Australian Curriculum

SACE Subject Handbook
2019
1
Contents
SACE SUBJECTS AT CONCORDIA COLLEGE IN 2019 .................................................................................................................... 4
STAGE 1 PROFESSIONAL LEARNING PLAN ............................................................................................................................ 6
STAGE 2 RESEARCH PROJECT ................................................................................................................................................. 6
STAGE 2 CREATIVE ARTS ........................................................................................................................................................ 7
STAGE 1 DRAMA .................................................................................................................................................................... 8
STAGE 2 DRAMA .................................................................................................................................................................... 8
STAGE 1 MUSIC ADVANCED .................................................................................................................................................. 9
STAGE 2 MUSIC STUDIES ....................................................................................................................................................... 9
STAGE 1 MUSIC EXPERIENCE ............................................................................................................................................... 10
STAGE 2 MUSIC EXPLORATIONS .......................................................................................................................................... 10
STAGE 2 MUSIC PERFORMANCE SOLO ................................................................................................................................ 11
STAGE 2 MUSIC PERFORMANCE ENSEMBLE ....................................................................................................................... 11
STAGE 1 VISUAL ARTS - ART ................................................................................................................................................ 12
STAGE 2 VISUAL ARTS - ART ................................................................................................................................................ 12
STAGE 1 VISUAL ARTS - DESIGN .......................................................................................................................................... 13
STAGE 1 VISUAL ARTS - DESIGN .......................................................................................................................................... 13
STAGE 2 BUSINESS & ENTERPRISE ....................................................................................................................................... 14
STAGE 1 DESIGN & TECHNOLOGY: MATERIAL PRODUCTS ................................................................................................. 15
STAGE 2 DESIGN & TECHNOLOGY: MATERIAL PRODUCTS ................................................................................................. 15
STAGE 1 DIGITAL TECHNOLOGIES........................................................................................................................................ 16
STAGE 2 DIGITAL TECHNOLOGIES........................................................................................................................................ 16
STAGE 1 PHOTOGRAPHY: COMMUNICATION PRODUCTS .................................................................................................. 17
STAGE 2 PHOTOGRAPHY: COMMUNICATION PRODUCTS .................................................................................................. 17
STAGE 1 MEDIA STUDIES ..................................................................................................................................................... 18
STAGE 2 TELEVISION AND DIGITAL MEDIA: INTEGRATED LEARNING ................................................................................ 18
STAGE 2 WORKPLACE PRACTICES ........................................................................................................................................ 19
STAGE 1 COMMUNITY STUDIES .......................................................................................................................................... 20
STAGE 2 COMMUNITY STUDIES .......................................................................................................................................... 20
STAGE 1 ENGLISH ................................................................................................................................................................. 21
STAGE 2 ENGLISH ................................................................................................................................................................. 21
STAGE 2 ENGLISH LITERARY STUDIES .................................................................................................................................. 22
STAGE 1 ENGLISH AS AN ADDITIONAL LANGUAGE............................................................................................................. 23
STAGE 2 ENGLISH AS AN ADDITIONAL LANGUAGE............................................................................................................. 23
STAGE 1 FOOD AND HOSPITALITY ....................................................................................................................................... 24
STAGE 2 FOOD AND HOSPITALITY ....................................................................................................................................... 24
STAGE 1 PHYSICAL EDUCATION ........................................................................................................................................... 25
STAGE 2 PHYSICAL EDUCATION ........................................................................................................................................... 25
STAGE 1 ANCIENT STUDIES .................................................................................................................................................. 26
STAGE 2 ANCIENT STUDIES .................................................................................................................................................. 26
STAGE 1 ECONOMICS ........................................................................................................................................................... 27
STAGE 2 ECONOMICS ........................................................................................................................................................... 27
STAGE 1 GEOGRAPHY .......................................................................................................................................................... 28
STAGE 2 GEOGRAPHY .......................................................................................................................................................... 28
2
STAGE 1 LEGAL STUDIES ...................................................................................................................................................... 29
STAGE 2 LEGAL STUDIES ...................................................................................................................................................... 29
STAGE 1 MODERN HISTORY ................................................................................................................................................ 30
STAGE 2 MODERN HISTORY ................................................................................................................................................ 30
STAGE 1 RELIGION STUDIES ................................................................................................................................................. 31
STAGE 2 RELIGIOUS STUDIES ............................................................................................................................................... 31
STAGE 2 SOCIETY AND CULTURE ......................................................................................................................................... 32
STAGE 1 GERMAN ................................................................................................................................................................ 33
STAGE 2 GERMAN ................................................................................................................................................................ 33
STAGE 1 ESSENTIAL MATHEMATICS .................................................................................................................................... 34
STAGE 2 ESSENTIAL MATHEMATICS .................................................................................................................................... 34
STAGE 1 GENERAL MATHEMATICS ...................................................................................................................................... 35
STAGE 2 GENERAL MATHEMATICS ...................................................................................................................................... 35
STAGE 1 MATHEMATICAL METHODS .................................................................................................................................. 36
STAGE 2 MATHEMATICAL METHODS .................................................................................................................................. 36
STAGE 1 SPECIALIST MATHEMATICS ................................................................................................................................... 37
STAGE 2 SPECIALIST MATHEMATICS ................................................................................................................................... 37
STAGE 1 BIOLOGY ................................................................................................................................................................ 38
STAGE 2 BIOLOGY ................................................................................................................................................................ 38
STAGE 1 CHEMISTRY ............................................................................................................................................................ 39
STAGE 2 CHEMISTRY ............................................................................................................................................................ 39
STAGE 1 PHYSICS.................................................................................................................................................................. 40
STAGE 2 PHYSICS.................................................................................................................................................................. 40
STAGE 1 PSYCHOLOGY ......................................................................................................................................................... 41
STAGE 2 PSYCHOLOGY ......................................................................................................................................................... 41
STAGE 2 SCIENTIFIC STUDIES (STEM) .................................................................................................................................. 42
WHO TO GO TO FOR ADVICE ....................................................................................................................................................... 43
3
SACE SUBJECTS AT CONCORDIA COLLEGE IN 2019
Please note that a particular subject will only run if there is a viable class size.
As indicated, some subjects can be taken as a semester subject (10 credits) OR as a full year subject (20 credits)
STAGE 1 STAGE 2
LEARNING AREA 10 CREDITS 20 CREDITS 10 CREDITS 20 CREDITS
ARTS
Creative Arts ✓
Drama ✓ ✓ ✓
Music – Advanced ✓ ✓
Music – Experience ✓ ✓
Music Performance - ✓
Ensemble
Music Performance - ✓
Solo
Music Explorations ✓
Music Studies ✓
Visual Arts – Art ✓ ✓ ✓
Visual Arts – Design ✓ ✓ ✓
BUSINESS, ENTERPRISE & TECHNOLOGY
Business & Enterprise ✓
Design and Technology ✓ ✓ ✓
(Material Products)
Digital Technologies ✓ ✓ ✓
Media Studies ✓ ✓ ✓
(Integrated Learning)
Photography ✓ ✓ ✓
(Communication
Product)
CROSS DISCIPLINARY
Community Studies ✓ ✓ ✓
Workplace Practices ✓
ENGLISH
English ✓ ✓
English Literacy Studies ✓
English As An ✓ ✓
Additional Language
HEALTH AND PHYSICAL EDUCATION
Food and Hospitality ✓ ✓ ✓
Physical Education ✓ ✓ ✓
HUMANITIES AND SOCIAL SCIENCES
Ancient Studies ✓ ✓ ✓
Economics ✓ ✓ ✓
Geography ✓ ✓ ✓
Legal Studies ✓ ✓ ✓
Modern History ✓ ✓ ✓
Religion Studies ✓ ✓
Society and Culture ✓
4
STAGE 1 STAGE 2
LEARNING AREA 10 CREDITS 20 CREDITS 10 CREDITS 20 CREDITS
LANGUAGES
German ✓ ✓
Indonesian (IB Diploma) ✓ ✓
MATHEMATICS
Essential Mathematics ✓ ✓ ✓
General Mathematics ✓ ✓
Mathematical Methods ✓ ✓ ✓
Specialist Mathematics ✓ ✓
SCIENCES
Biology ✓ ✓ ✓
Chemistry ✓ ✓
Physics ✓ ✓
Psychology ✓ ✓ ✓
Scientific Studies (STEM) ✓
5
Compulsory Subjects
STAGE 1 PROFESSIONAL STAGE 2 RESEARCH PROJECT

LEARNING PLAN
Capabilities: literacy, numeracy, information and communication technology capability, critical and creative
thinking, personal and social capability, ethical understanding, intercultural understanding
Credits: 10 Credits: 10
Pre-requisites: Nil Pre-requisites: Nil
Subject Description Subject Description

The Personal Learning Plan (PLP) is a compulsory The Stage 2 Research Project is a compulsory 10-
10-credit subject undertaken at Stage 1. credit subject undertaken at Stage 2. Students
Students must achieve a C grade or better to must achieve a C– grade or better to complete the
complete the subject successfully and gain their subject successfully and gain their SACE.
SACE. The PLP helps students to: Students enrol in either Research Project A or
• plan their personal and learning goals for the Research Project B. The external assessment for
future Research Project B must be written. Students can
• make informed decisions about their choose to present their external assessment for
personal development, education, and Research Project A in written, oral, or multimodal
training. form.
The Research Project enables students to explore
Developing goals for the future will engage an area of interest in depth, while developing skills
students in activities such as: to prepare them for further education, training,
• selecting subjects, courses, and other and work. Students develop their ability to
learning relevant to pathways through and question sources of information, make effective
beyond school decisions, evaluate their own progress, be
• investigating possible career choices innovative, and solve problems.
• exploring personal and learning goals.
Content
Content The content of both Research Project A and
Research Project B consists of:
The Stage 1 Personal Learning Plan is a 10-credit ▪ developing the capabilities
subject. ▪ applying the specified research framework.
The content in the Stage 1 Personal Learning Plan In the Research Project, students choose a
comprises: research question that is based on an area of
interest. They identify one or more capabilities
• The Seven Capabilities
that are relevant to their research.
• Personal and Learning Goals
School-based assessment
School-based assessment
Folio (research proposal,
research development, and 30%
Folio 50% 70%
100% discussion)
Review 50% Research outcome 40%
External assessment
Review (Research Project A)
OR
30% 30%
Evaluation (Research
Project B)
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Arts
STAGE 2 CREATIVE ARTS
Credits: 20
Pre-requisites: Nil.
Available only to students already enrolled in Stage 2 Visual Arts- Art or Visual Arts- Design
Students wishing to study two Art based subjects at Stage 2 can take CREATIVE ARTS as a
second option only after discussion with the Head of Art.
Subject Description:
In Creative Arts teachers, in negotiation with students tailor a program to meet local needs or interests in the
Arts. It is an opportunity to focus on an aspect, or to combine aspects, of one or more SACE subjects in the
creative arts, within a single subject. It can combine Design and Art.
Content and Assessment:
School-based Assessment Weighting

