a range of text types They should be given the opportunity to explore a range of forms (e.g. narrative, persuasive, expository, and descriptive) to enable them to model their own text production.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Shared Studies 30%

Individual Study 20%

Text Production 20%

External Assessment

Examination 30%

Information on the External Assessment

Examination (3 hours) The examination is divided into three sections. Students must choose one question from each section.

Section A contains questions on the study of two single texts or the study of paired texts or the study of poetry.

Section B contains a range of questions that focus on texts not included in Section A.

Section C contains questions based on the critical reading of one or more unseen short texts.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The English Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Food and Hospitality

Subjects

Stage 1 Food & Hospitality 1 Code: 11FOHS1 Credits 10

Stage 1 Food & Hospitality 2 Code 11FOHS2 Credits 10

Stage 2 Food & Hospitality Code 2FHOSY Credits 20

Learning Area Health & PE Learning Area

Contact Teacher: Ms P Cryer, Ms P McIntyre

Food and Hospitality (2FOH20) Students develop an understanding of contemporary

approaches and issues related to food and hospitality. They work independently and

collaboratively to achieve common goals. Students develop skills and safe work practices in

the preparation, storage and handling of food, complying with current health and safety

legislation. They investigate and debate contemporary food and hospitality issues and

current management practices.

Content Students study topics within one or more of the following five areas of study: Contemporary and Future Issues Economic and Environmental Influences Political and Legal Influences Sociocultural Influences Technological Influences. A 20-credit subject includes all five areas of study. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Practical Activity 50%

Group Activity 20%

External Assessment

Investigation 30%

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Information on the External Assessment

Investigation

The Investigation is a piece of writing of up to a maximum of 2000 words for the 20-credit subject, and 1000 words for the 10-credit subject. Students identify a relevant contemporary issue related to an area of study, which is stated as a research question or hypothesis. The Investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

Performance Standards

The Food and Hospitality Subject Outline includes performance standards, which describe

five levels of achievement that are reported with the grades A to E at the student’s

completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Geography

Subjects

Stage 1 Geography Code 11GEOS1 Credits 10

Stage 2 Geography Code 2GEOY Credits 20

Learning Area English & Humanities

Contact Teacher: S Schuman

Stage 1 Geography may be undertaken as a 10-credit subject or a 20-credit subject.

Through the study of Geography, students develop an understanding of the spatial interrelationships between people, places, and environments. Students pose and seek answers to questions of what, where, who, why, how, and when, and evaluate responses. Geographers are concerned with describing place, identifying variations and similarities over the Earth’s surface, and explaining spatial associations. The discipline of geography deals with diverse environmental phenomena and human activities, including natural hazards, landforms, tourism, economic development, agriculture, and urban planning.

Geography students develop an understanding of how people interact with environments differently in different places and at different times, and of the opportunities and challenges for, and constraints on, such interactions. Students develop an appreciation of the interdependencies of physical and human environments and an understanding of geographical differences. Students come to understand the interconnections between environmental and human systems.

Geographers address the spatial dimensions of the Earth, critically analysing features, events, movements, and other phenomena. Students of Geography identify patterns and trends and explore and analyse geographical relationships and interdependencies. To critically analyse located features, spatial arrangements, and spatial relationships, students acquire and critically analyse field and other data, using a range of field and spatial technology skills.

An important component of geographical inquiry in the twenty-first century is awareness that people are dependent on increasingly threatened human and physical environments. Students use spatial technologies to investigate contemporary issues, and develop knowledge and skills that enable them to contribute to the sustainable use of the Earth’s physical and human environments.

Content

For a 10-credit subject there will be different focuses in each semester to enable students to

study geography for a full year if they wish.

Assessment

Assessment at Stage 1 is school based. Students demonstrate evidence of their learning

through folio, sources analysis and investigation.

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Health

Subjects

Stage 1 Health Code: 11HTHS1 Credits 10

Stage 1 Health 2 Code 11HTHS2 Credits 10

Stage 2 Health Code 2HEAY Credits 20

Learning Area Health & PE Learning Area

Contact Teacher: Ms P Cryer

Health (2HEH20) Students learn about the factors that shape the behaviour and attitudes of

individuals and groups in relation to healthy living, and caring for themselves and the

environment. They develop skills to consider how changing social structures, community

values, environmental issues, and new technologies affect the health and well-being of

individuals and communities.

Content

For a 20-credit subject, students complete the study of:

at least one core concept three option studies

Core Concepts

Core Concept 1: Health Literacy Core Concept 2: Social and Economic Determinants of Health

Option Studies Option Study 1: Health Promotion in the Community Option Study 2: Health and Environment Option Study 3: Sexuality and Health Option Study 4: Health and Relationships Option Study 5: Risks and Challenges to Health Option Study 6: Stress and Health Option Study 7: Vocational Studies and Applications in Health.

Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Group Investigation and Presentation 30%

Issues Analysis 20%

Practical Activity 20%

External Assessment

Investigation 30%

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Schools may adapt the school-based assessment component and/or design a local school-

based assessment component, using the recommended assessment types as a guide. The

design of the school-based assessment component may be negotiated with students.

Schools are required to use the external assessment type specified in this subject outline.

Information on the External Assessment

Investigation

Students are directly involved in a personal or community activity or social action related to

their chosen issue and present their investigation in the form of a written report of a

maximum of 1000 words for the 10-credit subject and 2000 words for the 20-credit subject.

The investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

Performance Standards

The Health Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Human Biology

Subjects

Stage 1 Human Biology 1 Code: 11HBS1 Credits 10

Stage 1 Human Biology 2 Code 11HBS2 Credits 10

Stage 2 Human Biology Code 2HBIOY Credits 20

Learning Area Sciences Learning Area

Contact Teacher: Mr T Copland, Mrs R Reimers

In Human Biology (Stage 2 Scientific Studies) students learn about the cellular and overall structures and functions of a range of human body systems. They have the opportunity to make connections between human biology and their lives and how biology of the human body impacts on their lives and society. Students design and conduct biological investigations and gather evidence from their investigations. As they explore a range of biology-related issues, students recognise that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies. Content Examples of areas of study include.

Cellular Biology including blood

Physiology of the circulatory and immune systems Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 40%

Skills and Applications Tasks 30%

External Assessment

Practical Investigation 30%

Schools may adapt the school-based assessment component and/or design a local school-

based assessment component, using the recommended assessment types as a guide. The

design of the school-based assessment component may be negotiated with students.

Schools are required to use the external assessment type specified in this subject outline.

Information on the External Assessment

Practical Investigation

The practical investigation consists of two parts:

investigation design proposal

investigation report

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The investigation design proposal includes a statement of a question or hypothesis, identification of variables, and an outline of the proposed research approach and method. This is assessed before the student begins the practical investigation. The investigation report includes the hypothesis investigated, the method, the results, the conclusion, and an evaluation of the practical investigation. It is presented in written form of up to a maximum of 1000 words for a 10-credit subject and up to 2000 words for a 20-credit subject.

The teacher and the SACE Board external assessor make a decision about the quality of the

investigation with reference to performance standards.

Performance Standards

The Scientific Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Indonesian Beginners

Subjects

Stage 1 Indonesian Beginners 1 Code: 11INDS1 Credits 10

Stage 1 Indonesian Beginners 2 Code 11INDS2 Credits 10

Stage 2 Indonesian Beginners Code 2INDBY Credits 20

Learning Area Languages

Contact Teacher: Ms D Christie, Mr K Northcote

This course is for students with little or no previous knowledge of the language Eligibility criteria apply. Students develop the skills of listening, speaking, reading, and writing, and information and communication technologies to create and engage effectively with a range of spoken, written, visual, and multimodal texts in the particular language. They develop and apply linguistic and intercultural knowledge, understanding, and skills.

interacting with others in Indonesian in interpersonal situations

creating texts in Indonesian for specific audiences, purposes, and contexts

analysing texts that are in Indonesian to interpret meaning

comparing languages and how they work as a system

reflecting on the ways in which culture is created, expressed, and communicated through language.

Students explore the three interconnected themes of Relationships, Lifestyles, and Experiences from the perspectives of ‘The Personal World’ and ‘The Indonesian speaking Communities’. Communication Students develop their ability to communicate and interact in a variety of contexts for a range of purposes, within and across languages and cultures. Students develop the skills of listening, speaking, reading, and writing, and use information and communication technologies, to create and engage effectively with a range of spoken, written, and multimodal texts in Indonesian School Based Assessment

Students will undertake 5 assessment tasks from the following 3 assessment types:

Type 1: Interaction (Individual or in pairs)

Type 2: Text Production (Creative Writing)

Type 3: Text Analysis (Read texts in Indonesian and answer questions in either English or Indonesian as required) External Assessment Assessment Type 4: Examination (30%) The examination consists of two assessments:

an oral examination

a written examination.

Oral Examination

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The oral examination is designed to assess primarily students’ knowledge and skill in using spoken Indonesian. The oral examination takes approximately 10 minutes and has two sections.

Written Examination

The 2½-hour written examination, plus 10 minutes’ reading time, has three sections:

Section I: Listening

Section II: Reading

Section III: Writing.

Students are allowed to use monolingual and/or bilingual printed dictionaries in the written examination. Performance Standards

The Indonesian Beginners Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Indonesian Continuers

Subjects

Stage 1 Indonesian Continuers 1 Code: 11IC1S1 Credits 10

Stage 1 Indonesian Continuers 2 Code 11IC2S2 Credits 10

Stage 2 Indonesian Beginners 2 Code 2INDCY Credits 20

Learning Area Languages

Contact Teacher: Ms D Christie

Indonesian (continuers) (2INC20) The continuers level languages are designed for students

who have studied the language for 400 to 500 hours by the time they have completed Stage

2, or who have an equivalent level of knowledge. Students interact with others to share

information, ideas, opinions and experiences. They create texts in language to express

information, feelings, ideas and opinions. They analyse texts to interpret meaning, and

examine relationships between language, culture and identity, and reflect on the ways in

which culture influences communication.

Content Stage 2 Indonesian at continuers level consists of three themes and a number of prescribed

topics and suggested subtopics.

Themes: The Individual The Indonesian speaking Communities The Changing World. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

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Information on the External Assessment

The examination consists of:

Oral examination

Written examination

Oral Examination

The oral examination will take 10–15 minutes and consists of two sections:

Section 1: Conversation

Section 2: Discussion

Written Examination (3 hours)

The written examination has three sections:

Section 1: Listening and Responding

Section 2: Reading and Responding

Section 3: Writing in Indonesian.

The examinations will be graded by external assessors with reference to performance

standards.

