· PDF fileMathematics ... The remaining 90 credits can be gained through additional Stage 1...

CONTENTS

PAGE

South Australian Certificate of Education ....................................................................................................... i

University and TAFE Entry ..................................................................................................................................... iv

Vocational Education and Training .................................................................................................................. iv

Careers Education ..................................................................................................................................................... iv

Stage 1 Subject Outlines:

Accounting ...................................................................................................................................................................... 1

Biology ............................................................................................................................................................................. 2

Business and Enterprise ......................................................................................................................................... 3

Chemistry ....................................................................................................................................................................... 4

Chinese (Background Speakers) ......................................................................................................................... 6

Chinese (Continuers) ................................................................................................................................................ 7

Drama ............................................................................................................................................................................... 8

English .............................................................................................................................................................................. 9

English as an Additional Language .................................................................................................................. 11

French (Continuers) ................................................................................................................................................ 13

Geography .................................................................................................................................................. 14

History ........................................................................................................................................................................... 16

Information Processing & Publishing (Stage 1 or Stage 2) ............................................................. 17

Legal Studies ............................................................................................................................................................... 19

Mathematics .............................................................................................................................................................. 20

Mathematics – Specialist and Methods ............................................................................................. 21

Mathematics - Methods ................................................................................................................................... 23

General Mathematics ....................................................................................................................................... 24

Essential Mathematics .......................................................................................................... 25

Music .............................................................................................................................................................................. 26

Philosophy (Stage 2) ................................................................................................................................ 27

Physical Education (Stage 1) ....................................................................................................... 28

Physics ........................................................................................................................................................................... 29

Psychology .................................................................................................................................................................. 31

Research Project B (Stage 2) ............................................................................................................................. 32

Visual Arts - Art ........................................................................................................................................................ 33

Workplace Practices (Stage 2) ............................................................................................................. 34

2017 STAGE 1

- i -

SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION

SACE Information The SACE is an internationally recognised qualification. To gain the SACE, students undertake Stage 1 and Stage 2, which most students complete over three years. The usual pattern is shown below:

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

Stage 2 which most students complete in Year 12. At Wilderness the Personal Learning Plan is generally undertaken in Year 10. Each subject or course successfully completed earns ‘credits’ towards the SACE, with a minimum of 200 credits required to gain the certificate. Students will receive a grade from A to E for each Stage 1 subject and A+ to E- at Stage 2. For compulsory subjects they must achieve a C grade or better. The compulsory subjects are

Personal Learning Plan (10 credits at Stage 1)

Literacy – at least 20 credits from English (Stage 1)

Numeracy – at least 10 credits from Mathematics subjects (Stage 1). (At Wilderness all students study 20 credits in Mathematics at Stage 1)

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

Other Stage 2 subjects totalling at least 60 credits. The remaining 90 credits can be gained through additional Stage 1 or 2 subjects or Board-recognised courses (such as VET or community learning) of a student’s choice. Minimum Requirements Credits Year 10 Personal Learning Plan 10 Year 11 (Stage 1) Literacy (from English) 20 Numeracy (from Mathematics subjects) 10 Years 11 or 12 (Stages 1 or 2) Research Project 10 Other subjects and courses of the student’s choice up to 90 Year 12 (Stage 2) Other Stage 2 subjects and courses 60 or more

Total 200 There is no time limit imposed on the completion of the SACE. Assessment and Reporting Assessment and reporting in the SACE are based on performance standards. These standards, which teachers will provide for each subject, describe in detail the level of achievement required for each grade, from A to E for Stage 1, and from A+ to E- for Stage 2. Teachers and assessors will use these standards to decide how well a student has demonstrated her learning.

2017 STAGE 1

- ii -

Stage 1 Overview At Stage 1, schools assess student performance. The SACE Board will approve learning and assessment plans for Stage 1 subjects. The SACE Board will moderate the Personal Learning Plan and the English and Mathematics subjects at the C/D borderline. The Board will also undertake some monitoring of student results to ensure consistent application of performance standards. List of Stage 1 and Stage 2 Subjects

Stage 1 Stage 2 Accounting Accounting Biology Biology Business and Enterprise Business and Enterprise Chemistry Chemistry Chinese (Background Speakers) Chinese (Background Speakers) Chinese (Continuers) Chinese (Continuers) Drama Drama English English Literary Studies English as an Additional Language English French (Continuers) French (Continuers) Geography Geography History Legal Studies Information Processing & Publishing (Stage 1 or 2) Specialist Mathematics Legal Studies Mathematical Methods Specialist Mathematics General Mathematics Mathematics - Methods Essential Mathematics General Mathematics Essential Mathematics

Modern History Music

Music Physical Education Philosophy (Stage 2) Physics Physical Education (Stage 1) Psychology Physics Society and Culture Psychology Visual Arts - Art Research Project B (Stage 2) Workplace Practices Visual Arts - Art Workplace Practices (Stage 2)

Please read the Subject Choice Outlines carefully, taking note of the fact that eligibility for some subjects is determined by grades achieved in the previous year. These subjects include Biology, Chemistry, Physics, Mathematics and English Studies.

Research Project The Research Project is a compulsory Stage 2 subject, worth 10 credits. Students must gain a C grade or better in the Research Project to achieve the SACE. The Research Project gives students the opportunity to study an area of interest in depth. It allows them to use their creativity and initiative, while developing the research and presentation skills they will need in further study or work. The Research Project can take many forms, for example:

community-based projects

technical or practical activities

work-related research

subject-related research.

Other Stage 2 Requirements In addition to the Research Project, students must achieve at least 60 credits in their choice of Stage 2 subjects or courses.

2017 STAGE 1

- iii -

Students wishing to apply for university entry must also meet some other requirements.