Product- 2 creative arts
products and 20 page folio of 50%
evidence.
Investigation- 2 Investigations 20%
External Assessment
Practical Skills-
12 pieces of evidence of a skill
30%
development in a chosen
practical art/design area.
7
Arts
STAGE 1 DRAMA STAGE 2 DRAMA
Capabilities: Communication, Citizenship, personal development and learning
Credits: 10 or 20 Credits: 20
Pre-requisites: Nil. Pre-requisites: Nil. To determine whether
he/she has the skill level
Subject Description: required for success, a
In Drama students participate in the planning, student who has not studied
rehearsal, and performance of dramatic work. this subject at Stage 1 must
Students participate in creative problem solving; have an interview with the
they generate, analyse, and evaluate ideas. They Head of Drama.
develop personal interpretations of texts.
Students develop their curiosity and imagination, Subject Description
creativity, individuality, self-identity, self-esteem In Drama, students participate in the planning,
and confidence. rehearsal, and performance of dramatic work.
Students participate in creative problem solving;
Content: they generate, analyse, and evaluate ideas. They
Stage 1 Drama consists of the following three develop personal interpretations of texts. Students
areas of study: develop their curiosity and imagination, creativity,
▪ Presentation of Dramatic Works individuality, self-identity, self-esteem and
▪ Dramatic Theory and Practice confidence.
▪ Individual Investigation and Presentation.
Content
Assessment: Assessment at Stage 1 Drama is Teachers develop a teaching and learning program
school based. Students demonstrate evidence based on the four following areas of study:
through the following assessment types: ▪ Group Analysis and Creative Interpretation
▪ Review and Reflection
▪ Interpretative Study
Performance 40% ▪ Presentation of Dramatic Works.
Folio 30% ▪
Investigation & Assessment
30% Students demonstrate evidence of their learning
Presentation
through the following assessment types:
Assessed practical work is a course expectation. School-based Assessment Weighting
Student performance and ensemble work involves
Group Presentation 20%
commitment that can require out-of-hours
rehearsal. Folio 30%
Interpretative Study 20%
External Assessment
Group Performance/Presentation 30%
8
Arts
STAGE 1 MUSIC ADVANCED STAGE 2 MUSIC STUDIES
Capabilities: literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking,
personal and social capability
Credits: 10 or 20 Credits: 20.

Pre-requisites: Satisfactory standard of Pre-requisites: Satisfactory standard of theory at
theory at Year 10 level Stage 1 Music or equivalent level.
(approx. AMEB Grade 3). Students wishing to undertake
Continued tuition on a Stage 2 Music Studies who have
principal instrument not competed Stage 1 Music
(minimum approx. AMEB must have an interview with
Grade 4 standard). either the Director or the
Assistant Director of Music to
Subject Description determine whether he/she has
Through the study of music, students have the the skill level required for
opportunity to engage in musical activities such as success.
performing, composing, arranging, researching,
developing and applying music technologies. General Subject Description for Music Subjects
Students benefit from the opportunity to develop Students develop an understanding of selected
their practical and creative potential, aural and musical works and styles, and apply this
written skills, and their capacity to make informed understanding to creating their own music as
interpretative and aesthetic judgments. Study and performances or compositions or arrangements.
participation in music draws together students’ They develop and apply their musical literacy skills
cognitive, affective, and psychomotor skills, and express their musical ideas through
strengthening their ability to manage work and responding to their own works, interpreting
learning, and to communicate effectively and musical works, and/or manipulating musical
sensitively. elements. Students synthesise the findings of their
study, and express their musical ideas through
Content: Students have the opportunity to engage in their creative works, responses, and reflections.
the following activities:
● Composing, Arranging, Transcribing, Content: Students have the opportunity to engage in
Improvising the following activities:
● Performing as a Soloist and in Ensemble of ● Composing, Arranging
choice ● Performing as a Soloist or in Ensemble
● Music Technology ● Researching, analysing, and interpreting
● Music in Contexts musical works
● Developing Musicianship and Aural Skills ● Developing Musicianship and Aural Skills
Assessment: Assessment at Stage 1 is school Assessment:

based. Students demonstrate evidence of their School-based Assessment Weighting
learning through the following assessment types:
Creative works Options:
performance, composition, 40%
Skills Presentation 40% arranging
Skills Development 40% Musical Literacy 30%
Folio 20% External Assessment
There is an examination at the end of each Examination 30%
semester of study.
9
Arts
STAGE 1 MUSIC EXPERIENCE STAGE 2 MUSIC EXPLORATIONS
Capabilities: literacy, numeracy, information and communication technology (ICT) capability, critical and creative
thinking, personal and social capability
personal and social capability

Credits: 10 or 20 Credits:
ethical understanding 20
Pre-requisites: Continued tuition on a Pre-requisites: Satisfactory completion of
intercultural understanding.
principal instrument. Stage 1 music or equivalent
Subject Description
Subject Description
Students explore and experiment with musical
Students develop their practical and creative
styles, influences, techniques, and/or music
potential, spoken and written skills, and capacity to
production, as they develop their understanding of
make informed interpretative and aesthetic
music. They develop and apply their musical
judgments. By engaging in musical activities such as
understanding as they explore how others create,
performing, composing and improvising, arranging,
present, and/or produce music, and experiment
researching, and developing and applying music
with their own creations. Students respond to and
technologies, students appreciate the value of
discuss their own and others’ works, and synthesise
working collaboratively and presenting musical
their findings to make connections between the
works.
music they study and their own creative works.
This program is designed for students whose
experience in, or knowledge of, some aspects of
Content
music may be limited and provides pathways to
Options may include composition, analysis and
selected Stage 2 subjects.
performance. Students may compose songs using
contemporary music notation appropriate to the
Content: Students have the opportunity to engage in
style. Students explain the intent of their
the following activities:
composition and provide evidence of the skills and
● Improvising, composing and arranging
techniques they used, in a composers’ statement.
● Performing as a Soloist and in Ensemble of
Students analyse and discuss style, technique, and
choice
musical elements of one or two works and
● Music Technologies
complete a reflection on and critique of one or
● Developing Aural and Critical Listening Skills
more works presented in a live music performance.
Assessment: Assessment at Stage 1 is school based. Assessment
Students demonstrate evidence of their learning Students demonstrate evidence of their learning
through the following assessment types: through the following assessment types:
Skills Presentation 40%
Musical Literacy 30%
Skills Development 40%
Explorations 40%
Folio 20%
External Assessment
Creative connections 30%
10
Arts
STAGE 2 MUSIC STAGE 2 MUSIC

PERFORMANCE SOLO PERFORMANCE ENSEMBLE
Capabilities: literacy, numeracy, critical and creative thinking, personal and social capability
Pre-requisites: Satisfactory completion of Pre-requisites: Satisfactory completion of
Stage 1 Music or equivalent Stage 1 Music or equivalent
Continued tuition on a Continued tuition on a
principal instrument or voice principal instrument or voice

This 10-credit subject develops students develop Students develop and extend their musical skills
and extend their musical skills and techniques in and techniques in creating performances as part
creating their own solo performances. Students of an ensemble. They interpret musical works,
extend their musical literacy through discussing and apply to their performances an
key musical elements of their chosen repertoire, understanding of the style, structure, and
and interpreting creative works. Students express conventions appropriate to the repertoire.
their musical ideas through performing, critiquing, Students extend their musical literacy through
and evaluating their performances. discussing key musical elements of the
Students who study Music Performance - repertoire, and interpreting creative works.
Ensemble and/or Music Performance - Solo may Students express their musical ideas through
perform on the same instrument/voice in both performing, critiquing, and evaluating their own
subjects. performances.
Content Content
Each student must perform as an instrumental Students present an ensemble performance of a
or vocal soloist or as a vocalist and single work or a set of works by one or more
instrumentalist. Students may also perform with composers, and individual evidence of each
recognised doublings, such as piccolo and flute, student’s contribution to the ensemble through
tenor saxophone and alto saxophone, flute and individual part-testing.
saxophone, electric guitar and acoustic guitar
Students prepare and present public
Students prepare and present performances in performances in which their total program
which their total program includes a total of 18 - includes a total of 18 - 24 minutes of different
24 minutes of different repertoire. They discuss repertoire. They discuss key musical elements of
key musical elements and critique and evaluate the repertoire, and critique and evaluate their
their own performances. own performances.
Assessment Assessment
Students demonstrate evidence of their learning Students demonstrate evidence of their learning
through the following assessment types: through the following assessment types:
School-based Assessment Weighting School-based Assessment Weighting

Performance 30% Performance 30%
Performance and Discussion 40% Performance and Discussion 40%
External Assessment External Assessment
Performance Portfolio 30% Performance Portfolio 30%
11
Arts
STAGE 1 VISUAL ARTS - ART STAGE 2 VISUAL ARTS - ART

Capabilities: Communication and personal development
Subject Description: Precluded subject combination

Visual Arts engages students in conceptual, For the purposes of SACE completion, students can
practical, analytical and contextual aspects of enrol at Stage 2 in both Visual Arts – Art and Visual
creative human endeavour. It emphasises visual Arts – Design BUT cannot count both subjects for
thinking and investigation and the ability to the calculation of the ATAR.
develop ideas and concepts, refine skills and However, if a student is interested in developing
produce imaginative solutions. the skill sets in both Art and Design and in
Students learn to communicate personal ideas, obtaining an ATAR, he/she should see the Head of
beliefs, values, thoughts, feelings, opinions and Visual Arts as it is possible to do Creative Arts as a
present their lived or imagined life experiences in subject choice in combination with Visual Arts(see
visual forms. Stage 2 Creative Arts).
Content: Subject Description