Performance Standards

The Locally Assessed Languages at Continuers Level Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Information Processing and Publishing

Subjects

Stage 1 Computer Applications 1 Code: 11CAS1 Credits 10

Stage 1 Computer Applications 2 Code 11CAS2 Credits 10

Stage 2 Information Processing

& Publishing

Code 2COAPY Credits 20

Learning Area Business, Enterprise and Technology

Contact Teacher: Manju Dhir, Mr M Cherry Information Processing and Publishing (2IPR20) Students apply practical skills and design

principles to provide creative solutions to text-based communication tasks. They create both

hard copy and electronic text-based publications, and evaluate the development process.

Students use technology to design and implement information processing solutions, and

identify, choose, and use the appropriate computer hardware and software to process,

manage and communicate information in a range of contexts.

Stage 2 Information Processing and Publishing can be studied as a 10-credit subject or a 20-credit subject. Content Stage 2 Information Processing and Publishing consists of the following four focus areas: Desktop Publishing Electronic Publishing Personal Documents Business Documents. For a 20-credit subject, students undertake two of the focus areas listed above. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Practical Skills 40%

Issues Analysis 30%

External Assessment

Product and Documentation 30%

Information on the External Assessment

Product and Documentation Students undertake one Product and Documentation task that may come from either one focus area or the integration of two focus areas.

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Students complete, for an identified audience, a text based Product that demonstrates knowledge and use of the four parts of the designing process: investigating, devising, producing, and evaluating. The completed Product should be at least three A4 pages in length, or the equivalent, for a 10 credit subject; and five pages in length, or the equivalent, for a 20-credit subject. There must be adequate text to demonstrate use of design elements. The designing process must be covered in separate documentation, of maximum of 1500 words, which must be submitted with the completed product for a 20-credit subject and a maximum of 900 words for a 10-credit subject.

The Product and Documentation is double graded, firstly by the student’s teacher and

secondly by an external assessor appointed by the SACE Board. The teacher and the

external assessor make a decision about the quality of the Product and Documentation with

reference to the performance standards.

Performance Standards

The Information Processing and Publishing Subject Outline includes performance standards,

which describe five levels of achievement that are reported with the grades A to E at the

student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Information Technology

Subjects

Stage 1 Computer Systems 1 Code: 11CPS1 Credits 10

Stage 1 Computer Systems 2 Code 11CPS2 Credits 10

Stage 2 Information Technology Code 2ITECY Credits 20

Learning Area Business, Enterprise and Technology

Contact Teacher: Darren Clayton Students investigate existing information technology systems to discover their nature and

components. They develop a range of information technology skills and techniques while

creating their own systems that can be tested and evaluated. Students develop and apply

specialised knowledge, skills and techniques in the use of software in a number of

information technology areas.

Content Stage 2 Information Technology consists of two core topics and five option topics, from which two are chosen for study. Core Topics:

Topic 1: Information Systems

Topic 2: Computer and Communication Systems Option Topics:

Topic 1: Relational Databases

Topic 2: Application Programming

Topic 3: Multimedia Programming

Topic 4: Website Programming

Topic 5: Dynamic Websites. The two option topics covered at Darwin High School are Relational Databases and Application Programming. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 20%

Skills and Applications Tasks 30%

Project 20%

External Assessment

Examination 30%

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Information on the External Assessment

Examination (2 hours)

Students undertake a 2-hour examination, which assesses the two core topics and option topics.

The examination consists of short-answer questions and extended-response questions.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Information Technology Subject Outline includes performance standards, which

describe five levels of achievement that are reported with the grades A to E at the student’s

completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Integrated Learning - Mathematics Stage 2 Integrated Learning

Mathematics

Code 2ILG Credits 20

Learning Area Mathematics

Contact Teacher: Ms E Bell

The Integrated Learning in Numeracy course is designed specifically to cater for students of

diverse literacy skills and mathematical abilities. Students undertaking Integrated Learning

will develop their literacy skills and mathematical abilities, however with greater emphasis

placed on the connections between different subjects. It is the aim of this course to move

students away from learning by memorisation and reciting to understanding the connections

between subject areas.

Content The course is presented in a contextual situation and aims to enhance the students’ opportunities for success in the work environment. The key learning areas focus in the Integrated Learning includes: Key Area 1: Developing the Capability for Communication: The students will have the opportunity to develop their capability for communication by liaising with the wider community such as the permaculture experts that will help them with the garden as well as other community members. Key Area 2: Developing the Capability for Citizenship The students will have the opportunity to develop their capability for citizenship by being part of a garden and connecting with the community through the garden. Key Area 5: Developing the Capability for Learning The students will be developing their capability for learning by learning new information regarding permaculture and learning new areas of ICT such as multi-modal presentation. . Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks Food Mile, Garden Design and Gardening project

60%

Negotiable Task 20%

Folio and Discussion 20%

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Performance Standards

The Integrated Learning Mathematics Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments will be graded with reference to the performance standards.

Integrated Learning Numeracy and Integrated Learning PE can both be used to contribute to the

Stage 2 compulsory units of the NTCET. Only 20 credits of study from Integrated Learning can

contribute to an ATAR. If an ATAR is required students must study at least three other Stage 2

subjects from other learning areas, complying with relevant counting restrictions and precluded

combination rules.

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Integrated Learning - Physical Education Stage 2 Integrated Learning

Physical Education

Code 2ILG Credits 20

Learning Area Health & PE

Contact Teacher: Ms Tabitha Robinson

Students undertaking Integrated Learning will be bringing together aspects of Physical

Education and physical activity to form part of their learning in this subject. The subject will

allow students to develop their interest in physical education and physical activity.

Theoretical concepts will be applied in practical settings. The course is designed to meet the

needs of students who enjoy the participation of a range of practical skills and applications,

and their associated application of sporting principles and issues, but who experience

difficulty in application and analysis of theoretical aspects associated with the examination

components of the Stage 2 Physical Education course. Through the project, students will be

given the opportunity to study an aspect of their fitness and perform a training program to

enhance their understanding of aspects of their fitness, training programs and methods

associated with their chosen sport.

The program has a focus on sports skills and fitness. Students will participate in selected

individual and team sports. They will apply knowledge of energy systems and fitness

components to the selected practical activities.

Capabilities The capabilities are central to Integrated Learning and form the content of the key areas of

study. The capabilities are reflected in the assessment requirements and performance

standards of Integrated Learning. In Integrated Learning Physical Education, there will be a

focus on Citizenship and Personal Development capabilities.

Citizenship: Integrated Learning Physical Education provides students with experiences that

develop their ability to participate in, and contribute to, the life of the school and the wider

community. Students develop their citizenship knowledge and skills by participating in a

Coaching Course and delivering a Coaching Program to Primary School students over an

extended period. Through the strong sense of personal identity that Integrated Learning

encourages, students develop confidence, a sense of community, and learn to value their

own lives.

Personal Development: Through the Sport Practicals, the Fitness Program and the Folio and

Discussion task, Integrated Learning students have opportunities to develop decision-

making skills, a strong sense of independence, awareness and knowledge of personal

thinking and preferred ways of learning. Students learn ways of taking responsibility for

planning and reviewing their own learning and decision-making. They plan, develop, and

evaluate their learning in terms of how it relates to their own sense of fitness, health and

well-being.

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Assessment

A variety of methods are utilised for the assessment tasks which may include oral, written or

multimedia formats, integrating information and communication technologies.

School-based Assessment Weighting

Practical 30%

Group Coaching Practical 20%

Folio and Discussion 20%

External Assessment

Fitness Program 30%

A copy of student assessments must be kept at the school for moderation purposes.

Performance Standards

The Integrated Learning Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments will be graded with reference to the performance standards.

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Italian Beginners

Subjects

Stage 1 Italian Beginners 1 Code: 11BIS1 Credits 10

Stage 1 Italian Beginners 2 Code 11BIS2 Credits 10

Stage 2 Italian Beginners 2 Code 2ITBY Credits 20

Learning Area Languages

Contact Teacher: Ms I Tomassi

This course is for students with little or no previous knowledge of the language Eligibility criteria apply. Italian at beginners level is designed as a 2-year course of study for students who wish to begin their study of Italian at senior secondary level. Students will have studied Italian at beginners level for 200 to 240 hours by the time they have completed Stage 2. At beginners level, students develop and apply linguistic and intercultural knowledge, understanding, and skills by:

interacting with others in Italian in interpersonal situations

creating texts in Italian for specific audiences, purposes, and contexts

analysing texts that are in Italian to interpret meaning

comparing languages and how they work as a system

reflecting on the ways in which culture is created, expressed, and communicated through language.

Students explore the three interconnected themes of Relationships, Lifestyles, and Experiences from the perspectives of ‘The Personal World’ and ‘The Italian speaking Communities’.

Communication Students develop their ability to communicate and interact in a variety of contexts for a range of purposes, within and across languages and cultures. Students develop the skills of listening, speaking, reading, and writing, and use information and communication technologies, to create and engage effectively with a range of spoken, written, and multimodal texts in Italian School Based Assessment

Students will undertake 5 assessment tasks from the following 3 assessment types:

Type 1: Interaction (Individual or in pairs)

Type 2: Text Production (Creative Writing)

Type 3: Text Analysis (Read texts in Italian and answer questions in either English or Italian as required) External Assessment Assessment Type 4: Examination (30%) The examination consists of two assessments:

an oral examination

a written examination.

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Oral Examination The oral examination is designed to assess primarily students’ knowledge and skill in using spoken Italian. The oral examination takes approximately 10 minutes and has two sections.

Written Examination

The 2½-hour written examination, plus 10 minutes’ reading time, has three sections:

Section I: Listening

Section II: Reading

Section III: Writing.

Students are allowed to use monolingual and/or bilingual printed dictionaries in the written examination. Performance Standards

The Italian Beginners Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Italian Continuers

Subjects

Stage 1 Italian Continuers 1 Code: 11ITS1 Credits 10

Stage 1 Italian Continuers 2 Code 11ITS2 Credits 10

Stage 2 Italian Continuers Code 2ITCY Credits 20

Learning Area Languages

Contact Teacher: Ms I Tomassi

Italian (continuers) (2ITC20) The continuers level languages are designed for students who

have studied the language for 400 to 500 hours by the time they have completed Stage 2, or

who have an equivalent level of knowledge. Students interact with others to share

information, ideas, opinions and experiences. They create texts in language to express

information, feelings, ideas and opinions. They analyse texts to interpret meaning, and

examine relationships between language, culture and identity, and reflect on the ways in

which culture influences communication.

Content

Stage 2 Italian at continuers level consists of three themes and a number of prescribed

topics and suggested subtopics.

Themes: The Individual The Italian speaking Communities The Changing World. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

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Information on the External Assessment

The examination consists of:

Oral examination

Written examination

Oral Examination

The oral examination will take 10–15 minutes and consists of two sections:

Section 1: Conversation

Section 2: Discussion

Written Examination (3 hours)

The written examination has three sections:

Section 1: Listening and Responding

Section 2: Reading and Responding

Section 3: Writing in Italian.

