2020 curriculum handbook - blackfriars...and families 6 2020 curriculum handbook our vision to...

PRAYER STUDY COMMUNITY SERVICE

CURRICULUMHANDBOOK2020

3 2020 Curriculum Handbook

ContentsPrincipal’s Introduction . . . . . . . . . . . . . . . . . . 7Introduction to the Handbook from the . . . . 9Deputy Principal 7-12 . . . . . . . . . . . . . . . . . . . 9Australian Curriculum . . . . . . . . . . . . . . . . . 11The South Australian Certificate of . . . . . . 12Education (SACE) . . . . . . . . . . . . . . . . . . . . . . 12SACE abbreviations, terminology and

information . . . . . . . . . . . . . . . . . . . . . . . . . 14Vocational Education and Training (VET) . . 15University Entry Requirements for 2019 . . 19TAFE SA Entry Requirements for 2019 . . . . 24Learning Enrichment . . . . . . . . . . . . . . . . . . 25Learning Area Overview 2019 . . . . . . . . . . . 26Religious Education Pathways . . . . . . . . . . . 29Cross Disciplinary Pathways . . . . . . . . . . . . 30English Pathways . . . . . . . . . . . . . . . . . . . . . 30Health and PE Pathways . . . . . . . . . . . . . . . . 31Languages Pathways . . . . . . . . . . . . . . . . . . . 33Mathematics Pathways . . . . . . . . . . . . . . . . . 33Science Pathways . . . . . . . . . . . . . . . . . . . . . 34The Arts Pathways . . . . . . . . . . . . . . . . . . . . . 35Technologies Pathways . . . . . . . . . . . . . . . . . 36Early Learning Centre . . . . . . . . . . . . . . . . . . 38Primary School . . . . . . . . . . . . . . . . . . . . . . . 40Middle Years . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Year 7 Subject Selection . . . . . . . . 46Religion Studies . . . . . . . . . . . . . . . . . . . . . . . 47

Religion Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 47English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Health and Physical Education . . . . . . . . . . . 49

Health & Physical Education . . . . . . . . . . . . . . . . 49Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Humanities & Social Sciences (HASS) . . . . . 50Civics and Citizenship . . . . . . . . . . . . . . . . . . . . . 50Economics and Business . . . . . . . . . . . . . . . . . . . 50Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51History – The Ancient World . . . . . . . . . . . . . . . . 51

Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Italian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Japanese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 53Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55General Music . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Specialist Music . . . . . . . . . . . . . . . . . . . . . . . . . . 56Visual & Media Arts . . . . . . . . . . . . . . . . . . . . . . . 56

Technologies . . . . . . . . . . . . . . . . . . . . . . . . . 58Design Technology . . . . . . . . . . . . . . . . . . . . . . . . 58Digital Technology . . . . . . . . . . . . . . . . . . . . . . . . 58




Health & Physical Education . . . . . . . . . . . . . . . . 62Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Humanities & Social Sciences (HASS) . . . . . 63Economics & Business . . . . . . . . . . . . . . . . . . . . 63Civics & Citizenship . . . . . . . . . . . . . . . . . . . . . . 63Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64History – The Ancient to Modern World . . . . . . . 65

Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Italian (Continuers) . . . . . . . . . . . . . . . . . . . . . . . 66Japanese (Continuers) . . . . . . . . . . . . . . . . . . . . . 66

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 67Accelerated Mathematics . . . . . . . . . . . . . . . . . . 67Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70General Music . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Specialist Music . . . . . . . . . . . . . . . . . . . . . . . . . . 71Visual & Media Arts . . . . . . . . . . . . . . . . . . . . . . . 72

Technologies . . . . . . . . . . . . . . . . . . . . . . . . . 73Design Technology . . . . . . . . . . . . . . . . . . . . . . . . 73Digital Technology . . . . . . . . . . . . . . . . . . . . . . . . 73




Building the Body . . . . . . . . . . . . . . . . . . . . . . . . . 78Health & Physical Education . . . . . . . . . . . . . . . . 78Outdoor Education . . . . . . . . . . . . . . . . . . . . . . . . 79Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79


Humanities & Social Sciences (HASS) . . . . . 80Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80History - The Making of the Modern World . . . . 80

Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Italian (Continuers) . . . . . . . . . . . . . . . . . . . . . . . 81Japanese (Continuers) . . . . . . . . . . . . . . . . . . . . . 81

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . 82Accelerated Mathematics . . . . . . . . . . . . . . . . . . 82Mathematical Methods . . . . . . . . . . . . . . . . . . . . 82General Mathematics . . . . . . . . . . . . . . . . . . . . . 83

Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Drama - Comedy Skills . . . . . . . . . . . . . . . . . . . . 85Drama - Acting Techniques for Film & Stage . . 85Drama – Lighting, Sound, Vision & Staging . . . . 86DJ’ing and Sound Systems . . . . . . . . . . . . . . . . . 86Specialist Music . . . . . . . . . . . . . . . . . . . . . . . . . 87Visual Arts - Art . . . . . . . . . . . . . . . . . . . . . . . . . . 87Visual Arts - Design . . . . . . . . . . . . . . . . . . . . . . . 88Media Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Technologies . . . . . . . . . . . . . . . . . . . . . . . . . 90Coding & Game Programming . . . . . . . . . . . . . . 90Design Technology - Automotive Systems . . . . . 90Design Technology - Digital Photography . . . . . 91Design Technology - Material Solutions . . . . . . 91

Year 10 Subject Selection . . . . . . . 94Religion Studies . . . . . . . . . . . . . . . . . . . . . . . 95

Religion Studies . . . . . . . . . . . . . . . . . . . . . . . . . . 95Cross Disciplinary . . . . . . . . . . . . . . . . . . . . . 96

Personal Learning Plan (Stage 1) . . . . . . . . . . . . 96English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Essential English . . . . . . . . . . . . . . . . . . . . . . . . . 97

Health and Physical Education . . . . . . . . . . . 98Outdoor Education . . . . . . . . . . . . . . . . . . . . . . . . 98Health & Physical Education . . . . . . . . . . . . . . . . 98Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Humanities & Social Sciences (HASS) . . . . 100History – The Modern World and Australia . . . 100Stage 1 Business Innovation . . . . . . . . . . . . . . . 101Stage 1 Economics . . . . . . . . . . . . . . . . . . . . . . . 102Stage 1 Geography . . . . . . . . . . . . . . . . . . . . . . . 102Stage 1 Legal Studies . . . . . . . . . . . . . . . . . . . . 103

Languages . . . . . . . . . . . . . . . . . . . . . . . . . . 104Italian (Continuers) . . . . . . . . . . . . . . . . . . . . . . 104Japanese (Continuers) . . . . . . . . . . . . . . . . . . . . 104

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . 105Accelerated Mathematics . . . . . . . . . . . . . . . . . 105Mathematical Methods . . . . . . . . . . . . . . . . . . . 105

General Mathematics . . . . . . . . . . . . . . . . . . . . 106Essential Mathematics . . . . . . . . . . . . . . . . . . . 106

Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Ax Science (Accelerated) . . . . . . . . . . . . . . . . . 107

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Architectural Studies . . . . . . . . . . . . . . . . . . . . 108Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Media Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Visual Arts – Art . . . . . . . . . . . . . . . . . . . . . . . . 110Visual Arts – Design . . . . . . . . . . . . . . . . . . . . . . 111

Technologies . . . . . . . . . . . . . . . . . . . . . . . . 112Design Technology - Automotive . . . . . . . . . . . 112Design Technology - Materials . . . . . . . . . . . . . 112Digital Photography . . . . . . . . . . . . . . . . . . . . . . 113Digital Technology . . . . . . . . . . . . . . . . . . . . . . . 113

Year 11 Subject Selection . . . . . . 114Religious Education . . . . . . . . . . . . . . . . . . . 116

Religion Studies . . . . . . . . . . . . . . . . . . . . . . . . . 116Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Cross Disciplinary . . . . . . . . . . . . . . . . . . . . 117Community Studies . . . . . . . . . . . . . . . . . . . . . . 117Research Project B . . . . . . . . . . . . . . . . . . . . . . 117 Workplace Practices . . . . . . . . . . . . . . . . . . . . . 118Stage 2 Workplace Practices . . . . . . . . . . . . . . 118

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119English Literary Studies . . . . . . . . . . . . . . . . . . 119English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119English as an Additional Language . . . . . . . . . 120Essential English . . . . . . . . . . . . . . . . . . . . . . . . 120

Health & Physical Education . . . . . . . . . . . 122Integrated Learning with a Health & Physical Education focus . . . . . . . . . . . . . . . . . . . . . . . . . 121Outdoor Education . . . . . . . . . . . . . . . . . . . . . . . 122Physical Education . . . . . . . . . . . . . . . . . . . . . . . 122Certificate III in Fitness (eCampus) (SIS30315) . . . . . . . . . . . . . . . . . . . . 123

Humanities & Social Sciences (HASS) . . . . 124Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Business Innovation . . . . . . . . . . . . . . . . . . . . . . 125Certificate III in Business BSB30115 . . . . . . . . 126Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128Legal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Stage 2 Business Innovation . . . . . . . . . . . . . . . 129Stage 2 Economics . . . . . . . . . . . . . . . . . . . . . . . 130Stage 2 Geography . . . . . . . . . . . . . . . . . . . . . . 131Stage 2 Legal Studies . . . . . . . . . . . . . . . . . . . . 132



Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . 135Accelerated Maths (Mathematical Methods) . . 135Specialist Mathematics . . . . . . . . . . . . . . . . . . . 135Mathematical Methods . . . . . . . . . . . . . . . . . . . 136General Mathematics . . . . . . . . . . . . . . . . . . . . 136Essential Mathematics . . . . . . . . . . . . . . . . . . . 137

Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Media Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Visual Arts – Art . . . . . . . . . . . . . . . . . . . . . . . . . 142Visual Arts – Design . . . . . . . . . . . . . . . . . . . . . . 143

Technologies . . . . . . . . . . . . . . . . . . . . . . . . 144Design Technology - Automotive (VET) . . . . . . 144Digital Photography (Digital Communication Solutions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Furniture Design (Material Solutions) . . . . . . . 145Digital Technology . . . . . . . . . . . . . . . . . . . . . . . 146

Year 12 Subject Selection . . . . . . 147Religion Studies . . . . . . . . . . . . . . . . . . . . . . 149

Integrated Learning – Religion Studies . . . . . . 149Religion Studies . . . . . . . . . . . . . . . . . . . . . . . . . 150Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Cross Disciplinary . . . . . . . . . . . . . . . . . . . . 151Community Studies . . . . . . . . . . . . . . . . . . . . . . 151 Workplace Practices . . . . . . . . . . . . . . . . . . . . . 151

English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152English Literary Studies . . . . . . . . . . . . . . . . . . 152English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Essential English . . . . . . . . . . . . . . . . . . . . . . . . 154 English As an Additional Language . . . . . . . . . 155

Health and Physical Education . . . . . . . . . . 156Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Integrated Learning with a Health & Physical Education focus . . . . . . . . . . . . . . . . . . . . . . . . . 156 Physical Education . . . . . . . . . . . . . . . . . . . . . . 157Outdoor Education . . . . . . . . . . . . . . . . . . . . . . . 158Certificate III in Fitness (eCampus) (SIS30315) 159

Humanities & Social Sciences (HASS) . . . . 160Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160Business Innovation . . . . . . . . . . . . . . . . . . . . . . 161Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Legal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Modern History . . . . . . . . . . . . . . . . . . . . . . . . . . 164


Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . 168Specialist Mathematics . . . . . . . . . . . . . . . . . . 168Mathematical Methods . . . . . . . . . . . . . . . . . . . 168General Mathematics . . . . . . . . . . . . . . . . . . . . 169Essential Mathematics . . . . . . . . . . . . . . . . . . . 170

Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

The Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Media Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Music – Ensemble Performance . . . . . . . . . . . . 175Music – Explorations . . . . . . . . . . . . . . . . . . . . . 175 Music – Solo Performance . . . . . . . . . . . . . . . . 176Music – Studies . . . . . . . . . . . . . . . . . . . . . . . . . 176Visual Arts – Art . . . . . . . . . . . . . . . . . . . . . . . . . 177Visual Arts – Design . . . . . . . . . . . . . . . . . . . . . . 177

Technologies . . . . . . . . . . . . . . . . . . . . . . . . 178Design Technology - Automotive (VET) . . . . . . . 178Furniture Design (Material Solutions) . . . . . . . 178Digital Photography (Digital Communication Solutions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Digital Technology . . . . . . . . . . . . . . . . . . . . . . . 180


OUR VISION To deliver excellence in boys’ education through the Dominican Four Pillars by promoting the spiritual, intellectual, physical and social development of students, staff and the broader School community.

OUR MISSIONGraduates of Blackfriars Priory School confidently and successfully participate as men of integrity based on the Dominican ethos in a rapidly changing world.

LEARNING AND TEACHINGOBJECTIVE Provide a meaningful and transformative learning experience responsive to the personal learning interests and needs of students in and beyond the classroom.

ACTION PRIORITIES

• A curriculum that engages students across ELC-12 with an evidence based pedagogical framework that addresses the learning needs of girls in the ELC and boys throughout their Schooling

• Student capabilities for life and work in the 21st century

• Use of digital technologies to enhance 21st century learning across the curriculum, particularly in the sciences, technology, engineering and mathematics

WELLBEINGOBJECTIVE Create an inspiring learning community where boys develop as resilient, connected and engaged young men who live out the teachings of the Gospel.

ACTION PRIORITIES

• Consistent use of a whole-of-school wellbeing framework and its connections with the four pillars

• Whole-of-School restorative practices for students to take responsibility for their behaviour

• Active engagement of students in school decision-making

VIBRANT COMMUNITYOBJECTIVE Harness meaningful, inclusive and sustainable relationships across our community that are fundamental to the successful education of boys.

ACTION PRIORITIES

• Engagement practices to build connections within the Blackfriars Priory School community – including with its old scholars, its diverse cultures, and the wider community

• Promotion and marketing of the uniqueness of the educational program based on the Dominican Four Pillars

PEOPLE AND CULTURE OBJECTIVE Foster a team of dedicated and progressive professionals in a supportive workplace culture.

ACTION PRIORITIES

• Scheduled time for teaching and support staff for professional dialogue and development

• Performance management systems to enhance professional capacity and respectful behaviours

FINANCIAL STRENGTH, INFRASTRUCTURE AND RESOURCESOBJECTIVE Enhance the School’s capacity to be financially strong and progressive to provide quality facilities and resources for best practice in educational and personal development.

ACTION PRIORITIES

• A strong financial base and capacity for strategic investments

• School governance processes for financial decision-making.

PRAYER • Spiritual lives of students, staff

and families• Catholic faith within the

Dominican tradition• Personal responsibility and self-

discipline in healthy and life-giving relationships

STUDY • Education for boys to meet specific

needs and prepare for an ever changing world

• Love of learning in each community member

• Each community member reaches their full potential

COMMUNITY • Individual self-esteem and integrity

within a caring School community• Ethic of service to the community• Democracy, social justice and

environmental awareness

SERVICE• Knowledge-centred search for God

in daily lives• Search for truth or Veritas as

embodied in Dominican motto• School policies that reflect genuine

solidarity with the poor and disadvantaged


Principal’s Introduction

Dear Students and Families

Blackfriars Priory School is a Catholic Dominican school for boys that promotes the spiritual, intellectual, physical and social development of each member of the school community . We are committed, in co-operation with parents, to engage students in an educational experience within the context of a Catholic Dominican community which is fulfilling and rewarding . Our vision is to deliver academic excellence in boys’ education through the provision of a transformative, vibrant and reflective learning community that equips and inspires our students to confidently and successfully participate as men of integrity in a changing world .

Society has rapidly evolved in the last century and the needs of learners have changed . Eminent educator, Michael Fullan refers to the “6C’s of Education, 21st Century skills for Student and Society Well-Being” . In Fullan’s view the challenges of the 21st Century can only be met by young people who are formed through

character education, citizenship, communication, critical thinking and problem solving, collaboration and creativity . In other words, holistic education with the student at the centre of learning .

St Dominic regarded study as the activity by which we discover the presence of God’s actions in our lives and search for the truth . Today the goal of study is not just an accumulation of facts and figures, but sharing in knowledge and wisdom so that we can serve and improve our local and global communities . It means an education that promotes the development of a deep understanding of self and of the complex nature of our local, national and global environments . Therefore, one of the most important responsibilities of this and future generations is to build a just and viable global order, where all people have a sense and belief of true value and can live together in peace and mutual respect .

The 2020 Curriculum Handbook assists students in making choices which will broaden and deepen


their educational experience . Subject selection is very important in shaping future pathways and links between school, further study and the world of work . The information has been prepared to assist students and families in considering the range of course options available to students at Blackfriars Priory School .

Young people have the power to change the world through study pathways that will engage them in their life now and prepare them for a future beyond school . A learning journey that engages their hearts and minds to become self-directed learners, compassionate leaders and responsible and active citizens in our community . Education is no longer about preparing students for a specific career, it is about teaching students lifelong values, discipline, and the ability to explore new ideas and to think independently . Students need to develop their creativity, think strategically, communicate astutely, collaborate and apply creative algorithms to address complex problems . These skills will help them drive and empower their own careers in a competitive global marketplace .