Visual thinking: Practical developmental work- In Visual Arts students express ideas through
Folio practical work using a variety of media leading to
The processes, documentation and recording of resolved pieces. Students have opportunities to
idea development, inspirations and research, understand and reflect upon visual art
experimentation of media. works in their cultural and historical contexts.
The broad area of Art includes both artistic and
Practical Resolution: Final art work(s). crafting methods and outcomes, including the
Drawing, painting and mixed media, digital media, development of ideas, research, analysis and
printmaking, photography, sculpture, ceramics, experimentation with media and techniques,
textiles, assembling and installation resolution and production. Art practicals may take
any of the following forms: film, animation,
Visual Arts in Context: Research artworks installation, assemblage, digital imaging, painting,
historically and culturally. This area of study draws drawing, mixed media, printmaking, photography,
information and inspiration from the works of past wood, plastic, or metal fabrication, sculpture,
and present practitioners. ceramics, and/or textiles.
Assessment Content
The following three areas of study are covered:
Folio 30% ▪ Visual Thinking
▪ Practical Resolution
Practical 40%
▪ Visual Arts in Context
Visual Study 30%
Assessment
There is no examination in this subject. Students demonstrate evidence of their learning
Folio 40%
Two Practical Works or one
30%
body of works
External Assessment
Visual Study 30%
12
Arts
STAGE 1 VISUAL ARTS - DESIGN STAGE 1 VISUAL ARTS - DESIGN

Capabilities: Communication, citizenship, personal development, work and learning
Subject Description: Precluded subject combination

For the purposes of SACE completion students can
The broad area of Design encompasses
enrol at Stage 2 in both Visual Arts – Art and Visual
communication and graphic design, environmental
Arts – Design BUT cannot count both subjects for
design, and product design. It emphasises a
the calculation of the ATAR.
problem-solving approach to the generation of
However, if a student is interested in developing
ideas or concepts, and the development of visual
the skill sets in both Art and Design and in
representation skills to communicate resolutions.
obtaining an ATAR, he/she should see the Head of
Visual Arts as it is possible to do Creative Arts as a
Content:
subject choice in combination with Visual Arts(see
Visual thinking: Practical developmental work-
Stage 2 Creative Arts).
Folio
Visual thinking for designers is usually based Subject Description
around the development and formulation of a In Visual Arts students express ideas through
design brief that specifies parameters for the practical work using drawings, sketches, diagrams,
designer. This includes research, analysis, the models, prototypes, photographs and/or audio
initiation and development of concepts, the visual techniques leading to resolved pieces.
exploration of possibilities, the testing and refining Students have opportunities to research,
of ideas or concepts, the practising of technical understand and reflect upon visual art works in
skills, and evaluation, before the design outcome is their cultural and historical contexts.
resolved. The broad area of Design encompasses
communication and graphic design, environmental
design, and product design. It emphasises a
Practical Resolution: Final Design: problem-solving approach to the generation of
Product design: e.g. toy, fashion, stage, ideas or concepts, and the development of visual
furniture, and engineering design representation skills to communicate resolutions.
Environmental design: e.g. sustainable interior
and exterior design Content
The following three areas of study are covered:
Graphic and visual communication design: e.g.
branding, illustration, and advertising. ▪ Visual Thinking
▪ Practical Resolution
Visual Arts in Context: Research Design historically ▪ Visual Arts in Context
and culturally. This area of study draws Assessment
information and inspiration from the works of past Students demonstrate evidence of their learning
and present practitioners. through the following assessment types:
Assessment School-based Assessment Weighting
Folio 30% Folio 40%

Two Practical Works or one
Practical 40% 30%
body of works
Visual Study 30%
External Assessment
There is no examination in this subject. Visual Study 30%

.
13
Business, Enterprise and Technology
STAGE 2 BUSINESS & ENTERPRISE
Capabilities: Communication, citizenship, personal development, work, learning.
Credits: 20
Pre-requisites: Nil
Requirements: Sound literacy skills
Business and Enterprise focuses on learning about the successful management of business and enterprise
issues in personal, business, and social contexts, locally, nationally, and globally. Students gain an
understanding of business operations and practice, develop an awareness of business, financial, and
technological skills, participate in planning, developing, and controlling business activities, and evaluate
decisions on business practices.
Students evaluate the impact and effect of business, enterprises, and technology on the well-being and
lifestyle of individuals, communities, the economy, and the environment.
Content
In Stage 2 Business and Enterprise, students complete the study of the core topic and two option topics.
Core Topic
• The Business Environment
• Business in Australia
• The Nature and Structure of Business
• The Business Enterprise
Two of the following 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
Assessment
Students demonstrate evidence of their learning through the following assessment types:

Folio 30%
Practical 20%
Issues Study 20%
External Assessment
Report 30%
14
STAGE 1 DESIGN & STAGE 2 DESIGN &

TECHNOLOGY: MATERIAL TECHNOLOGY: MATERIAL
PRODUCTS PRODUCTS
Capabilities: Communication, Citizenship, personal development, work and learning
Pre-requisites: Nil. To determine whether Pre-requisites: Nil. To determine whether
he/she has the skill level he/she has the skill level
required for success, a student required for success, a student
who has not studied or passed who has not studied this subject
this subject at Year 10 must at Stage 1 must have an
have an interview with the Head interview with the Head of
of Design & Technology. Design & Technology.

Students develop the ability to identify, create, Students develop the ability to identify, create,
initiate, and develop products, processes, or initiate, and develop products, processes, or
systems. Students learn to use tools, materials, systems. Students learn to use tools, materials,
and systems safely and competently to complete a and systems safely and competently to complete a
product. They explore technologies in both product. They explore technologies in both
contemporary and historical settings, and analyse contemporary and historical settings, and analyse
the impacts of technology, including social, the impacts of technology, including social,
environmental, and sustainable consequences. environmental, and sustainable consequences.
Content Content
Students design and create products that meet a Students use a diverse range of manufacturing
design brief, and develop the knowledge and skills technologies such as tools, machines and systems
associated with using different processes and to convert resistant materials (timber) into useful
production techniques. They combine their products. Students produce outcomes that
designing and creating skills with knowledge and demonstrate the knowledge and skills associated
understanding of materials, information, and with using systems, processes and resistant
equipment to make high-quality products for materials.
intended purposes. They analyse the impact of
technological practices, products or systems on Assessment
individuals, society, and/or the environment now, Students demonstrate evidence of their learning
and develop insights into the uses of technology in through the following assessment types:
future contexts. School-based Assessment Weighting
Students investigate and analyse a range of Skills and Applications Tasks 20%
products and use the information gained to create Product 50%
original solutions. They use appropriate technical
language and graphic, written, and oral techniques External Assessment
that incorporate information and communication Folio 30%
technologies to create and communicate design
proposals.
Assessment
Assessment consists of the following assessment
types:
Skills & Application Tasks 20%
Folio 20%
Product 60%
There is no examination in this subject.
15
STAGE 1 DIGITAL STAGE 2 DIGITAL

TECHNOLOGIES TECHNOLOGIES
Capabilities: communication, citizenship, work and learning

Students investigate existing digital technology Students develop and apply their skills in
systems to discover their nature and components. computational thinking and in program design, and
They develop a range of skills and techniques while engage in iterative project development, where a
creating their own systems that can be tested and product or prototype is designed and tested
evaluated. They develop and apply specialised and/or implemented in stages. They follow agile
skills and techniques in the use of software in a practices and/or iterative engineering design
number of digital technology areas. processes. Learning environments in Digital
Technologies may include physical, online, and/or
Content simulated spaces.
Stage 1 Digital Technologies is organised into the
following six topics: Content
1. Programming
Stage 2 Digital Technologies is a 20-credit subject
2. Advanced Programming
that consists of the following focus areas:
3. Data Analytical
4. Exploring • Focus area 1: Computational thinking
5. Innovations • Focus area 2: Design and programming
• Focus area 3: Data analytics
Assessment • Focus area 4: Iterative project development.
Assessment at Stage 1 is school based. Students Assessment
demonstrate evidence of their knowledge and Students demonstrate evidence of their learning
understanding through the following assessment through the following assessment types:
types:
Project Skills 50%
Digital Studies 40%
Collaborative Project 20%
Project Skills 60%
External Assessment
There is an examination and / or skills tasks at the
end of each semester of study. Individual Digital Solution 30%
16
STAGE 1 PHOTOGRAPHY: STAGE 2 PHOTOGRAPHY:

COMMUNICATION PRODUCTS COMMUNICATION PRODUCTS
Capabilities: communication, citizenship, personal development, work and learning
Subject Description: Subject Description

This subject involves the use of a variety of materials to Students develop the ability to identify, create, initiate,
design and make products that communicate information. and develop products and processes. Students learn to
Students design and create photographic products that use equipment, materials, and systems safely and
meet a design brief, and develop the knowledge and skills competently to complete a product. They explore
associated with using different processes and production technologies in both contemporary and historical settings,
techniques. They combine their designing and creating and analyse the impacts of technology, including social,
skills with knowledge and understanding of materials, environmental, and sustainable consequences.
information, and equipment to make high-quality
products for intended purposes. Content
Students use a range of photographic technologies
Contexts for this course in communication products may including cameras lenses, electronic flash, lighting, image
include: graphics, multimedia, photography, sound, video. manipulation software to convert light into useful images
A four-part designing model will be used to focus the for a purpose. Students produce outcomes that
product development learning: investigating, planning, demonstrate the knowledge and skills associated with
producing, and evaluating photography, processes capture and presentation.
Content Assessment
Topics include Students demonstrate evidence of their learning through
Camera controls: Lenses, shutter, aperture, ISO etc the following assessment types:
Image creation: Camera/studio/location, Lighting School-based Assessment Weighting
techniques Skills and Applications Tasks 20%
Photographic styles: Portraiture, Documentary, Product 50%
Landscape, Still life, Product, Panoramas, time lapse, 2.5D, External Assessment
3D Folio 30%
Image Processing tools: Photoshop, In Design, Illustrator,
After Effects
Optimising images: layers, Selections, Painting & drawing,
Type, Transparency, Animation
Assessment
Assessment consists of the following assessment types:
Products 50%
Skills & Application Tasks 30%
Folio 20%
17
STAGE 2 TELEVISION AND DIGITAL