Stage 2 Assessment At Stage 2, assessment will be 70% school-based, with the remainder assessed externally. Central moderation will confirm that school-based assessment levels are consistent with each subject’s performance standards.

2017 STAGE 1

- iv -

University and TAFE entry Comprehensive information is available from the South Australian Tertiary Admissions Centre (SATAC) and is detailed in its booklet Tertiary Entrance in South Australia and the Northern Territory 2018, 2019, 2020, copies of which girls will receive this term. University entry To obtain a university aggregate and an Australian Tertiary Admission Rank (ATAR) a student must:

qualify for the SACE

comply with the rules regarding precluded combinations

comply with the rules regarding counting restrictions

complete at least 90 credits of study in Tertiary Admissions Subjects (TAS) and Recognised Studies at Stage 2 from a maximum of three attempts.

Students who intend applying to the University of Adelaide, Flinders University or the University of SA should check the bonus points scheme that is currently in place. Each of these universities offers bonus points for a range of Stage 2 subjects. Please check with the Careers Counsellor or the university websites. TAFE entry Completion of the SACE can meet the Minimum Entry Requirements for most of TAFE SA’s courses. TAFE also considers a variety of other qualifications in its entry and selection processes. Minimum Entry Requirements differ according to the level of the TAFE course. Further information is available from the Careers Counsellor.

Vocational Education and Training

Students may undertake VET as part of the SACE. This provides them with the opportunity for contextual learning and enables them to gain a better understanding of the world of work while in the caring environment of the school. Students who are considering VET subjects should check that the scheduled class time does not clash with after-school commitments in other subjects, e.g. sport, drama, music. VET provides a pathway to tertiary education. In Years 10-12 girls may undertake Certificate 3 VET courses which can contribute to their ATAR. The mark for a Certificate 3 is an aggregate of the marks for their four best scaled scores. Girls entering Year 12 with a completed Certificate 3 provide themselves with the buffer of an extra subject. The subject offering varies from year to year but may include Retail, Business, Hospitality, Architectural Drafting, Event Management, Fitness and Childcare. The Careers Counsellor has more detailed information about VET and the pathways that it offers.

Careers Education Guest speakers, university and TAFE visits and individual counselling sessions are arranged to help girls with decisions regarding subject choices and career pathways. The Careers Counsellor and the Head of Senior School are available to assist with appropriate course choices and will interview every girl in Term 3.

1

ACCOUNTING (SEMESTER OR FULL YEAR SUBJECT)

Subject Stage 1 Accounting Credits 10 (semester) 20 (full year)

Learning Area Business Enterprise and Technology

Prerequisite Nil

Accounting is an integrated course which allows students to develop an understanding of the financial information processes used in society. It assists students to develop skills which will enable then to apply accounting information in financial decision-making in a range of contexts. Accounting develops an understanding of the need for and the role of accounting in decision-making. Students study the accounting process and learn how to communicate financial information. Computerised accounting packages will be used but students will be required to have a conceptual knowledge of the whole double entry process. Students will have the opportunity to develop skills in critical thinking, problem solving and the application of information and communication technology. The subject also allows students to develop an understanding of the ethical considerations that affect financial decision-making in contemporary society. A student who completes a study of Stage 1 Accounting will be able to:

understand the role of accounting in society

record and report financial information using manual methods as well as information and communication technologies

apply the principles and practices of recording and reporting financial information

recognise and understand financial information for decision-making

analyse, interpret and communicate financial information using accounting terminology

apply effective decision-making skills using financial and non-financial information

recognise social, legal, regulatory and/or ethical influences on financial recording and decision-making.

Content

Semester Main Tasks Detail

1 The Environment of Accounting and Accounting for Small Business

Financial Reports

Business Documents

Keeping Cash Records

Cost Accounting

Double Entry Recording

2 Accounting in Practice

Double Entry & Financial Reports

Balance Day Adjustments

Accounting for Stock

Analysis and Interpretation of Financial Reports

Assessment Assessment at Stage 1 is school-based. Students will be required to solve accounting problems and will have opportunities to investigate the use of accounting in practical situations. Students demonstrate evidence of their learning through the following assessment types:

Skills and application tasks (topic tests, spreadsheet applications, accounting software exercises

Investigation Folio.

2

BIOLOGY (SEMESTER OR FULL YEAR SUBJECT)

**This guide is based on a draft SACE document and therefore may be subject to change**

Subject Stage 1 Biology Credits 10 (semester) 20 (full year)

Learning Area Sciences

Prerequisite B Grade or better recommended

Semester 1 Microbiology

Semester 2 Marine Biology

Biology develops an understanding of the diversity of life as it has evolved, the structure and function of living things and how they interact with other members of their own species, other species and their environments. In Biology, students appreciate the significance of classical and modern biologists, they develop the skills and understanding needed to explain biological phenomena and to draw evidence-based conclusions from investigations and innovations. Through their exploration of science as a human endeavour, students increase their understanding of complex ways in which science interacts in society. They use their understanding of the interconnectedness of biological systems to evaluate the impact of human activity. They explore strategies and possible solutions to address major biological challenges now and in the future, in local, national and global contexts. Students design and conduct biological investigations and gather evidence from the investigations and field work. As they explore a range of biology-related issues, students recognise that the body of biological knowledge is constantly changing and increasing through the applications of new ideas and technologies. Capabilities The SACE identifies seven capabilities. They are:

Literacy

Numeracy

Information and communication technology

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding. Content

Semester Core Topics

1 Microbiology Cells and Microorganisms

Infectious Disease

2 Marine Biology Multicellular Organisms

Biodiversity and Ecosystem Dynamics

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

Investigations Folio

Skills and Applications Task.