21st century skills that are required today need to be learnt through a curriculum which is interdisciplinary, integrated and project-based . The curriculum needs to be taught in a way where students understand the relevance of the subject matter and have the freedom to make a range of choices in their learning and assessment tasks . At Blackfriars Priory School, in conjunction with our teaching professionalism, we offer our pastoral support and encouragement to the boys on their journey to become men of faith and integrity, and people of hope, working for a positive future .

Through discernment and the guidance of parents and teachers it is my hope that all students will successfully map their learning pathway through to the completion of SACE . I pray that each student will realise their personal hopes and ambitions therefore, achieving their full potential .

If you have any questions regarding the information contained in the 2020 Curriculum Handbook, please feel welcome to ask the relevant staff for assistance .

Simon CobiacPrincipal


Introduction to the Handbook from the Deputy Principal 7-12

Welcome to the 2020 Curriculum Handbook . The handbook is a reference guide to assist you and your son in his subject selection discernment . A Dominican education focuses on the formation of the whole person and honours gifted diversity . The variety of gifts present in our community is reflected by the wide-ranging pathways chosen by our boys . Future optometrists, pilots, electricians, carpenters, teachers, pharmacists, nurses, doctors, engineers, writers, accountants, and businessmen to name just a few of the areas chosen by our boys . Regardless of their ATAR, job title or salary, we want young men that will reflect the Four Pillars of Dominican Life throughout their life and in all they do .

The process of discernment involves honest self- reflection . Please sit with your son and talk about his dreams, passions, challenges, talents and goals . Prepare a list of what he wishes to do and weigh the pros and cons of each choice . Look for where he is drawn rather than driven . We want him to be a man of integrity who reaches his God given potential in whatever chosen filed or fields .

Paul’s letter to Timothy reminds us of the age-old human quest for life giving identity as we develop our unique self . “Fan into a flame the gifts that God gave you .” At Blackfriars Priory School we strive to assist your son

identifying the gifts he has been given, so they can be fanned into flame, kindled and nurtured .

Education, like our modern world, is a dynamic landscape . The Australian Government’s, “From Growth to Achievement -A Review to Achieve Educational Excellence in Australian Schools”, highlights the need for educational growth and subject renewal . As a School, we have responded and reviewed our 2019 subject offerings to meet the signs of the times . In addition, we want to provide boys with the opportunity for gainful employment in the key areas identified by the South Australian Government . These include: Defence and Shipbuilding, Energy and Mining, Health and Research, IT and Hi-Tech, and Tourism - Food and Wine .

All the while, we provide an innovative and engaging 21st Century learning environment with a contemporary curriculum that complements the requirements of

the Australian Curriculum, SACE and CESA . Most importantly, your son’s holistic education is underpinned by dedicated pastoral care, mental health and growth mindset interventions, spiritual nurturing in the Catholic tradition, cocurricular and extension opportunities, mate- ship, and the passionate lifelong identity that comes from knowing that once a Black’s boy…always a Black’s boy .


Blackfriars provides the opportunity for students to be considered for the Ax program . The ‘Ax’ program is an exciting enrichment program for Year 7-11 students who wish to further extend their learning .

The “Ax” program will offer students a broad range of problem solving and project-based activities in Science, Technology, Engineering and Mathematics (STEM) and enable highly motivated students to extend themselves, collaborate with other like-minded students and excel .

The “Ax” program supplements the Year 7-11 Academic Curriculum as a weekly commitment after school .

“Ax” has three major components:

• Project based in-school and after-school STEM extension activities;

• Mentoring by industry experts; and• Opportunity to participate in local and international

STEM experiencesWhere to from here?

Please follow the steps outlined in the Subject Selection Planning Form for students in Years 7 to 11 in 2019 .

Students will be considered for the Ax program based on their academic performance and commitment to study .

Please feel free to contact the School should you have any queries .

David Ruggiero

Deputy Principal (7-12)


In 2020 the focus will continue to be on developing a contemporary curriculum that is innovative, inclusive and values all pathways . There will be a focus on pedagogy to ensure we are personalising learning to ensure inclusion, connection and engagement . The Curriculum Leaders will support the ongoing innovation and renewal of programs and will be supporting teachers in the documentation and implementation of the Australian Curriculum .

The approach taken to organise the school curriculum by learning areas provides a foundation of learning in schools designed to ensure students develop the knowledge and understanding on which the major disciplines are based . However, 21st century learning does not fit neatly into a curriculum solely organised by learning areas . Increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop a set of skills, behaviours and dispositions, or general capabilities that apply across subject-based content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world .

Consequently, the Australian Curriculum focuses on the development of general capabilities in addition to discipline-based learning areas .

The Australian Curriculum has three key design features:

• the learning areas to identify key disciplinary knowledge, skills and understandings

• general capabilities and• Cross-curriculum priorities .The content descriptions specify what teachers are expected to teach . They include the knowledge, understanding and skills for each learning area as students’ progress through schooling . The content descriptions provide a well-researched scope and sequence of teaching, within which teachers determine how best to cater for individual students’ learning needs and interests .

Australian Curriculum

An achievement standard describes the quality of learning (the depth of understanding, extent of knowledge and sophistication of skill) typically expected of students as they progress through schooling .

The Australian Curriculum pays explicit attention to how seven general capabilities and three cross-curriculum priorities (listed below) contribute to, and can be developed through, teaching in each learning area .

The seven general capabilities are:

• literacy• numeracy• information and communication technology

competence• critical and creative thinking• ethical behaviour• personal and social competence• and intercultural understandingThe three cross-curriculum priorities are:

• Aboriginal and Torres Strait Islander histories and cultures

• Asia and Australia’s engagement with Asia• Sustainability .Assessment and examination requirements for the senior secondary subjects will continue to be the responsibility of SACE .

More information is available at:

www .australiancurriculum .edu .au/parent-information/

including:

• An overview for parents• Guide for parents to National Literacy and Ntional

Numeracy Progressions .


What is the SACE?The South Australian Certificate of Education is an internationally recognised qualification which paves the way for young people to move from school to work or further training and study . The SACE has been designed to meet the needs of students, families, higher and further education providers, employers and the community . The SACE helps students develop the skills and knowledge they need to succeed – whether they are headed for further education, training, an apprenticeship, or straight into the workforce .

The certificate is based on two stages of achievement:

Stage 1 (usually completed in Year 11)Stage 2 (usually completed in Year 12) .

Students who successfully complete the requirements are awarded the SACE certificate .

How do students get the SACE?Most students gain their SACE over three years of study .

There are two stages:Stage 1, which most students complete in Year 11, except for the Personal Learning Plan, which most will complete in Year 10 .

Stage 2, which most students complete in Year 12 .

Each subject or course successfully completed earns ‘credits’ towards the SACE, with a minimum of 200 credits required for students to gain the SACE . Students receive a grade from A to E for each subject at Stage 1, and from A+ to E- at Stage 2 . To achieve the SACE, students must complete the following requirements with a C grade or higher at Stage 1 and a C- or higher for Stage 2 requirements:

Requirements Credits

Year 10

Personal Learning Plan 10

Year 11 or 12 (Stage 1 or 2)

Literacy (from a range of English subjects and courses)

20

Numeracy (from a range of Mathematics subjects and courses)

10

Other subjects and courses of the student’s choice

90

Year 12 (Stage 2)

Research Project 10

Other Stage 2 subjects and courses* 60 or more

Total 200

*Most students will complete subjects and courses with more than 70 credits at Stage 2 .

What is the Personal Learning Plan?The Personal Learning Plan is a compulsory SACE subject, normally undertaken in Year 10 . Students consider their aspirations, and investigate career, training and further study choices to help them map out their future . Students identify goals and plan how to achieve them through school and after finishing the SACE . They learn about and develop five capabilities through the subject: Personal Development, Communication, Citizenship, Work and Learning .

The Personal Learning Plan helps students to:• identify and research career paths and options,

including further education, training and work• choose appropriate SACE subjects and courses based

on plans for future work and study• consider and access subjects and courses available in

and beyond school• explore personal and learning goals• review their strengths and areas they need to work

on, including literacy, numeracy, and information and communication technology skills

• gain skills for future employment• identify their goals and plans for improvement .

The Personal Learning Plan contributes 10 credits towards the SACE and because it is compulsory, students need to achieve a C grade or higher .

What is Community Learning?There are a number of different ways to gain SACE credits . Students are able to earn SACE credits for community learning in two ways:

• community developed programs• self-directed community learning .

Community Developed ProgramsMany community organisations develop their own learning programs, which students can undertake and count towards their SACE .

These include programs such as:

• Duke of Edinburgh’s Award• Royal Life Saving Society• SA Country Fire Service• Scouts SA• Australian Music Examination Boards (Grades 5 – 8)• Australian Army Cadets .A full list of SACE recognised community developed courses can be found on the SACE Board of SA website under Subjects > Recognised Learning .

Self-Directed Community LearningStudents may be involved in a program or course outside

The South Australian Certificate of Education (SACE)


school which is not formally accredited, but students may still receive SACE credits for . This could include:• participating in a sport at an elite level• acting as a carer for an elderly or invalid person• teaching others a specialised skill• gaining a pilot’s license .

Students will need to show evidence of their learning when applying for SACE credits for Self-Directed Community Learning . To check if you can apply for SACE credits for learning outside school, please see the Learning Engagement and Pathways Coordinator, Mr Carl Todman .

University and TAFE entryStudents who complete the SACE are eligible for university entry, provided they meet certain requirements . For university entry, students need to achieve 90 credits at Stage 2, including at least 60 credits of Stage 2 subjects recognised by universities . The final 30 credits can be gained in a variety of ways defined by the universities . Universities also specify required subjects for some of their courses . TAFE SA recognises the SACE as meeting the Minimum Entry Requirements for most of its courses . It also considers a variety of other qualifications and experiences in its entry and selection processes .

Students with disabilitiesThe SACE offers a range of modified subjects at Stage

1 and Stage 2 to provide opportunities for students with identified intellectual disabilities to demonstrate their learning . A student’s achievement in a modified subject will be reported as ‘Completed’, with the appropriate number of SACE credits . The SACE certificate will indicate the student has achieved the SACE using one or more modified subjects . For more information about modified subjects, visit: https://www .sace .sa .edu .au/web/modified-subjects

Special provisionsSpecial provisions are special arrangements for students who may be in a situation where an illness, impairment, learning difficulty or unforeseen incident has made completing their assessment difficult . For school-assessed tasks in Stage 1 or Stage 2, schools decide if a student is eligible for special provisions . The SACE Board will determine a student’s eligibility for special provisions for external assessments at Stage 2 (examinations, investigation, etc) . Students applying for special provisions need to provide evidence of their impairment, learning difficulty, or unforeseen circumstance . For more information about special provisions, visit the SACE website .

Interstate, overseas and adult studentsThe SACE Board will grant status for equivalent learning in recognised areas for interstate, overseas and adult students . For more information about the arrangements, visit the SACE website


SACE: South Australian Certificate of Education

VET: Vocational Education and Training

SATAC: South Australian Tertiary Admissions Centre

TAFE: Technical and Further Education

ATAR: Australian Tertiary Admissions Rank

MER: Minimum Entry Requirement

TAS: Tertiary Admissions Subjects

TAS are nominated by the universities and TAFE SA as the only SACE subjects which can be used in the calculation of the ATAR or TAFE SA Selection Score . For university entry you will normally need 90 credits of TAS and for TAFE SA entry you will normally need 60 credits of TAS .

Recognised SubjectsRecognised subjects are interstate Year 12, higher education studies or VET awards deemed by the SACE Board and the universities and TAFE SA as being eligible to be included in the calculation of the ATAR and TAFE SA Selection Score .

Precluded CombinationsTwo subjects are Precluded Combinations if they are defined by TAFE SA and the universities as having significant overlap in terms of content . They cannot both count towards your ATAR or TAFE SA Selection Score .

Counting RestrictionsCounting Restrictions are used where it is deemed desirable to limit the number of credits that can be counted towards a university aggregate and the ATAR in a specific subject area .

Completion and Successful Completion of SubjectsIn the terminology of the SACE, Subject Completion means achieving a grade of E or better, while Successful Completion of a subject means achieving a grade of C or better .

PrerequisitesSome university courses/programs require students to have studied one or more specific Stage 2 subjects to a minimum standard in order to be eligible for selection into the course/program . These subjects are known as prerequisites . In order to fulfil a prerequisite subject requirement, you must obtain a minimum grade of C or better .

SACE abbreviations, terminology and information

Subject OutlineThe Subject Outline contains information produced by SACE Board of SA for each Stage 2 subject . They can be purchased from SACE Board of SA or downloaded from the SACE Board website .

ModerationA process used by SACE Board of SA to compare standards within each subject to ensure consistency .

Assumed KnowledgeMany university courses/programs recommend commencing students have background knowledge in one or more specified Stage 1 or Stage 2 subjects or have an identified skill which will enhance the student’s understanding of the course/program content . This is known as assumed knowledge . Assumed knowledge is not compulsory and is not used in the selection process for entry into university courses/programs .

Course PlannerYou can download a SACE planner on the SACE Board website . Follow the link below and scroll down to the SACE Planner link to find it . https://www .sace .sa .edu .au/the-sace/students-families/about-the-sace .

Students OnlineStudents Online is a one-stop shop for information about an individual student’s SACE .It can help students:

• Plan their SACE and look at different subject, or subject and course, combinations

• Check their progress towards completing the SACE

• Access their results .Students can log in to Students Online using their SACE registration number and PIN at: www .sace .sa .edu .au/students-online .

SACE Board of SA60 Greenhill Road, Wayville . Website: www .sace .sa .edu .au

Further informationVisit the SACE website at www .sace .sa .edu .au for more information about the SACE . To download a PowerPoint presentation about the SACE, visit the website listed below . A link to the PowerPoint presentations is listed in the right-hand navigation . www .sace .sa .edu .au/the-sace/students-families/about-the-sace


What is VET?

VET stands for Vocational Education and Training . All training is competency based and provides students with the opportunity to acquire practical work-related skills together with the underpinning knowledge which will assist them in getting a job . It allows all young people to experience the world of work in a range of occupations whilst still at school . At Blackfriars Priory School VET is also used as a career exploration tool and as an opportunity to develop networks in the industry .

All VET Programs develop industry-related skills through:

• off the job training – either at school by trained teachers or by a training provider

• on the job training – learning and assessment occurs within the workplace . This is called Structured Work Placement .

All VET Programs are accredited towards the SACE and the students also gain a nationally recognised qualification which links to further training or higher education .

Off-line VET subjects, which gain units towards SACE, can be studied in Year 10, 11 and 12 . VETprograms can be accessed through TAFE SA or a private RTO (Registered Training Organisation) .

Competency–Based Training Competency looks at workplace expectations rather than the actual learning process . It refers to skills and knowledge which can be transferred and applied to new situations and environments . Competence is a combination of knowledge, skills and attitudes required in the workplace and their application to the standard expected in the workplace .

Training is undertaken in a classroom, workshop, the workplace or a combination of all these . It can lead to a qualification, which is recognisable, portable and consistent across the country . What a person already knows is taken into account irrespective of how the knowledge and skills were gained .

Why choose a VET Program?• to explore possible areas of interest, which will

support you in making an informed decision about further study and work

• to investigate career opportunities in a specific industry

• to develop industry specific knowledge and vocational skills

• to gain nationally recognised VET qualifications• to develop a positive sense of self• to receive credit towards traineeships and

apprenticeships

Vocational Education and Training (VET)

• to learn ‘on the job’ while undertaking structured work

• to develop and understand the knowledge, attributes and skills employers value and which are relevant to most pathways .

Any students choosing a VET Program in Year 10, Stage 1 or Stage 2 will need to meet with the SACE and Pathways Coordinator to ensure students are able to build a pathway in the SACE through VET .

SACE completion using VETVET gives students skills for work, particularly in the trades and industry . Students are able to build pathways in the SACE using VET . VET options in the SACE encourage students to complete, or make significant progress towards completing, VET qualifications while completing the SACE .

To complete the SACE, students must achieve 200 SACE credits, 180 of which can be gained through VET . Within these, students must also satisfy the literacy and numeracy requirements of the SACE . The remaining 20 credits are gained from the Personal Learning Plan (10 credits) and the Research Project (10 credits) .

The recognition arrangements for VET in the SACE include:

• completed qualifications• partly completed qualifications .

Students can earn 5 SACE credits for successfully completing 35 hours of VET, and 10 SACE credits for 70 hours . The SACE Board determines whether the SACE credits earned for a particular VET qualification will be recognised at Stage 1 or Stage 2 . Students can refer to the VET Recognition Register for more information about recognition at Stage 1 and Stage 2 . For more information about VET and to check the VET Recognition Register, visit: www .sace .sa .edu .au/subjects/recognised-learning .

Number of VET qualificationsAll VET qualifications or units of competency which make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion requirements of the SACE . The SACE Board determines the SACE stage at which qualifications will be granted recognition in the SACE . Students can use a maximum of two qualifications at Certificate I level to gain credits towards the completion of the SACE . There is no limit to the number of qualifications at Certificate II level or higher that students can use to gain credits towards the completion of the SACE . For details of how specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2, refer to the VET Recognition Register on the SACE Board website: www .sace .sa .edu .au .


VET reportingStudents’ VET achievements will be reported on their SACE Record of Achievement against the relevant qualification(s) they have successfully undertaken .