STAGE 1 MEDIA STUDIES
MEDIA: INTEGRATED LEARNING
Capabilities: Communication, Citizenship, personal development work and learning
Pre-requisites: Nil. Pre-requisites: Nil
Successful completion of
Subject Description Stage 1 Media Studies will be
Media Studies develops students’ media literacy and an advantage
production skills.
Students discuss and analyse media issues, and interact Subject Description
with, and create media products. The analytical elements Television and Digital Media requires students to develop
of Media Studies support students to develop research and and apply their knowledge and skills in a real world
analysis skills that may lead to future study or employment context. This is a practical subject in which students
pathways. The subject focuses on exploring the role of develop television and digital media products in video,
media in Australian and global contexts. photography, animation, special effects.
Students consider how media can exert a significant This subject facilitates collaboration and teamwork.
influence on the way people receive and interpret Students learn to plan and organise activities, and to
information about the world. Student develop practical develop their understanding of, and empathy with,
skills for expression of ideas and messages through a others.
variety of media forms including: Photography, 2.5D
Animation, Single Camera Film Production, Multi-camera Content
television production including Concordia Television Students undertake four areas of study. The capabilities
broadcasts. form the content of the key areas of study.
Content: Key Area of Focus

The following topics will be studied during the year. Two Study
topics are studied each semester. Television program content
Communication
Television/Film Production and construction
Advertising Broadcasting to a
Citizenship
Careers in Media community audience
Creating Multimedia Texts Work Television production skills
Understanding systems
Assessment: Learning
processes & roles
Assessment at Stage 1 is school based. Students
demonstrate evidence of their learning through the Assessment
following assessment types: Students demonstrate evidence of their learning through
the following assessment types:
School-based Assessment Weighting School-based Assessment Weighting
Folio 20% Practical 30%
Interaction Study 20% Group Activity 20%
Product 60% Folio and Discussion 20%
External Assessment
Project 30%
18
Cross Disciplinary
STAGE 2 WORKPLACE PRACTICES
Capabilities: Personal development, work and learning
Credits: 20
Pre-requisites: Nil
Subject Description
In Workplace Practices 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 learning in the
workplace and develop and reflect on their capabilities, interests, and aspirations. The subject may include the undertaking
of vocational education and training (VET) as provided under the Australian Qualifications Framework (AQF).
Content
There are three focus areas of study of this subject:
▪ Industry and Work Knowledge
▪ Vocational Learning
▪ Vocational Education and Training (VET).
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 select 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.
Assessment

Folio 25%
Performance 25%
Reflection 20%
External Assessment
Investigation 30%
19
Cross Disciplinary
STAGE 1 COMMUNITY STUDIES STAGE 2 COMMUNITY STUDIES

Capabilities: Communication and citizenship

Community Studies offers students the Community Studies offers students the
opportunity to learn in a community context and opportunity to learn in a community context and
to interact with teachers, peers, and community to interact with teachers, peers, and community
members beyond the school environment. members beyond the school environment.
Students decide the focus of their community Students decide the focus of their community
activity, which begins from a point of personal activity, which begins from a point of personal
interest, skill, or knowledge. By setting challenging interest, skill, or knowledge. By setting challenging
and achievable goals in a community activity, and achievable goals in a community activity,
students enhance their skills and understandings students enhance their skills and understandings
in a guided and supported learning program. They in a guided and supported learning program. They
develop their capability to work independently and develop their capability to work independently and
to apply their skills and knowledge in practical to apply their skills and knowledge in practical
ways in their community. ways in their community.
Content: Content
In this subject students, must negotiate and Students prepare a contract of work to develop a
develop a contract of work with their teacher. A community activity from the following ten areas of
contract of work is a statement of what the study:
student will be learning and how they will be going ▪ Arts and the Community
about it. A contract of work is an important ▪ Business and the Community
document, because when students have finished ▪ Communication and the Community
their work the teacher will use it to determine how ▪ Design, Construction, and the Community
successful you were in completing what the ▪ Environment and the Community
student planned to do. There are twelve areas of ▪ Foods and the Community
study that a contract can be developed within. ▪ Health, Recreation, and the Community
1. Arts and the Community ▪ Science and the Community
2. Business and the Community ▪ Technology and the Community
3. Communication and the Community ▪ Work and the Community.
4. Design, Construction, and the Community
5. Environment and the Community Assessment
6. Foods and the Community Students demonstrate evidence of their learning
7. Health, Recreation, and the Community through the following assessment types:
8. Lifestyle and the Community
School-based Assessment
9. Mathematics and the Community
10. Science and the Community Contract of Work
11. Technology and the Community Folio
12. Work and the Community
Presentation
There is no examination in this subject. External Assessment
Reflection
20
English
STAGE 1 ENGLISH STAGE 2 ENGLISH

Capabilities: Communication, Citizenship, personal development, work and learning
Pre-requisites: Nil. Pre-requisites: Nil.
Requirements Sound Literacy Skills Required
Stage 1 Essential English may
be offered to specific Subject Description
students based on their In English, students analyse the interrelationship
diagnosed literacy learning between author, text, and audience with an emphasis
needs. on how language and stylistic features shape ideas
and perspectives in a range of contexts. An
Subject Description: The study of English provides understanding of purpose, context and audience is
students with a focus for informed and effective applied in students’ own creation of imaginative,
participation in education, training, the workplace interpretive, analytical, and persuasive texts that may
and their personal environment. In Stage 1 English, be written, oral and/or multi-modal.
students read, view, write and compose, listen and
speak, and use information and communication Content
technologies in appropriate ways for different Responding to texts
purposes. Students produce three responses to texts. Two of the
responses must be written, and one must be oral. Texts
Content:
must be chosen from at least three of these categories:
Responding to texts extended prose texts, drama, films, poetry, and media
Students consider a range of texts composed for texts. The written responses should total a maximum of
different purposes and audiences, examining the 2000 words, the oral response should be a maximum of 6
ideas and perspectives contained within them and minutes.
analysing their stylistic features. Creating texts
Students create three original texts and one writer’s
Creating texts statement. At least one text should be written. The three
Students create imaginative, interpretive and/or texts should total a maximum of 3000 words or
persuasive texts for different purposes, contexts equivalent. The writer’s statement should be a maximum
and audiences. of 1000 words. The three created texts must
demonstrate variety in text type, purpose and/or
Intertextual Study audience.
Students analyse the relationship between texts. Comparative analysis
Students complete a comparative analysis of two texts,
Assessment: Assessment at Stage 1 is school up to a maximum of 2000 words. In an independent
based. Students demonstrate evidence of their study, students compare how stylistic features and
learning in Stage 1 English through the following language conventions in the two texts are used to
assessment types: explore ideas and shape responses and interpretations.
Responding to Texts 50% Assessment
Creating Texts 20% Students demonstrate evidence of their learning
Intertextual Study 30%
At least one assessment piece per semester will be Responding to texts 30%
in oral or multi-modal form.
Creating texts 40%
There is an examination at the end of each
semester of study. External Assessment
Comparative analysis 30%
21
English
STAGE 2 ENGLISH LITERARY STUDIES
Capabilities: Citizenship, personal development, work, and learning
Credits: 20
Pre-requisites: Stage 1 English (standard)
Requirements Sound Literacy skills required
Subject Description
English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts.
Through the study of shared and independently chosen texts, students extend their ability to sustain a
reasoned critical argument and enhance their own skills in creating texts.
Content
Responding to texts
Students produce up to five responses to texts, up to a total of 5000 words. One of these responses may be an
oral presentation of up to 6 minutes. One response must show an understanding of a range of critical
perspectives in considering texts. Responses must cover each of the following text studies: extended prose
text, film text, drama text, a selection of poetry texts.
Creating texts
Students create two texts. One is a ‘transformative text’, responding to one of the shared studies in a creative
way; the second is an original text in a form or genre of the student’s choice.
Text Study
Part A: A comparative text study in which the student compares one of the shared texts with an independently
chosen text. The total of this study is 1500 words.
Part B: Critical reading. This is a 90-minute examination developed by the SACE board. Students read a short
text and respond to a set of questions.
Assessment

Responding to texts 50%
Creating texts 20%
External Assessment
Comparative text study 15%
Critical reading examination 15%
22
English
STAGE 1 ENGLISH AS AN STAGE 2 ENGLISH AS AN

ADDITIONAL LANGUAGE ADDITIONAL LANGUAGE
Capabilities: Literacy, numeracy, ICT, creative and critical thinking, personal and social capability, ethical understanding,
intercultural understanding
Pre-requisites: Nil Pre-requisites: Stage 1 EAL

English as an Additional Language is designed for English as an Additional Language is designed for
students for whom English is an additional students for whom English is an additional
language or dialect. language or dialect.
Stage 1 English as an Additional Language allows
students to achieve the literacy requirement in the Content
SACE. Students who achieve a C grade or better in Students examine and analyse texts that they use
20-credits of this subject meet the literacy and respond to in an English-speaking
requirement. environment for social and academic purposes.
They work independently and collaboratively, to
Content: The subject is based on responding to, solve problems by using contextual clues to predict
and composing, oral and written texts in a range of and confirm the meaning of a text. They learn
genres and situations. Areas of study include: when and how to use a strategy such as asking
questions to monitor their understanding of texts.
Assessment Type 1: Responding to Texts Students undertake tasks within the following
Students explore a range of written, oral, and areas of study:
visual texts, constructed for different purposes and ▪ Academic Literacy Study
in a range of genres. Texts studied could include ▪ Responses to Texts
feature films, web pages, poetry, online blogs,
podcasts, documentaries, talks by guest speakers, Assessment
or news broadcasts. Students demonstrate evidence of their learning
Assessment Type 2: Interactive Study School-based Assessment Weighting
Students investigate a topic of personal interest by
moving beyond the classroom to interview one or Academic Literacy Study 30%
more people of their choice. Responses to Texts 40%
External Assessment
Assessment Type 3: Language Study
Students identify and analyse aspects of language Examination 30%
used in one or more texts.
Assessment: Assessment at Stage 1 is school

based. Students demonstrate evidence of their
Assessment Type 1 50%

semester of study.
23
Health and Physical Education
STAGE 1 FOOD AND STAGE 2 FOOD AND