3

BUSINESS AND ENTERPRISE (SEMESTER OR FULL YEAR SUBJECT)

Subject Stage 1 Business and Enterprise Credits 10 (semester) 20 (full year)

Learning Area Business, Enterprise and Technology

Prerequisites Nil

Semester 1 Introduction to Business and Enterprise

Semester 2 Business and Enterprise in Practice

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. They have the opportunity to reflect on current issues in business and enterprise and make informed decisions. 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. The focus capabilities for this subject are Communication, Citizenship and Learning.

Content

Semester Core Topics Option Topics

1 Introduction to Business and Enterprise Establishing a Business

Global Business

2 Business and Enterprise in Practice Marketing

Technology for Business


Assessment Type Semester 1 Semester 2

Folio

Core Topic Test

Business Profile Report or Multi-media Presentation

Ownership and Ethics Test

Core Topic Test

Marketing Mix Test based on theory and practice

Research report on Using Technology as Marketing Tool

Practical Task International Business Report New Product Launch

Issues Study Based on relevant and current issues and trends to do with business ethics

Based on relevant and current issues to do with business ethics and trends particularly to do with marketing and/or technology

4

CHEMISTRY (SEMESTER 1 OR FULL YEAR SUBJECT)


Subject Stage 1 Chemistry Credits 10 (semester) 20 (full year)


Prerequisite B Grade or better recommended

Chemistry develops and extends students’ understanding of the physical world, the interaction of human activities and the environment and the use that human beings make of the planet’s resources. Students explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. Students consider examples of benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of chemistry helps students to make informed decisions about interacting with and modifying nature and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes. Through the study of chemistry, students develop the skills that enable them to be questioning, reflective and critical thinkers; investigate and explain phenomena around them and explore strategies and possible solutions to address major challenges now and in the future (for example, in energy use global food supply and sustainable food production). Students integrate and apply a range of understanding, inquiry and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges and pursue future pathways, including in medical or pharmaceutical research, pharmacy, chemical engineering and innovative product design. Capabilities

The capabilities connect student learning within and across subjects in a range of contexts. They include essential knowledge and skills that enable people to act in effective and successful ways. The SACE identifies seven capabilities. They are:

Literacy

Numeracy




Ethical understanding.

Intercultural understanding.

Cont’d

5

Chemistry cont’d.

Content


1 Materials and their Atoms

Combination of Atoms

Molecules

2 Mixtures and Solutions

Acids and Bases

Redox Reactions

Assessment

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


Skills and Applications Task

6

CHINESE (Background Speakers) (FULL YEAR SUBJECT TAUGHT AT THE SCHOOL OF LANGUAGES)

Subject Stage 1 Chinese (Background Speakers) Credits 20 (full year)

Learning Area Languages

Prerequisite Students have a background in the language and have had more than one year’s education in a country where the language is spoken

In this subject students develop intercultural communication skills through examining relationships between language, culture and identity and reflecting on the ways in which culture is created, expressed and communicated through language. They develop their capability to communicate, interact and negotiate meanings within and across languages and cultures. Students clarify, extend and develop their ideas and opinions on the prescribed themes and contemporary issues and reach reasoned conclusions through critical engagement with a diversity of sources and perspectives. Content

This course consists of the study of a number of prescribed contemporary issues related to 4 themes:

China and the World

Modernisation and Social Change

Overseas Chinese-speaking Communities

Language in Use in Contemporary China.

Assessment


Interaction

Text Production

Text Analysis

Investigation.

7

CHINESE (Continuers) (FULL YEAR SUBJECT)

Subject Stage 1 Chinese (Continuers) Credits 20 (full year)


Prerequisite Year 10 Chinese (Mandarin) or equivalent

In this course students develop their skills to communicate meaningfully with people across cultures. Students are given opportunities to develop knowledge, awareness and understanding of other languages and cultures in relation to their own. Students reflect on their own attitudes, beliefs and values and develop an understanding of how culture and identity are expressed through language. Students develop and apply linguistic and intercultural knowledge, understanding and skills by:

interacting with others to exchange information, ideas, opinions and experiences in Chinese

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

analysing a range of texts in Chinese to interpret meaning

examining relationships between language, culture and identity and reflecting on the ways culture influences communication.

In Chinese (Continuers), students develop intercultural communication skills to communicate effectively and appropriately in a variety of contexts for a range of purposes. Content Stage 1 Chinese (Continuers) consists of three themes and a number of prescribed topics and suggested subtopics. Themes:

The Individual

Chinese-speaking Communities

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

Interaction

Text Production

Text Analysis

Investigation

8

DRAMA (SEMESTER OR FULL YEAR SUBJECT)

Subject Stage 1 Drama Credits 10 (semester) 20 (full year)

Learning Area Arts

Prerequisites A background in Drama at Year 9 and/or Year 10 and an interest in and dedication to Drama are desirable. There are no prerequisites, tests or auditions to enter the course

Semester 1 1. Presentation of Dramatic Works 2. Dramatic Theory and Practice 3. Individual Investigation and Presentation

Semester 2 The same areas of study as Semester 1

In Drama, students participate in the development, rehearsal and performance of dramatic work in class and for public performance. Students participate in creative problem-solving, they generate, analyse and evaluate their own group presentations and the theories and performances of others. They research, develop and present in an area of their own personal interest which may include acting, set and costume design, playwriting, puppetry, mime and movement. Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence. The course is a mix of group and individual work. Students will be assessed on class contribution and on completed products. Class work will include discussion, improvisation, formal lessons, rehearsal, attending live performances, film analysis, designing and making properties and sets, technical work in lighting, sound and projected images. Content

Semester Main Tasks Detail

1

Involvement in a public performance

Personal project

Written Reviews and Production Report

To be involved as an actor or as a technical/stage crew member

To develop and present in an area of individual interest (e.g. acting, design, technology, script-writing)

To attend and review performances and write a report on the production

2 The tasks are the same as Semester 1 but the content and focus will change


Written Folio

Group Performance

Individual Investigation and Presentation.