The examinations will be graded by external assessors with reference to performance

standards.

Performance Standards

The Locally Assessed Languages at Continuers Level Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Japanese Beginners

Subjects

Stage 1 Japanese Beginners 1 Code: 11JBVS1 Credits 10

Stage 1 Japanese Beginners 2 Code 11JBVS2 Credits 10

Stage 2 Japanese Beginners Code 2JAPBY Credits 20

Learning Area Languages

Contact Teacher: Ms M Ruzsicska This course is for students with little or no previous knowledge of the language Eligibility criteria apply. Japanese at beginners level is designed as a 2-year course of study for students who wish to begin their study of Japanese at senior secondary level. Students will have studied Japanese at beginners level for 200 to 240 hours by the time they have completed Stage 2. At beginners level, students develop and apply linguistic and intercultural knowledge, understanding, and skills by:

interacting with others in Japanese in interpersonal situations

creating texts in Japanese for specific audiences, purposes, and contexts

analysing texts that are in Japanese to interpret meaning

comparing languages and how they work as a system

reflecting on the ways in which culture is created, expressed, and communicated through language.

Students explore the three interconnected themes of Relationships, Lifestyles, and Experiences from the perspectives of ‘The Personal World’ and ‘The Japanese speaking Communities’.

Communication Students develop their ability to communicate and interact in a variety of contexts for a range of purposes, within and across languages and cultures. Students develop the skills of listening, speaking, reading, and writing, and use information and communication technologies, to create and engage effectively with a range of spoken, written, and multimodal texts in Japanese School Based Assessment

Students will undertake 5 assessment tasks from the following 3 assessment types:

Type 1: Interaction (Individual or in pairs)

Type 2: Text Production (Creative Writing)

Type 3: Text Analysis (Read texts in Japanese and answer questions in either English or Japanese as required) External Assessment Assessment Type 4: Examination (30%) The examination consists of two assessments:

an oral examination

a written examination.

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Oral Examination The oral examination is designed to assess primarily students’ knowledge and skill in using spoken Japanese. The oral examination takes approximately 10 minutes and has two sections.

Written Examination

The 2½-hour written examination, plus 10 minutes’ reading time, has three sections:

Section I: Listening

Section II: Reading

Section III: Writing.

Students are allowed to use monolingual and/or bilingual printed dictionaries in the written examination. Performance Standards

The Japanese Beginners Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Japanese Continuers

Subjects

Stage 1 Japanese Continuers 1

& 3

Code: 11JC1/3S1 Credits 10

Stage 1 Japanese Continuers 2

& 4

Code 11JC2/4S2 Credits 10

Stage 2 Japanese Continuers Code 2JAPCY Credits 20

Learning Area Languages

Contact Teacher: Ms M Ruzsicska

Japanese (continuers) (2JAC20) The continuers level languages are designed for students

who have studied the language for 400 to 500 hours by the time they have completed Stage

2, or who have an equivalent level of knowledge. Students interact with others to share

information, ideas, opinions and experiences. They create texts in language to express

information, feelings, ideas and opinions. They analyse texts to interpret meaning, and

examine relationships between language, culture and identity, and reflect on the ways in

which culture influences communication.

Content

Stage 2 Japanese at continuers level consists of three themes and a number of prescribed

topics and suggested subtopics.

Themes: The Individual The Japanese speaking Communities The Changing World. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

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Information on the External Assessment

The examination consists of:

Oral examination

Written examination

Oral Examination

The oral examination will take 10–15 minutes and consists of two sections:

Section 1: Conversation

Section 2: Discussion

Written Examination (3 hours)

The written examination has three sections:

Section 1: Listening and Responding

Section 2: Reading and Responding

Section 3: Writing in Japanese.

The examinations will be graded by external assessors with reference to performance

standards.

Performance Standards

The Locally Assessed Languages at Continuers Level Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Legal Studies

Subjects

Stage 1 Legal Studies 1 Code: 11LSS1 Credits 10

Stage 1 Legal Studies 2 Code 11LSS2 Credits 10

Stage 2 Legal Studies Code 2LEGSY Credits 20

Learning Area Humanities & Social Sciences

Contact Teacher: Ms M Elliott, Ms S Schuman

Legal Studies (2LEG20) Students explore Australia's legal heritage and the dynamic nature

of the Australian legal system within a global context. They learn about the structures of the

Australian legal system and how it responds and contributes to social change while

acknowledging tradition. Students gain insight into law-making, the processes of dispute

resolution, and the administration of justice. They investigate legal perspectives on

contemporary issues in society, and reflect on, and make informed judgments about, the

strengths and weaknesses of the Australian legal system

Stage 2 Legal Studies is a 20-credit subject. Students explore the Australian legal system from the local level to its global connections. They examine the key concepts of parliamentary democracy, constitutional government, and participation. Content At Stage 2 students study the following four topics:

Topic 1: The Australian Legal System

Topic 2: Constitutional Government

Topic 3: Law-making

Topic 4: Justice Systems. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

Inquiry 20%

External Assessment

Examination 30%

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Information on the External Assessment

Examination (3 hours)

The examination is divided into two parts:

Part A: Short Responses

Part B: Extended Responses

Part A: Short Responses Part A consists of some compulsory questions. Students may also be required to respond to short-answer questions, analyse a media article, respond to a stimulus, or analyse a legal process. All topics are examined in this part.

Part B: Extended Responses Students answer two questions, including at least one essay question.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Legal Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Marine Science

Subjects

Stage 1 Marine Science 1 Code: 11MSCS1 Credits 10

Stage 1 Marine Science 2 Code 11MSCS2 Credits 10

Stage 2 Marine Science Code 2MSCY Credits 20

Learning Area Sciences

Contact Teacher: Mr T Copland, Mr A Dalgleish

In Marine Science (Stage 2 Scientific Studies) students develop their knowledge of scientific

principles and concepts, the ability to use that knowledge to identify questions, issues,

opportunities, and challenges, and the capacity to acquire new knowledge through their own

investigations.

Content Examples of areas of study include.

geological origins of the oceans,

abiotic factors effecting marine life and

fisheries management and conservation

evolution of or marine life,

adaptations of marine organisms and

Marine ecosystems Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 40%

Skills and Applications Tasks 30%

External Assessment

Practical Investigation 30%

Schools may adapt the school-based assessment component and/or design a local school-

based assessment component, using the recommended assessment types as a guide. The

design of the school-based assessment component may be negotiated with students.

Information on the External Assessment

Practical Investigation

The practical investigation consists of two parts:

investigation design proposal

investigation report

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The investigation design proposal includes a statement of a question or hypothesis, identification of variables, and an outline of the proposed research approach and method. This is assessed before the student begins the practical investigation. The investigation report includes the hypothesis investigated, the method, the results, the conclusion, and an evaluation of the practical investigation. It is presented in written form of up to a maximum of 1000 words for a 10-credit subject and up to 2000 words for a 20-credit subject.

The teacher and the SACE Board external assessor make a decision about the quality of the

investigation with reference to performance standards.

Performance Standards

The Scientific Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

Subject title: Stage 1 Scientific Studies (Marine Science)

Within timetable and resource constraints an inquiry approach to learning is

adopted. Students undertake a range of practical and conceptual investigations exploring

the above topics.

Assessment:

Investigations folio 50%:

Completion practical

Design practical

Issue investigation Skills and applications tasks 50%:

Class based tasks

Exam

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Mathematical Applications

Subjects

Stage 1 Mathematical

Applications 1

Code: 11MAS1 Credits 10

Stage 1 Mathematical

Applications 2

Code 11MAS2 Credits 10

Stage 2 Mathematical

Applications

Code 2MAPPY Credits 20

Learning Area Mathematics

Contact Teacher: Ms E Bell

Mathematical Applications (2MCN20) This subject enables students to appreciate,

experience and understand mathematics as a growing body of knowledge in contemporary

situations. They experience and learn the mathematical processes associated with

investigating, modelling and solving problems drawn from realistic contexts. Students who

complete this subject with a C grade or better will meet the numeracy requirement of the

NTCET.

Content Stage 2 Mathematical Applications is divided into seven topics. For a 20-credit subject, students study four of the topics listed below (two topics in each semester) Topic 1: Applied Geometry Topic 2: Investment and Loans Topic 3: Mathematics and Small Business Topic 4: Matrices Topic 5: Optimisation Topic 6: Share Investments Topic 7: Statistics and Working with Data. In order to accommodate the external examination at the end of each semester, schools select two topics from those listed under semester 1, and two different topics from those listed under semester 2 in the table below.

Semester 1 Semester 2

Topic 2: Investment and Loans Topic 1: Applied Geometry

Topic 4: Matrices Topic 2: Investment and Loans

Topic 5: Optimisation Topic 3: Mathematics and Small Business

Topic 6: Share Investments Topic 6: Share Investments

Topic 7: Statistics and Working with Data Topic 7: Statistics and Working with Data

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Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks 30%

Folio 40%

External Assessment

Examination 30%

Information on the External Assessment

Examination (1½ hours)

Examinations are set by the SACE Board and conducted twice yearly, at the end of

semester 1, and again at the end of semester 2. Each examination is 90 minutes long.

For a 20-credit subject, students will undertake both examinations.

The examination is based on the key questions and key ideas outlined in the two topics studied in the semester. The examination will be graded by external assessors with reference to performance

standards.

Performance Standards

The Mathematical Applications Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Mathematical Methods

Subjects

Stage 1 Mathematical Methods

1

Code: 11MMS1 Credits 10

Stage 1 Mathematical Methods

2

Code 11MMS2 Credits 10

Stage 2 Mathematical Methods Code 2MMETY Credits 20

Learning Area Mathematics

Contact Teacher: Ms E Bell

Mathematical Methods (2MHD20) Students participate in a wide variety of problem-solving

activities, express and interpret mathematical ideas, and use appropriate instruments,

technology, and networks to access information, process ideas, and communicate results.

Students who complete this subject with a C grade or better will meet the numeracy

requirement of the NTCET.

