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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.
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