9

ENGLISH (FULL YEAR SUBJECT)

Subject Stage 1 English Credits 20 (full year)

Learning Area English

Prerequisite Year 10 English

Semester 1 Responding to Texts Creating Texts Intertextual Study

Semester 2 Responding to Texts Creating Texts Intertextual Study

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

In this subject students are expected to:

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

identify ways in which ideas and perspectives are represented in texts

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

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

identify and analyse intertextual connections

apply knowledge and understanding of accurate spelling, punctuation, syntax and conventions.

SACE Literacy Requirement Students who complete 20 credits of Stage 1 or Stage 2 English with a C grade or better will meet the literacy requirement of the SACE.

Responding to Texts In responding to texts, students consider ways in which the authors, readers and viewers of texts use language and stylistic features to make meaning and influence options. Students also develop an understanding of ways in which texts are composed for a range of purposes and audiences. The responses may be written, oral and/or multimodal. Students create at least two texts. A written response should be a maximum of 800 words; an oral response should be a maximum of 5 minutes; a response in multimodal form should be of equivalent length.

Creating Texts In creating texts, students aim to achieve a level of precision, fluency and coherence appropriate for audience and context. Students create at least two texts. A written text should be a maximum of 800 words; an oral should be a maximum of 5 minutes; a text in multimodal form should be of equivalent length.

Cont’d

10

English cont’d.

Intertextual Study Students may either produce responses to texts or create texts to demonstrate their understanding of intertextuality. Students produce at least two intertextual studies. Responses to texts or created texts may be written, oral and/or multimodal. A written response or created text should be a maximum of 1000 words (including the writer’s statement); an oral response or created text should be a maximum of 6 minutes; a response in multimodal form should be of equivalent length.

Assessment Assessment at Stage 1 is school based. The following assessment types enable students to demonstrate their learning in Stage 1 English:

Assessment Type 1: Responding to Texts

Assessment Type 2: Creating Texts

Assessment Type 3: Intertextual Study

11

ENGLISH AS AN ADDITIONAL LANGUAGE (FULL YEAR SUBJECT)

Subject Stage 1 English as an Additional Language Credits 20 (full year)

Learning Area English

English as an Additional Language is designed for students for whom English is a second language or an additional language or dialect. Eligibility for Enrolment English as an Additional Language in the SACE is designed for students who speak English as a second or additional language or dialect and whose English language proficiency is restricted. All students who want to enrol in an English as an Additional Language subject will be required to apply to the SACE Board for eligibility. SACE Literacy Requirement Stage 1 English as an Additional Language allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20 credits of this subject meet the literacy requirements. Learning Requirements In this subject students are expected to:

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

comprehend and interpret information, ideas and opinions presented in texts

analyse personal, social and cultural perspectives in texts

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

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

Responding to Texts Students complete two written responses to texts and two oral responses to texts. At least two responses must be to literary texts. Students read and view a variety of texts including literary, media and everyday texts such as novels, plays, poetry, short stories, biographies, films, documentaries, web texts, social networking texts and the everyday texts of work, family and community life. Interactive Study Interview: Students conduct an oral interview with one or more people about an issue or an aspect of cultural life. Students present the results of their interview in a written report. The written report should be a maximum of 600 words. Discussion: Students choose an idea, opinion, or perspective that arises in at least two texts. Students individually present, explain and discuss the idea, opinion or perspective they have studied with reference to the texts. The student’s contribution to the presentation should be a maximum of five minutes.

Cont’d

12

English as an Additional Language cont’d.

Language Study Students complete two oral, written or multimodal language studies. For a language study students identify and analyse aspects of language used in one or more texts. A written text should be a maximum of 800 words; an oral should be a maximum of 5 minutes; a text in multimodal form should be of equivalent length. Assessment Assessment at Stage 1 is school based. The following assessment types enable students to demonstrate their learning in Stage 1 English as an Additional Language:

Assessment Type 1: Responding to Texts

Assessment Type 2: Interactive Study

Assessment Type 3: Language Study.

13

FRENCH (Continuers) (FULL YEAR SUBJECT)

Subject Stage 1 French Credits 20 (full year)


Prerequisite Year 10 French or equivalent

In this course students develop their skills to communicate meaningfully with people across cultures. Students are given opportunities to develop knowledge, awareness and understanding of other languages and cultures in relation to their own. Students reflect on their own attitudes, beliefs and values and develop an understanding of how culture and identity are expressed through language. Students develop and apply linguistic and intercultural knowledge, understanding and skills by:

interacting with others to exchange information, ideas, opinions and experiences in French

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

analysing a range of texts in French to interpret meaning

examining relationships between language, culture and identity and reflecting on the ways culture influences communication.