Content Stage 2 Mathematical Methods is a 20-credit subject that consists of the following four topics:

Topic 1: Working with Statistics

Topic 2: Algebraic Models from Data — Working from Observation

Topic 3: Calculus — Describing Change

Topic 4: Linear Models — Managing Resources. Each topic consists of a number of subtopics, which are presented as key questions and ideas. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks 45%

Folio 25%

External Assessment

Examination 30%

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Information on the External Assessment

Examination (3 hours)

Students undertake a 3-hour external examination based on the subtopics and key questions and key ideas outlined in the four topics. The examination will consist of a range of questions focusing on knowledge and routine skills and applications; and analysis and interpretation. Students will have access to the appropriate technology during the examination.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Mathematical Methods Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Mathematical Studies

Subjects

Stage 1 Mathematical Studies 1 Code: 11MASS1 Credits 10

Stage 1 Mathematical Studies 2 Code 11MASS2 Credits 10

Stage 2 Mathematical Studies Code 2MSTUDY Credits 20

Learning Area Mathematics

Contact Teacher: Ms E Bell

Mathematical Studies (2MDS20) Students explore, describe and explain aspects of the

world around them in a mathematical way. They understand fundamental concepts,

demonstrate mathematical skills, and apply routine mathematical procedures, making

informed and critical use of electronic technology. Students who complete this subject with a

C grade or better will meet the numeracy requirement of the SACE.

Content

Stage 2 Mathematical Studies is a 20-credit subject that consists of the following three topics:

Topic 1: Working with Statistics

Topic 2: Working with Functions and Graphs Using Calculus

Topic 3: Working with Linear Equations and Matrices. Each topic consists of a number of subtopics, which are presented as key questions and ideas. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks 45%

Folio 25%

External Assessment

Examination 30%

Information on the External Assessment

Examination (3 hours)

Students undertake a 3-hour external examination based on the subtopics and key questions and key ideas outlined in the three topics. The examination will consist of a range of questions, some focusing on knowledge and routine skills and applications, and others focusing on analysis and interpretation. Students will have access to the appropriate technology during the examination.

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The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Mathematical Studies Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Mathematical Pathways

Subjects

Stage 1 Mathematical Pathways

1

Code: 11MPS1 Credits 10

Stage 1 Mathematical Pathways

2

Code 11MPS2 Credits 10

Stage 2 Mathematical Pathways Code 2MPWY Credits 20

Learning Area Mathematics

Contact Teacher: Ms E Bell

Mathematics Pathways (2MPW20) Students gain the knowledge, skills, and understanding

required to apply mathematics in different contexts, and to participate in a wide variety of

problem-solving activities Students who complete this subject with a C grade or better will

meet the numeracy requirement of the NTCET.

Content

The content may be negotiated with the students, and there may be a focus on different themes, topics, and/or contexts within any group. Topics Teachers may:

adapt or vary topics in the Stage 2 Mathematical Applications Subject Outline listed below: Topic 1: Applied Geometry Topic 2: Investment and Loans Topic 3: Mathematics and Small Business Topic 4: Matrices Topic 5: Optimisation Topic 6: Share Investments Topic 7: Statistics and Working with Data.

develop new topics. Each new topic will outline key questions and key ideas, teaching and learning strategies. Each new topic will emphasise the use of electronic technology in the teaching, learning, and assessment.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks 45%

Folio 25%

External Assessment

Investigation 30%

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Information on the External Assessment

Investigation

Students complete, under supervision

a series of connected questions set by their teacher

a report.

The total time for completion of the questions and the report for:

a 10-credit subject is 90 minutes.

a 20-credit subject is 180 minutes.

The investigation should enable students to demonstrate their use of problem-solving

strategies as well as their knowledge, skills, and understanding. The exploration of patterns

and structures, or changing parameters may provide an appropriate focus.

The report for an investigation should include: an introduction that demonstrates an understanding of the features of the problem or the

situation investigated evidence that the student has followed instructions mathematical calculations and results, and appropriate representations a summary of results or findings and conclusions drawn.

Performance Standards

The Stage 2 Mathematics Pathways Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Media Studies

Subjects

Stage 1 Media Studies 1 Code: 1MSS1 Credits 10

Stage 1 Media Studies 2 Code 11MSS2 Credits 10

Stage 2 Media Studies Code 2MEDSY Credits 20

Learning Area Humanities & Social Sciences

Contact Teacher: Ms S Schuman

Media Studies (2MES20) Students develop media literacy and production skills. They

research, discuss and analyse media issues, and interact with, and create media products.

Students explore the role of media in Australian and global contexts, and how media can

exert a significant influence on the way people receive and interpret information about the

world, explore their own and other cultures, make economic choices, develop political ideas,

and spend their leisure time.

Content The following key media concepts underpin the study of media and provide an investigative framework to support students’ assessments in critical analysis and production:

Media conventions

Media organisations

Media audiences

Media representations

Students choose three of the following topics: Photojournalism Documentaries Cult Television/Film Music and Media The Internet Television Genres Community Media Short Films Advertising and Audiences Globalisation and Media Youth and Media Children and Media Media Ethics and Regulation Cultural Diversity in Media.

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Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 30%

Product 40%

External Assessment

Investigation 30%

Information on the External Assessment

Investigation

The investigation should be a maximum of 2000 words if written or the equivalent if in

multimedia format. Students select a topic that has been the subject of public debate or

coverage within the previous 12 months, and formulate a question to be addressed in the

investigation.

The investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to performance

standards.

Performance Standards

The Media Studies Subject Outline includes performance standards, which describe five

levels of achievement that are reported with the grades A to E at the student’s completion

of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Modern Greek Continuers

Subjects

Stage 1 Modern Greek 1 Code: 11MGS1 Credits 10

Stage 1 Modern Greek 2 Code 11MGS2 Credits 10

Stage 2 Modern Greek Code 2MGCY Credits 20

Learning Area Languages

Contact Teacher: Mr M Patmios

Modern Greek (continuers) (2MGC20) The continuers level languages are designed for

students who have studied the language for 400 to 500 hours by the time they have

completed Stage 2, or who have an equivalent level of knowledge. Students interact with

others to share information, ideas, opinions and experiences. They create texts in language

to express information, feelings, ideas and opinions. They analyse texts to interpret meaning,

and examine relationships between language, culture and identity, and reflect on the ways in

which culture influences communication.

Content

Stage 2 Modern Greek at continuers level consists of three themes and a number of

prescribed topics and suggested subtopics.

Themes: The Individual The Modern Greek speaking Communities The Changing World. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

In-depth Study 20%

External Assessment

Examination 30%

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Information on the External Assessment

The examination consists of:

Oral examination

Written examination

Oral Examination

The oral examination will take 10–15 minutes and consists of two sections:

Section 1: Conversation

Section 2: Discussion

Written Examination (3 hours)

The written examination has three sections:

Section 1: Listening and Responding

Section 2: Reading and Responding

Section 3: Writing in Modern Greek.

The examinations will be graded by external assessors with reference to performance

standards.

Performance Standards

The Locally Assessed Languages at Continuers Level Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Modern History

Subjects

Stage 1 Modern History 1 Code: 11MHSS1 Credits 10

Stage 1 Modern History 2 Code 11MHSS2 Credits 10

Stage 2 Modern History Code 2MHISY Credits 20

Learning Area English Humanities

Contact Teacher: Ms R Bury, Ms s Schuman

Modern History (2MOH20) 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.1500 students gain an insight into human nature and the ways in which individuals and societies function. Content Students study:

one topic from a choice of six thematic studies

one topic from a choice of five depth studies

an individual history essay Thematic Study

Topics:

Pain and Gain: Modernisation and Society since c. 1700.

Intruders and Resisters: Imperialism and its Impact since c 1500.

Revolutions and Turmoil: Social and Political Upheavals since c. 1500.

A Sense of Belonging: Groups and Nations since c. 1500.

The Captives, the Unwanted, and the Seekers: Forced and Free Migration since c. 1500.

Slaves, Serfs, and Emancipation: Forced Labour since c. 1500. Depth Study

Topics:

Public and Private Lives: A Social and Political History of Women since c. 1750.

The War to End all Wars: The First World War and its Consequences, c.1870–1929.

An Age of Catastrophes: Depression, Dictators, and the Second World War, c. 1929–45.

Postwar Rivalries and Mentalities: Superpowers and Social Change since c. 1945.

Persecution and Hope: Power and Powerlessness in Society since c. 1500. Individual History Essay

Students choose a key area for inquiry from one of eleven topics.

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Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 50%

Essay 20%

External Assessment

Examination 30%

Information on the External Assessment

Examination (3 hours)

The 3-hour external examination consists of three parts:

Part 1: Thematic Study

Part 2: Depth Study

Part 3: Sources Analysis

Part 1: Thematic Study

This part of the examination will focus on the key areas for inquiry in the thematic study.

Students are required to answer one essay question.

Part 2: Depth Study

This part of the examination will focus on the key areas for inquiry in the depth study.

Students are required to answer one essay question.

Part 3: Sources Analysis

This part of the examination will focus on the skills of sources analysis. Students are

required to answer the sources analysis question.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The History Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Music

Subjects

Stage 1 Music 1 Code: 11MUSS1 Credits 10

Stage 1 Music 2 Code 11MUSS2 Credits 10

Stage 2 Music Various Code 2MUSY Credits 20

Learning Area Arts

Contact Teacher: Ms A Bryett

Music in Context (2MCX10) Students acquire awareness and appreciation of music by

studying individual works and their composers, listening to music, analysing, and discussing.

They study one or more set of works in a historical and cultural context, and analyse the

work or works using a score, transcription, chart, and/or recording. Students communicate

their knowledge, understanding, and appreciation of musical style in writing.

Music Individual Study (2MVS10) Students pursue an area of musical interest that is directly

applicable to their intended vocation, career, further study, or recreation. They develop skills

in negotiating, planning, structuring, developing, and evaluating their learning. This subject is

recommended for students who have a great deal of personal motivation and initiative, and

who are self-directed learners. The ability to work independently is essential.

Musicianship (2MNP10) Students develop their aural acuity and acquire fundamental, functional musical knowledge, and associated aural, theoretical, and notational skills. They learn theory, aural recognition, and musical techniques in a range of contexts through a variety of learning activities. Students learn about the relationship between theoretical notation and sound by using notation, and aural and visual recognition. Composing and Arranging (2MCG10) Students develop their musical imagination and creativity by composing and/or arranging musical works. They explore a range of techniques and styles, and develop an appreciation of arranging and/or composing as a creative music-making process. Students learn to analyse and present their own compositions and/or arrangements clearly and confidently Performance Special Study (2MPF10) Students who undertake this subject are assumed to

have attained a high enough standard of technique and performance to meet the technical

and musical demands of approved work(s), and the analytical skills to undertake an in-depth

study of the work(s). They have the opportunity to address the technical and musical

demands of performing approved work(s) in public. Students may perform as a soloist or as

a member of a chamber ensemble (one performer per part).

Solo Performance (2MFC10) Students develop skills in aural perception and musical

sensitivity, and preparing and presenting public performances. They develop an awareness

of style, structure, and historical conventions in solo performance. Students extend their

technical and performance skills on their chosen instrument or their voice, and use this

expertise as a means of developing musical expression.

Stage 2 Music

Stage 2 Music subjects may be undertaken as one or more 10-credit subjects.