Training Guarantee for SACE Students (TGSS)The Training Guarantee for SACE Students (TGSS) is for students who know they want to start a planned vocational pathway . They receive vocational education and training (VET) while they are at school and continue it after they leave . The aim of TGSS is to develop seamless pathways between school and VET .

To be eligible for the Training Guarantee, you must be:• 16 years of age or over • enrolled in SACE at school • already doing VET in an approved Certificate III

qualification pathway . The State Government Training Guarantee means you can start your Certificate III qualification pathway at school and have a guaranteed funded place at TAFE SA to complete it when you leave . Some conditions do apply .

The State Government Training Guarantee will guarantee you a subsidised place at TAFE SA if: • you successfully complete the SACE, including at least

30 SACE credits of nationally accredited VET in certain qualifications and at least 140 hours of relevant work placement in an identified, approved qualification

• after you finish school, you intend to complete the Certificate III (or higher) at TAFE SA you commenced as part of your SACE

• you don’t intend to take a break or ‘gap year’ after finishing school .

If students are interested they need to speak to the SACE and Pathways Coordinator to make sure they meet the eligibility criteria and conditions .

If students are eligible the school, RTO and parent/guardian will develop a formal Education and Training Plan . If you are a School Based Apprentice, you don’t need to do anything - your training will continue to be funded after you leave school in the qualification shown on the Training Contract you signed .

Where your VET studies post school are in a trade qualification, you will need to find an employer to take you as an apprentice before you can start at TAFE SA (if you can’t get an apprenticeship, you may have to do an alternative qualification) .

The training guarantee means there are no tuition fees for your Certificate II qualification and only some fees for your Certificate III qualification .

The only things you will have to pay for are personal items

such as tools, clothing or other materials needed for your training .

For more information visit: www .skills .sa .gov .au

Australian School-Based ApprenticeshipAustralian School-based Apprenticeships enable the student to gain a vocational and technical qualification while completing their school studies .

Australian School-based Apprenticeships (ASbA) are a great career option for students in Year 10, 11 and 12, who are 15 years or older and/or eligible for enrolment in SACE .

They have a number of features:• You can finish Years 11 and 12 while you start your

apprenticeship• You are paid a training wage or apprentice wage for

the time you spend ‘on-the-job’ with your employer• You are covered by a training contract, which links to

an industrial award or agreement .Australian Apprenticeships provide nationally recognised qualifications and competencies and are offered at all certificate levels up to Advanced Diploma . Once completed the qualification can lead to continued employment, self-employment, further training or education .

Students are paid while training, which is structured, and can take the place of casual work . The rate of pay varies depending upon the industry, the year level, the qualification and whether industry or national awards are used . Your Australian Apprenticeship Centre or Industry Association should be able to provide more detail .

School–based Apprenticeships are traditionally 1 or 2 days of work or training and 3 or 4 days of school . The student will receive SACE credits for the VET units they cover as part of their School–based Apprenticeship and can select flexible subjects to study which ensure they receive their SACE certificate .

In most cases students find their own School–based Apprenticeship . There are a number of ways to find an Australian Apprenticeship:

• Visit potential employers• Contact your local Job Services Australia provider• Visit an Australian Apprenticeships Centre to obtain

further information .If this is something you are interested in please visit www .australianapprenticeships .gov .au and speak to the SACE and Pathways Coordinator .

Please note that vocational courses may incur some additional fees .


Stage 1 VET requirements in the SACE 2020Specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2 .Parents need to refer to the VET Recognition Register on the SACE Board website as SACE Board determiines the SACE Stage at which qualifications will be granted recognition in the SACE .

LiteracyFrom a range of English subjects and courses

Research ProjectCompulsory Subject

Personal LearningPlanCompulsory SubjectNumeracy

From a range of Mathematics subjects and courses

VET RecognitionMaximum 2 qualifications at Certificate I level .

No limit to the number of qualifications at Certificate II

Other subjects and courses of a student's choice from either Stage 1 or Stage 2

90 credits Research Project

10 credits

Stage 2 subjects and courses

60 credits

Stage 1 = 10 credits

Stage 1 or 2 = 120 credits


SACE = 200 credits


Stage 2 VET requirements in the SACE 2020Specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2 .Parents need to refer to the VET Recognition Register on the SACE Board website as SACE Board determiines the SACE Stage at which qualifications will be granted recognition in the SACE .

LiteracyFrom a range of English subjects and courses

Research ProjectCompulsory Subject

Personal LearningPlanCompulsory SubjectNumeracy

From a range of Mathematics subjects and courses

VET Recognition

For ATAR calculation Certificate III or higher . For SACE completion Certificate II or highter is acceptable . Please refer to the VET Recognition Register as the SACE Board of SA determines the SACE stage at which qualifications will be granted recognition .

Other subjects and courses of a student's choice from either Stage 1 or Stage 2

90 credits Research Project

10 credits

Stage 2 subjects and courses

60 credits


Stage 1 or 2 = 120 credits


SACE = 200 credits


CompetitivenessSelection to university courses is based on both eligibility and rank . Eligibility allows you to be considered for selection; rank determines whether you are competitive enough to be selected .

Eligibility To be eligible for selection into a university course/program you must: • qualify for the SACE/NTCET• obtain an Australian Tertiary Admission Rank (ATAR)• meet any prerequisite subject requirements for the

course/program

Your competitiveness in relation to other applicants is based on your Australian Tertiary Admission Rank (ATAR) which is a rank given to students on a range from 0 to 99 .95 . Your ATAR is calculated from your university aggregate .

To obtain a university aggregate and an Australian Tertiary Admission Rank (ATAR) you must: • comply with the rules regarding Precluded

Combinations• comply with the rules regarding Counting Restrictions • complete at least 90 credits of study at Stage 2 of

which 60 credits of study must be 20 credit Tertiary Admissions Subjects (TAS) from a maximum of three attempts which need not be in consecutive years

• of the 90 credits of study, a minimum of 60 credits of study must be from 20 credit TAS .

Normally 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same area, when studied in pairs, can substitute for a 20 credit subject . These are called Valid Pairs .

The university aggregate and the Australian Tertiary Admission Rank (ATAR)Your competitiveness in relation to other applicants for a given university course is based on your Selection Rank which is made up of your ATAR plus any bonuses for which the university deems you eligible . The ATAR is a rank given to students on a range from 0 to 99 .95 and is calculated from your university aggregate .

To obtain a university aggregate and an Australian Tertiary Admission Rank (ATAR) for entry in 2017 you must:• qualify for the SACE/NTCET• 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 in a maximum of three attempts

• of the 90 credits of study, a minimum of 60 credits

of study must be from 20 credit Tertiary Admissions Subjects (TAS)* and a maximum of 20 credits can be Recognised Studies .

*Normally 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same area, when studied in pairs, can substitute for a 20 credit subject .

Calculating the university aggregateThe university aggregate is calculated from scaled scores . These are the numeric measures of your performance in TAS which are derived from your grades, and are reported to you out of 20 .0 for 20 credit subjects and out of 10 .0 for 10 credit subjects . Please note that if you do not attempt the publicly assessed component of a TAS (eg an examination or final recital), you will be given a scaled score of 0 .0 .

The university aggregate in 2019 is calculated from your best scaled scores from a maximum of three attempts, and from the following:

• three 20 credit TAS (including valid pairs); plus• the best outcome from the flexible option, which is

the best 30 credits of scaled scores or scaled score equivalents from:

• the scaled score of a 20 credit TAS;• half the scaled score of one or more 20 credit TAS; • the scaled score of one or more 10 credit TAS• scaled score equivalents for Recognised Studies to

the value of 10 or the maximum of 20 credits;subject to Precluded Combination and Counting Restriction rules . Subjects with scaled scores of 0 .0 can be used in the calculation of the university aggregate . The subjects used in the calculation can only come from a maximum of three attempts which need not be in consecutive years .

Reporting the university aggregate and ATARThe university aggregate in 2020 is reported to students on a score range of 0 .90 with intervals of 0 .1 .

Converting the university aggregate to a Australian Tertiary Admission Rank (ATAR)The university aggregate is converted to an ATAR . The ATAR is an indicator of how well a particular student has performed relative to other students . It is calculated as follows:• The group of students who may qualify for a university

aggregate in 2020 is called the 2020 cohort .• For each university aggregate score (in the range

0-90 .0) obtained by the students in this cohort, the percentage of students who obtained that score or better is calculated . This is known as calculating the percentile distribution .

University Entry Requirements for 2020


• The 2020 cohort may differ from that of other years in that it may represent a smaller or larger percentage of the population of the same age group . The percentage from the given year is known as the participation rate . It is calculated using population statistics obtained from the Australian Bureau of Statistics and measuring these against the size of the cohort . If an allowance were not made for this, the final ATAR would not be comparable from one year to the next .

• The percentile rank is then adjusted to take account of the participation rate and the result is the Australian Tertiary Admission Rank (ATAR) .

When the calculations are completed, a student’s relative position on the ATAR range is unchanged from the student’s relative position on the university aggregate range .

It is important to remember that a rank is not a score and an ATAR cannot be calculated arithmetically from a university aggregate .

Reporting the university aggregate and ATARThe university aggregate is reported to students on a score range of 0-90 .0 with intervals of 0 .1 .

The ATAR is reported to students on a percentile scale, ie on a range 0-99 .95 with intervals of 0 .05 .

The university aggregate and ATAR are reported only to students who qualify for the SACE or NTCET .

Bonus Schemes 2020 entry The three South Australian universities; Flinders University, The University of Adelaide and the University of South Australia, are replacing all existing equity and subject bonus schemes with two new bonus schemes .

The two schemes are the SA Universities Equity Scheme and the SA Language, Literacy and Mathematics Bonus Scheme . The SA Universities Equity Scheme will apply to all courses and programs offered by the universities . The SA Language, Literacy and Mathematics Bonus Scheme will apply to all courses except Medicine/Surgery at the University of Adelaide and Flinders University .

The schemes are administered by SATAC based on rules provided by the universities .

Any bonuses applied by the universities will continue to be added to the university aggregate from which Selection Ranks are calculated (for SA/NT students, and using a complementary methodology for students from other Year 12 systems) .

The SA Universities Equity Scheme The SA Universities Equity Scheme will provide bonuses in two ways: bonuses for all students in certain specified schools and bonuses for individuals in other schools . Eligible students will receive five bonus points in the calculation of their Selection Ranks .

School-based bonuses South Australian, Northern Territory and ‘border’ schools attracting equity bonuses will be identified using criteria agreed to by the universities which consider: • schools’ averaged Index of Community Socio-

Educational Advantage; • schools’ remoteness as defined under the Australian

Standard Geographical Classification; • the ‘participation rate’ (the averaged percentage of

students gaining an Australian Tertiary Admission Rank (ATAR) who receive a SATAC offer);

• the average ATAR achieved in each school .

Schools attracting bonuses will be identified on an annual basis .

Students will not need to apply for a school-based bonus – any such bonuses will automatically be applied by SATAC in the calculation of students’ Selection Ranks .

Individual bonusesAll students in other schools will be able to make an application under the scheme to demonstrate their individual disadvantage . While the details are currently being finalised, students will be eligible under the scheme where, during the period of their Year 12 studies:• they are the holder of a School Card; or• they or their parents are in receipt of a Centrelink

means-tested income support payment; or• they are the holders of a Health Care Card .

It is anticipated students will be able to make an application for their disadvantage to be considered as part of their SATAC application .

The SA Language, Literacy and Mathematics Bonus SchemeThe scheme encourages students to strengthen their preparation for university studies by undertaking a language other than English, or specified English and Mathematics subjects .

In this scheme, candidates will be awarded two points, up to a total maximum of four points, for successfully completing a subject in any one of these four categories:• 20 credits of a LOTE in the Languages Learning Area

(not including the subject Language and Culture – two 10 credit Australian indigenous language subjects can be paired in lieu of a 20 credit LOTE);

• 2ELS20 English Literary Studies or 2EHS20 English;


• 2MHS20 Mathematical Methods;• 2MCS20 Specialist Mathematics .

Successful completion is defined as gaining an overall grade of C- or better . Because the scheme is designed to encourage enrolments in these subjects rather than reward outcomes, no higher bonuses will be granted for higher achievement .

PrerequisitesSome university courses/programs require students to have studied one or more specific Stage 2 subjects to a minimum standard in order to be eligible for selection into the course/program . These subjects are known as prerequisites .

In order to fulfil a prerequisite subject requirement, you must obtain a minimum grade of C- or better . The grade is used (rather than the scaled score) because the course/program administrators are interested in how well you performed in the subject itself as measured against the learning requirements of the Subject Outline .

Since prerequisites are used to determine eligibility, not rank, they do not have to contribute to the university aggregate .

Assumed knowledgeMany university courses/programs recommend commencing students have background knowledge in one or more specified Stage 1 or Stage 2 subjects or have an identified skill which will enhance the student’s understanding of the course/program content . This is known as assumed knowledge .

Assumed knowledge is not compulsory and is not used in the selection process for entry to university courses/programs . Statements of assumed knowledge are intended purely to assist students in understanding course/program content and to allow them to make subject choices which may be of benefit to them in their future tertiary studies

ScholarshipsAll Universities offer scholarships to undergraduate and postgraduate students .

These scholarships, as well as many others are funded by industry and non-profit organisations . A scholarship not only provides financial assistance but they often include valuable work experience, mentoring opportunities and even overseas travel .

University of Adelaide: www .adelaide .edu .au/scholarships/UniSA: www .unisa .edu .au/scholarship/

Flinders University: www .flinders .edu .au/scholarships/

Charles Darwin University: www .cdu .edu .au/scholarships

Australian Qualifications FrameworkStudents have the opportunity of gaining qualifications in three education sectors . The framework allows for students to follow different pathways to gain their preferred Certificate, Diploma or Degree .

AQF qualification by sector of accreditation

SchoolsSelection into university courses/programsSelection requirements for 2017 entry to university courses remain the same as for 2015 and 2016 . Selection is based on both eligibility and rank . Eligibility allows you to be considered for selection; rank determines whether you are competitive enough to be selected .

To be eligible for selection into a university course/program in 2017 you must:

• qualify for the SACE/NTCET• obtain an Australian Tertiary Admission Rank (ATAR)• meet any prerequisite subject requirements for the

course/program .

The ATAR is reported to students on a percentile scale, ie on a range 0-99 .95 with intervals of 0 .05 .

The university aggregate and ATAR are reported only to students who qualify for the SACE or NTCET .

• the aggregate have been calculated . • SACE/NTCET subjects which are not TAS cannot count

in the aggregate . • The NTCET does not require the completion of the

Research Project to gain the Certificate . • The eligibility for and rules regarding the calculation

of the TAFE SA Selection Score .


How your university aggregate is calculated

60 30Your scaled scores from three 20 credit Tertiary Admissions Subjects (TAS) are used .

Normally, 10 credit subjects do not count towards this requirement but some 10 credit subjects in the same subject area, when studied in pairs can substitute for a 20 credit subject . These are called valid pairs . Such subjects are identified in the table on 49-67 .

Your score for the flexible option is the best 30 credits of scaled scores or scaled scores equivalents from:

• the scaled score of a 20 credit TAS• half the scaled score of a 20 credit TAS• the scaled score of one or more 10 credit

TAS• scaled score equivalents for Recognised

Studies to the value of 10 or the maximum of 20 credits .

Your university aggregate is the best possible score calculated from the above options subject to counting restrictions and precluded combinations .

Sample aggregateIn all cases note that the first 60 credits of the aggregate come from three 20 credit TAS and the final 30 credits are the best scaled score outcomes from the remaining studies

Student Craig (SACE)

Subject Scaled Score

Agricultural and Horticultural Management (20 credits) 18 .0/20 .0

Biology (20 credits) 15 .0/20 .0

Food and Hospitality (20 credits) 12 .0/20 .0

Mathematical Methods (20 credits) 8 .0/20 .0

Research Project B (10 credits) 6 .0/100

Scaled Scores from three 20 credit TAS - 60 credits Flexible Option - 30 credits

Agricultural and Horticultural Management

20 credits

Biology

20 credit

Food and Hospitality

20 credits

Research Project B

10 credits

Mathematical Methods

20 credits)

18 .0 15 .0 12 .0 6 .0 8 .0

TAFE SA courses offered through SATAC have Course Admission Requirements (CAR) which all applicants must meet in order to be eligible for selection . CAR differ according to the level and type of course .


Course Admission Requirements (CAR)Courses may be considered competitive if there are limited places available, or non-competitive if all interested and qualified students will be accepted .

There are no CAR for non-competitive Certificate I, II, and III level courses at TAFE SA . Because entry to these courses is not competitive, there is no ranking or other selection criteria applied to applicants .

Admission requirements into competitive Certificate I, II, and III level courses will vary, and interested applicants are advised to refer to specific course details at www .tafesa .edu .au .

Schools Sector Accreditation VET Sector Accreditation Higher Education Sector Accreditation

Doctoral Degree

Masters Degree

Vocational Graduate Diploma Graduate Diploma

Vocational Graduate Certificate Graduate Certificate

Bachelor Degree

Advanced Diploma Associate Degree, Advanced Diploma

Diploma Diploma

Senior Secondary Certificate of Education

Certificate IV

Certificate III

Certificate II

Certificate I

All higher level qualifications including Certificate IV, Diploma and Advanced Diploma courses, whether competitive or non-competitive, will have specified entry requirements . These will vary by course and will be either:

• satisfactory completion of SACE Stage 2 (or equivalent)

• any Certificate III• satisfactory achievement in the TAFE SA Assessment

of Basic Skills (TABS)• specific prerequisite subjects or related study .