In French (Continuers), students develop intercultural communication skills to communicate effectively and appropriately in a variety of contexts for a range of purposes. Content Stage 1 French (Continuers) consists of three themes and a number of prescribed topics and suggested subtopics. Themes:

The Individual

French-speaking Communities

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

Interaction

Text Production

Text Analysis

Investigation

14

GEOGRAPHY (SEMESTER OR FULL YEAR SUBJECT)


Subject Stage 1 Geography Credits 10 (semester) 20 (full year)

Learning Area Society and Environment/Science

Prerequisites Nil

Through the study of Geography students develop an understanding of the spatial interrelationships between people, places and environments. They appreciate the complexity and diversity of environments and the challenges and associated opportunities facing Australia and the world. Students of Geography will develop an appreciation of place in explanations of economic, social and environmental phenomena and process. Geography provides a systematic, integrative way of exploring, analysing and applying the several geographical concepts to a range of local and global issues. Students of Geography identify patterns and trends and explore and analyse geographical relationships and interdependencies. Students engage in geographical inquiry through a study of geographical methods and skills. They pose and seek answers to geographical questions and evaluate responses using a range of field and spatial technology skills. Fieldwork is central to the study of Geography and will enable students to develop their understanding of the world through direct experience. Capabilities


Literacy

Numeracy





Intercultural understanding. Content


1 Natural hazards and Urban Places

Local issues - fieldwork

2 Biological human induced hazards and

global issues

Local issues - fieldwork

15

Geography cont’d.

Assessment



Fieldwork

16

HISTORY (SEMESTER OR FULL YEAR SUBJECT)

Subject Stage 1 History Credits 10 (semester) 20 (full year)

Learning Area Humanities and Social Sciences

Prerequisites Nil

Semester 1 Imperialism in Asia; Indigenous Peoples of the United States

Semester 2 Revolution in Russia and China; Social Movements 1960s-2000s

History focuses on learning about important events, individuals and groups, concepts and themes in Modern History c1500 to the present. There is a focus on the nature of oppression and how people have responded to this in a number of case studies.

Students gain an understanding of historical concepts such as power and its distribution, the rulers and the ruled, the role of the individual in history, change and continuity and causation. They have the opportunity to reflect on the nature of the discipline of History and the work of historians in making history. Students explore how people in society treat each other, the influence of individuals on decision making, the influence and control of governments over individuals, who and which institutions make rules, who interprets them, who enforces the rules and who resists them. By gaining historical perspectives, students develop an understanding of how and why events happened in the past and how they, as citizens in society, have the ability to influence the future. Students are engaged in developing skills in critical analysis and inquiry through the examination of a range of historical sources as well as analysing the purpose of films in promoting certain historical events.

The focus capabilities for this subject are Communication, Citizenship, Personal Development and Learning.

Content


1 Indigenous Peoples of the United States – 1840-

1960 - dispossession and its impact

Imperialism in Asia – India and France

2

Revolution – Russia 1917; China 1949-1966

Social Movements - Civil Rights movements - Peace and anti-war movements - Environmental Movements

Assessment

Each semester students undertake

3 historical skills assessments

1 historical study

17

SACE STAGE 2 INFORMATION PROCESSING AND PUBLISHING (FULL YEAR SUBJECT)

Subject Stage 2 Information Processing and Publishing Credits 20


Prerequisites None

Focus Areas Desktop Publishing and Electronic Publishing

Focus Capabilities Communication and Learning

Contact For more information please see Mrs C Lanthois

Learning Requirements

This course can be studied as a Stage 1 or Stage 2 SACE subject. Information Processing and Publishing focuses on the application of practical skills to provide creative solutions to text-based communication tasks. Students create both hard copy and electronic text-based publications and evaluate the development process. They use technology to design and implement information processing solutions and identify, choose and use the appropriate computer hardware and software to process, manage and communicate information in a range of contexts. Content Students use computer technology, the designing process and apply design and page layout principles (e.g. the use of fonts, text enhancement, graphics, white space, colour, and the placement of text, columns and tables) in completing tasks. These units contain two sections, one on practical skills and the other on issues and understandings. Focus Areas Electronic Publishing Electronic Publishing involves the use of computer hardware and software capable of integrating a variety of elements for publishing electronically. Students learn to create digital multimodal solutions from a design brief. They apply the design process to develop and present electronic publishing solutions for online publications. Desktop Publishing Tasks may include programs, leaflets, stationery, posters, brochures and advertising material. Students consider the social, ethical and legal issues associated with publishing materials, including health and safety, intellectual property and environmental concerns. They develop their knowledge and understanding of current computer hardware and software for publishing documents from the desktop. They learn efficient ways to manage computer hardware and software to complete publishing tasks and appreciate the complexity of file management in desktop publishing.

Cont’d

18

Information Processing and Publishing cont’d. Assessment Evidence of learning consists of the following components:

School-based Assessment

Practical Skills 40%

Issues & Understanding 30%

External Assessment

Product and Documentation

a digital text based Product that demonstrates knowledge and use of the four parts of the designing process: investigating, devising, producing and evaluating

at least 5 A4 pages in length

the designing process must be covered in separate documentation, of a

maximum of 1500 words

30%

The student’s school-based assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E-. The Product and Documentation is double marked, firstly by the student’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the Product and Documentation with reference to the performance standards.

19

LEGAL STUDIES (SEMESTER OR FULL YEAR SUBJECT)

Subject Legal Studies Credits 10 (semester) 20 (full year)


Recommendation

Students should choose the full year course to gain exposure to the widest range of content and skills. Students who intend to study the subject at Stage 2 level but who can only fit the subject into one semester should, if possible, choose to take the subject in Semester 2

Rationale In Legal Studies students learn about how and why legal rules are created in society and the impact that these have on individuals and groups. Compulsory Content Topic 1 – Law and Society Students consider the role that moral, social, economic, political and religious values play in shaping the laws that Australians are bound to follow.

Topic 2 – People, Processes and Structures Students reflect on the strengths and weaknesses of the Australian legal system and consider ways in which these weaknesses might be overcome.

Topic 3 – Law-making Students learn about the process through which laws are made in Parliament and consider the ongoing relevance of inherited British traditions, such as the role of the Queen.