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Music - Composing and Arranging This 10-credit subject develops students’ musical imagination and creativity by composing and/or arranging musical works. Content In Stage 2 Composing and Arranging the following two areas of study must be covered: Folio of Minor Works with Commentary Major Work with Analysis Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio of Minor Works 50%

Commentary 20%

External Assessment

Major Work 30%

Information on the External Assessment

Major Work

Students complete a work for any medium or ensemble with a minimum of three parts (e.g.

melody, bass, accompanying melody/figures) with an analysis. The assessment component

consists of two parts:

Part 1: Major Work – A Composition or an Arrangement

Part 2: Analysis of the Major Work.

Part 1: Major Work – A Composition or an Arrangement The composition/arrangement must be the work of the student. Computer-generated instrumental/vocal parts or pre existing midi, etc., must not be included. Synthesised sounds may be used in the recording of students’ works if instruments are not available. Students submit a score and recording of the work. A printed or recorded copy of the original music/melody must be included for every theme used in an arrangement. Part 2: Analysis of the Major Work Students present an oral or written analysis of their major work. An oral analysis may be up to a maximum of 6 minutes (not including musical examples) and should be supported by backup work. A written analysis may be up to a maximum of 1000 words (not including musical examples) and may include complete sentences, dot points, diagrams, and notated musical examples.

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The Major Work is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the Major Work with reference to performance

standards.

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Music - Ensemble Performance This 10-credit subject develops students’ skills on a chosen instrument or their voice and the application of these skills and other musical knowledge in an ensemble. Content Students who study Ensemble Performance and/or Performance Special Study and/or Solo Performance may perform on the same instrument in all subjects. In general, students participate in one of the following throughout the subject: A small ensemble of two or more performers An orchestra A band A choir, vocal ensemble, or with a solo performer (as an accompanist) A performing arts production (as a singer or an instrumentalist). Students perform on only one instrument or the voice and in only one ensemble. Students may perform as a vocalist and as an instrumentalist. They may also perform with recognised doublings such as saxophone and clarinet. There may be reasons to vary this specification (see the Arts Learning Area Manual for details). Students prepare and present three public performances, comprising two school-assessed performances and one final, externally assessed performance. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

First Performance 30%

Second Performance 40%

External Assessment

Final Performance 30%

Information on the External Assessment

Final Performance

Students perform in the ensemble in a practical examination, comprising one public summative performance of 10 to 12 minutes, either live or filmed. Students are required to perform, individually, selections from their parts in the final performance. The final, externally assessed performance may include works that have been assessed in the first and/or second performances, and/or works being assessed for the first time.

The Final Performance is graded by external assessors with reference to performance

standards.

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Music - Musicianship Students develop their aural acuity and acquire fundamental, functional musical knowledge, and associated aural, theoretical, and notational skills. They learn theory, aural recognition, and musical techniques in a range of contexts through a variety of learning activities. Students learn about the relationship between theoretical notation and sound by using notation, and aural and visual recognition. Stage 2 Musicianship is a 10-credit subject. Content Stage 2 Musicianship is designed to be undertaken as a 10-credit subject. The following three areas of study must be covered: Theory, Aural Recognition, and Musical Techniques Harmony Arrangement. Theory, Aural Recognition, and Musical Techniques Students develop their aural acuity and ability to acquire fundamental functional musical knowledge, and associated aural, theoretical, and notational skills. They learn theory, aural recognition, and musical techniques in a variety of contexts through a variety of learning activities. Students develop their understanding of the relationship between theoretical notation and sound, using aural and visual recognition, and notation. Harmony Students learn to harmonise a melody by applying theoretical knowledge. Students undertake one of the following three options:

Option A: Countermelody

Option B: Jazz-related Harmony Option C: Four-part Vocal Style.

Arrangement Students develop their musical imagination and ability to write musical arrangements. They learn to apply fundamental knowledge of theoretical concepts, musical styles, and associated aural and notational skills.

Each student creates a notated arrangement of a melody of his or her choice, taken from the existing repertoire (not created by the student). The arrangement is submitted with a score using standard notation (including the transposed score if transposing instruments have been used), a recording, and a statement outlining the ideas in, and the musical intention of, the arrangement. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills Development 30%

Arrangement 40%

External Assessment

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Examination 30%

Information on the External Assessment

Examination (1¾ hour)

Students undertake a 1¾-hour external examination, which is divided into two parts:

Part 1: Theory, Aural Recognition, and Musical Techniques

Part 2: Harmony Part 1 consists of multiple-choice and short-answer questions on aspects of rhythm, pitch, and musical techniques. It draws on the aspects of music outlined in the ‘Theory, Aural Recognition, and Musical Techniques’ section of the Content, and assesses achievement of Learning Requirements 1 to 3. Students hear some of the questions played on a CD as they answer Part 1. Students have approximately 1 hour to complete Part 1. Part 2 consists of one harmonisation question that assesses achievement of Learning Requirement 4. Students can undertake the harmonisation question for Option A, Option B, or Option C. Students have approximately 45 minutes to complete Part 2.

The examination is graded by external assessors with reference to performance standards.

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Music - Music in Context

This 10-credit subject consists of two compulsory areas of study:

Section 1: Topics (Part A: Core Topics, and Part B: School-developed topic)

Section 2: Investigation Content Section 1: Topics Students study two core topics from Part A and one school-developed topic from Part B. Part A: Core Topics Teachers select one core topics for study from the following list:

Topic 1: Bach: Music and Patronage Topic 2: Beethoven: Music Finds Its Voice

Topic 3: Schubert: The Romantic Voice

Topic 4: Stravinsky: A New Musical Direction

Topic 5: Contemporary Australian Indigenous Music

Topic 6: The Blues: Of Sadness and Joy

Topic 7: Duke Ellington: Pianist, Composer, and Bandleader

Topic 8: Miles Davis: Jazz Comes of Age

Topic 9: The Beatles and the Beach Boys: Soundtracks of a Generation.

Topic 10: Contemporary Australian Non-Indigenous Music.

Part B: School-developed Topic The school develops one topic for the class, which must be approved by the SACE Board. (see the Arts Learning Area Manual for details). A school-developed topic consists of one or more works, which must be different from those studied in the core topic. A work may be either a single movement or a group of shorter pieces. The total work or works should be approximately 10 to 15 minutes long. The study of each work requires the use of scores or charts, and recordings. Possible topics are listed below. Other school-developed topics may be chosen:

The American Musical

The Birth of Rock and Roll

The Classical Concerto

Contemporary Australian Indigenous Music

Dance Music

Late Romantic Keyboard Music

Minimalism

Music of the Digital Age

Music for Film, Games, or Advertising

1970s Progressive Rock

Opera

Postwar Avant-garde

Punk and Grunge Music

Ragtime, Stride, and Boogie-woogie

Traditional Australian Indigenous Music

Work Songs.

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Section 2: Investigation Students investigate a question or topic of their choice, and present their findings. Individual investigation questions and topics must be submitted to the SACE Board for approval. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills Development 30%

Investigation 40%

External Assessment

Examination 30%

Information on the External Assessment

Examination (1½ hours)

Students undertake a 1½-hour written examination in which they discuss aspects of the set works they have studied for their two core topics. Students answer one essay question and a combination of questions that require short answers and extended-paragraph responses. Students may bring to the examination, and refer to, ungraded scores, transcriptions, or charts to help them with their responses.

The examination is graded by external assessors with reference to performance standards.

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Music - Music Individual Study This 10-credit subject allows students to undertake an individually negotiated topic in an area of interest that is not covered in any other Stage 2 Music subject. Students pursue an area of interest that is directly applicable to their intended vocation, career, further study, or recreation. The ability to work independently is essential. Content Students negotiate and plan with their teacher a topic they have chosen for their individual study. A proposal that includes a brief outline of the scope of the topic and the proposed format of the final product must be submitted to the SACE Board for approval. Suggested topics include:

Tutoring – allows students to share with others their high level of technical skill and/or musical knowledge.

Community – allows students to investigate and experience the social, political, and/or cultural aspects of music in the community.

Musical Instrument – allows students to build or restore a musical instrument.

Music and Cultures – allows students to demonstrate their understanding of music in its diverse cultural contexts.

Music Industry – allows students to gain experience in the music industry. Work experience in the industry, to extend the student’s musical skills and/or understanding, is recommended where possible.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 30%

Product 40%

External Assessment

Report 30%

Information on the External Assessment

Report

Students present a report of their completed individual study in two parts. The report must be presented in one of the following formats or a combination of formats, as agreed to in the approved application. Part 1: Documentation of Skills Documentation of the skills developed in the study could take the form of photographs of the product at various stages of production, audiovisual evidence, written text, narration, web

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pages sketches and/or diagrams. Written documentation should be up to a maximum of 500 words.

Part 2: Evaluation Students present a written or spoken personal reflection about their individual study. The final evaluation should be up to a maximum of 500 words.

The Report is double graded, firstly by the student’s teacher and secondly by an external

assessor appointed by the SACE Board. The teacher and the external assessor make a

decision about the quality of the Project Report with reference to performance standards.

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Music - Performance Special Study Stage 2 Performance Special Study is a 10-credit subject. Performance Special Study gives instrumentalists and vocalists the opportunity to address the technical and musical demands of performing an approved work in public. Students may perform as a soloist or as a member of a chamber ensemble (one performer per part). Students who study Performance Special Study and/or Solo Performance and/or Ensemble Performance may perform on the same instrument in all subjects. Content This 10-credit subject consists of two areas of study:

Part 1: Performance of Approved Works

Part 2: Commentary. Part 1: Performance of Approved Works This part develops and extends the student’s skills on a chosen instrument or the voice and the application of these skills, musical understanding, and aesthetic awareness in a performance as an instrumental or vocal soloist or as a member of a chamber ensemble. A chamber ensemble must have only one performer for each part. The approved work may be:

an extended work

selected movements from an extended work

a folio of related works or syntactically linked works. Part 2: Commentary This part develops the student’s analytical skills and the application of these skills, through analysis of the approved work. Students submit a written analysis at the second public performance.

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

First Performance 20%

Second Performance 30%

Commentary 20%

External Assessment

Final Performance 30%

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Information on the External Assessment

Final Performance

The focus of this assessment is on a sustained performance of the total repertoire of approved work(s). The student performs the total repertoire as either a solo performer or a member of a chamber ensemble (one player per part) in a practical examination.

The Final Performance is graded by external assessors with reference to performance

standards.