Information about specific course entry requirements is available at www .tafesa .edu .au .

All applicants who meet the CAR are ranked according to rules set by course administrators in order to determine final admission numbers .

Selection into competitive TAFE SA coursesEntry to some courses is competitive . This is usually because there are more people applying for a course than there are places available . The number of places available may vary from campus to campus, and is determined by the availability of facilities or other resources .

TAFE SA selection processes for competitive courses are based on merit . Where there are more eligible applicants for a TAFE SA course than there are places available, applicants are ranked in merit order for selection . The TAFE SA Selection Score is used for this purpose .

The TAFE SA Selection Score is calculated from the scaled scores of the best 40 Stage 2 credits of Tertiary Admissions Subjects (TAS) plus the best outcome from either:

• the score of a third 20 credit TAS or Recognised

TAFE SA Entry Requirements for 2020

Studies or any two of the following:

• half the score of another 20 credit TAS or Recognised Studies

• the score of a 10 credit TAS or Recognised Studies• the score of another 10 credit TAS or Recognised

Studies .

The TAFE SA Selection Score is reported to students in the score range 0–60 .0 .

Please note:• there is no limit to the number of 10 credit TAS that

can contribute to the TAFE SA Selection Score• TAFE SA does not use Counting Restrictions• Meeting the minimum requirements does not always

guarantee acceptance or entry to a course . Some competitive courses may require applicants to submit a portfolio, a written assessment, or attend an audition as part of the selection process

• CAR are determined at the delivery level, meaning entry requirements for the same qualification may differ by campus .

Please be aware all information provided was up-to-date at the time of printing .


The Learning Enrichment staff and teachers work in partnership with families to educate, instruct and guide students to develop independence for learning and essential life skills . Our aim is to encourage boys to accept and value their uniqueness while acknowledging and respecting individual differences in others . We foster the development of personal responsibility for working towards goals and making progress in the academic, social, emotional and spiritual domains .

The role of the Learning Enrichment Department is to support teachers and students while also coordinating external support service professionals who regularly work with individual students . Boys enrolling at Blackfriars Priory School arrive with different talents, strengths, abilities and specific needs which are required to be addressed . Information regarding the individual student’s learning style, learning strengths, interests and difficulties is collated along with recommendations and accommodations made from previous schools and/or professionals . This information is then recorded and forwarded to staff to ensure awareness and preparation for successfully adjusting lessons to facilitate student transition and integration . Each year, data relating to the number of students who are receiving adjustments to their learning environment, is collected and forwarded for purposes of the Federal Government Nationally Consistent Collection of Data .

Many students require adjustments to their learning environment, learning goals, lesson delivery or assessment products . Hence, Individual Education Plans (IEP) are initiated, documented, reviewed and updated as required in collaboration with teachers, families and specialists . The IEP becomes a working

document which outlines the specific adjustments a student requires to be successful in developing various learning and life skills . Decisions made during IEP review meetings are acted upon and communicated to all relevant staff to ensure each student has his particular needs known . Occasionally, an Educational, Speech or other assessment is recommended and the Learning Enrichment Coordinator assists the family with accessing relevant services .

An important function of the Learning Enrichment staff is the continual liaison with professional agencies such as Autism SA, Novita, Cora Barclay, Down Syndrome South Australia, psychologists and speech therapists, SASVI and Catholic Education consultants . With their expertise, recommendations are offered to support teachers in the implementation of the strategies required to support the acquisition of skills . The important aim is for skills to be consolidated across the school and home environment . Links are also offered to various teacher professional development opportunities and Parent/Family workshops which promote networking for ideas and resources .

Learning Enrichment staff work with students in the classroom . They endeavour to support the teacher in making appropriate adjustments to suit particular strengths and needs while also providing flexible and varied options to support the student, such as scribing, explicit individual explanation of concepts, assistance with organisation, beginning and completing tasks and monitoring progress .

“If a child can’t learn the way we teach, maybe we should teach the way they learn .”

Ignacio Estrada Quotes

Learning Enrichment


LEARNING AREA R-6 Year 7 Year 8 Year 9

RELIGION STUDIES

Religion Studies Religion Studies(Integrated Studies)

Religion Studies(Integrated Studies)

Religion Studies(Integrated Studies)

CROSS DISCIPLINARY

Social Skills & Work Habits

ENGLISH English English (Integrated Studies)

English (Integrated Studies)

English (Integrated Studies)

HEALTH & PE Health & Physical EducationSoccer Y5 & 6

Health & Physical EducationSoccer

Health & Physical EducationSoccer

Outdoor EducationBuilding the BodyHealth & Physical Education Soccer

HUMANITIES & SOCIAL SCIENCES (HASS)

HASS (Humanities & Social Sciences)

HASS - Integrated Studies• Civics &

Citizenship• Economics &

Business• Geography• History

HASS - Integrated Studies• Civics & Citizenship• Economics &

Business• Geography• History

HASS - Integrated Studies• Geography• History

LANGUAGES JapaneseItalian (Y6 Sem 2)

Italian Japanese

Italian Japanese

Italian Japanese

MATHEMATICS Mathematics Mathematics Mathematics Accelerated (Teacher recommendation) Mathematics

Accelerated MathematicsMathematical MethodsGeneral Mathematics

SCIENCES Science Science Science Science

TECHNOLOGIES Design & TechnologyDigital Technology

Design TechnologyDigital Technology

Design TechnologyDigital Technology

Coding & Game Programming Design Tech - Automotive Design Tech - Digital PhotographyDesign Tech - Material Solutions

THE ARTS Visual ArtsMedia Arts Dance DramaMusic

Visual & Media ArtsDramaSpecialist MusicGeneral Music

Visual & Media ArtsDramaSpecialist MusicGeneral Music

Visual Arts - ArtVisual Arts – Design Media Arts Drama - Comedy SkillsDrama - Acting Techniques for Film & Stage Drama - Lighting, Sound, Vision & Staging DJ’ing & Sound Systems Specialist Music

V

Learning Area Overview 2020


LEARNING AREA Year 10 Year 11 - SACE Stage 1 Year 12 - SACE Stage 2

RELIGION STUDIES Religion Studies Religion StudiesPhilosophy

Religion StudiesIntegrated Learning – Religion Studies Philosophy

CROSS DISCIPLINARY

Personal Learning Plan Community StudiesResearch Project VETWorkplace Practices

Community StudiesResearch Project (teacher recommendation)VETWorkplace Practices

ENGLISH EnglishEssential English

English Literary Studies English Essential EnglishEnglish as an Additional Language

English Literary Studies English Essential EnglishEnglish as an Additional Language

HEALTH & PE Outdoor EducationHealthPhysical EducationSoccer

Integrated Learning with a Health & Physical Education focus Outdoor EducationPhysical EducationCertificate III in Fitness (SIS30315)

HealthIntegrated Learning with a Health & Physical Education focus Outdoor Education Physical Education Certificate III in Fitness (SIS30315)

HUMANITIES & SOCIAL SCIENCES (HASS)

History: The Modern World & AustraliaStage 1 Accelerated: Business Innovation Economics Geography Legal Studies

AccountingBusiness InnovationCertificate III in BusinessEconomicsGeography HistoryLegal Studies Stage 2 Accelerated: Business Innovation Economics Geography Legal Studies

AccountingBusiness InnovationCertificate III in Business EconomicsGeographyLegal StudiesModern History

LANGUAGES Italian (Continuers)Japanese (Continuers)

Italian (Continuers)Japanese (Continuers)

Italian (Continuers)Japanese (Continuers)

MATHEMATICS Accelerated Mathematics(Stage 1 Mathematical Methods)Mathematical MethodsGeneral MathematicsEssential Mathematics

Accelerated Mathematics(Stage 2 Mathematical Methods)Specialist MathematicsMathematical MethodsGeneral MathematicsEssential Mathematics

Specialist Mathematics Mathematical MethodsGeneral MathematicsEssential Mathematics

SCIENCES ScienceAx Science (Accelerated)

Biology Chemistry Nutrition Physics Psychology

BiologyChemistry NutritionPhysics Psychology

TECHNOLOGIES Design Technology - AutomotiveDesign Technology - Materials Digital PhotographyDigital Technology

Design Technology - Automotive (VET)Furniture Design (Material Solutions) Digital Photography (Communication Solutions)Digital Technology

Design Technology - Automotive (VET)Furniture Design (Material Solutions) Digital Photography (Communication Solutions)Digital Technology


THE ARTS Architectural Studies (St 1 10 Credits) DramaMedia ArtsMusicVisual Arts – ArtVisual Arts – Design

DramaMedia StudiesMusicVisual Arts – ArtVisual Arts – Design

Drama Media StudiesMusic• Ensemble Performance (10 credits)• Music Exploration (20 credits)• Music Studies (20 credits)• Solo Performance (10 credits) Visual Arts – Art &/or Design (20 credits)


Religious Education Pathways

R - 6 Religion StudiesCompulsory

7 - 8 Religion Studies(Integrated Studies)Compulsory

9 Religion Studies(Integrated Studies)Compulsory

10 Religion StudiesCompulsory - Year

11 Religion Studies10 credits - Semester 1Philosophy10 credits

12 Religion Studies20 credits Philosophy20 credits Integrated Learning - Religion Studies10 credits


R - 6 Social Skills & Work Habits

10 Personal Learning PlanCompulsory 10 credits

11 Community Studies10 or 20 creditsResearch Project10 creditsWorkplace Practices20 creditsVocational Education & TrainingCredits (Students must be enrolled in an external VET course)

12 Community Studies10 or 20 creditsResearch Project (Teacher Recommendation) 10 creditsWorkplace Practices20 creditsVocational Education & TrainingCredits (Students must be enrolled in an external VET course)

Cross Disciplinary Pathways English Pathways

R - 6 EnglishCompulsory - Year

7 - 9 English(Integrated Studies)Compulsory - Year

10 EnglishCompulsory - YearEssential EnglishCompulsory - Year

11 English Literary Studies20 credits English20 credits Essential English20 creditsEnglish as an Additional Language20 credits

12 English Literary Studies20 credits English20 credits Essential English20 creditsEnglish as an Additional Language20 credits


Health and PE Pathways

R - 6 HealthCompulsory - YearPhysical Education Compulsory - YearSoccer Years 5 & 6 - Semester

7 - 8 Health and Physical EducationCompulsory - YearSoccer Elective - Semester

9 Outdoor EducationElective - SemesterBuilding the BodyElective - SemesterHealth & Physical EducationCompulsory - YearSoccerElective - Semester

10 Outdoor EducationElective - SemesterHealth & Physical Education Compulsory - YearSoccer Elective - Semester

11 Integrated Learning with a Health & Physical Education focus10 or 20 creditsOutdoor Education10 or 20 creditsPhysical Education10 or 20 creditsCertificate III in Fitness55 - 85 credits (20 credits towards ATAR)

12 Health20 creditsIntegrated Learning with a Health & Physical Education focus20 credits Outdoor Education20 creditsPhysical Education20 creditsCertificate III in Fitness55-85 credits (20 credits towards ATAR)


R - 6 HaSS (Humanities & Social Sciences)Compulsory - Year

7 - 9 Humanities & Social Sciences - Civics & Citizenship (Years 7 & 8 only)(Integrated Studies) Compulsory - Economics & Business (Years 7 & 8 only)

GeographyHistory

10 History, the Modern World & AustraliaCompulsory - Semester

11 Accounting10 or 20 creditsBusiness Innovation10 or 20 creditsCertificate III in Business BSB30115Up to 70 Stage 2 credits Economics10 or 20 creditsGeography10 or 20 creditsHistory10 credits or 20 creditsLegal Studies10 or 20 credits

12 Accounting20 creditsBusiness Innovation20 creditsCertificate III in Business BSB30115Up to 70 Stage 2 credits Economics20 creditsGeography20 creditsLegal Studies20 creditsModern History20 credits

Humanities & Social Sciences (HASS)

Stage 1 (Accelerated) each 10 credits Business Innovation Economics Geography Legal Studies

Stage 2 - by teacher recommendationBusiness Innovation20 credits Economics20 credits Geography20 credits Legal Studies20 credits


R - 6 JapaneseCompulsory - YearAt Year 6: Italian Compulsory - 1 SemesterJapaneseCompulsory - 1 Semester

7 ItalianCompulsory - Year orJapaneseCompulsory - Year

8 Italian (Continuers)Compulsory - YearorJapanese (Continuers)Compulsory - Year

9 Italian (Continuers)Elective - YearorJapanese (Continuers)Elective - Year

10 Italian (Continuers)Elective - YearJapanese (Continuers)Elective - Year

11 Italian (Continuers)20 creditsJapanese (Continuers)20 credits

12 Italian (Continuers)20 credits Japanese (Continuers)20 credits

Languages Pathways Mathematics Pathways

R - 7 MathematicsCompulsory - Year

8 Accelerated Mathematics(Teacher Recommendation)Compulsory - YearMathematicsCompulsory - Year

9 Accelerated MathematicsMathematical MethodsGeneral MathematicsCompulsory - Year

10 Accelerated Mathematics(Stage 1 Mathematical Methods)20 creditsMathematical MethodsGeneral MathematicsEssential MathematicsCompulsory - Year

11 Accelerated Mathematics(Stage 1 Mathematical Methods)20 creditsSpecialist Mathematics20 creditsMathematical Methods20 creditsGeneral Mathematics10 or 20 creditsEssential Mathematics10 or 20 credits

12 Specialist Mathematics20 creditsMathematical Methods20 creditsGeneral Mathematics20 creditsEssential Mathematics20 credits


Science Pathways

R - 9 ScienceCompulsory - Year

10 ScienceCompulsory - Year Ax Science (Accelerated)

11 Biology10 or 20 creditsChemistry20 creditsNutrition10 creditsPhysics20 creditsPsychology10 credits

12 Biology20 creditsChemistry20 creditsNutrition20 creditsPhysics20 creditsPsychology20 credits


The Arts Pathways

R - 8 R-6 Visual ArtsCompulsory - YearYears 7 & 8 Visual & Media ArtsSemesterCompulsory if General Music or Drama is chosen for a Semester

R-6 Drama and DanceCompulsory - SemesterYear 7 & 8 DramaElective - Semester

R-6 - MusicCompulsory - YearYears 7 & 8 General MusicElective - SemesterSpecialist MusicElective - Year

9 Visual Arts - ArtElective - SemesterVisual Arts - DesignElective - SemesterMedia ArtsElective - Semester

Drama - Comedy SkillsElective - Semester Drama - Acting Techniques for Film & StageElective - SemesterDrama - Lighting, Sound, Vision & StagingElective - Semester

DJing & Sound SystemsElective - SemesterSpecialist MusicElective - Year

10 Architectural StudiesElective - SemesterVisual Arts - Art Elective - SemesterVisual Arts - DesignElective - SemesterMedia ArtsElective - Semester

Drama Elective - Semester

Music Elective - Year

11 Media Studies10 or 20 creditsVisual Arts - Art10 or 20 creditsVisual Arts - Design10 or 20 credits

Drama 20 Credits

Music 20 Credits

12 Media Studies20 creditsVisual Arts - Art 20 creditsVisual Arts - Design20 credits

Drama20 credits

Music Ensemble Performance10 creditsMusic Exploration20 creditsMusic Solo Performance10 creditsMusic Studies20 credits


Technologies Pathways

R - 6 Design TechnologiesDigital TechnologiesCompulsory - Year

7 - 8 Design TechnologiesDigital TechnologiesCompulsory - Semester each

9 Coding & Game ProgrammingElective - Semester Design Technology - Automotive SystemsElective - SemesterDesign Technology - Digital PhotographyElective - SemesterDesign Technology - MaterialsElective - Semester

10 Design Technology - AutomotiveElective - SemesterDesign Technology - MaterialsElective - SemesterDigital PhotographyElective - Semester/Year Digital TechnologyElective - Semester

11 Design Technology - Automotive (VET) 10 or 20 credits Furniture Design (Material Solutions) 10 or 20 credits Digital Photography (Digital Communication Solutions) 10 or 20 creditsDigital Technology 10 or 20 credits

12 Design Technology - Automotive (VET) 20 credits Furniture Design (Material Solutions) 20 credits Digital Photography (Digital Communication Solutions) 20 creditsDigital Technology 20 credits


Early Learning Centre


photographs, text and work samples recording participation in a variety of activities . The learning involved is related to the outcomes as listed above . Additions are made at regular intervals, compiling a picture of the child’s achievements during their time at the Early Learning Centre . These are available at any time for children and families to peruse .

• Staff are always happy to take part in conversations at drop off or pick up . For a more involved discussion an appointment is made with the child’s home room educators at a mutually convenient time .

• A formal report is compiled at the end of the child’s time with us, just before they move on to school . Growth, development, skills and abilities are related to the Early Years Learning Framework

• Visual documentation displays for families and children are exhibited all through the Centre enabling families to be informed of their child’s participation and learning . This also enables children the opportunity to revisit and possibly re-launch learning ideas .