Topic 4 – Justice Systems Students examine the process that occurs when laws are broken, gaining an understanding of the rights of both victims and perpetrators and the responsibilities of lawyers, witnesses, judges and juries in the justice system.

Aspects of each of Topics 1-4 will be explored in both semesters, with a large focus on Topic 4 (Justice Systems) in Semester 1. Optional Content There will be a range of option topics to choose from in negotiation with students. Two of the following will be investigated:

Refugees, Asylum Seekers and the law

Media and Entertainment law

Women and the law

Sport and the law

Relationships and the law

Health and the law Assessment Assessment at Stage 1 is school-based. Students demonstrate evidence of their learning through completion of a total of 4-5 tasks from the following assessment types:

Folio (2 or 3 written responses which could include essays, paragraph responses, sources analyses, tests, etc)

Issues Study (one longer investigation into a legal issue on a subject matter and in which a presentational form chosen by the student)

Presentation (one task in a presentational form of the student’s choosing which could include PowerPoint presentations, mock trials, oral presentation, posters, etc).

20

MATHEMATICS (FULL YEAR SUBJECT)

Subjects

Mathematics – Specialist + Methods Mathematics – Methods General Mathematics Essential Mathematics

Credits

40 (4 units) 30 (3 units) 20 (2 units) 20 (2 units)

Learning Area Mathematics

In the study of Mathematics students participate in a wide variety of problem solving activities. The subject gives students the abilities and skills required in the workplace and in everyday life. They learn how to approach new challenges by investigating, modelling, reasoning, visualising and problem solving with the goal of communication to others of the relationships observed and the problems solved. The focus capabilities for this subject are Communication, Citizenship, Personal Development, Work and Learning. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:

Skills and Applications Tasks

Folio Tasks Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory numeracy requirement.

FLOW CHART OF MATHEMATICS COURSES

Year 10 Stage 1 Stage 2 Mathematics

Mathematics – Specialist and Methods (40 credits) (20 credits + 20 credits)

Specialist Mathematics and Mathematical Methods

Mathematics – Methods (30 credits)

Mathematical Methods or General Mathematics or Essential Mathematics

General Mathematics

General Mathematics or Essential Mathematics

Essential Mathematics



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MATHEMATICS – SPECIALIST AND METHODS (2 FULL YEAR SUBJECTS – 40 CREDITS)

Subject Mathematics – Specialist and Methods Credits 40


Prerequisites An ‘A’ or very high ‘B’ grade in the top group in Year 10 Mathematics and Mathematics 10A

Semester 1 Specialist Unit

Arithmetic and Geometric Sequences and Series, Geometry, Vectors in the Plane

Methods Unit Functions and Graphs, Trigonometry

Semester 2 Specialist Unit

Trigonometry, Matrices, Real and Complex Numbers, Proof by Mathematical Induction

Methods Unit Counting and Statistics, Growth and Decay, Differential Calculus

This 40 credit course is designed to prepare students to meet the requirements of Specialist Mathematics and Mathematical Methods at Stage 2.

MATHEMATICS - SPECIALIST Mathematics - Specialist provides opportunities, beyond those presented in Mathematics - Methods, to develop rigorous mathematical arguments and proofs and to use mathematical models more extensively. This subject introduces the topics of arithmetic sequences and series, vectors, complex numbers and matrices. Mathematics – Specialist is taken together with Mathematics – Methods and is the only mathematics subject that cannot be taken as a stand-alone subject. The successful study of this subject can provide pathways into university courses in Mathematical Sciences, Engineering, Computer Science, Physical Sciences and Surveying. Students envisaging careers in other related fields, including Economics and Commerce, may also benefit from studying this subject. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.

MATHEMATICS - METHODS Mathematics - Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation. Mathematics - Methods provides the foundation for further study in Mathematics, Economics, Computer Sciences and the Sciences. It prepares students for courses and careers that may involve the use of statistics, such as Health or Social Sciences. When studied together with Specialist Mathematics, this subject can be a pathway to Engineering, Physical Science and Laser Physics.

Cont’d

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Mathematics – Specialist and Methods cont’d

The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding. Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory numeracy requirement. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:

Skills Assessment Tasks

Folio Tasks.

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MATHEMATICS – METHODS (3-unit)

Subject Mathematics – Methods Credits 30


Prerequisites An ‘A’ or high ‘B’ grade in Year 10 Mathematics

Semester 1 Unit 1 Functions and Graphs, Trigonometry

Unit 2 Counting and Statistics, Matrices, Linear and Exponential Functions

Semester 2 Unit 3 Polynomials, Growth and Decay, Differential Calculus

This is a 30 credit course designed to prepare students to meet the requirements of Mathematical Methods at Stage 2. Mathematics - Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation. Mathematics - Methods provides the foundation for further study in Mathematics, Economics, Computer Sciences and the Sciences. It prepares students for courses and careers that may involve the use of statistics, such as Health or Social Sciences. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:


Folio Tasks.

Stage 1 Mathematics allows students to achieve the numeracy requirement of the SACE. Students who achieve a C grade or better in this subject meet the compulsory numeracy requirement.

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GENERAL MATHEMATICS (FULL YEAR SUBJECT)

Subject General Mathematics Credits 20


Prerequisite A ‘B’ grade or higher in Year 10 Mathematics

Semester 1 Measurement, Statistics, Investing and Borrowing, Share Investments

Semester 2 Trigonometry, Linear and Exponential Functions

This is a 20 credit course designed to prepare students to meet the requirements of General Mathematics at Stage 2. General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving and mathematical modelling in everyday contexts. A problem-based approach is integral to the development of mathematical skills and the associated key ideas in this subject. Topics studied cover a range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear functions and exponential functions. In this subject there is an emphasis on consolidating students’ computational and algebraic skills and expanding their ability to reason and analyse mathematically. The successful study of this subject can provide pathways into careers pertaining to Retail, Office Management, Small Business, Tourism and Hospitality, Nursing and Paramedical areas. Successful completion of General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:


Folio Tasks.