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Music - Solo Performance This 10-credit subject develops students’ skills on a chosen instrument or the voice and the application of these skills, musical understanding, and aesthetic awareness in a solo performance. Students who study Ensemble Performance and/or Performance Special Study and/or Solo Performance may perform on the same instrument in all subjects. Content Each student must perform as an instrumental or vocal soloist or as a vocalist and instrumentalist. The performance of a vocalist who accompanies himself or herself may include solo parts from each. Students may also perform with recognised doublings, such as piccolo and flute, tenor saxophone and alto saxophone, flute and saxophone, electric guitar and acoustic guitar. Students must present their program on an instrument chosen from the following list:

Flute Indigenous Australian instruments

Recorder Traditional instruments (e.g. bagpipes)

Oboe Violin

Clarinet Viola

Bassoon Cello

E flat alto saxophone Double bass

B flat tenor saxophone Harp

Horn in F Voice

E flat tenor horn Piano

Trumpet Harpsichord

Cornet Pipe organ

Trombone Electric keyboard (e.g. clavinova)

Euphonium Classical guitar

Baritone Guitar (steel string, acoustic, or electric)

Tuba Electric bass.

Percussion Students prepare and present public performances Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

First Performance 30%

Second Performance 40%

External Assessment

Final Performance 30%

Information on the External Assessment

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Final Performance

Students perform in a practical examination. A solo performance of 10 to 12 minutes must

be presented (live) for assessment.

The final, externally assessed performance may include works that have been assessed in the first and/or second performances, and/or works being assessed for the first time.

The Final Performance is graded by external assessors with reference to performance

standards.

Performance Standards

The Music Subject Outline includes performance standards, which describe five levels of

achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

Content This subject outline does not prescribe the specific content of school programs. However, school programs are expected to involve a selection of learning activities that relate to the relevant musical studies. Students have the opportunity to engage in some of the following activities:

Composing, Arranging, Transcribing, Improvising

Performing

Music Technology

Music in Contexts

Developing Theory and Aural Skills Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning

through the following assessment types: Skills Presentation, Skills Development, and Folio

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Nutrition

Subjects

Stage 1 Nutrition 1 Code: 11NUTS1 Credits 10

Stage 1 Nutrition 2 Code 11NUTS2 Credits 10

Stage 2 Nutrition Code 2NUTY Credits 20

Learning Area Sciences

Contact Teacher: Mr T Copland

Good nutrition is integral to a healthy and active life, and it is important that accurate

information is made available to individuals and communities. Students of nutrition

investigate up-to-date scientific information on the role of nutrients in the body as well as

social and environmental issues related to nutrition. Students integrate scientific knowledge

and skills gained in their study of nutrition and apply them to designing and carrying out

investigations that explore the links between food, health and diet related disease.

Using the literature on nutrition, students critically examine factors that influence food choices and reflect on local, national, indigenous and/or global issues related to the study of nutrition. The exploration of short-term and long-term strategies to address these issues should allow students to become more discriminating and informed as consumers who are aware of their rights and responsibilities. The study of Nutrition encourages students to think about the role of nutritionin their own futures and more broadly, about its importance in social, ecomonic and cultural development in Australia and the rest of the world.

Content For a 20-credit subject, students undertake the study of all four core topics and one option topic. Core Topics

Core Topic 1: The Fundamentals of Human Nutrition

Core Topic 2: Diet, Lifestyle, and Health

Core Topic 3: Food Selection and Dietary Evaluation

Core Topic 4: Food, Nutrition, and the Consumer.

Option Topics

Option Topic 1: Global Nutrition and Ecological Sustainability

Option Topic 2: Global Hunger.

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Assessment (20-credit subject) Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 40%

Skills and Applications Tasks 30%

External Assessment

Examination 30%

Information on the External Assessment

20-credit subject

Examination (2 hours)

Students undertake a 2-hour external examination, which is divided into two parts.

Part 1 consists of short-answer and analytical questions that enable students to apply their

learning in a variety of contexts related to the core topics and investigation skills.

In Part 2 students choose one extended-response question, which is related to the option

topics.

The examination will be graded by external assessors with reference to performance

standards.

Performance Standards The Nutrition Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Outdoor Education

Subjects

Stage 1 Outdoor Education 1 Code: 11OEDS1 Credits 10

Stage 1 Outdoor Education 2 Code 11OEDS2 Credits 10

Stage 2 Outdoor Education Code 2OEDY Credits 20

Learning Area Health & Personal Development

Contact Teacher: Mr A Dalgleish, Ms P Cryer

Outdoor Education (2OUE20/10) Students gain an understanding of ecology, environmental

sustainability, cultural perspectives, and physical and emotional health through participating

in outdoor activities. They learn to develop and apply risk and safety management skills and

responsibility for themselves and other members of a group. Students reflect on

environmental practices related to outdoor activities.

Content

10-credit subject The 10-credit subject consists of the following three topics:

Environmental Studies

Planning and Management Practices

Outdoor Journeys.

20-credit subject The 20-credit subject consists of the following six topics:

Environmental Studies

Planning and Management Practices

Outdoor Journeys

Sustainable Environmental Practices

Leadership and Planning

Self-reliant Expedition. Assessment 10-credit subject

In the 10-credit subject, students demonstrate evidence of their learning through the

following assessment types:

School-based Assessment Weighting

Folio 20%

Group Practical 50%

External Assessment

Investigation 30%

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20-credit subject

In the 20-credit subject students demonstrate evidence of their learning through the following

assessment types:

School-based Assessment Weighting

Folio 20%

Group Practical 30%

Individual Practical 20%

External Assessment

Investigation 30%

Information on the External Assessment

Investigation

The investigation is a piece of writing of a maximum of 1000 words for the 10-credit subject,

and 2000 words or two reports, each a maximum of 1000 words, for the 20-credit subject.

Students study a particular environmental issue related to an outdoor journey; a self-reliant

expedition, or their own experience.

The investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

Performance Standards

The Outdoor Education Subject Outline includes performance standards, which describe five

levels of achievement that are reported with the grades A to E at the student’s completion

of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Physical Education Studies

Subjects

Stage 1 PE Studies 1 Code: 11PES1 Credits 10

Stage 1 PE Studies 2 Code 11PES2 Credits 10

Stage 2 Physical Education Code 2PEDY Credits 20

Learning Area Health & PE

Contact Teacher: Ms P Cryer

Physical Education (2PHE20) Students gain an understanding of human functioning and

physical activity, and an awareness of the community structures and practices that influence

participation in physical activity. They explore their own physical capacities and analyse

performance, health, and lifestyle issues. Students develop skills in communication,

investigation, and the ability to apply knowledge to practical situations.

Content Stage 2 Physical Education consists of two key areas of study and related key concepts:

Practical Skills and Applications

Principles and Issues Practical Skills and Applications Students complete three practicals that are balanced across a range of individual, fitness, team, racket, aquatic, and outdoor activities and that cater for the different skills, interests of the students. Principles and Issues (consists of the following three topics)

Exercise Physiology and Physical Activity

The Acquisition of Skills and the Biomechanics of Movement

Issues Analysis Topics include: Exercise Physiology and Physical Activity Key Concept 1: The sources of energy affecting physical performance Key Concept 2: The effects of training and evaluation on physical performance Key Concept 3: The specific physiological factors affecting performance The Acquisition of Skills and the Biomechanics of Movement Key Concept 1: Skill acquisition Key Concept 2: Specific factors affecting learning Key Concept 3: The effects of psychology of learning on the performance of physical skills Key Concept 4: The ways in which biomechanics improve skilled performance

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Issues Analysis Students analyse and interpret their findings from investigating a chosen issue. Topics include, for example:

commercialism

culture/race relations

equity

gender

media

professionalism

sport in the Australian context

the Paralympics

the science of drugs

technology

Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Practical 50%

Folio 20%

External Assessment

Examination 30%

A copy of student assessments must be kept at the school for moderation purposes.

Information on the External Assessment

Examination Students undertake a 2-hour external examination, which is divided into two parts:

Part 1: Short-answer Questions

Part 2: Extended-response Questions The examination covers the content of the ‘Exercise Physiology and Physical Activity’ and ‘The Acquisition of Skills and the Biomechanics of Movement’ topics.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Physical Education Subject Outline includes performance standards, which describe five

levels of achievement that are reported with the grades A to E at the student’s completion

of the subject. The school-based assessments and the external assessment will be graded with

reference to the performance standards.

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Physics

Subjects

Stage 1 Physics 1 Code: 11PYS1 Credits 10

Stage 1 Physics 2 Code 11PYS2 Credits 10

Stage 2 Physics Code 2PHYSY Credits 20

Learning Area Sciences Learning Area

Contact Teacher: Mr T Copland Physics (2PYS20) This subject requires the interpretation of physical phenomena through a

study of motion in two dimensions, electricity and magnetism, light and matter, and atoms

and nuclei. Students apply knowledge to solve problems, develop experimental and

investigation design skills, and communicate through practical and other learning activities.

They gather evidence from experiments, and research and acquire new knowledge through

their own investigations.

Content Stage 2 Physics is organised into four sections. Each section is divided into four topics. Each topic includes an application. Section Topics Motion in Two Dimensions Projectile Motion Uniform Circular Motion Gravitation and Satellites Momentum in Two Dimensions Electricity and Magnetism Electric Fields The Motion of Charged Particles in

Electric Fields Magnetic Fields The Motion of Charged Particles in

Magnetic Fields Light and Matter Electromagnetic Waves The Interference of Light Photons Wave Behaviour of Particles Atoms and Nuclei The Structure of the Atom The Structure of the Nucleus Radioactivity Nuclear Fission and Fusion

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Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 40%

Skills and Applications Tasks 30%

External Assessment

Examination 30%

Information on the External Assessment

Examination (3 hours)

Students undertake a 3-hour written examination consisting of questions of different types,

such as short-answer, paragraph answer, mathematical calculations, data and practical skills,

extended response, and graphical interpretation. Questions will cover all topics, including

the applications and experimental skills, and some may require students to integrate their

knowledge from a number of topics.

An equation sheet will be included in the examination question booklet.

The examination will be graded by external assessors with reference to performance

standards.

Performance Standards

The Physics Subject Outline includes performance standards, which describe five levels of

achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Politics

Subjects

Stage 1 Politics 1 Code: 11POLS1 Credits 10

Stage 1 Politics 2 Code 11POLS2 Credits 10

Stage 2 Australian and

International Politics

Code 2POLY Credits 20

Learning Area English Humanities

Contact Teacher: Ms S Schuman

Australian and International Politics (2AIP20) Students examine the Australian system of

government through topics that cover the constitution and federalism, political representation,

the executive and parliament, voting and elections, and political parties. They study a

selected topic related to international politics, and explore both conventional and

unconventional forms of participation. Students consider and evaluate political systems,

institutions and principles, and the ways in which these are justified in the face of competing

ideologies and philosophies.

Content Stage 2 Australian and International Politics consists of:

four topics from the ‘Australian Politics’ section

one topic from the ‘International Politics’ section.