Particular to Blackfriars Early Learning Centre:• Being part of a Dominican Catholic School means that

the Catholic religion is part of our learning . We take part in daily prayer, grace before lunch and engage in Godly play stories . The Catholic ethos is embedded in the way in which we spend our day .

• Focus rooms – Each of the three indoor learning spaces has a curriculum focus

- Yellow room: Maths /Science - Purple room: Language/Literacy - Green room: Creative/Visual Arts• The outdoor area encompasses all areas of learning .• Each day the children are offered opportunities to

work - In their home room - Choose which room they would like to explore - Spend time outdoors• Home rooms are integrated in relation to age .

Children aged three, four and turning five work side by side .

• The Early Learning Centre is committed to developing a Reconciliation Action Plan . We will strive to develop in our children and ourselves cultural knowledge, understanding and respect for Aboriginal and Torres Strait Island peoples .

• The Keeping Safe Child Protection Curriculum is implemented . The program emcompasses: The right to be safe Relationships Recognising and reporting abuse Protective Strategies

At Blackfriars Early Learning Centre each child is seen as unique and competent and encouraged to build upon already acquired knowledge, follow areas of interest and curiosity and engage in deep and critical thinking .

Early Learning Centre

Curriculum Statement Blackfriars Early Learning Centre combines both a Reggio Emilia approach to Early Years Education with the Early Years Learning Framework . The program meets the needs of individual children in an environment that enhances the development of curiosity, persistence, resilience and a love of learning .

The Reggio Emilia ApproachThe Reggio Emilia approach promotes learning through exploration and discovery in an inviting environment focussed on individual children’s interests . The environment is often considered ‘the third teacher’ .The Reggio Emilia approach is based on four principles:• Children must have some control over the direction of

their learning – we call it ‘children’s voice’• Children must be able to learn through experiences –

to us ‘hands-on learning’• Children must have a relationship with others and

with materials and resources – relationships are vitally important to us and are the beginning of all learning and development

• Children must have opportunities to express themselves – children’s wellbeing

Early Years Learning Framework Is a curriculum tool used for programming, evaluation and reporting .Belonging, Being, Becoming are important facets of the framework .• Belonging-knowing where and with whom you belong

– is integral to human existence . Belonging is central to Being and Becoming in that it shapes who children are and who they can become .

• Being recognises the significance of the here and now in children’s lives . It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities and meeting challenges in everyday life .

• Becoming reflects the process of rapid and significant change that occurs in the early years as young children learn and grow . It emphasises learning to participate fully and actively in society .

The Framework works to five learning outcomes:• Children have a strong sense of identity• Children are connected with and contribute to their

world• Children have a strong sense of wellbeing• Children are confident and involved learners• Children are effective communicators

Assessment and DocumentationReporting on children’s growth and development takes many different forms in the Early Learning Centre .• Each child has a discovery folder containing


Primary School


Primary School

The Key Learning areas of Religious Education, English, Mathematics, Science, HaSS (Humanities and Social Sciences), Technology (Digital and Design), Health, Physical Education, Languages, Visual Art, Music, Dance and Drama make up the Primary School Curriculum . A balanced curriculum is provided . Students participate in each subject for the full year . The Religious Education program is central to the curriculum and is informed by the Crossways and Made In The Image of God programs . The Keeping Safe: Child Protection Curriculum is interwoven through all learning areas . All other learning areas are informed by the Australian Curriculum .

Pedagogy

In each classroom, there is a high level of support for the students to engage in their learning . The teachers set high expectations for every student’s progress and individual targets for improving classroom performances . They implement a variety of teaching methods that have been shown to be effective in promoting successful learning for all students . These include:

• Providing clear learning objectives• Creating a positive classroom environment• Providing opportunities for collaborative work• Making links to areas outside the specific lesson• Supporting and promoting discussion for deeper

understanding• Providing sufficient opportunities for children to

reflect on their learning .

The teachers link learning to prior knowledge and build effective connections by combining their knowledge of the specific subject matter and their knowledge of the cognitive, social and cultural backgrounds of the students .

AssessmentActive participation in class activities is expected both individually and as a member of a group . We assess in real time using SeeSaw for R-3 and SEQTA for Years 4-6 . This allows students and parents to engage with assessment at the time of completion and keep up-to-date with their progress .

Assessment of student learning and growth may include the following:

• Diagnostic Testing• Oral presentations• Classroom Observation• Essays• Interviews• Performance tasks• Exhibitions and demonstrations• E-journals• Teacher-created tests• Rubrics• Self- and peer-evaluation .

Religious EducationThe Religious Dimension is the core element in everything we do, founded on the teachings of Jesus through the Gospels as reflected in the Dominican tradition . Religion is an integral component of the overall curriculum . Students regularly pray, reflect, engage with and interpret the Catholic tradition . They participate in daily prayer, liturgical celebrations and a range of social justice and sustainability activities . Whilst the celebration of the Sacraments occurs within local parishes, the school supports families in the preparation for Reconciliation, First Communion and Confirmation .

EnglishThe integrated study of English helps create confident communicators, imaginative thinkers and informed citizens . Students learn to analyse, understand, communicate and build relationships with others and the world around them . They are encouraged to become ethical, thoughtful, informed and active members of a multicultural community . Students are taught to engage imaginatively and critically with literature to expand the scope of their experience .

MathematicsStudents are encouraged to develop a positive attitude, curiosity in and enjoyment of Mathematics . The curriculum provides the opportunity for the students to develop their mathematical skills in Number and Algebra, Measurement and Geometry and Statistics and Probability . There is an emphasis on students experiencing success and growing in confidence in their ability to use Mathematics for practical and everyday purposes .

ScienceBy engaging in a range of hands-on experiences and research tasks, students are led to observe and appreciate the physical world, pose problems, make investigations, draw conclusions and communicate their findings . Students explore biological, chemical, physical, Earth and Space sciences . The Primary Connections Science program supports the Science curriculum in the Primary School . The Primary students use the Science Laboratories as part of their Science lessons .

STEM Content Incorporates a range of strategies that helps students apply concepts and skills from the disciplines of Scinece, Technology, Engineering and Mathematics to solve mean-ingful problems . It integrates the four disciplines into real world rigorous and relevant experiences for students .


HASS - Humanities & Social SciencesThe Humanities and Social Sciences curriculum includes a study of history, geography, civics and citizenship and economics and business . Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change . Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved and how these interrelate .

Health & Physical EducationThe aim is to develop knowledge, attitudes and skills for a healthy lifestyle . A Specialist teacher provides a comprehensive program of participation in a variety of Physical Education activities .

Students focus on the significance of personal decisions and behaviours, community structures and practices that promote health, safety and physical activity . The Primary students have access to the Frassati Hall, Gym and ovals as part of their lessons .

TechnologiesTechnology is made up of two distinct but related subjects: Design & Technology and Digital Technology . In Design & Technology, students use design, thinking and technologies to generate and produce designed solutions for authentic needs and opportunities . Whereas Digital Technologies involves students using computational thinking and information systems to define, design and implement digital solutions .

DanceDance enables students to develop a movement vocabulary with which to explore and refine imaginative ways of moving individually and collaboratively . Students choreograph, rehearse, perform and respond as they engage with dance practice and practitioners in their own and others’ cultures and communities . Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills . They respond to their own and others’ dances using physical and verbal communication .

DramaDrama enables students to imagine and participate in exploration of their worlds, individually and collaboratively . Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds . They create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them . Students learn to think, move, speak and act with confidence . In making and staging drama, they learn how to be focused, innovative and resourceful, and collaborate and take on responsibilities for drama presentations .

Languages - Specialist Learning AreaJapaneseJapanese is offered to all students . The focus is on the culture and history of Japan and also includes a conversational approach to language learning . Comprehension and communication skills both oral and written are developed; students are encouraged to explore and use the language creatively through dialogue which in turn further develops their cross-cultural


understanding .

Italian Italian is taught to Year 6 students for one semester in order to provide another language experience before making Year 7 subject selections . Students will learn about Italian culture, traditions and geography, as well as introductory conversational topics- greetings, self-introductions, colours, numbers, likes and dislikes . Comprehension and communication skills are developed through participation in class and oral language activities . This program will also enhance students’ literacy skills by drawing comparisons and find similarities between Italian, Japanese and English or their own native language .

PedagogyOral language is taught through mimicking, repetition and songs to build on students’ memory skills and comprehension . The writing of script is taught through visual flashcards, copying and worksheet tasks in Japanese . By speaking the language in class, teachers build on students’ aural comprehension and listening skills . Cultural activities include craft-making tasks and audiovisual resources . By engaging students to participate in the class, teachers build student confidence and encourage them to use the language themselves .

AssessmentLanguage assessment includes observation, participation in class, oral role plays and dialogues, vocabulary tests and listening assessments . Writing is assessed in their bookwork activities and worksheets . Students also do cultural research projects .

Art – Specialist Learning AreaThe students’ natural abilities are nurtured and encouraged through the visual arts . The concepts of skill development, problem solving and discovery are an important component of this area . Artistic creativity and self-expression is fostered .

PedagogyIn each classroom, there is a high level of support for the students to engage in their learning . Teachers link learning to prior knowledge and build effective connections by combining their knowledge of the specific subject matter the class is exploring and their knowledge of the cognitive, social and cultural backgrounds of the students .

There is opportunity for individual and group work, class and small group discussion and reflection and evaluation . The students engage in hands on practical activities and along with interactive demonstrations, students have many opportunities to achieve .

AssessmentAll students are expected to be involved in all activities and to recount, respond and reflect on their experience, strengths and areas of improvement . Students are assessed on skills learnt, creativity and their ability to respond to inspirations as a starting point for producing artworks .

Music – Specialist Learning AreaEnjoyment, involvement, responding, creating and exploration of various musical elements are the focus of the Primary Music program . All classes attend a weekly music lesson taught by Music specialists . A range of activities are included in the program which incorporate singing, listening, movement, Orff based activities on tuned and non-tuned percussion, composing on technology such as iPads and Liturgical Singing . A Recorder Program has been developed for students from Reception to Year 2 . Students from Years 3 to 6 have the opportunity to apply for the Brass and Woodwind Immersion Program . Concert Band 3 is a co-curricular ensemble for students in Years 3 to 7 who have private instrumental lessons or who are part of the Immersion Program in order to further develop their instrumental skills . There are two choirs within the Primary School who participate at various school functions, masses and wider community events . The Year 6/7 Choir also has the opportunity to be involved in the Catholic Schools Music Festival .

PedagogyStudents are taught in an environment that provides inclusivity, flexibility and creativity, helping them to achieve their individual goals at the highest level possible . Lessons are differentiated and cover a wide range of learning styles for various student needs . The curriculum considers student’s cultural diversities, prior knowledge and makes connections with other areas of their learning . There is opportunity for individual and group work, which results in students demonstrating their practical skills in a public performance . Reflection and evaluation is included as part of this process which enriches their understanding of the musical and cultural context of the performance .

AssessmentAssessment is practically focused, with students actively participating in class activities individually and as a member of an ensemble . Assessment is also based on both solo and ensemble performances, written tests, listening analysis, bookwork, written responses and personal reflections and evaluations .


Middle Years


Middle Years

Blackfriars Middle Years Curriculum caters to the needs of boys in this transitional period of life .

Our contemporary and integrated curriculum for Years 7 to 9 is based on the Australian Curriculum . Within these programs, our teachers identify the unique needs of each student and develop challenging and contemporary learning programs which enrich and extend student’s development incorporating the Capabilities of literacy, numeracy and ICT . A level of self-direction is supported which encourages students to take educated risks and make decisions about their own learning and to develop inquiry and collaborative skills .

The search for identity and meaning is prominent during these years so a range of holistic strategies are used to monitor and respond to students’ different learning needs, social needs, and cultural perspectives . Students’ lives and interests are reflected in the learning sequences . Middle Years teachers accommodate the range of abilities and interests and, at the same time, set high expectations for each individual student to encourage lifelong learning .

Parent, Teacher and Student PartnershipEffective education in Middle Years is dependent upon a partnership between parent, student and teacher . Every attempt is made to keep parents informed of student progress, both academically and pastorally . Regular communication between parents and teachers occurs through SEQTA (Blackfriars Learner Management System), Marksbook, direct message, email, phone and student-led conversations .

Transition ProgramsNew students to Years 7 and 8 attend an orientation day where they have an opportunity to meet teachers and fellow students and also familiarise themselves with the school environment . Some basic data is collected in the form of the MYATT test which enables teachers to develop an understanding of student needs in Literacy and Numeracy . Subject selection for students transitioning into the secondary school occurs during Term 2 .

Parent Information Nights are held early in Term 1 to enable parents to meet their son’s teachers .

Core SubjectsIn Year 7, students work with two Key Teachers for the majority of core subjects; Religious Education, English, Humanities (History, Geography,Civics & Citizenship and Economics & Business), Mathematics and Science .

In Year 8 students work with Key Teachers in Religious Education, English and Humanities (History, Geography, Civics & Citizenship and Economics & Business) where skills are reinforced when taught in an integrated curriculum across different subject areas . In Year 9, students work with Key Teachers in Religious Education, History, Geography and English .

Advanced Mathematics classes are created in Years 8 and 9 to cater for students with a strong interest and skills in this subject .

Elective SubjectsMiddle Years promote choice to cater for the interests of boys and promote lifelong learning . In Year 7 and 8, students make choices about subjects in the Arts including Visual and Media Arts, Drama and Dance and Music . In Technologies they select subjects including Design and Technology and Digital Technology . In Year 9, students select from a wide range of elective subjects which encompass the Performing Arts, Visual and Media Arts, Design Technologies, Digital Technologies and Physical Education .

Curriculum and Pedagogical PracticePositive relationships between teachers and students is integral in the Middle Years . This pedagogy is essential for the success of students at this crucial stage of their learning where the ‘Middle Years Plunge’ can occur and we recognise that parent involvement and ongoing communication are critical . Other areas of emphasis include respect, responsibility, personal organisation, accountability and the Four Pillars of Dominican life; Prayer, Study, Community Life and Service .

Integrated Studies is an integral feature of learning in the Middle Years . Key Teachers work with the same class for multiple subjects which creates excellent opportunities to integrate the curriculum and and for teachers to know their adolescent learners . The notion of an integrated curriculum is supported by educational experts including Sir Ken Robinson and Heidi Hayes Jacobs who both acknowledge that learning areas are interconnected in the real world . Integrated Studies provides opportunities for teachers to develop; teach cognitive skills associated with ‘real life’ (e .g ., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subjects; and integrate new and rapidly changing information with increased time efficiency .” Mathison &Freeman, 1997 . Dozens of studies have documented the positive educational outcomes for students in an integrated-studies program and some include;

• an increase in understanding, retention, and application of general concepts .

• a better overall comprehension of global interdependencies, along with the development of multiple perspectives, points of view, and values .

• an increase in the ability to make decisions, think critically and creatively, and synthesize knowledge beyond the subjects .

• the increased ability to identify, assess, and transfer significant information needed for solving novel problems .

• the promotion of cooperative learning, a better attitude toward oneself as a learner and as a


meaningful member of a community .• Increased motivation .Teachers differentiate learning programs and provide opportunities for inquiry and choice enabling students to take responsibility for their own learning . The classroom environment allows students to take risks, work collaboratively, be challenged and celebrate new learning . Team building skills are also explicitly taught so that students learn to collaborate, negotiate and contribute to joint assignments and experience the sharing of roles, responsibilities and ownership .

Students are challenged to explore, question and engage with significant ideas and practices, so they move beyond superficial understandings to develop higher order, flexible thinking .

The General Capabilities (eg Literacy, Numeracy and ICT) and Cross-Curriculum Priorities (eg Sustainability, Aboriginal & Torrens Strait Islander history and Australia’s engagement with Asia) as well as Child Protection and MITIOG (Made in the Image of God) are integrated across a range of teaching and learning programs .

Students come to Blackfriars with a variety of experiences of and expertise in contemporary technologies . Middle Years students will have access to their own individual device which enables students to explore their interests in a controlled environment . This contemporary approach facilitates the integration of ICT across all curriculum areas .

Continuous, Authentic and Varied AssessmentTeachers make on-balanced judgements about the quality of learning demonstrated by students based upon the Achievement Standards in the Australian Curriculum .

Assessment contributes to planning at a number of levels . Monitoring of student learning is continuous and encompasses a variety of aspects of understanding and practice . Assessment criteria are explicit and feedback is designed to support students’ further learning . Feedback is visible to parents on SEQTA . Students are provided with opportunities to reflect on learning and evaluate their performance .


Compulsory Subjects Semester YearSubjects conducted as a Key ClassReligion Studies PEnglish PHumanities & Social Sciences (HASS) PMathematics PScience

Health & Physical EducationHealth & Physical Education PLanguages (Compulsory – 1 year Italian or Japanese)Italian PJapanese PElective Subjects Semester YearThe ArtsPerforming Arts - Drama Specialist Music PPerforming Arts - Specialist Music PPerforming Arts - General Music PVisual & Media Arts PTechnologiesDesign Technology PDigital Technology PHealth & Physical EducationSoccer P

Subject SelectionYear

7


Religion StudiesLength of CourseYear

Compulsory or ElectiveCompulsory

Pre-requisitesNone

Subject DescriptionThe Year 7 Religion Studies course aims to develop in students:

• Knowledge and understanding of the Catholic Tradition

• Skills and capabilities related to learning in the religious domain,

• Values and dispositions related to learning in the religious domain

• An openness to deepening faith,

ContentThe Year 7 course content covers 6 Crossways Key Ideas .