HOSPITALITY HOSPITALITY
Pre-requisites: Nil Pre-requisites: Nil. A student who has not
studied this subject at Stage
Please note that Stage 2 Food & Hospitality can 1 must have an interview
be studied at Year 11. While students are with the Head of Food
encouraged to study Food and Hospitality at Design
both Stage 1 and 2, this option is available to
students who have demonstrated a consistently Subject Description
high level of achievement throughout their Year In Food and Hospitality, students focus on the
10 Food Design studies. dynamic nature of the food and hospitality industry
in Australian society. They develop an
Subject Description understanding of contemporary approaches and
In Food and Hospitality, students focus on the issues related to food and hospitality.
dynamic nature of the food and hospitality
Students work independently and collaboratively
industry in Australian society. They develop an
to achieve common goals. They develop skills and
understanding of contemporary approaches and
safe work practices in the preparation, storage and
issues related to food and hospitality.
handling of food, complying with current health
Students work independently and collaboratively and safety legislation. Students investigate and
to achieve common goals. They develop skills and debate contemporary food and hospitality issues
safe work practices in the preparation, storage and current management practices.
and handling of food, complying with current
health and safety legislation. Students investigate Students focus on the impact of the food and
and debate contemporary food and hospitality hospitality industry on Australian society and
issues and current management practices. examine the contemporary and changing nature of
the industry. Students develop relevant knowledge
Students examine the factors that influence
and skills as consumers and/or as industry workers.
people’s food choices and the health implications
of these choices. They understand the diverse
Content
purposes of the hospitality industry in meeting the
Students study topics within the following five
needs of local people and visitors.
areas of study:
▪ Contemporary and Future Issues
Content
▪ Economic and Environmental Influences
Students study topics within one or more of the
▪ Political and Legal Influences
following five areas of study:
▪ Socio-cultural Influences
▪ Food, the Individual and the Family
▪ Technological Influences.
▪ Local and Global Issues in Food and
Hospitality
Assessment
▪ Trends in Food and Culture
Students demonstrate evidence of their learning
▪ Food and Safety
▪ Food and Hospitality Careers
Assessment: Assessment at Stage 1 is school School-based Assessment Weighting

learning through the following assessment types: Practical Activity 50%
Group Activity 20%
Practical Activity 50% External Assessment
Group Activity 30% Investigation 30%
Investigation 20%
24
Health and Physical Education
STAGE 1 PHYSICAL EDUCATION STAGE 2 PHYSICAL EDUCATION
Capabilities: communication, learning and personal development

In Physical Education students gain an understanding of In Physical Education, students gain an
human movement and physical activity. Students understanding of human movement and physical
explore their own physical capacities and analyse activity. Students explore their own physical
performance, health, and lifestyle issues. They develop capacities and analyse performance, health, and
skills in communication, investigation, and the ability to lifestyle issues. They develop skills in
apply knowledge to practical situations communication, investigation, and the ability to
apply knowledge to practical situations.
Content Content
Practical Skills and Applications Stage 2 Physical Education consists of two key
● Semester 1: Sports Coaching areas of study and related key concepts:
Badminton Area 1 Practical Skills and Applications
● Semester 2: Netball Students complete three practicals that are
Soccer balanced across a range of individual, fitness,
NB: An approved negotiated practical module team, racquet, aquatic, and outdoor activities and
may take the place of any one of the above that cater for the different skills, interests of the
modules in either semester students.
Area 2 Principles and Issues consists of three
topics:
FOLIO
Incorporated into a FOLIO
Principles and Issues – 1 assignment per semester
● Semester 1: Skill Development and Assessment
Biomechanics Students demonstrate evidence of their learning
● Semester 2: Exercise Physiology and Physical through the following assessment types:
Activity
Issues Analysis – 1 per semester Practical
Students investigate and analyse, through the Topic 1: Aquatics (kayaking or
research of external resources, a chosen issue with windsurfing) 50%
global significance and associated with physical
activity Topic 2: Touch
Topic 3: Lawn Bowls
EXAM – 1 per semester Folio (Principles and Issues
● Semester 1: Skill Development and Assessment)
Biomechanics Issue Analysis + summative
● Semester 2: Exercise Physiology and Physical 20%
assessment of Exercise Physiology,
Activity Acquisition of Skills and Biomechanics
Assessment: of Movement
External Assessment
Practical 50%
Examination 30%
Folio 50%
25
Humanities and Social Sciences
STAGE 1 ANCIENT STUDIES STAGE 2 ANCIENT STUDIES

Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, personal and social
capability, critical and creative thinking, ethical understanding and intercultural understanding
Requirements: Sound literacy skills Requirements: Sound literacy and research
skills
Subject Description: Subject Description:

In Ancient Studies students learn about the In Ancient Studies, students draw on many other
history, literature, society and culture of ancient fields of study. They consider the environmental,
civilisations. Students draw on many other fields of social, economic, religious, cultural, and aesthetic
study. They consider environmental, social, aspects of societies. Students also explore the
economic, religious, cultural and aesthetic aspects ideas and innovations that shape and are shaped
of societies and explore ideas and innovations that by societies.
shape and are shaped by societies. Students critically engage with texts, including
literary texts, and analyse archaeological sources,
Content: and primary and secondary historical sources.
In each semester, students explore two ancient Students develop the inquiry skills that enable
societies or cultures. They study an aspect of the them to challenge or confirm beliefs, attitudes,
compulsory Topic 1: Understanding Ancient and values in the ancient world
History and at least 2 additional topics in the
Content
context of the selected societies or cultures.
Stage 2 Ancient Studies consists of the following
The ancient societies or cultures are selected from
sections:
the following: Asia-Australia, the Americas, Europe
▪ Choice from 7 topics – internally assessed
and Western Asia North Africa and the classical
▪ Individual inquiry – externally assessed
civilisations of Greece and Rome.
Topics selected for study in Stage 2 Ancient Studies
Assessment: are:
Assessment is school based and consists of the ▪ Topic 6: Literature – Epic: Homer, The
following assessment types: Odyssey
Skills and Applications 75% ▪ Topic 1: Daily Life: Greek Society, Sparta and
Athens, Fifth Century BC
Inquiry 25%
▪ Topic 7: Drama and/or Poetry – two Greek
There is no examination in this subject. tragedies: Sophocles: Antigone, Oedipus
Assessment
Assessment Type 1: Skills and
50%
Applications
Assessment Type 2:
20%
Connections
External Assessment
Assessment Type 3: Inquiry 30%
26
STAGE 1 ECONOMICS STAGE 2 ECONOMICS

Capabilities: Communication, Citizenship, personal development, work, learning
Requirements: Sound numeracy skills Requirements: Sound numeracy skills
required required
Subject Description: Studying economics enables Subject Description

students to understand how an economy Studying economics enables students to
operates, the structure of economic systems, and understand how an economy operates, the
the way in which they function. Students develop structure of economic systems, and the way in
an understanding of different economic systems which they function. Students develop an
and institutions, and can assess the degree to understanding of different economic systems and
which these systems and institutions help satisfy institutions, and can assess the degree to which
people’s needs and wants. Students become these systems and institutions help satisfy
aware that economic decisions are not value free people’s needs and wants. Students become
and have outcomes that may be inconsistent with aware that economic decisions are not value free
social, moral, and ethical values. and have outcomes that may be inconsistent with
Students research, analyses, evaluate, and apply social, moral, and ethical values.
economic models that are expressed in graphical
Student’s research, analyse, evaluate, and apply
and ‘or diagrammatic form. They make forecasts
economic models that are expressed in graphical
about economic change and evaluate issues for
and/or diagrammatic form. They make forecasts
individuals and groups in local, national and global
about economic change and evaluate issues for
settings. They learn how some of these issues
individuals and groups in local, national, and global
affect their lives and how they can use the
settings. They learn how some of these issues
knowledge and skills of economics to inform their
affect their lives and how they can use the
participation in society.
knowledge and skills of economics to inform their
participation in society.
Content
At least three of the following topics are selected
for study in each semester: Content
▪ The Economic Problem Stage 2 Economics consists of skills in economics
▪ Economic Systems developed in the following five key areas of study:
▪ The Market Economy ▪ Key Area 1: The Economic Problem
▪ Introduction to the Share Market ▪ Key Area 2: Microeconomics
▪ Governmental Involvement in the Market ▪ Key Area 3: Macroeconomics
Economy ▪ Key Area 4: Globalisation
▪ The Circular Flow of Income ▪ Key Area 5: Poverty and Inequality.
▪ Economic Thinkers
▪ Issues in the Global Economy Assessment
▪ Price Stability Students demonstrate evidence of their learning
▪ Economic Development through the following assessment types:
▪ Poverty and Inequality School-based Assessment Weighting
▪ Employment and Unemployment
Skills and Applications Tasks 30%
Assessment: Assessment is school based and Folio 40%
consists of the following assessment types: External Assessment
Skills & Application
40% Examination 30%
Tasks
Folio 40%
Issues Study 20%
semester of study.
27
STAGE 1 GEOGRAPHY STAGE 2 GEOGRAPHY

Capabilities: Literacy; numeracy; ICT capability; personal and social capability; critical and creative thinking; ethical
understanding; intercultural understanding and learning
Requirements: Sound literacy skills required Requirements: Sound literacy skills required

Through the study of Geography, students develop Geography provides a systematic, integrative way
an understanding of the spatial interrelationships of exploring, analysing, and applying the concepts
between people, places, and environments. They of place, space, environment, interconnection,
appreciate the complexity of our world, the sustainability, scale, and change. Students of
diversity of its environments, and the challenges Geography identify patterns and trends, and
and associated opportunities facing Australia and explore and analyse geographical relationships and
the world. interdependencies. They use this knowledge to
Students of geography identify patterns and promote a more sustainable way of life and an
trends, and explore and analyse geographical awareness of social and spatial inequalities.
relationships and interdependencies. They use this Students engage in geographical inquiry by using
knowledge to promote a more sustainable way of geographical methods and skills. Fieldwork, in all
life and an awareness of social and spatial its various forms, is central to the study of
inequalities. Through a humanities lens, students Geography, as it enables students to develop their
investigate spatial aspects of society using inquiry understanding of the world through direct
methods that are analytical, critical, and experience.
speculative. Through a science lens, students
develop an appreciation of the interdependence Content
between the biophysical environment and human Stage 2 Geography consists of the following
activities. content:
▪ the transforming world
Content: ▪ fieldwork.
Through the study of the topics: Sustainable Students also undertake independent fieldwork on
Places, Hazards and Contemporary Issues students a local topic or issue of personal interest.
will:
▪ Develop an understanding and application of Assessment
key geographical concepts Students demonstrate evidence of their learning
▪ Develop an understanding of the through the following assessment types:
interdependence of human and physical
environments
▪ Explore contemporary geographical issues
Skills & Application 40%
▪ Develop skills in fieldwork using opportunities
in the local area (students will participate in a
Fieldwork Report 30%
minimum of two field trips per semester)
▪ Examine geographical features, concepts, and
External Assessment
issues using a range of skills and techniques,
including spatial technologies. Examination 30%
Assessment:
Assessment is school based and consists of four
assessments across the following types:
• AT1: Geographical Skills and Application
• AT2: Fieldwork
28
STAGE 1 LEGAL STUDIES STAGE 2 LEGAL STUDIES