Australian Politics

Students study all four of the following topics:

The Australian Constitution and Federalism

Political Representation, Parliament, and the Executive

Voting and Elections

Political Parties.

International Politics

Students study one of the following topics:

Global Citizenship

Global Media

Australian International Relations

The United Nations and Human Rights

The Politics of the Asia–Pacific Region

The United States of America and World Affairs

Comparative Political Systems.

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Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 30%

Sources Analysis 20%

Investigation 20%

External Assessment

Examination 30%

Information on the External Assessment

Examination (2 hours)

The 2-hour external examination is divided into two sections:

Section A examines topics from the ‘Australian Politics’ section

Section B examines topics from the ‘International Politics’ section.

Students write two essays, one on Section A and one on Section B.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Australian and International Politics Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

.

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Psychology

Subjects

Stage 1 Psychology 1 Code: 11PSYS1 Credits 10

Stage 1 Psychology 2 Code 11PSYS2 Credits 10

Stage 2 Psychology Code 2PSYCY Credits 20

Learning Area Sciences Learning Area

Contact Teacher: Mr T Copland Psychology (2PSC20) Students learn to understand their own behaviours and the

behaviours of others. They apply psychological knowledge to improve outcomes and

experiences in various areas of life, such as education, intimate relationships, child rearing,

employment and leisure. Students are involved in the collection and analysis of qualitative

and quantitative data. They develop skills in analytical and critical thinking, and in making

inferences by employing evidence-based procedures.

Content For the 20-credit subject all topics must be studied. Topics

Introduction to Psychology (compulsory)

Social Cognition

Learning

Personality

Psychobiology of Altered States of Awareness

Healthy Minds Assessment (20-credit) Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Investigations Folio 30%

Skills and Applications Tasks 40%

External Assessment

Examination 30%

Information on the External Assessment

(20-credit subject)

Examination (2 hours)

For the 20-credit subject students undertake a 2-hour external examination. The examination consists of short-answer and extended-response questions.

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The examination will be graded by external assessors with reference to performance

standards.

Performance Standards

The Psychology Subject Outline includes performance standards, which describe five levels

of achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Specialist Mathematics

Subjects

Stage 1 Pre Specialist

Mathematics

Code: 11PSMS2 Credits 10

Stage 2 Specialist Mathematics Code 2SMTHY Credits 20

Learning Area Mathematics Learning Area

Contact Teacher: Ms E Bell

Specialist Mathematics (2MSC20) Students gain the insight, understanding, knowledge, and

skills to follow pathways that will lead them to become designers and makers of technology.

The subject provides pathways into mathematical science, engineering, computer science,

physical sciences, surveying, economics and commerce. Students who complete this

subject with a C grade or better will meet the numeracy requirement of the NTCET. Stage 2

Specialist Mathematics is a 20-credit subject. Stage 2 Mathematical Studies must be

studied in conjunction with or prior to studying Stage 2 Specialist Mathematics.

Content Stage 2 Specialist Mathematics is a 20-credit subject that consists of the following five topics:

Topic 1: Trigonometric Preliminaries

Topic 2: Polynomials and Complex Numbers

Topic 3: Vectors and Geometry

Topic 4: Calculus

Topic 5: Differential Equations. Each topic consists of a number of subtopics, which are presented as key questions and ideas. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Skills and Applications Tasks 45%

Folio 25%

External Assessment

Examination 30%

Information on the External Assessment

Examination (3 hours)

Students undertake a 3-hour external examination based on the subtopics, key questions and key ideas outlined in the five topics. The examination will consist of three sections, the

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first focusing on knowledge and routine skills and applications, the second focusing on more complex questions, and the third focusing on investigative questions. The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Specialist Mathematics Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Spanish Beginners

Subjects

Stage 1 Spanish Beginners 1 Code: 11SPBS1 Credits 10

Stage 1 Spanish Beginners 2 Code 11SPBS2 Credits 10

Stage 2 Spanish Beginners Code 2SPBY Credits 20

Learning Area Languages

Contact Teacher: Ms I Tomassi

This course is for students with little or no previous knowledge of the language Eligibility criteria apply. Students develop the skills of listening, speaking, reading, and writing, and information and communication technologies to create and engage effectively with a range of spoken, written, visual, and multimodal texts in the particular language. They develop and apply linguistic and intercultural knowledge, understanding, and skills.

interacting with others in Spanish in interpersonal situations

creating texts in Spanish for specific audiences, purposes, and contexts

analysing texts that are in Spanish to interpret meaning

comparing languages and how they work as a system

reflecting on the ways in which culture is created, expressed, and communicated through language.

Students explore the three interconnected themes of Relationships, Lifestyles, and Experiences from the perspectives of ‘The Personal World’ and ‘The Spanish speaking Communities’. Communication Students develop their ability to communicate and interact in a variety of contexts for a range of purposes, within and across languages and cultures. Students develop the skills of listening, speaking, reading, and writing, and use information and communication technologies, to create and engage effectively with a range of spoken, written, and multimodal texts in Spanish School Based Assessment

Students will undertake 5 assessment tasks from the following 3 assessment types:

Type 1: Interaction (Individual or in pairs)

Type 2: Text Production (Creative Writing)

Type 3: Text Analysis (Read texts in Spanish and answer questions in either English or Spanish as required) External Assessment Assessment Type 4: Examination (30%) The examination consists of two assessments:

an oral examination

a written examination.

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Oral Examination The oral examination is designed to assess primarily students’ knowledge and skill in using spoken Spanish. The oral examination takes approximately 10 minutes and has two sections.

Written Examination

The 2½-hour written examination, plus 10 minutes’ reading time, has three sections:

Section I: Listening

Section II: Reading

Section III: Writing.

Students are allowed to use monolingual and/or bilingual printed dictionaries in the written examination. Performance Standards

The Spanish Beginners Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Tourism

Subjects

Stage 1 Tourism 1 Code: 11TOS1 Credits 10

Stage 1 Tourism 2 Code 11TOS2 Credits 10

Stage 2 Tourism Code 2TOURY Credits 20

Learning Area Humanities and Social Sciences

Contact Teacher: Ms S Schuman

Tourism (2TOS20) Students develop an understanding of the nature of tourists, tourism, and

the tourism industry. They investigate local, national, and global tourism, and explore tourism

as a business. Students gain an understanding of the complex economic, social, cultural and

environmental impacts of tourism.

Content The 20-credit subject consists of four themes and three topics.

Themes

Operations and Structures of the Tourism Industry

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

Planning for and Managing Sustainable Tourism

Evaluating the Nature of Work in the Tourism Industry.

Topics

Applications of Technology in Tourism

The Economics of Tourism

Establishing a Tourism Venture

Indigenous People and Tourism

Management of Local Area Tourism

The Impacts of Tourism

Marketing Tourism

Responsible Travel

Special Interest Tourism

The Role of Governments and Organisations in Tourism

Tourism Industry Skills

Negotiated Topic.

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Assessment

Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 20%

Practical Activity 25%

Investigation 25%

External Assessment

Examination 30%

Information on the External Assessment

Examination

The examination (2 hours) consists of a range of questions on a number of sources based

on the four themes. Sources could be in many different forms including written materials,

media items (e.g. news report, radio interview and newspaper article), quotations, cartoons,

graphical information (e.g. maps, photographs, diagrams) and statistical data.

The examination will be graded by external assessors with reference to the performance

standards.

Performance Standards

The Tourism Subject Outline includes performance standards, which describe five levels of

achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Visual Arts – Design

Subjects

Stage 1 Design 1 Code: 11VADS1 Credits 10

Stage 1 Design 2 Code 11VADS2 Credits 10

Stage 2 Design Code 2VADY Credits 20

Learning Area Arts

Contact Teacher: Ms A Bryett, Mr T O’Connor

Visual Arts - Design (2VAD20) Students research, analyse, explore and experiment with

media and technique, and resolve and produce practical work. They use visual thinking and

investigation to develop ideas and concepts, refine technical skills, and produce imaginative

solutions. Students learn to communicate personal ideas, beliefs, values, thoughts, feelings,

concepts and opinions, and provide observations of their lived or imagined experiences in

visual form.

Content For both 10-credit and 20-credit programs, with a focus on either art or design, the following three areas of study are covered:

Visual Thinking

Practical Resolution

Visual Arts in Context Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 40%

Practical 30%

External Assessment

Visual Study 30%

A copy of the student’s school-based assessments must be kept at the school for

moderation purposes.

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Information on the External Assessment

Visual Study

A visual study is an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, or technologies. Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Students are to provide an A3 folio or CD or DVD with photographs of their visual

explorations. Audiovisual electronic format may be necessary if the study idea is a practical

application in three dimensions, for example, model making, sculpture, installation,

performance, or body art. The A3 folio, CD or DVD should contain written or verbal material

that should include introductory information, annotated comments, analysis, response,

synthesis, and conclusions.

Students are to provide an A3 folio or a CD or DVD with photographs of their visual explorations. An audiovisual electronic format may be necessary if the study idea is a practical application in three dimensions, such as model-making, sculpture, installation, performance, or body art. The A3 folio, CD, or DVD should contain written or oral material that should include introductory information, annotated comments, analysis, synthesis, and conclusions. For a 10-credit subject, students should submit a maximum of ten A3 pages (or equivalent) of visual study, integrated with a maximum of 1000 words of written text (source references not included) or a maximum of 6 minutes of recorded oral explanation. For 20-credit subjects, students should submit a maximum of twenty A3 pages (or equivalent) of visual study, integrated with a maximum of 2000 words of written text (source references not included) or a maximum of 12 minutes of recorded oral explanation.

The visual study is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the visual study with reference to performance

standards.

Performance Standards

The Visual Arts Subject Outline includes performance standards, which describe five levels

of achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Visual Arts – Photography

Subjects

Stage 1 Photography 1 Code: 11VAPS1 Credits 10

Stage 1 Photography 2 Code 11VAPS2 Credits 10

Stage 2 Photography Code 2VAPY Credits 20

Learning Area Arts

Contact Teacher: Ms A Bryett, Ms G Laidlaw

Through the study of Visual Arts – Photography students develop skills in traditional photography (darkroom) and digital imaging. Visual Arts - Art (2VAA20) Students research, analyse, explore and experiment with media

and technique, and resolve and produce practical work. They use visual thinking and

investigation to develop ideas and concepts, refine technical skills, and produce imaginative

solutions. Students learn to communicate personal ideas, beliefs, values, thoughts, feelings,

concepts and opinions, and provide observations of their lived or imagined experiences in

visual form.

Content For both 10-credit and 20-credit programs, with a focus on either art or design, the following three areas of study are covered:

Visual Thinking

Practical Resolution

Visual Arts in Context Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 40%

Practical 30%

External Assessment

Visual Study 30%

A copy of the student’s school-based assessments must be kept at the school for

moderation purposes.