Topics include:• Being Human - Belonging to Church & Community• Land – Sacrament of God• Catholic Social Teaching• Made In The Image of God: Being Sexual strandAssessment types include:• Investigations & Research• Guided Inquiry• Liturgy Preparation• Media Analysis• Personal Reflections• Multimedia Presentations• Creative Responses• Genre Writing• Scripture Analysis

PathwaysYear 8 Religion Studies

Religion Studies

Year

7


EnglishYear

7EnglishLength of CourseYear


Pre-requisitesNone

Subject DescriptionThe Year 7 course is informed by the Australian Curriculum and is built around the three interrelated strands of Language, Literature and Literacy . The units of study are designed to integrate and complement the understanding gained from the course work undertaken in History, Geography and Religion . Students engage with a variety of texts and text types to advance their understanding of how language and images work to communicate ideas, persuade and inform . They become familiar with the role of audience, purpose and context in shaping texts and this understanding is reflected when both responding to texts and creating texts .

ContentThe Year 7 course content covers the following topics using literature and other texts to address key issues:

• Autobiographies• Persuasion

• Australian literature• Poetry, songs and multimodal texts• Historical fiction

AssessmentAssessments include but are not limited to:

• Autobiographical recount• Persuasive multimodal response• Oral presentations (including an imaginative

performance)• Informative texts• Narrative• Report writing• Grammar and comprehension exercises• Book Reports

PathwaysYear 8 English

English


Health and Physical EducationYear

7Health & Physical EducationLength of CourseYear


Pre-requisitesNil

Subject DescriptionIn Physical Education students study human physical activity and its place in the lives of individuals and groups of people . It is designed to build upon students’ interests and previous experiences in Physical Education and Health to develop a comprehensive framework of skills, knowledge and values that will facilitate an informed and active lifestyle .

ContentAlthough the subject has a major practical orientation (six sports) there is an integration of theory .

The ratio is approximately 80% practical and 20% theory .

AssessmentAll practical units have a similar weighting and are assessed using criteria based marking rubrics . The practical component of this subject is 80%

Theory units consist of written reports .

There will not be an end of semester exam in this subject .

PathwaysYear 8 Physical Education

SoccerLength of CourseSemester

Compulsory or ElectiveElective

Pre-requisitesAn interest in the game of Soccer . Players who have been involved in Year 5 and 6 – “Soccer of Excellence” program and club players will be considered .

Trials to take place if numbers are over 25 .

Subject DescriptionThe Soccer Elective will cover various aspects of the game and training methodologies . Students at Year 7 will experience the subject at an introductory level . This will include research into individual Soccer players and their roles within the teams . This will assist in providing prerequisites for the Year 8 Elective and give experience of the Blackfriars Soccer fraternity .

ContentIntroduction to Elective and Content

Module 1 Soccer and its basic requirements .

Module 2 Understanding players positions . (Practical – involving players roles and responsibilities)

Module 3 Beginnings of Formations – Australia’s standards (Part 1)

Module 4 Beginnings of the Game and Player analysis . Recognition of player individuality and team player (Playing through the middle thirds and attacking thirds) Part 1 .

Module 5 Reflection / Overview of Elective .

AssessmentTheory assignment – in written form and using appropriate diagrams, showing an understanding of the following:

The importance of team play:

• Attacking drills • Midfield drills

• Defensive drills • Goalkeeper drillsPractical assessments – evaluating the understanding of each player’s position and how specific skills and roles are incorporated within their game .

PathwaysYear 8 Soccer Elective


Civics and Citizenship


Year

7Length of CourseUnits delivered as appropriate in Integrated Studies across the whole year


Pre-requisitesNone

Subject DescriptionThe Year 7 curriculum provides a study of the key features of Australia’s system of government and explores how this system aims to protect all Australians . Students examine the Australian Constitution and how its features, principles and values shape Australia’s democracy . They look at how the rights of individuals are protected through the justice system . Students also explore how Australia’s secular system of government supports a diverse society with shared values .

The civics and citizenship content at this year level involves two strands: Civics and Citizenship Knowledge and Understanding, and Civics and Citizenship Skills .

Content• The purpose and value of the Australian Constitution• The key features of government under the Australian

Constitution with a focus on: the separation of powers, the roles of the Houses of Parliament, and the division of powers

• The process for constitutional change through a referendum

• How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation

• How Australia is a secular nation and a multi-faith society

• How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society

• How groups, including Aboriginal and Torres Strait Islander Peoples, express their particular identities, how this influences their perceptions of others, and others’ perception of them

AssessmentDebate of a referendum issue

PathwaysYear 8 Civics and Citizenship

Economics and BusinessLength of CourseUnits delivered as appropriate in Integrated Studies across the whole year


Pre-requisitesNone

Subject DescriptionThe Year 7 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring what it means to be a consumer, a worker and a producer in the market and the relationships between these groups . Students explore the characteristics of successful businesses and consider how entrepreneurial behaviour contributes to business success . Setting goals and planning to achieve these goals are vital for individual and business success, and students consider approaches to planning in different contexts, while also considering different ways to derive an income . The emphasis in Year 7 is on personal, community, national or regional issues or events, with opportunities for concepts to also be considered in the global context where appropriate .

The economics and business content at this year level involves two strands: Economics and Business Knowledge and Understanding, and Economics and Business Skills .

Content• The ways consumers and producers respond to and

influence each other in the market• Why and how individuals and businesses plan

to achieve short-term and long-term personal, organisational and financial objectives

• Characteristics of entrepreneurs and successful businesses

• Why individuals work, types of work and how people derive an income

Assessment• Research assignment examining successful

businesses in South Australia

PathwaysLeads to Year 8 Economics and Business


Year

7GeographyLength of CourseSemester


Pre-requisitesNone

Subject DescriptionThere are two units of study in Year 7 Geography: Water in the world and Place and liveability .

The Water in the world unit examines the many uses of water, the ways it is perceived and valued, its different forms as a resource, the ways it connects places as it moves through the environment, its varying availability in time and across space, and its scarcity . Students develope an understanding of the environment, including the ideas that the environment is the product of a variety of processes, that it supports and enriches human and other life, that people value the environment in different ways and that the environment has its specific hazards . Water is investigated using studies drawn from Australia, countries of the Asia region, and countries from West Asia and/or North Africa .

Place and liveability focuses on the concept of place through an investigation of liveability . This unit examines factors that influence liveability and how it is perceived, the idea that places provide us with the services and facilities needed to support and enhance our lives, and that spaces are planned and managed by people . It develops students’ ability to evaluate the liveability of their own place and to investigate whether it can be improved through planning . The liveability of places is investigated using studies drawn from Australia and Europe .

Content• Why people live where they do• Environmental resources using water as a case study

Assessment• Creation and Annotations of maps using ICT eg Google

Earth• Interpretation of maps and graphs• Collection, recording and anylising of geographical

data• Explaining the factors which contribute to the

liveability of places• Guided inquiry research assignment

PathwaysYear 8 Geography

History – The Ancient World Length of CourseSemester


Pre-requisitesNone

Subject DescriptionThe Ancient WorldThe Year 7 curriculum provides a study of history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BC (BCE) – c .650 AD (CE) . It was a period defined by the development of cultural practices and organised societies . The study of the ancient world includes the discoveries (the remains of the past and what we know) and the mysteries (what we do not know) about this period of history, in a range of societies including Australia, Egypt, Greece, Rome, China and India .

The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability . These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries .

ContentThe Year 7 course content consists of an overview of the important Historical features during the period 60 000 BC (BCE) – c .650 AD (CE) and three depth studies:

• Investigating the Ancient Past• Ancient China• Ancient Mediterranean world – Egypt, Greece and

Rome

Assessment• Written reports• Oral and multimedia presentation• Guided inquiry research assignment• Source analysis

PathwaysYear 8 History


Languages

Year

7ItalianLength of CourseYear

Compulsory or ElectiveCompulsory (Students must select Italian or Japanese)

Pre-requisitesNone

Subject DescriptionStudents will develop basic communication and conversational skills and expand their vocabulary and grammatical knowledge as the course progresses using the ‘Parliamo Insieme’ Textbook and Workbook .

Through a variety of cultural projects, films and excursions, the students also extend their literacy of Italian culture .

Students will be expected to participate in conversations; asking and answering questions about the various topics studied . They will also have the chance to use the vocabulary and structures learnt during the topics when performing presentations and skits to do with the relevant topics .

Students will also have many chances to read and write in Italian . This will be assessed both formally, in the way of vocabulary and grammar tests as well as the production of written passages about various topics and informally, in the completion of grammar tasks, bookwork and homework exercises .

The text is a 2-year text and will also be used in Year 8 .

Content• Greetings• Introducing yourself• Nationalities• Days and dates• Family• Describing people• Expressing likes, dislikes & opinions• Animals

AssessmentVocabulary tests; Unit tests; Work book tasks; Oral Speaking tasks; Cultural project

PathwaysYear 8 Italian

JapaneseLength of CourseYear

Compulsory or ElectiveCompulsory (Students must select Italian or Japanese)

Pre-requisitesNone

Subject DescriptionIn Year 7 we work from the iiTomo1 text and other materials . Students will gain a clear understanding of the different scripts in the Japanese language, with a focus on learning how to read and write the Hiragana script . They will learn about the Japanese culture and traditions and basic conversational skills . This course provides students with a solid basis for Year 8 Japanese .

Content• Greetings• Classroom Instructions• Colours• Eating Out• Family• School• Weekend Activities• Verbs• Hiragana• Kanji

Assessment• vocabulary tests• unit tests• workbook tasks• speaking tasks• a cultural project

PathwaysYear 8 Japanese


MathematicsYear

7MathematicsLength of CourseYear


Pre-requisitesNone

Subject DescriptionThe Mathematics course follows the Australian Curriculum and is enriched further where appropriate . Students may be given opportunities to enter Mathematics competitions and attend enrichment activities . Students are selected by their teachers for weekly enrichment lessons with a senior mathematics teacher . Students make use of mathematical applications using technology to enhance their learning .

ContentStudents develop skills and understanding across a range of topics from the strands Number and Algebra, Measurement and Geometry, and Statistics and Probability .

The topics covered include:• Integers, fractions, decimals and percentages• Financial mathematics• Introduction to algebra• Transformations• Cartesian plane• Perimeter and area of rectangles using formulae• Volume of rectangular prisms• Classifying triangles and quadrilaterals• Properties of parallel lines and associated angles• Probability and sample space• Mean, median and mode for range of data and

graphical representations

AssessmentAssessment is school based . Students demonstrate evidence of their learning through the following assessment types:

• Skills and Application Tasks – Tests, Homework• Folio – Investigations and/or presentations

PathwaysYear 8 Mathematics


ScienceYear

7ScienceLength of CourseYear


Pre-requisitesNone

Subject DescriptionIn Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information . They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems . They consider the interaction between multiple forces when explaining changes in an object’s motion . They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered . They investigate relationships in the Earth, sun, moon system and use models to predict and explain events . Students make accurate measurements and control variables to analyse relationships between system components They explore and explain these relationships through appropriate representations and consider the role of science in decision-making processes .

ContentBy the end of Year 7, students describe techniques to separate pure substances from mixtures . They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion . They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth . They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems . They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences . Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-world problem . They explain how the solution was viewed by, and impacted on, different groups in society .

Students identify questions that can be investigated scientifically . They plan fair experimental methods, identifying variables to be changed and measured . They select equipment that improves fairness and accuracy and describe how they considered safety . Students draw on evidence to support their conclusions . They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods . They communicate their ideas, methods and findings using scientific language and appropriate representations .

AssessmentAssessment is based upon a portfolio of work that is comprised of various tasks . This includes practical reports, theory tests, STEM projects, individual and/or group assignments involving research and application of scientific knowledge and understanding . Students are assessed using a rubric based upon a 5 point grading system ranging from A-E for each task .

Throughout the course of the year, students are working towards successful completion of the Year 7 Science ‘Achievement Standards’ which are based upon the Australian Curriculum .

PathwaysYear 8 Science


Year

7 The Arts

DramaLength of CourseSemester


Pre-requisitesNone

Subject DescriptionThrough the study of Drama students build their understanding of role, character and relationships . They use voice and movement to sustain character and situation using focus, tension, space and time to enhance drama . Devices such as dramatic symbols are used to create dramatic action and extend mood and atmosphere in performance . Students use narrative and non-narrative dramatic forms to create performances based on improvisations, group devised performances, scripted work, Indigenous Australian storytelling and theatre emanating from ancient myths and legends .

Through the study of movement and physical theatre, students extend their understanding and use of space, time, dynamics and relationships including performing in groups, spatial relationships and using interaction to communicate their choreographic intention . They extend the combinations of fundamental movement skills as well as kinetic awareness through an introduction to circus where they learn juggling, balancing, and some aerial work .

Content• Tableaux, movement, narrative skills• Script writing based on Ancient Mythologies and

Indigenous Australian storytelling .• Character development• Group devised performance• Responding to live theatre or film

AssessmentThere is practical and theoretical assessment in these subject areas .

PathwaysYear 8 Drama

General MusicLength of CourseSemester

Compulsory or ElectiveYear 7 General Music is taught at Year 7 as an elective subject . All students receive 3 lessons per week throughout the semester .

Pre-requisitesNone

Subject DescriptionMusic in Year 7 gives all students the opportunity to develop their musical skills on both conventional and electronic instruments . Students are exposed to ensemble, theoretical, critical thinking and analytical skills . The course focuses on practical work, cultural trends, creating music through technology and effective teamwork .

Content: Music AppreciationStudents have the opportunity to investigate and form an appreciation for Music from different cultures and how it is incorporated into society . Students learn to use musical language through the study of the elements of music . Students will listen to, interpret, analyse and perform specific songs using simple staff and rhythmic notation . Students will perform repertoire through singing and playing a variety of instruments .

Music PracticalStudents learn to recognise the development and influences of different instruments within the ensemble . Students learn to play a variety of instruments and compose their own music which is performed in small groups . Students gain a deeper understanding of treble staff and rhythmic notation . Electronic mediums are also used for performance and practical components .

Assessment:There are practical, analytical and theoretical assessment components in this subject area .

NotesAll Year 7s are also offered the co-curricular activities of:

• Instrumental tuition on an instrument of their choice• Concert Band participation• Choir (involvement in Catholic School’s Music Festival)• Instrumental Immersion Program on Woodwind and

Brass Instruments

PathwaysStudents who would like to study music and have successfully completed Year 7 General Music are eligible to study Year 8 Specialist Music when undertaking Instrumental Lessons .


Year

7Visual & Media ArtsLength of CourseSemester

Compulsory or ElectiveIf students have selected General Music or Drama for a semester, then Visual & Media Arts is compulsory for the second semester .

Pre-requisitesNone

Subject DescriptionLearning in the Visual Arts involves planning and making artworks in response to exploring techniques, processes and visual conventions . Students explore the work of artists from different places, times and cultures to inspire their own artmaking . They analyse other artists work and articulate their understanding of how they and others are influenced by others using visual arts language .

Learning in Media Arts involves analysing the ways that social values and points of view are portrayed in media artworks they make and view . They work collaboratively to produce media products for a specific audience .

ContentStudents engage in practical activities that explore visual and media arts practices including portraiture, printmaking and storyboarding . Students complete a weekly homework task that develop their ability to set personal goals to improve their drawing, analysis and reflection skills . Students develop divergent thinking strategies through the process of planning their arts practice in response to exploring their own ideas and the artistic ideas of others . They develop their visual arts language and visual thinking skills to explain how their own and others’ artworks communicate meaning .

All classes engage with artists and artworks through excursions to current exhibitions and artist in residence programs .

Assessment• Visual Arts Studio Practice Unit 1, including Folio,

Artwork and Statement• Media Arts Studio Practice Unit 2, including Folio,

Artwork and Statement

PathwaysYear 8 Visual and Media Arts

Specialist MusicLength of CourseFull Year

Compulsory or ElectiveIn Year 7 Specialist Music students are part of an accelerated, elective class in place of all other visual arts subjects which will further develop their instrumental, practical and ensemble skills .

Pre-requisitesStudents need to participate in a weekly instrumental lesson with a tutor .

Subject DescriptionStudents who enrol in Year 7 Specialist Music will be part of the Specialist Middle School Music Program . All students receive three class lessons per week throughout the year . They must undertake an instrumental lesson once a week for the duration of the course with a private tutor . Students will develop their skills in ensemble work, solo performance, theoretical concepts, aural acuity, musical styles, Music Technology and Music Composition . A Music information evening is offered to all parents and students considering enrolment into the Specialist Music Program to provide further information prior to the subject selection due date .