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ESSENTIAL MATHEMATICS (FULL YEAR SUBJECT)

Subject Essential Mathematics Credits 20


Prerequisite Year 10 Mathematics

Semester 1 Time and Ratio, Earning and Spending, Geometry

Semester 2 Data in Context, Investing and Measurement

This is a 20 credit course designed to prepare students to meet the requirements of Essential Mathematics at Stage 2.

Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem solving in everyday and workplace contexts. Students apply their mathematics to diverse setting, including everyday calculations, financial management, business applications, measurement and geometry and statistics in social contexts. In Essential Mathematics there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways. Essential Mathematics prepares students with the mathematical knowledge, skills and understanding needed for entry to a range of practical trades and vocations. In the ‘considerations for developing teaching and learning strategies’ the term trade is used to suggest a context in a generic sense to cover a range of industry areas and occupations such as Automotive, Building and Construction, Electrical, Hairdressing, Hospitality, Nursing and Community Services, Plumbing and Retail. The capabilities for this subject are literacy, numeracy, information and communication technology (ICT) capabili Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:


Folio Tasks.


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MUSIC (SEMESTER 1 OR FULL YEAR SUBJECT)

Subject Stage 1 Music Credits 10 (semester) 20 (full year)

Learning Area Arts

Prerequisites Study of a Musical Instrument/Voice. Interview/negotiation with the Head of Music is required before enrolling in this course.

This course is recommended for students with a special interest in and aptitude for Music. Students must undertake tuition in a musical instrument or voice. A Standard of Grade 4 AMEB or higher is recommended for students enrolling in this subject. This course may be undertaken in Year 10 in consultation with the Head of Music. Through the study of music students have the opportunity to engage in musical activities such as performing, composing, arranging, researching and developing and applying music technologies. Students benefit from the opportunity to develop their practical and creative potential, oral and written skills and their capacity to make informed interpretative and aesthetic judgments. Study and participation in Music draws together students’ cognitive, affective and psychomotor skills, strengthening their ability to manage work and learning and to communicate effectively and sensitively. The focus capabilities for this subject are Personal Development, Citizenship, Communication and Learning. At Wilderness School we offer a “Music Advanced Program”. This program is designed for students with a substantial background in Music. Music Advanced programs lead to a range of Stage 2 Music subjects. Content This subject involves a selection of learning activities that relate to musical studies. Students engage in the following activities:

Arranging, Composing

Performing

Music in Contexts

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

Skills Presentation

Skills Development

Folio

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SACE STAGE 2 PHILOSOPHY (FULL YEAR SUBJECT)

Subject Stage 2 Philosophy Credits 20


Prerequisites Stage 1 Philosophy or equivalent study is recommended

Philosophy is a part of life: it shapes the way people think, what they consider to be of value, what they take as being the truth and how they engage with others and the world around them. Philosophy involves the rational investigation of questions about existence, knowledge and ethics to which there are no simple answers. Consequently, philosophical problems tend to provoke disagreement and foster a variety of views and theories about the nature of the world and what ought to be done. Investigation of these problems through the study of Philosophy requires skills of critical reasoning and the foundations of argument analysis. Philosophy promotes respect for intellectual integrity as a human value and develops students’ skills to engage in philosophical argument. Students build their capacity to be creative and independent critical thinkers who can articulate and justify philosophical positions and argue reasoned action. In this subject students will have opportunities to develop the five capabilities:

Communication

Citizenship

Learning

Personal Development

Work. Content There are 2 sections to this course:

1. Philosophical Inquiry Skills 2. Key Areas of Philosophical Study

Students study and apply the principles of reasoning, critical analysis, problem-solving and evaluation of arguments through the Key Areas of Philosophical Study:

Ethics – a study of moral values, reasoning about what is right and wrong

Epistemology – a study of theories of knowledge and knowing

Metaphysics – a study of the nature of existence and reality. Assessment Students demonstrate evidence of their learning through the following assessment types:

School-based Assessment Weighting

Argument Analysis 25%

Issues Analysis 45%

External Assessment

Issues Study 30%

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SACE STAGE I PHYSICAL EDUCATION (SEMESTER OR FULL YEAR SUBJECT)

Subject Stage 1 Physical Education Credits 10 (semester) 20 (full year)

Learning Area Health and Physical Education

In Stage 1 Physical Education students gain an understanding of human functioning and physical activity. Students will explore their own physical capacities and analyse their performance in a range of physical activities. They will develop skills in communication, analysis, investigation and the ability to apply theoretical knowledge to practical situations. The focus capabilities for this subject are Personal Development, Communication and Learning. Content

Semester 1 Core Topics

Practical Lawn Bowls

European Handball

Folio/Theory

Food Fuels & Energy Systems (applied

Sports Nutrition

Sports Preparation and Recovery

Training Programs – ‘methods and principles’

Semester 2 Core Topics

Practical Touch Football

Badminton

Folio/Theory Biomechanics

Skill Acquisition & Coaching

Issues Analysis

Assessment

SACE grade: 50% of the student’s SACE grade comes from practical assessment (‘practical skills application’ & ‘initiative and collaboration’). 50% of the student’s SACE grade comes from theory (folio) assessment (‘knowledge and understanding’ & ‘analysis and reflection’). School grade: School grade will be calculated through a range of practical and theoretical tasks. Students demonstrate evidence of their learning through the following assessment types:

Folio tasks (assignments)

Practical skills checklists (practical performance). Exam: Students will complete a 2 hour exam each semester.