Capabilities: Communication, citizenship, personal development, work, learning.
Knowledge Sound literacy skills Knowledge Sound literacy skills

Legal Studies explores Australia’s legal heritage Legal Studies explores Australia’s legal heritage and
and the dynamic nature of the Australian legal the dynamic nature of the Australian legal system
system within a global context. Students are within a global context. Students are provided with
provided with an understanding of the structures an understanding of the structures of the Australian
of the Australian legal system and how that system legal system and how that system responds and
responds and contributes to social change while contributes to social change while acknowledging
acknowledging tradition. tradition.
The study of Legal Studies provides insight into The study of Legal Studies provides insight into law-
law-making and the processes of dispute making and the processes of dispute resolution and
resolution and the administration of justice. the administration of justice. Students investigate
Students investigate legal perspectives on legal perspectives on contemporary issues in
contemporary issues in society. They reflect on, society. They reflect on, and make informed
and make informed judgements about, strengths judgments about, strengths and weaknesses of the
and weaknesses of the Australian legal system. Australian legal system. Students consider how,
Students consider how, and to what degree, these and to what degree, these weaknesses may be
weaknesses may be remedied. remedied.
Content Content
In each semester students study four topics from: ▪ Topic 1: The Australian Legal System
Law and Society, People, Structures and Processes, ▪ Topic 2: Constitutional Government
Law-making; Justice and Society; Young People ▪ Topic 3: Law-making
and the Law, Victims and the Law, Motorists and ▪ Topic 4: Justice Systems.
the Law, Young Workers and the Law,
Relationships and the Law Assessment
Assessment: through the following assessment types:
Assessment is school based and consists of the
following assessment types:
Folio 60% Folio 50%
Issues Study 20% Inquiry 20%
Presentation 20% External Assessment
Examination 30%
semester of study.
29
STAGE 1 MODERN HISTORY STAGE 2 MODERN HISTORY

Capabilities: Literacy, numeracy, information and communication technology (ICT) capability, critical and creative
thinking, personal and social capability, ethical understanding, intercultural understanding
Pre-requisites: None Pre-requisites: None
Knowledge: Sound literacy skills Knowledge: Sound literacy skills

In the study of Modern History at Stage 1, students In the study of History at Stage 2, students
explore changes within the world since 1750, investigate the growth of modern nations at a time
examining developments and movements, the of rapid global change. They study one nation,
ideas that inspired them, and their short- and long- investigating the social, political, and economic
term consequences on societies, systems, and changes that shaped the development of that
individuals. Students explore the impacts of these nation. Students also explore relationships among
developments and movements on people’s ideas, nations and groups, examine significant and
perspectives, circumstances, and lives. They distinctive features of the world since 1945, and
investigate ways in which people, groups, and consider their impact on the contemporary world.
institutions challenge political structures, social Content
organisation, and economic models to transform Students will study:
societies. ▪ One study of a modern nation, chosen from
EITHER
Content The Soviet Union and Russia (1945 – c2004)
In each semester, students study skills of historical OR Germany (1918–48)
inquiry and conduct an independent historical ▪ One study of the world since 1945, chosen
investigation. Two different units are studied each from EITHER
semester. The Changing World Order (1945 – ) OR The
Units are selected from: Struggle for Peace in the Middle East (1945 – )
▪ Revolutions ▪ Historical Study
▪ The American Civil War Students undertake an individual historical
▪ Imperialism in the 1800’s study based on an aspect of the world since
▪ The Meiji Restoration in Japan c.1750.
▪ Decolonisation – nature and processes
▪ The Vietnam War Assessment
Assessment: Assessment is school based and through the following assessment types:
consists of the following assessment types:

Historical Skills 75%
Historical Study 25% Historical Skills 50%
Historical Study 20%

Examination 30%
30
STAGE 1 RELIGION STUDIES STAGE 2 RELIGIOUS STUDIES
Capabilities: Communication, citizenship, personal development, work, learning

A study of religion forms a vital foundation for the This subject is offered through the Australian
study of a society. This is of particular importance Lutheran College and will include attending after-
in a culturally diverse society and this course school sessions every 3 weeks. Students will be
develops an appreciation of the nature of this supported by a Concordia College mentor teacher.
influence on human behaviour and the shaping of Please contact the Head of Christian Studies for
personal and group identity. Religions and further details regarding study arrangement,
spiritualties are living and dynamic, and students commitments and pricing.
explore the ways in which religious adherents
participate in and respond to, current social and A study of religion forms a vital foundation for the
moral debates, and issues in communities such as study of a society. This is of particular importance
those in Australia. in a culturally diverse society and this course
Students develop an understanding of different develops an appreciation of the nature of this
religious perspectives on events or practices, and influence on human behaviour and the shaping of
examine a range of definitions of religion drawn personal and group identity. Religions and
from a variety of sources. spiritualties are living and dynamic, and students
There is an emphasis on understanding religious explore the ways in which religious adherents
positions on ethical and social justice issues. participate in and respond to, current social and
moral debates, and issues in communities such as
Content: those in Australia.
The course is divided into two semesters. Students Students develop an understanding of different
have the option of electing one of five options in religious perspectives on events or practices, and
Semester 1 and one of two options in Semester 2. examine a range of definitions of religion drawn
Semester 1 options: from a variety of sources.
• Peer Support: Working with Year 8 students There is an emphasis on understanding religious
in the Peer Support Program positions on ethical and social justice issues.
• Theology: An in-depth look at Christian
Theology and its application in today’s Content
context Core Topic: Overview of Religion
Semester 2: Option Topics:
• Theology Cntd: An in-depth look at Christian ▪ Christianity
Theology and its application in today’s ▪ Judaism
context
Assessment
Assessment: Students demonstrate evidence of their learning
Assessment is school based. Students demonstrate through the following assessment types:
evidence of their learning through the following
assessment types: School-based Assessment Weighting
Sources Analysis 30%

Practical Activity 35%
Folio 40%
Issues Investigation 35%
Reflection 30% External Assessment
Investigation 30%
31
STAGE 2 SOCIETY AND CULTURE
Capabilities: Communication, citizenship, personal development, work, learning
Credits: 20
Pre-requisites: None
Knowledge: Sound literacy skills
Subject Description
In Society and Culture, students explore and analyse the interactions of people, societies, cultures and
environments. They learn how social, political, historical, environmental, economic and cultural factors affect
different societies; and how people function and communicate in and across cultural groups. Through their
study of Society and Culture, students develop the ability to influence their own futures, by developing skills,
values and understandings that enable effective participation in contemporary society.
Content
Students study three topics, one from each of the groups below:
Topic group 1: Culture
▪ Cultural Diversity
▪ Youth Culture
▪ Work and Leisure
▪ The Material World.
Topic group 2: Contemporary Challenges
▪ Social Ethics
▪ Contemporary Contexts for Aboriginal and Torres Strait Islander Peoples
▪ Technological Revolutions
▪ People and the Environment.
Topic group 3: Global Issues
▪ Globalisation
▪ A Question of Rights
▪ People and Power.
Assessment
Folio 50%
Interaction
20%
(Group Activity and Oral Activity)
External Assessment
Investigation 30%
32
Languages
STAGE 1 GERMAN STAGE 2 GERMAN

Capabilities: literacy, critical and creative thinking, personal and social capability,
ethical understanding, intercultural understanding.
Pre-requisites: studied German for a Pre-requisites: C grade in Stage 1 German
minimum of three
consecutive years prior to Subject Description
SACE Stage 1 The continuers level languages are designed for
students who have studied the language for 400
Subject Description: In German students interact to 500 hours by the time they have completed
with others to share information, ideas, opinions Stage 2, or who have an equivalent level of
and experiences. They create texts in the specific knowledge.
language to express information, feelings, ideas In these languages subjects, students interact with
and opinions. They analyse texts to interpret others to share information, ideas, opinions and
meaning, and examine relationships between experiences. They create texts in the specific
language, culture and identity, and reflect on the language to express information, feelings, ideas
ways in which culture influences communication. and opinions. They analyse texts to interpret
meaning, and examine relationships between
Content: language, culture and identity, and reflect on the
Stage 1 German at Continuers level consists of ways in which culture influences communication.
three themes and a number of prescribed topics
and suggested subtopics. Content
Stage 2 German at continuers builds on and
Themes: balances the three Stage 1 themes through
▪ The Individual prescribed topics and suggested subtopics.
▪ The German-speaking Communities Assessment
▪ The Changing World. Students demonstrate evidence of their learning
learning through the following assessment types: School-based Assessment Weighting
Folio 50%
Oral Interaction 25%
In-depth Study 20%
Text Production 25%
External Assessment
Text Analysis 20%
Examination 30%
I Investigation 30%
Information on the External Assessment
There is an examination at the end of each The examination consists of:
semester of study. • Oral Examination
• Written Examination (3 hours)
PLEASE NOTE – STAGE 1 AND 2 INDONESIAN ARE OFFERED

THROUGH THE DIPLOMA PROGRAM AND SACE CREDIT IS AWARDED.
PLEASE SEE THE DIPLOMA PROGRAM BOOKLET FOR DETAILS
33
Mathematics
STAGE 1 ESSENTIAL STAGE 2 ESSENTIAL

MATHEMATICS MATHEMATICS
Pre-requisites: Year 10 Mathematics or Year Pre-requisites: B grade or better in Stage 1
10 Essential Mathematics Essential Mathematics (20
credits)
Subject Description
In the study of mathematics students participate in Subject Description
a wide variety of problem-solving activities. The Stage 2 Essential Mathematics enables students to
subject gives students the abilities and skills appreciate, experience and understand
required in the workplace and in everyday life. mathematics as a growing body of knowledge in
They learn how to approach new challenges by contemporary situations. It gives relevance and
investigating, modelling, reasoning, visualising, and meaning to their world and the world of
problem-solving with the goal of communicating to enterprise. The subject provides opportunities for
others the relationships observed and the students to experience and learn the
problems solved. mathematical processes associated with
Stage 1 Essential Mathematics allows students to investigating, modelling and solving problems
achieve the numeracy requirement of the SACE. drawn from realistic contexts.
Students who achieve a C grade or better in this
subject meet the compulsory 10-credit numeracy Content
requirement. Stage 2 Essential Mathematics is a 20-credit
Students can take this subject for a single semester subject that consists of five of the following topics:
(10 credits) to complete the numeracy Topic 1: Scales, Plans and Models
requirement of SACE. Topic 2: Measurement
Students must complete both semesters (20 Topic 3: Business Applications
credits) of Stage 1 Essential Mathematics (or Topic 4: Statistics
another Stage 1 Mathematics subject) if they Topic 5: Investments and Loans
intend to study Essential Mathematics at Stage 2. Topic 6: Open Topic
Content Each topic consists of a number of subtopics, which