Content • Development of instrumental ensemble skills through

band sessions• Application of technical and musical skills on their

instrument in solo and ensemble situations• Introduction and development of theoretical and aural

concepts and knowledge using Musition and Auralia software

• Music Appreciation within Society• Music Composition and Analysis

Assessment• Perform and display musical fluency and accuracy in

solo and ensemble performances including set class works and own choice repertoire

• Written and software-based tests undertaken each term for theory and aural

• Music Composition and Analysis through Music Software and Electronic mediums


Year

7NotesStudents are also expected to be involved in one or more of the school’s many co-curricular ensembles . Including the following:

• Concert Band participation• Choir (involvement in Catholic School’s Music Festival)• Stage Band 2 participation on audition• Instrumental Immersion Program on Woodwind and

Brass Instruments• Invitation to perform at a variety of School Music

Events• Accelerated Music Workshops

PathwaysStudents who successfully complete Year 7 Specialist Music are eligible to study Year 8 Specialist Music . Students are also encouraged to apply for the Middle Years Music Scholarship .

This course is a practical subject where a focus is paced on instrument playing in a band environment .


Technologies

Year

7Design TechnologyLength of CourseSemester


Pre-requisitesNone

Subject DescriptionLearning in Design Technology involves exploring and explaining the factors that influence the design products, services and environments to meet ways that social, ethical, technical and sustainability considerations influence the design of product solutions to meet present and future needs . They explore and use a range of technologies including graphical representation to communicate ideas, needs and to solve design problems . Student project manage to plan, create and evaluate products .

ContentStudents demonstrate their learning through knowledge and understanding of the selected technologies, and processes and production skills associated with the chosen technology .

AssessmentStudents:

• Plan the design of products through exploration of client needs and requirements

• Use technical drawing skills to create and adapt design ideas for a purpose

• Use appropriate tools and techniques to realise their design for the intended purpose

• Project manage to document and manage production processes

• Explain and evaluate factors that influence the design of products

•

PathwaysYear 8 Design & Technology

Digital TechnologyLength of CourseSemester


Pre-requisitesNone

Subject DescriptionThis program is designed to provide students with an understanding of digital technology processes and techniques and the topic of digital systems and data representation .

ContentStudents investigate how data is transmitted through secured networked computer systems including hardware specifications and how digital systems represent data in binary . Students also learn how to design algorithms and implement and modify computer programs in a computer programming language or application .

AssessmentAssessment will be comprised of practical and theoretical tasks on the content above and will include:

• Design of a computer algorithm diagrammatically and in English

• Design and production of a computer program using block-based coding

• Evaluation of an existing information system where its needs are met or not met . Students will need to attempt to improve the system through innovative ideas and take account of future risks and sustainability .

PathwaysYear 8 Digital Technology


Compulsory Subjects Semester YearSubjects conducted as a Key ClassReligion Studies PEnglish PHumanities & Social Sciences (HASS) PScience PHealth & Physical EducationHealth & Physical Education PLanguages (Only one language is compulsory . Students must continue with the language they selected in Yr7)

Italian (Continuers) PJapanese (Continuers) PMathematicsMathematics PMathematics Accelerated PElective Subjects Semester YearThe ArtsDrama PSpecialist Music PGeneral Music PVisual & Media Arts PTechnologiesDesign Technology PDigital Technology PHealth & Physical EducationSoccer P

Subject Selection

Year

8




Pre-requisitesNone



• Skills and capabilities related to learning in the religious domain


• An openness to deepening faith

ContentThe Year 8 course content covers six Crossways Key Ideas .

Topics include:• Church and Community• Living the Christian Life• Symbols and Sacrament: Eucharist• Scripture: Parables• The Early Church, Saintly Life & We are all Saints• Made In the Image of God Being Sexual strand• Religious celebrations around the world• Goodness in Our World - Moral Decision MakingAssessment types include:

• Investigations and Research• Guided Inquiry• Liturgy Preparation• Media Analysis• Personal Reflections• Multimedia Presentations• Creative Responses• Genre Writing• Scripture Analysis


Religion StudiesYear

8


EnglishYear



Pre-requisitesNone

Subject DescriptionThe Year 8 course is informed by the Australian Curriculum and is built around the three interrelated strands of Language, Literature and Literacy . The units of study are designed to integrate and complement the understanding gained from the course work undertaken in History, Geography and Religion . The course is designed to build on and strengthen the skills developed in earlier years . Students engage with a variety of more complex texts and text types that emerge from both fictional and real-world settings and present a variety of perspectives . Through their study of these texts, students develop an understanding of how text structures, language features and visual features work within a text to convey ideas and are influenced by audience, purpose and context . Students demonstrate their developing understanding by both responding to texts and creating texts .


• Building the Brand: A study of marketing and branding

• Being Connected: Connections between people and places through the study of poetry and sitcoms

• Finding Your Voice: Personal stories and perspectives in texts

• Moral Decision-making: Good and evil in literature .

Assessment• Anecdote featuring different forms of comedy (oral)• Independent and class novel studies• Extended analytical responses• Interpretive responses to poetry• Multi-modal presentation• Comprehension skills• Spelling and Vocabulary Study• Persuasive writing• Script writing• Sitcom production• Debating

PathwaysYear 9 English



8Health & Physical EducationLength of CourseYear


Pre-requisitesNone


ContentAlthough the subject has a major practical orientation (five sports) there is an integration of theory .


AssessmentAll practical units have a similar weighting and are assessed using criteria based marking rubrics . Theory units consist of a written report or test .


PathwaysYear 9 Physical Education

SoccerLength of CourseSemester

The course runs in Semester 2 and comprises one theory lesson and a double practical lesson per week .

Compulsory or Elective Elective

Pre-requisitesAn interest in the game of Soccer . Trials to take place if numbers are over 25 .

Prospective players will be given a practical trial and participants in the Year 7 Soccer Elective and Club players will also be considered .

Subject DescriptionStudents at Year 8 will experience the subject at an introductory level . This will include research into the origins of Soccer, formations, team values, and game and player analysis . This will assist in providing prerequisites for the Year 9 Elective and give experience of the Blackfriars Soccer fraternity .

ContentModule 1 Soccer and its origins . Practical- Ball

Mastery .

Module 2 Understanding Team Values . Practical – Positional Games/combination plays .

Module 3 Studying Formations – Playing out from the defence Part 2 .

Module 4 The Game and Player analysis . Playing through the middle thirds and attacking thirds Part 2 .

Module 5 Reflection / Overview of Elective .

AssessmentTheory assignment – in written form and using appropriate diagrams, showing an understanding of the following:

• Positional game drills for Ball Mastery .• Attacking drills . • Midfield drills .• Defensive drills .• Goalkeeper drills .Practical assessments – Knowing how to playing thirds and its positions and knowing the National Curriculum formation in accordance with Football Federation of Australia .

PathwaysYear 9 Soccer Elective


Year

8Economics & Business Length of CourseUnits delivered as appropriate in Integrated Studies across the whole year

Compulsory or electiveCompulsory

Pre-requisitesNone

Subject DescriptionThe Year 8 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the ways markets – including traditional Aboriginal and Torres Strait Islander markets – work within Australia, the participants in the market system and the ways they may influence the market’s operation . The rights, responsibilities and opportunities that arise for businesses, consumers and governments are considered along with the influences on the ways individuals work now and into the future . The emphasis in Year 8 is on national and regional issues, with opportunities for the concepts to also be considered in relation to local community or global issues where appropriate .

The economics and business content at this year level involves two strands: Economics and Business Knowledge and Understanding, and Economics and Business Skills .

Content• The ways markets operate in Australia and why

they may be influenced by government• The traditional markets of Aboriginal and Torres

Strait Islander communities and their participation in contemporary markets

• The rights and responsibilities of consumers and businesses in Australia

• Types of businesses and the ways that businesses respond to opportunities in Australia

• Influences on the ways people work and factors that might affect work in the future

Assessment Inquiry into a current economic or business issue

PathwaysLeads to Year 10 Economics and Business


Civics & Citizenship Length of CourseUnits delivered as appropriate in Integrated Studies across the whole year

Compulsory or electiveCompulsory

Pre-requisitesNone

Subject DescriptionThe Year 8 curriculum provides a study of the responsibilities and freedoms of citizens and how Australians can actively participate in their democracy . Students consider how laws are made and the types of laws used in Australia . Students also examine what it means to be Australian by identifying the reasons for and influences that shape national identity .

The civics and citizenship content at this year level involves two strands: Civics and Citizenship Knowledge and Understanding, and Civics and Citizenship Skills .

Content • The freedoms that enable active participation in

Australia’s democracy within the bounds of law, including freedom of speech, associatiown, assembly, religion and movement

• How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action

• How laws are made in Australia through parliaments (statutory law) and through the courts (common law)

• The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law

• Judeo-Christian traditions of Australian society and religions practised in contemporary Australia

• Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian

• How national identity can shape a sense of belonging in Australia’s multicultural society

Assessment• Paragraph response comparing statute and common

law• South Australian Parliament and Courts excursion

with report and reflection• Group task – design and present a campaign

PathwaysLeads to Year 9 History and Religious Education


GeographyLength of CourseSemester


Pre-requisitesNone

Subject DescriptionThere are two units of study in the Year 8 curriculum for Geography: Landforms and landscapes and Changing nations .

Landforms and landscapes focuses on investigating geomorphology through a study of landscapes and their landforms . This unit examines the processes which shape individual landforms, the values and meanings placed on landforms and landscapes by diverse cultures, hazards associated with landscapes, and management of landscapes . Landforms and landscapes develop students’ understanding of the concept of environment and enable them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples . These distinctive aspects of landforms and landscapes are investigated using studies drawn from Australia and throughout the world .

Changing nations investigates the changing human geography of countries, as revealed by shifts in population distribution . The spatial distribution of population is a sensitive indicator of economic and social change, and has significant environmental, economic and social effects, both negative and positive . The unit explores the process of urbanisation and draws on a study of a country of the Asia region to show how urbanisation changes the economies and societies of low and middle-income countries . It investigates the reasons for the high level of urban concentration in Australia, one of the distinctive features of Australia’s human geography, and compares Australia with the United States of America . The redistribution of population resulting from internal migration is examined through case studies of Australia and China, and is contrasted with the way international migration reinforces urban concentration in Australia . The unit then examines issues related to the management and future of Australia’s urban areas .

ContentThe Year 8 Geography course covers the following topics:

Geomorphology and landscapes of Kangaroo Island and Australian mainland

Global urbanisation

Year

8Assessment• Collection of work demonstrating knowledge and

skills related to landscapes and landforms .• Supervised Assessment: analysis of primary and

secondary sources and data; drawing conclusions regarding populations and urbanisation



Year

8History – The Ancient to Modern WorldLength of CourseSemester


Pre-requisitesNone

Subject DescriptionThe Year 8 curriculum provides study of history from the end of the ancient period to the beginning of the modern period, c .650 AD (CE) – 1750 . This was when major civilisations around the world came into contact with each other . Social, economic, religious, and political beliefs were often challenged and significantly changed . It was the period when the modern world began to take shape .


ContentThe Year 8 History course consists of an overview of the important historical features from the end of the ancient period to the beginning of the modern period (c .650 – 1750) and three depth studies:

• Medieval Europe• Japan under the Shoguns• Spanish conquest of the Americas

Assessment• Source analysis tasks – extended responses and tests• Guided inquiry research assignment• Written reports and exposition



LanguagesYear

8Italian (Continuers)Length of CourseYear

Compulsory or ElectiveCompulsory (Students must continue with the language they selected in Y7)

Pre-requisitesYear 7 Italian (Students who are new to Blackfriars are exempt from this prerequisite)

Subject DescriptionStudents will develop basic communication and conversational skills and expand their vocabulary and grammatical knowledge as the course progresses using the ‘Parliamo Insieme’ Textbook and Workbook .

Through a variety of cultural projects, films and excursions, the students also extend their literacy of Italian culture .


Students will also have many chances to read and write in Italian . This will be assessed both formally, in the way of vocabulary and grammar tests as well as the production of written passages about various topics and informally, in the completion of grammar tasks, bookwork and homework exercises .

The text is a 2-year text and will also be used in Year 9 .

Content• Family• Days & dates• Describing people• Expressing likes, dislikes and opinions• Animals• School• Telling the time• Clothing & Shopping

Assessment Vocabulary; Comprehension; Grammar conjugations; Communication; Pronunciation; Fluency; Aural understanding; Grammar usage; Sentence construction; Oral language

PathwaysYear 9 Italian

Japanese (Continuers)Length of CourseYear

Compulsory or ElectiveCompulsory (Students must continue with the language they selected in Y7)

Pre-requisitesYear 7 Japanese (Students who are new to Blackfriars are exempt from this prerequisite)

Subject DescriptionStudents consolidate the Hiragana and Katakana script and commence learning more Kanji characters . The students develop basic communication skills and literacy of Japanese culture through expanding skills through the use of iitomo 2 textbook .


Students will also have many chances to read and write in Japanese . This will be assessed both formally, in the way of vocabulary and grammar tests as well as the production of written passages about various topics and informally, in the completion of grammar tasks, bookwork and homework exercises .

Content• Daily Routines• School Life• Seasons & Events• Travelling

AssessmentVocabulary and Kanji Test; Grammar assignments; Writing/Dictations; Reading comprehensions; Listening comprehensions; Oral presentations; Conversations and dialogue presentations; Reading and aural comprehensions; creative written composition; End of Unit tests

Pathways Year 9 Japanese


Accelerated MathematicsLength of CourseYear


Pre-requisitesStudents are selected at the end of Year 7 through diagnostic tests and teacher recommendation . While the course covers the same work as Year 8 Mathematics for Semester 1, there is more emphasis on problem-solving and enrichment . There is opportunity for movement into and out of this class during Semester 1 by teacher recommendation and student performance . In Semester 2 the course accelerates and covers much of the Year 9 course .

Subject DescriptionThe Mathematics course follows the Australian Curriculum and is enriched further when appropriate . Students are given opportunities to enter several Mathematics competitions and attend enrichment activities when opportunities arise . Students make use of mathematical applications using technology to enhance their learning .


The topics covered include:

• Profit and loss, rates, ratios and percentages with problem solving emphasis

• Rational and irrational numbers including transcendental numbers

• Index laws in algebraic form including negative and fraction powers

• Algebraic simplification, expansion and factorisation including binomials

• Simple and complex linear equations and problem solving

• Graphing linear relationships and looking at slope intercept form of a line

• Perimeter and area with emphasis on composite shapes

• Volume and surface area of prisms, cylinders, cones, spheres

• Surface area of prisms, cylinders, cones and spheres• Congruence and similarity using formal proofs• Venn diagrams and problem solving• Statistical analysis using mean, median, mode and

data representation

• Complementary events and calculating probabilities• Pythagoras’ Theorem


• Skills and Application Tasks – Tests• Folio – Investigations and/or presentations

PathwaysThis course leads to Year 9 Accelerated Mathematics provided the student has maintained a minimum B- grade, while leaving all other options at Year 9 available .

MathematicsYear

8


MathematicsLength of CourseYear


Pre-requisitesNone

Subject DescriptionThe Mathematics course follows the Australian Curriculum and is enriched further where appropriate by teachers . Students make use of mathematical applications using technology to enhance their learning .



• Rates, ratios and percentages• Rational and irrational numbers• Index laws• Profit and loss• Algebraic simplification, expansion and simple

factorisation• Linear equations and graphing linear relationships• Converting units of measurement for area and volume• Perimeter and area of parallelograms, rhombuses

and kites

• Circumference and area of circle• Volume of prisms• Congruent triangles and quadrilaterals• Venn diagrams• Effect of outliers on measurements of centre for data

distributions• Complementary events and calculating probabilities


• Skills and Application Tasks – Tests• Folio – Investigations and/or presentations

PathwaysThis course leads to Year 9 Mathematics and, with teacher recommendation, students are placed in the appropriate level within Mathematical Methods or General Mathematics .

Year

8


Science Length of CourseYear


Pre-requisitesNone

Subject DescriptionIn Year 8, students are introduced to cells as microscopic structures that explain macroscopic properties of living systems . They link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs . Similarly, they explore changes in matter at a particle level, and distinguish between chemical and physical change . They begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle . Students use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations . They make predictions and propose explanations, drawing on evidence to support their views .

ContentBy the end of Year 8, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of substances . They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems . They compare processes of rock formation, including the time scales involved . They analyse the relationship between structure and function at cell, organ and body system levels . Students examine the different science knowledge used in occupations . They explain how evidence has led to an improved understanding of a scientific idea and describe situations in which scientists collaborated to generate solutions to contemporary problems .

Students identify and construct questions and problems that they can investigate scientifically . They consider safety and ethics when planning investigations, including designing field or experimental methods . They identify variables to be changed, measured and controlled . Students construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions . They explain how modifications to methods could improve the quality of their data and apply their own scientific knowledge and investigation findings to evaluate claims made by others . They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types .

AssessmentAssessment is based upon a portfolio of work that is comprised of various tasks . This includes practical reports, theory tests, STEM projects, individual and/or group assignments involving research and application of scientific knowledge and understanding . Students are assessed using a rubric based upon a five point grading system ranging from A-E for each task .


PathwaysYear 9 Science

SciencesYear

8


The Arts

Year

8DramaLength of CourseSemester

Compulsory or ElectiveElective (Students choose between a semester of Drama or General Music)

Pre-requisitesNone

Subject DescriptionThrough the study of Drama, students build their understanding of role, character and relationships using voice and movement to develop characterization . They use focus, space and time to create dramatic tension and extend mood and atmosphere in performance . Narrative and non-narrative dramatic forms and production elements are used to shape performance .