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PHYSICS (SEMESTER 1 OR FULL YEAR SUBJECT)

Subject Stage 1 Physics Credits 10 (semester) 20 (full year)


Prerequisite A ‘B’ Grade or better recommended

The study of Physics is constructed around using qualitative and quantitative models, laws and theories to better understand matter, forces, energy and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos and to make predictions about them. The models, laws and theories in physics are based on evidence obtained from observations, measurements and active experimentation over thousands of years. By studying Physics students understand how new evidence can lead to the refinement of existing models and theories and to the development of different, more complex ideas, technologies and innovations. Through further developing skills in gathering, analysing and interpreting primary and secondary data to investigate a range of phenomena and technologies, students increase their understanding of physics concepts and the impact that Physics has on many aspects of contemporary life. By exploring science as a human endeavour, students develop and apply their understanding of the complex ways in which science interacts with society and investigate the dynamic nature of Physics. They explore how physicists develop new understanding and insights and produce innovative solutions to everyday and complex problems and challenges in local, national and global contexts. In Physics, students integrate and apply a range of understanding, inquiry and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges and pursue scientific pathways, for example in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research and the exploration of the universe. Capabilities


Literacy

Numeracy





Intercultural understanding.

Cont’d

30

Physics cont’d.

Content


1 Acceleration

Motion in Two Dimensions

Nuclear Energy

2 Light

Forces/Momentum

Energy

Assessment



Skills and Applications Task

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PSYCHOLOGY (SEMESTER 1 OR FULL YEAR SUBJECT)

Subject Stage 1 Psychology Credits 10 (semester) 20 (full year)


Prerequisite A ‘B’ grade or better is recommended in a Year 10 Science

The study of Psychology enables students to understand their own behaviours and the behaviours of others. It has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relationships, child rearing, employment and leisure. Stage 1 Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experimentation and experience) the subject allows students to develop useful skills in analytical and critical thinking and in making inferences. The focus capabilities for this subject are Communication and Learning, Content


1

Introduction to Psychology and two of the following:

Social Behaviour

Brain and Behaviour

Human Psychological Development

Emotion

Cognition

Intelligence

A negotiated topic

2

Any three of the following (not covered in Semester 1):

Brain and Behaviour

Human Psychological Development

Emotion

Cognition

Intelligence

Social Behaviour

A negotiated topic



Skills and Applications Tasks

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SACE STAGE 2 RESEARCH PROJECT B

Subject Stage 2 Research Project B Credits 10

Learning Area Cross-Disciplinary

Prerequisites Nil

The Research Project is a compulsory subject of the SACE. Students choose a topic based on an area of interest, learn and apply research processes, knowledge and skills, record their research and evaluate what they have learnt. In this subject students will have opportunities to develop the capabilities:

literacy personal and social

ethical understanding numeracy

information and communication intercultural understanding

creative and critical thinking

Content

1. Developing the capabilities

2. Applying the research framework - initiating and planning the research - developing the research - producing and substantiating the research outcome - evaluating the research Assessment

School-based Assessment Weighting

Folio (proposal, research development, discussion) 30%

Research outcome 40%

External Assessment

Evaluation

summary (200 words)

written assessment (1500 words)

30%

This subject may contribute to the student’s ATAR.

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VISUAL ARTS - ART (FULL YEAR SUBJECT)

Subject Stage 1 Visual Arts - Art Credits 20 (full year)

Learning Area Arts

Prerequisites It is assumed that students have studied Year 10 Art

In Visual Arts students express their ideas through practical work leading to resolved art works. Students have the opportunity to develop ideas and skills in working with a variety of media. These may include drawing, printmaking, painting, sculpture, film making, mixed media and digital imaging. Students research, understand and reflect upon art works in their cultural and historical contexts through analysis and investigation. They communicate knowledge and understanding of their own and other practitioners’ visual art work(s). Themes

Place/space

Response to original art works

Contemporary Australian artists.

Content The following three areas of study are covered:

Visual Thinking

Practical Resolution

Visual Arts in Context. Assessment Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types.

Folio – 30%

Practical – 40%

Visual Study – 30% Students complete two resolved art works, each accompanied by a practitioner’s statement, with evidence of developmental work recorded in their Folio. Students explore media, techniques and art processes in order to initiate and develop ideas leading to the resolution of an art work. Students produce two Visual Studies. Students base this exploration and experimentation on the critical analysis of the work of other practitioners through research and the development of visual thinking and technical skills.

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STAGE 2 WORKPLACE PRACTICES (FULL YEAR SUBJECT)

Subject Stage 2 Workplace Practices Credits 10 (semester) 20 (full year)


Semester 1 Industry and Work Knowledge and Vocational Learning

Semester 2 Industry and Work Knowledge and Vocational Learning

In Workplace Practices students develop knowledge, skills and understanding about the nature of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, local, national and global issues in an industry and workplace context. Throughout the course students are encouraged to focus on a vocation or job role of preference and to develop a firm grasp of contemporary theory relating to career development. Students undertake learning in the workplace and develop and reflect on their capabilities, interests and aspirations. The focus capabilities for this subject are Personal Development, Work and Learning. Content


1

Industry and Work Knowledge folio topics

Topic 1: The Changing Nature of Work Topic 2: Industrial Relations …..Topic 3: Finding Employment Reflection 1 Vocational learning (60 hours of work placement)

2 Issues Investigation Reflection 2

Assessment Assessment at Stage 2 is based in school and vocational settings. Students undertake learning through:

Folio topics 1, 2 and 3 (submitting an essay for each topic)

Vocational learning through a 20 day work placement

Issues investigation

Reflection 1

Reflection 2

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