Stage 1 Essential Mathematics consists of a are presented as key questions and ideas.
selection of work from a range of topics:
Assessment
based. Students demonstrate evidence of through the following assessment types:
their learning through the following assessment
types: School-based Assessment Weighting
School-based Assessment Weighting Folio 40%
Skills and Applications Tasks
60% External Assessment
(Tests)
Folio (Investigations or Examination 30%
40%
Practical Reports)
There may be an examination at the end of each
semester of study.
34
Mathematics
STAGE 1 GENERAL STAGE 2 GENERAL

Pre-requisites: Students should have Pre-requisites: B grade in or better Stage 1
obtained a minimum result General Mathematics (20
of a 4 in Year 10 credits) or a C grade or
Mathematics and a level 4 or better in Stage 1
better in Criterion A Mathematical Methods (20
credits)
Subject Description
In the study of mathematics students participate in Subject Description
a wide variety of problem-solving activities. Through the study of General Mathematics
The subject gives students the abilities and skills students participate in a wide variety of problem-
required in the workplace and in everyday life. solving activities, they express and interpret
Stage 1 Mathematics allows students to achieve mathematical ideas, and use appropriate
the numeracy requirement of the SACE. Students instruments, technology, and networks to access
who achieve a C grade or better in this subject information, process ideas, and communicate
meet the compulsory 10-credit numeracy results.
requirement.
Content
This course is designed to prepare students for
Stage 2 General Mathematics is a 20-credit subject
Stage 2 General Mathematics.
that consists of five of the following topics:
Topic 1: Modelling with Linear Relationships
Content
Topic 2: Modelling with Matrices
Stage 1 General Mathematics consists of a
Topic 3: Statistical Models
selection of work from the following topics:
Topic 4: Financial Models
▪ Topic 1: Investing and Borrowing
Topic 5: Discrete Models
▪ Topic 2: Measurement
Topic 6: Open Topic
▪ Topic 3: Statistical Investigation
▪ Topic 4: Applications of Trigonometry
▪ Topic 5: Linear Functions and their Graphs Each topic consists of a number of subtopics, which
▪ Topic 6: Matrices and Networks are presented as key questions and ideas.
▪ Topic 7: Open Topic (Introduction to
Shares)
Assessment
Assessment:
Assessment at Stage 1 is school based. Students
demonstrate evidence of their learning through
the following assessment types: School-based Assessment Weighting
Mathematical Investigation 30%
65%
(Tests) External Assessment
Mathematical Investigation 35% Examination 30%

semester of study.
35
Mathematics
STAGE 1 MATHEMATICAL STAGE 2 MATHEMATICAL

METHODS METHODS
Pre-requisites: Students should have Pre-requisites: B grade or better in Stage 1
obtained a minimum of a 5 Mathematical Methods (20
in Year 10 Mathematics and credits)
a level 6 or better in
Criterion A Subject Description
Through the study of Mathematical Methods
Subject Description students explore, describe and explain aspects of
In the study of mathematics students participate in the world around them in a mathematical way.
a wide variety of problem-solving activities. They Students understand fundamental concepts,
learn how to approach new and problem-solving demonstrate mathematical skills, and apply
with the goal of communicating to others the routine mathematical procedures, making
relationships observed and the problems solved. informed and critical use of electronic technology.
Stage 1 Mathematics allows students to achieve
the numeracy requirement of the SACE. Students Content*
who achieve a C grade or better in this subject
Stage 2 Mathematical Methods is a 20-credit
meet the compulsory 10-credit numeracy
subject that consists of the following six topics:
requirement.
▪ Topic 1: Further Differentiation and
This course is designed to prepare students for Applications
Stage 2 Mathematical Methods. ▪ Topic 2: Discrete Random Variables
▪ Topic 3: Integral Calculus
Content: Year 11 Mathematical Methods consists ▪ Topic 4: Logarithmic Functions
of units of work, which are selected from the ▪ Topic 5: Continuous Random Variables and the
following topics: Normal Distribution
▪ Topic 1: Functions and Graphs ▪ Topic 6: Sampling and Confidence Intervals
▪ Topic 2: Polynomials
▪ Topic 3: Trigonometry Assessment*
▪ Topic 4: Counting and Statistics Students demonstrate evidence of their learning
▪ Topic 5: Growth and Decay through the following assessment types:
▪ Topic 6: Introduction to Differential Calculus
▪ Topic 7: Arithmetic and Geometric Sequences School-based Assessment Weighting
▪ Topic 8: Matrices
Assessment: Assessment at Stage 1 is school Mathematical Investigation 20%
based. Students demonstrate evidence of their External Assessment
Examination 30%
75% Information on the External Assessment:*
(Tests)
Examination (3 hours)
There is an examination at the end of each Students undertake a 3-hour external examination
semester of study. based on the key questions and key concepts in the
six topics.
36
Mathematics
STAGE 1 SPECIALIST STAGE 2 SPECIALIST

Pre-requisites: Students should have Pre-requisites: B grade or better in Stage 1
obtained a minimum of a 6 Specialist Mathematics (20
in Year 10 Mathematics credits) and B grade or
(Extension) and a 7 or better better in Stage 1
in Criterion A. Mathematical Methods (20
credits)
In the study of mathematics students participate in
Subject Description
a wide variety of problem-solving activities. They
Stage 2 Specialist Mathematics is a 20-credit
learn how to approach new challenges by
subject. Specialist Mathematics is designed to be
investigating, modelling, reasoning, visualising, and
taken in conjunction with Stage 2 Mathematical
problem-solving with the goal of communicating to
Methods.
others the relationships observed and the
Through the study of Specialist Mathematics
problems solved.
students gain the insight, understanding,
Stage 1 Mathematics allows students to achieve knowledge, and skills to follow pathways that will
the numeracy requirement of the SACE. Students lead them to become designers and makers of
who achieve a C grade or better in this subject technology. The subject provides pathways into
meet the compulsory 10-credit numeracy university courses in mathematical sciences,
requirement. engineering, computer science, physical sciences,
This course is to be taken in conjunction with Stage and surveying. Students envisaging careers in
1 Mathematical Methods (20 credits). other related fields, including economics and
The course is designed to prepare students for commerce, may also benefit from studying this
Stage 2 Specialist Mathematics. subject.
Content: Content*
Year 11 Specialist Mathematics consists of the
Stage 2 Specialist Mathematics is a 20-credit subject
following topics:
that consists of the following five topics:
▪ Topic 1: Vectors in the Plane
▪ Topic 2: Further Trigonometry
▪ Topic 1: Mathematical Induction
▪ Topic 3: Real and Complex Numbers ▪ Topic 2: Complex Numbers
▪ Topic 3: Functions and Sketching Graphs
Assessment: ▪ Topic 4: Vectors in Three Dimensions
Assessment at Stage 1 is school based. Students ▪ Topic 5: Integration Techniques and
demonstrate evidence of their learning through Applications
the following assessment types: ▪ Topic 6: Rates of Change and Differential
Equations
Skills and Applications Tasks Assessment*
75%
(Tests) School-based Assessment Weighting
Mathematical Investigation 25% Skills and Applications Tasks 50%
There is an examination at the end of the
semester. External Assessment
Examination 30%
37
Sciences
STAGE 1 BIOLOGY STAGE 2 BIOLOGY
Capabilities: literacy; numeracy; information and communication technology capability; critical and creative thinking;
personal and social capability; ethical understanding; intercultural understanding
Pre-requisites: Year 10 General Science or Pre-requisites: Nil, (min. 10 credits of Stage
Scientific Studies 1 Biology is advantageous)

In Biology, students learn about the cellular and In Biology students learn about the cellular and
overall structures and functions of a range of overall structures and functions of organisms and
organisms. They have the opportunity to engage ecosystems. They have the opportunity to engage
with the work of biologists and to join and initiate with the work of biologists and to join and initiate
debates about how biology impacts on their lives, debates about how biology impacts on their lives,
on society, and on the environment. The three on society, and on the environment.
strands of science inquiry skills, science as a Students design and conduct biological
human endeavour and science understanding are investigations and gather evidence from their
integrated throughout student learning in this investigations. As they explore a range of biology-
subject. related issues, students recognise that the body of
biological knowledge is constantly changing and
Students design and conduct biological increasing through the applications of new ideas
investigations and gather evidence from their and technologies.
investigations. As they explore a range of biology-
related issues, students recognise that the body of Content
biological knowledge is constantly changing and Stage 2 Biology is organised
increasing through the applications of new ideas around the following four topics:
and technologies. ▪ DNA and Proteins
▪ Cells as the Basis of Life
Content: ▪ Homeostasis
▪ Cells and Microorganisms ▪ Evolution
▪ Infectious Disease
▪ Multicellular Organisms Assessment
▪ Biodiversity and Ecosystem Dynamics Students demonstrate evidence of their learning
based. Students demonstrate evidence of their School-based Assessment Weighting
learning through the following assessment types: Investigations Folio 30%
External Assessment
Investigations Folio 50%
Examination (2 hours) 30%

semester of study.
38
Sciences
STAGE 1 CHEMISTRY STAGE 2 CHEMISTRY
Capabilities: literacy; numeracy; information and communication technology capability; critical and creative thinking;
personal and social capability; ethical understanding; intercultural understanding
Pre-requisites: Year 10 General Science Pre-requisites: C grade in Stage 1 Chemistry
(Chemistry topics)

The study of chemistry includes an overview of the The study of chemistry includes an overview of the
matter that makes up materials, and the matter that makes up materials, and the
properties, uses, means of production, and properties, uses, means of production, and
reactions of these materials. It also includes a reactions of these materials. It also includes a
critical study of the social and environmental critical study of the social and environmental
impact of materials and chemical processes. The impact of materials and chemical processes.
three strands of science inquiry skills, science as a Students consider how human beings make use of
human endeavour and science understanding are the earth’s resources and the impact of human
integrated throughout student learning in this activities on the environment. Through practical
subject. studies students develop investigation skills, and
an understanding of the physical world that
Students consider how human beings make use of enables them to be questioning, reflective, and
the earth’s resources and the impact of human critical thinkers.
activities on the environment. Through practical
studies students develop investigation skills, and Content
an understanding of the physical world that Stage 2 Chemistry is organised so that each
enables them to be questioning, reflective, and intended student learning is related to a key
critical thinkers. chemical idea or concept within four topics.
Through the study of these key ideas and concepts
Content: students develop their chemistry investigation
▪ Materials and their Atoms skills.
▪ Combinations of Atoms
▪ Molecules Topics:
▪ Mixtures and Solutions ▪ Topic 1: Monitoring the Environment
▪ Acids and Bases ▪ Topic 2: Managing Chemical Processes
▪ Redox Reactions ▪ Topic 3: Organic and Biological Chemistry
▪ Topic 4: Managing Resources
based. Students demonstrate evidence of their Assessment
learning through the following assessment types: Students demonstrate evidence of their learning
Investigations Folio 50% School-based Assessment Weighting
Skills and Applications Investigations Folio 30%