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Information on the External Assessment

Visual Study

A visual study is an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, or technologies. Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Students are to provide an A3 folio or CD or DVD with photographs of their visual

explorations. Audiovisual electronic format may be necessary if the study idea is a practical

application in three dimensions, for example, model making, sculpture, installation,

performance, or body art. The A3 folio, CD or DVD should contain written or verbal material

that should include introductory information, annotated comments, analysis, response,

synthesis, and conclusions.

Students are to provide an A3 folio or a CD or DVD with photographs of their visual explorations. An audiovisual electronic format may be necessary if the study idea is a practical application in three dimensions, such as model-making, sculpture, installation, performance, or body art. The A3 folio, CD, or DVD should contain written or oral material that should include introductory information, annotated comments, analysis, synthesis, and conclusions. For a 10-credit subject, students should submit a maximum of ten A3 pages (or equivalent) of visual study, integrated with a maximum of 1000 words of written text (source references not included) or a maximum of 6 minutes of recorded oral explanation. For 20-credit subjects, students should submit a maximum of twenty A3 pages (or equivalent) of visual study, integrated with a maximum of 2000 words of written text (source references not included) or a maximum of 12 minutes of recorded oral explanation.

The visual study is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the visual study with reference to performance

standards.

Performance Standards

The Visual Arts Subject Outline includes performance standards, which describe five levels

of achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

.

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Visual Arts – Art Practical

Subjects

Stage 1 Art Practical 1 Code: 11VPRS1 Credits 10

Stage 1 Art Practical 2 Code 11VPRS2 Credits 10

Stage 2 Art Practical

Stage 2 Creative Arts – Visual

Arts

Code 2VAPRY

2CAVAY

Credits

Credits

20

20

Learning Area Arts

Contact Teacher: Ms A Bryett, Mr L Richardson

Visual Arts - Art (2VAA20) Students research, analyse, explore and experiment with media

and technique, and resolve and produce practical work. They use visual thinking and

investigation to develop ideas and concepts, refine technical skills, and produce imaginative

solutions. Students learn to communicate personal ideas, beliefs, values, thoughts, feelings,

concepts and opinions, and provide observations of their lived or imagined experiences in

visual form.

Content For both 10-credit and 20-credit programs, with a focus on either art or design, the following three areas of study are covered:

Visual Thinking

Practical Resolution

Visual Arts in Context Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 40%

Practical 30%

External Assessment

Visual Study 30%

A copy of the student’s school-based assessments must be kept at the school for

moderation purposes.

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Information on the External Assessment

Visual Study

A visual study is an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, or technologies. Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Students are to provide an A3 folio or CD or DVD with photographs of their visual

explorations. Audiovisual electronic format may be necessary if the study idea is a practical

application in three dimensions, for example, model making, sculpture, installation,

performance, or body art. The A3 folio, CD or DVD should contain written or verbal material

that should include introductory information, annotated comments, analysis, response,

synthesis, and conclusions.

Students are to provide an A3 folio or a CD or DVD with photographs of their visual explorations. An audiovisual electronic format may be necessary if the study idea is a practical application in three dimensions, such as model-making, sculpture, installation, performance, or body art. The A3 folio, CD, or DVD should contain written or oral material that should include introductory information, annotated comments, analysis, synthesis, and conclusions. For a 10-credit subject, students should submit a maximum of ten A3 pages (or equivalent) of visual study, integrated with a maximum of 1000 words of written text (source references not included) or a maximum of 6 minutes of recorded oral explanation. For 20-credit subjects, students should submit a maximum of twenty A3 pages (or equivalent) of visual study, integrated with a maximum of 2000 words of written text (source references not included) or a maximum of 12 minutes of recorded oral explanation.

The visual study is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the visual study with reference to performance

standards.

Performance Standards

The Visual Arts Subject Outline includes performance standards, which describe five levels

of achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

.

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Visual Arts – Video

Subjects

Stage 1 Video 1 Code: 11VAVS1 Credits 10

Stage 1 Video 2 Code 11VAVS2 Credits 10

Stage 2 Video Code 2VAVY Credits 20

Learning Area Arts

Contact Teacher: Ms A Bryett

Video Production caters for students interested in film, television, journalism, advertising, music video visual arts or business promotion. Video production has a specialised room housing 25 flat screen computers installed with industry standard video editing programs such as Premiere Pro, Adobe After Effects and Adobe Photoshop dedicated purely for digital video editing. Cameras, lighting and professional tripods are also available. Visual Arts - Art (2VAA20) Students research, analyse, explore and experiment with media

and technique, and resolve and produce practical work. They use visual thinking and

investigation to develop ideas and concepts, refine technical skills, and produce imaginative

solutions. Students learn to communicate personal ideas, beliefs, values, thoughts, feelings,

concepts and opinions, and provide observations of their lived or imagined experiences in

visual form.

Content For both 10-credit and 20-credit programs, with a focus on either art or design, the following three areas of study are covered:

Visual Thinking

Practical Resolution

Visual Arts in Context Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 40%

Practical 30%

External Assessment

Visual Study 30%

A copy of the student’s school-based assessments must be kept at the school for

moderation purposes.

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Information on the External Assessment

Visual Study

A visual study is an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, or technologies. Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Students are to provide an A3 folio or CD or DVD with photographs of their visual

explorations. Audiovisual electronic format may be necessary if the study idea is a practical

application in three dimensions, for example, model making, sculpture, installation,

performance, or body art. The A3 folio, CD or DVD should contain written or verbal material

that should include introductory information, annotated comments, analysis, response,

synthesis, and conclusions.

Students are to provide an A3 folio or a CD or DVD with photographs of their visual explorations. An audiovisual electronic format may be necessary if the study idea is a practical application in three dimensions, such as model-making, sculpture, installation, performance, or body art. The A3 folio, CD, or DVD should contain written or oral material that should include introductory information, annotated comments, analysis, synthesis, and conclusions. For a 10-credit subject, students should submit a maximum of ten A3 pages (or equivalent) of visual study, integrated with a maximum of 1000 words of written text (source references not included) or a maximum of 6 minutes of recorded oral explanation. For 20-credit subjects, students should submit a maximum of twenty A3 pages (or equivalent) of visual study, integrated with a maximum of 2000 words of written text (source references not included) or a maximum of 12 minutes of recorded oral explanation.

The visual study is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the visual study with reference to performance

standards.

Performance Standards

The Visual Arts Subject Outline includes performance standards, which describe five levels

of achievement that are reported with the grades A to E at the student’s completion of the

subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Women’s Studies

Subjects

Stage 1 Women’s Studies 1 Code: 11WSS1 Credits 10

Stage 1 Women’s Studies 2 Code 11WSS2 Credits 10

Stage 2 Women’s Studies Code 2WSY Credits 20

Learning Area Humanities and Social Sciences

Contact Teacher: Ms J Dupe, Ms S Schuman

Women's Studies (2WOM20) Students look at the world from the perspectives of women.

They examine the diversity of women's experiences and their relationships to others while

promoting an inclusive and just society. Students identify complex and contradictory ideas

that exist about femininity and masculinity, and how being a woman or a man may influence

an individual's experiences and expectations.

Content

Students study six key issues from the following:

Representations of Women in Cultural Texts

Women and Work

Family Life and Caring

Health and Well-being

Women and the Law

Women’s Struggles, Achievements, and Empowerment

Women, Culture and Society

Lifestyle and Choice

Communication and Technology

Development and Globalisation

Negotiated Issue A Gender Analysis Framework provides the key concepts and analytical tools that students use in examining the key issues. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Text Analysis 20%

Essay 20%

Folio 30%

External Assessment

Issues Analysis 30%

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Information on the External Assessment

Issues Analysis

The issues analysis is a piece of writing of up to a maximum of 2000 words. Students

undertake a detailed and independent investigation of a gender issue that is derived from

one of the key issues.

The issues analysis is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor make a

decision about the quality of the investigation with reference to the performance standards.

Performance Standards

The Women’s Studies Subject Outline includes performance standards, which describe five

levels of achievement that are reported with the grades A to E at the student’s completion

of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.

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Workplace Practices Subjects Stage 2 Workplace Practices Code 2WPPY Credits 20

Learning Area Business, Enterprise and Technology

Contact Teacher: Ms J Watt, Ms M Davis

Workplace Practices (2WPC20) Students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, and local, national, and global issues in an industry and workplace context. Students can undertake vocational education and training (VET), as provided under the Australian Qualifications Framework (AQF), and develop and reflect on their capabilities, interests, and aspirations Stage 2 Workplace Practices can be studied as a 10-credit subject or a 20-credit subject. At Stage 2 there are three enrolment options:

Workplace Practices A (10-credits)

Workplace Practices B (10-credits)

Workplace Practices (20-credits) Content There are three focus areas of study of this subject:

Industry and Work Knowledge

Vocational Learning

Vocational Education and Training (VET). For both a 10-credit and 20-credit subject, students must include the following areas of

study:

Industry and Work Knowledge, and

Vocational Learning and/or Vocational Education and Training (VET). For the Industry and Work Knowledge component, students undertaking:

Workplace Practices A (10-credits) and/or Workplace Practices B (10 credits), study two or more negotiated topics in each subject;

Workplace Practices (20-credits), study the three or more topics from the list below: Topic 1: Work in Australian Society Topic 2: The Changing Nature of Work Topic 3: Industrial Relations Topic 4: Finding Employment Topic 5: Negotiated Topic.

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Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Folio 25%

Performance 25%

Reflection 20%

External Assessment

Investigation 30%

Information on the External Assessment

Investigation

The Investigation may be either a practical investigation or an issues investigation. The investigation should be up to a maximum of 1000 words for a 10-credit subject, or 2000 words for a 20-credit subject, if in written form, or the equivalent in other forms.

Practical Investigation – Students undertake a practical investigation based on a product, task, or service in which they have been involved. The practical investigation may be presented in written, oral or multimodal form. Students complete a report on their practical investigation in which they document the process of planning, making, delivering, and evaluating.

Issues Investigation – Students undertake an investigation of a local, national, and/or global issue, culture or environment relating to the focus industry. It should be based on one or more of the topics studied. The issues investigation may be presented in written, oral or multimodal form.

The investigation is double graded, firstly by the student’s teacher and secondly by an

external assessor appointed by the SACE Board. The teacher and the external assessor

make a decision about the quality of the investigation with reference to the performance

standards.

Performance Standards

The Workplace Practices Subject Outline includes performance standards, which describe

five levels of achievement that are reported with the grades A to E at the student’s

completion of the subject.

The school-based assessments and the external assessment will be graded with reference to

the performance standards.