50%
Tasks Skills and Applications Tasks 40%
There is an examination at the end of each External Assessment

semester of study. Examination (2 hours) 30%
39
Sciences
STAGE 1 PHYSICS STAGE 2 PHYSICS

Capabilities: literacy, numeracy, information and communication, technology capability, critical and creative thinking,
personal and social capability, ethical understanding, intercultural understanding
Pre-requisites: Year 10 General Science Pre-requisites: Stage 1 Physics (C grade);
(Physics topics), Year 10 Stage 1 Mathematical
Mathematics (General or Methods (C grade)
Extension)
Capabilities:
Capabilities: The purpose of the capabilities is to develop in
The purpose of the capabilities is to develop in students the knowledge, skills, and understanding
students the knowledge, skills, and understanding to be successful learners, confident and creative
to be successful learners, confident and creative individuals, and active and informed citizens.
individuals, and active and informed citizens.
Subject Description
The study of physics offers opportunities for
students to understand and appreciate the natural
The study of physics is constructed around using
world. This subject requires the interpretation of
qualitative and quantitative models, laws and
physical phenomena through a study of motion in
theories to better understand matter, forces,
two dimensions, electricity and magnetism, light
energy and the interaction among them. Physics
and matter, and atoms and nuclei. As well as
seeks to explain natural phenomena, from the
applying knowledge to solve problems, students
subatomic world to the macro cosmos, and to
develop experimental, investigation design,
make predictions about them.
information and communication skills through
As well as applying knowledge to solve problems,
practical and other learning activities.
students develop experimental, investigation
design, information, and communication skills
Content
through practical and other learning activities.
Stage 2 Physics is organised into three sections.
Section Topics
Content:
Motion and Projectile Motion
Linear Motion and Forces
Relativity Forces and Momentum
Electric Circuits
Circular Motion and Gravitation
Heat
Relativity
Energy and Momentum
Waves Electricity and Electric Fields &
Magnetism The Motion of Charged Particles
Nuclear Models and Radioactivity
Magnetic Fields &
Assessment: The Motion of Charged Particles
Assessment at Stage 1 is school based. Students Electromagnetic Induction
Light and Wave Behaviour of Light
Atoms Wave-Particle Duality
the following assessment types:
Structure of the Atom
The Standard Model
Assessment
There is an examination at the end of each Skills and Applications Tasks 40%
40
Sciences
STAGE 1 PSYCHOLOGY STAGE 2 PSYCHOLOGY

Capabilities: communication and learning
Pre-requisites: Year 10 General Science or Pre-requisites: Nil
Scientific Studies
Subject Description
The study of psychology enables students to The study of psychology enables students to
understand their own behaviours and the understand their own behaviours and the
behaviours of others. It has direct relevance to behaviours of others. It has direct relevance to
their personal lives. Psychological knowledge can their personal lives. Psychological knowledge can
be applied to improve outcomes and the quality of be applied to improve outcomes and the quality of
experience in various areas of life, such as experience in various areas of life, such as
education, intimate relationships, child rearing, education, intimate relationships, child rearing,
employment and leisure. employment and leisure.
Stage 1 Psychology builds on the scientific method Stage 2 Psychology builds on the scientific method by
by involving students in the collection and analysis involving students in the collection and analysis of
of qualitative and quantitative data. By qualitative and quantitative data. By emphasising
emphasizing evidence-based procedures (i.e. evidence-based procedures (i.e. observation,
observation, experimentation and experience) the experimentation and experience) the subject allows
subject allows students to develop useful skills in students to develop useful skills in analytical and critical
analytical and critical thinking, and in making thinking, and in making inferences.
inferences.
Content
Content: Introduction to Psychology
Introduction to Psychology Social Cognition
Cognition Learning
Social Behaviour Personality
Brain & Behaviour Psychobiology of Altered States of Awareness
Emotion Healthy Minds
Human Psychological Development
Assessment
Assessment: Students demonstrate evidence of their learning
Assessment at Stage 1 is school based. Students through the following assessment types:
the following assessment types: School-based Assessment Weighting
External Assessment
semester of study.
41
Sciences
STAGE 2 SCIENTIFIC STUDIES (STEM)
Capabilities: literacy, numeracy, information and communication, technology capability, critical and creative thinking, personal
and social capability, ethical understanding, intercultural understanding
Credits: 20
Pre-requisites: Year 10 STEM (MYP grade 5
or higher) and/or Stage 1
Physics or Maths Methods (B
grade or higher)
Innovative and critical thinking in the world of science underpins a cohesive understanding of the natural world and the
discovery of new ways of doing and thinking. Science is continually refining and expanding our knowledge of the universe,
and as this happens, stimulating new questions for future investigation. Through a focus on science inquiry skills and
scientific ways of observing, questioning, and thinking, students in Scientific Studies actively investigate and respond to
authentic, engaging, and complex questions, problems, or challenges. They employ interdisciplinary approaches with a focus
on science and engineering, supported through the application of technology, design, and mathematical (STEM) thinking
Content:
Scientific inquiry is the basis for developing integrated programs of learning through which students extend their skills,
knowledge and understanding of three integrated strands:
• Science inquiry skills
• Understanding of scientific concepts
• Science as a human endeavour
Assessment

Inquiry Folio
70%
Collaborative Inquiry
External Assessment
Individual Inquiry 30%
42
WHO TO GO TO FOR ADVICE
Head of Senior School: Mrs Fiona McAuliffe

Assistant Head of Senior School: Mr Clark Roberts-Thomson
SACE Coordinator: Ms Aliki Papapetros
IB Diploma Coordinator: Ms Louise MacMahon
VET / Careers Coordinator Mr Robert Gogel
Learning Support Coordinator: Ms Cheryl Jercic
Director of Student Learning: Mr Paul Bannister
Year 10 Pastoral Leader: Mr Adrian Bright
Heads of Faculty
Christian Studies: Mr Stewart Kleidon
English (MYP Language A): Mr Christopher Finch
Humanities (Years 11 & 12): Mr Neil Fletcher
LOTE / MYP Language B: Mrs Kim Bennett
Mathematics (Years 11 & 12): Mr Anthony McCusker
Physical Education: Mr David Serotzki
Science: Dr Joanne Rogers
Heads of Department
The Arts
Art: Ms Jane Robson
Drama: Ms Emma Williams
Music: Mr Mathew Noble (Director of Music)
Design
Design & Technology: Mr Shane Beitz
Food Technology: Ms Hannah Rosie
Media: Mr David Modra
Digital Technology: Mr Matthew Smart
43

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SACE Subject Handbook

STAGE 1 PROFESSIONAL STAGE 2 RESEARCH PROJECT

Subject Description Subject Description

STAGE 2 CREATIVE ARTS

Content and Assessment:

School-based Assessment Weighting

STAGE 1 DRAMA STAGE 2 DRAMA

Capabilities: Communication, Citizenship, personal development and learning

STAGE 1 MUSIC ADVANCED STAGE 2 MUSIC STUDIES

Credits: 10 or 20 Credits: 20.

Assessment: Assessment at Stage 1 is school Assessment:

STAGE 1 MUSIC EXPERIENCE STAGE 2 MUSIC EXPLORATIONS

personal and social capability

STAGE 2 MUSIC STAGE 2 MUSIC

Subject Description Subject Description

School-based Assessment Weighting School-based Assessment Weighting

STAGE 1 VISUAL ARTS - ART STAGE 2 VISUAL ARTS - ART

Subject Description: Precluded subject combination

Content: Subject Description

STAGE 1 VISUAL ARTS - DESIGN STAGE 1 VISUAL ARTS - DESIGN

Subject Description: Precluded subject combination

Folio 30% Folio 40%

There is no examination in this subject. Visual Study 30%

STAGE 2 BUSINESS & ENTERPRISE

Capabilities: Communication, citizenship, personal development, work, learning.

School-based Assessment Weighting

STAGE 1 DESIGN & STAGE 2 DESIGN &

Capabilities: Communication, Citizenship, personal development, work and learning

Subject Description Subject Description

STAGE 1 DIGITAL STAGE 2 DIGITAL

Capabilities: communication, citizenship, work and learning

Subject Description Subject Description

STAGE 1 PHOTOGRAPHY: STAGE 2 PHOTOGRAPHY:

Subject Description: Subject Description

There is no examination in this subject.

STAGE 2 TELEVISION AND DIGITAL

Content: Key Area of Focus

STAGE 2 WORKPLACE PRACTICES

Capabilities: Personal development, work and learning

School-based Assessment Weighting

STAGE 1 COMMUNITY STUDIES STAGE 2 COMMUNITY STUDIES

Subject Description: Subject Description

STAGE 1 ENGLISH STAGE 2 ENGLISH

STAGE 2 ENGLISH LITERARY STUDIES

Capabilities: Citizenship, personal development, work, and learning

School-based Assessment Weighting

STAGE 1 ENGLISH AS AN STAGE 2 ENGLISH AS AN

Subject Description: Subject Description

Assessment: Assessment at Stage 1 is school

Assessment Type 1 50%

Assessment Type 2 25%

Assessment Type 3 25%

There is an examination at the end of each

STAGE 1 FOOD AND STAGE 2 FOOD AND

Assessment: Assessment at Stage 1 is school School-based Assessment Weighting

There is no examination in this subject.

STAGE 1 PHYSICAL EDUCATION STAGE 2 PHYSICAL EDUCATION

Capabilities: communication, learning and personal development

Subject Description Subject Description

STAGE 1 ANCIENT STUDIES STAGE 2 ANCIENT STUDIES

Subject Description: Subject Description:

STAGE 1 ECONOMICS STAGE 2 ECONOMICS

Subject Description: Studying economics enables Subject Description