Physical theatre and movement is used to extend their understanding of space, time, and rhythm . Students will participate in a workshop to explore movement, stage falls and stylised stage fighting to extend their fundamental movement skills . Elements of technical theatre such as lighting, sound and projections will be used to enhance their scripted performance .

ContentStudents explore aspects of the following topics:

• Ensemble skills• Character performance• Film and theatre acting skills• Group production and script development• Responding to live theatre or film

AssessmentThere is practical and theoretical assessment in these subject areas .

PathwaysYear 9 Drama – Electives:• Drama - Comedy Skills, • Drama - Acting techniques for film and stage, • Drama - lighting, sound, vision and staging .

General MusicLength of CourseSemester

Compulsory or ElectiveMusic is taught at Year 8 as an elective subject . All students receive three lessons per week throughout the semester .

Pre-requisiteNone

Subject DescriptionMusic in Year 8 gives all students the opportunity to have a Music Education . They will develop their ensemble, critical thinking, analytical, making and responding skills . The course focuses on practical work, basic theory knowledge, music appreciation, musical style and music in context .

ContentStudents have the opportunity to investigate and form an appreciation for Music from different cultures and how it is incorporated into society . Students learn to use musical language through the study of the elements of music . Students focus on the evolution of Music and learn a variety of Rock and Pop repertoire .

Music PracticalStudents learn to recognise the development and influences of different instruments within the ensemble . Students learn to play a variety of instruments, including drums, bass, guitar and keyboard, and compose their own music which is performed in small groups . Students gain a deeper understanding of treble staff and rhythmic notation . Electronic mediums are also used for performance and practical components .

Music TheoryStudents will engage in written activities developing their theory knowledge, understanding basic treble and bass notation, rhythmic notation, melodic structure, music terms and signs .

AssessmentThere are practical, analytical and theoretical assessment components in this subject area .

NotesStudents who study Year 8 General Music are also encouraged to be part of the Instrumental Program .

PathwaysYear 8 General Music students wishing to enter the Specialist Program can do so in consultation with the Music Coordinator .


Year

8Specialist MusicLength of CourseYear

Compulsory or ElectiveIn Year 8 Specialist Music is an elective subject where students are part of an accelerated class . There is a strong development of instrumental, practical, ensemble, solo, composition and analysis skills .

Pre-requisitesNone

Subject DescriptionAll students receive three class lessons per week throughout the year . They must undertake an instrumental lesson once a week for the duration of the course with a private tutor . Students will develop their skills in ensemble work, solo performance, theoretical concepts, aural acuity, Musical Styles, Music Composition and Music Technology . They will have performance opportunities throughout the year as being part of the Specialist Middle School Program, including tours, festivals and concerts . A Music information evening is offered to all parents and students considering enrolment into the Music Program to provide further information prior to the subject selection due date .

Content • Development of instrumental ensemble skills through

band sessions• Development of solo performance skills through solo

performance opportunities• Introduction and development of theoretical and aural

concepts and knowledge using Musition and Auralia software

• Music composition using Sibelius Software

Assessment• Perform and display musical fluency and accuracy

in solo and ensemble performances including set class work, own choice repertoire and small ensemble repertoire

• Written and software based tests undertaken each term for theory and aural

• Music Composition and Recording tasks • Research tasks based on Musical Styles and

Appreciation

NotesStudents are also expected to be involved in one or more of the school’s many co-curricular ensembles . Students are able to apply for a Middle Years Music Scholarship upon enrolment into the Specialist Program .

PathwaysStudents who successfully complete Year 8 Specialist Music are eligible to study Year 9 Specialist Music .


Year

8Visual & Media ArtsLength of CourseSemester

Compulsory or ElectiveIf students have selected General Music or Drama for a semester, then Visual & Media Arts is compulsory for the second semester .

Pre-requisitesNone

Subject DescriptionLearning in the Visual Arts involves planning and making artworks in response to exploring techniques, processes and visual conventions . Students explore the work of artists from different places, times and cultures to inspire their own artmaking . They analyse other artists work and articulate their understanding of how they and others are influenced by others through the use of visual arts language .

Learning in Media Arts involves analysing the ways that social values and points of view are portrayed in media artworks they make and view . They work collaboratively to produce media products for a specific audience .

ContentStudents engage in practical activities to develop skills in Ceramics, Photoshop, Painting and Perspective . Students complete a weekly homework task that develop their ability to set personal goals to improve their drawing, analysis and reflection skills . Students develop divergent thinking strategies through the process of planning their arts practice in response to exploring their own ideas and the artistic ideas of others . They develop their visual arts language and visual thinking skills to explain how their own and others’ artworks communicate meaning .

All classes engage with artists and artworks through excursions to current exhibitions and artist in residence programs .

Assessment• Visual Arts Studio Practice Unit 1, including Folio,

Artwork and Statement• Media Arts Studio Practice Unit 2, including Folio,

Artwork and Statement

Pathways• Year 9 Visual Art• Year 9 Media Art• Year 9 Design


Design TechnologyLength of CourseSemester


Pre-requisitesNone

Subject DescriptionLearning in Design Technology involves exploring and explaining the factors that influence the design products, services and environments to meet ways that social, ethical, technical and sustainability considerations influence the design of product solutions to meet present and future needs . They explore and use a range of technologies including graphical representation to communicate ideas, needs and to solve design problems . Student project manage to plan, create and evaluate products .

ContentStudents demonstrate their learning through knowledge and understanding of the selected technologies, and processes and production skills associated with the chosen technology .

AssessmentStudents:• Plan the design of products through exploration of

client needs and requirements• Use technical drawing skills to create and adapt

design ideas for a purpose• Use appropriate tools and techniques to realise their

design for the intended purpose• Project manage to document and manage production

processes• Explain and evaluate factors that influence the design

of products

Pathways• Year 9 Design and Technology – Digital Photography• Year 9 Design and Technology - Materials

Technologies

Year

8Digital TechnologyLength of CourseSemester


Pre-requisitesNone

Subject DescriptionThis program is designed to provide students with an understanding of digital technology processes and techniques and the topic of digital systems and data representation .

ContentThis subject covers similar content to the Year 7 Digital Technologies subject, but in more depth . Students study computer networking, data acquisition and the economic, environmental, social, technical and usability constraints of real-world situations . Students will need to design algorithms and implement and modify computer programs in a computer programming language or application . They will need to create and communicate interactive ideas and information collaboratively online, taking into account social contexts .

AssessmentAssessment will be comprised of practical and theoretical tasks on the content above and will include:

• Design and implementation of a computer algorithm using a scripted programming language

• Definition, Design, Implementation and Evaluation of a computer model .

• Provide a solution by analysing Australian internet infrastructure

PathwaysCoding & Game Programming


Compulsory Subjects Semester Year

Subjects conducted in Key ClassesReligion Studies PEnglish PHumanities & Social Sciences (HASS) PScience PHealth & Physical EducationHealth & Physical Education PMathematicsAccelerated Mathematics PMathematical Methods PGeneral Mathematics P

Subject SelectionYear

9


Elective subjects Semester Year

The ArtsDrama - Acting Techniques for Film & Stage PDrama - Comedy Skills PDrama - Lighting, Sound, Vision & Staging PDJ’ing & Sound Systems PSpecialist Music PMedia Arts P PVisual Arts - Art P PVisual Arts - Design P PLanguagesItalian (Continuers) PJapanese (Continuers) PTechnologiesCoding & Game Programming PDesign Technology - Automotive Systems PDesign Technology - Digital Photography PDesign Technology - Material Solutions PDesign Technology - Micro-Materials PHealth & Physical EducationBuilding the Body POutdoor Education PSoccer P

Year

9




Pre-requisitesNone



• Skills and capabilities related to learning in the religious domain,


• An openness to deepening faith


Topics include:

• Catholic Beliefs and Practices• Catholic Social Teaching and Food Security• Made In the Image of God Being Sexual strand• Sacraments of Healing and Hope - ReconciliationAssessment types include:

• Investigations and Research• Guided Inquiry• Liturgy Preparation• Media Analysis• Personal Reflections• Multimedia Presentations• Creative Responses• Genre Writing• Scripture Analysis


Religion Studies

Year

9


EnglishYear



Pre-requisitesNone

Subject DescriptionThe Year 9 course is guided by the Australian Curriculum and is built around the three interrelated strands of Language, Literature and Literacy . The units of study are designed to draw upon and complement the understanding gained from the course work undertaken in History, Geography and Religion . The course is designed to build on and strengthen the skills developed in the earlier years . Students engage with a variety of challenging texts and text types and develop their ability to critically evaluate these texts . They develop an understanding of how specific language features and textual conventions are employed by authors to influence an audience and elicit a certain response . When producing texts students explore how text structures and conventions can be manipulated to create innovative and informative texts when responding to issues and ideas .


• Fragments of Fear: A study of the suspense genre• Fictionalising the Facts: A study of persuasive writing

and documentaries• Stories of Survival: Conflicting representations of

survival stories• The Bro Code: Representations of masculinity in texts

Assessment• Persuasive oral• Documentary Production• Analytical writing• Narrative writing• Multimodal presentations• Imaginative responses to texts

PathwaysYear 10 English and Year 10 Essential English



9Building the BodyLength of CourseSemester


Pre-requisitesAn interest in developing personal fitness, an understanding of fitness and participating in weights training .

Subject DescriptionAn introduction to and study of personal training and exercise prescription . Students will learn to create and adapt individualised training programs for health and sport performance from a practical approach and theoretical approach .

ContentAfter studying this subject, students will obtain an introductory knowledge to multiple fitness theories and training concepts behind personal training . This will occur from both a theoretical and practical standpoint with students undertaking activities in a variety of environments including weights rooms, cycling studios and sporting clubs . From this subject, students will be able to identify some basic principles behind the methods of training for specific sports and athletic activities . For example, how different heart rate training zones from a group fitness class can influence an individual’s fitness . Theory lessons will incorporate group work, problems solving skills, research skills and the use of ICT .

Assessment• Personal fitness project 20%• Practical performance rubrics 80%

PathwaysNil

Health & Physical EducationLength of CourseYear


Students can choose an additional Health & Physical Education elective

Pre-requisitesNone


ContentAlthough the subject has a major practical orientation (four sports) there is an integration of theory . Sports from the following:

• Badminton• Indoor Cricket• Hockey• Touch• Volleyball• Table Tennis• BaseballThe ratio is approximately 80% practical and 20% theory .

Assessment• All practical units have a similar weighting and are

assessed using criteria based marking rubrics .• Theory units consist of a written report (Issues

Analysis or Laboratory Report)• There will not be an end of semester exam in this

subject .

PathwaysYear 10 Health and Physical Education


Year

9Outdoor EducationLength of CourseSemester


Pre-requisitesAn interest in Angling and the Fishing industry

Subject DescriptionOutdoor Education aims to provide students with opportunities to develop their skills and knowledge through a variety of angling experiences . Students will learn a variety of techniques and develop an appreciation for the fishing industry while exploring some unique environments of South Australia .

ContentThe course offers students an opportunity for both first time and experienced anglers to gain an insight into the many exciting dimensions of the fishing industry, exploring a variety of related fields such as cooking, camping, sustainable ecosystems, boat safety, hiking, kayaking and of course developing fishing skills and techniques . The course is designed in a manner which focuses on both practical and theoretical components whilst allowing students to explore and appreciate some of the unique environments of South Australia .

Costs incurred are approximately $50

Assessment• Practical performance checklists 50%• Folio 50%

PathwaysYear 10 Outdoor Education

SoccerLength of CourseSemesterThe course runs in Semester 1 and comprises one theory and one double practical lesson per week .


Pre-requisitesAn interest in the game of Soccer . Trials to take place if numbers are over 25 .

Subject DescriptionElective Soccer will cover various aspects of the game and of training methodologies . Students at this year level will develop team values and leadership qualities in team sports . This will be based on the National Football Curriculum and each student will also become a qualified coach and referee at the Football Federation Australia Introductory Level .

ContentIntroduction to Elective and ContentModule 1 Soccer / Sports Conditioning (Part 1) .Module 2 Understanding Team Values / Offence/

Defensive/ Attacking / Goalkeeper .Module 3 Formations – National Football Curriculums

(Part 1 – Small Side Games) .Module 4 The Game / Self Evaluation (Part 1) .Module 5 Grass Roots Coaching Course and Referee

Introductory Course .Module 6 Games and Self Analysis .

Overview and Assessment• Assignment: “My Football / Soccer Vision” – Providing

written and diagrammatic details of your own vision for your soccer team .

• Attendance at and completion of the Grass Roots Coaching Course by the Football Federation of SA .

• Attendance at and completion of the Referee Introductory Course by the Football Federation of SA .

• Practical Assessment in the following areas - Pass, Trap, Dribble, Sports Conditioning, Game play, Tactical awareness, Sportsmanship and Attitude .

PathwaysYear 10 Soccer


Year

9GeographyLength of CourseOne Semester

Compulsory or Elective Compulsory

Pre-requisitesNone

Subject DescriptionThere are two units of study in the Year 9 curriculum for Geography: Biomes and food security and Geographies of interconnections .

Biomes and food security focuses on investigating the role of the biotic environment and its role in food and fibre production . This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges and constraints on expanding food production in the future . These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world .

Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments . This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them . Students examine the ways that transport, information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places . These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world .

ContentThe Year 9 Geography course covers the following topics:

• Globalisation and consumerism with a focus on Asia and the local economy

• Australian agriculture and global food security

Assessment• Guided Inquiry• Field work• Map and graph interpretation• Mapping Test



History - The Making of the Modern WorldLength of Course One semester

Compulsory or Elective Compulsory

Pre-requisitesNone

Subject DescriptionThe Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918 . It was a period of industrialisation and rapid change in the ways people lived, worked and thought . It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power . The period culminated in World War I 1914–1918, the ‘war to end all wars’ .


ContentThe Year 9 History course consists of an overview of the important historical features from 1750 to 1918 and three depth studies:

• Industrial Revolution• Asia and the World (Making a Nation: Australia)• WW1

Assessment• Source analysis – extended responses and tests• Expositions• Propaganda poster and analysis



Year



Pre-requisitesCompletion of Year 8 Italian

Subject DescriptionStudents will further develop their communication skills by learning more grammatical structures and increasing vocabulary . Through a variety of cultural tasks and excursions and incursions, students also extend their literacy of Italian culture as well as their knowledge of the Italian language .

The students will be working from a text called ‘Parliamo Italiano Insieme 2’ . They will complete reading, speaking, listening, writing and cultural tasks in the accompanying Workbook .

Content• Shopping• Food• Recipes• House and Furniture• Daily Routines• Pastimes• Hobbies and Sports• Weather

AssessmentVocabulary; Comprehension; Grammar conjugations; Tenses; Communication; Pronunciation; Fluency; Aural understanding; Grammar usage; Sentence construction; Oral language

PathwaysYear 10 Italian (Students must do a full year of Year 9 Italian in order to proceed to Year 10 Italian)



Pre-requisitesCompletion of Year 8 Japanese

Subject DescriptionStudents will further develop their communicative skills by learning more grammatical structures and increasing vocabulary . The students will also learn more about Japanese culture and lifestyle . Students will attend an excursion to Himeji Japanese Garden and participate in a guided tour and an Art activity as a part of their cultural project .

ContentDevelopment of language skills – listening, speaking, reading and writing - based on the topics .

Semester 1

• Talking about family• Special Events• Japanese Diet• The four seasons in JapanSemester 2

• Travelling in Japan• Introducing Australia to Japanese people• Japanese Schools & Australian Schools• Careers/part-time jobs

AssessmentVocabulary and Kanji Test; Grammar assignments; Writing/Dictations; Reading comprehensions; Listening comprehensions; Oral presentations; Conversations and dialogue presentations; Reading and aural comprehensions; creative written composition; End of Unit tests

PathwaysYear 10 Japanese

Languages


Year

9Accelerated Mathematics Length of CourseYear


Pre-requisitesEntry into this course is recommended by a minimum B grade in Year 8 Accelerated Mathematics . Teacher recommendation is also taken into consideration .

Subject DescriptionThe Accelerated Mathematics course is designed for those students who have a keen interest and ability in Mathematics . It follows the Australian Curriculum and the depth of knowledge and experience is enriched further by topics from extended content as they complete what is left of the Year 9 and then Year 10 Mathematics in one year . Students are given opportunities to enter several Mathematics competitions and attend enrichment activities when opportunities arise . Students make use of mathematical applications using technology to enhance their learning .



• Algebra and linear modelling• Data representation including standard deviation• Trigonometry of right angled triangles and non-right

angled triangles• Co-ordinate geometry• Index laws and logarithms• Quadratic functions including graphs and their

features


• Skills and Application Tasks – Tests• Folio – Investigations

PathwaysThe course work, whilst geared towards Stage 1 Mathematical Methods does allow the student to move to Year 10 Mathematical Methods if consolidation is necessary and a high achievement in the accelerated course has not been maintained .

Mathematics

Mathematical MethodsLength of CourseYear


Pre-requisitesEntry into this course requires a minimum C grade in Year 8 Accelerated Mathematics or Mathematical Methods, or minimum high B in Year 8 Mathematics .

Subject DescriptionThe Mathematical Methods course is designed for those students who have a keen interest and ability in Mathematics . It follows the Australian Curriculum and the depth of knowledge and experience is enriched further where appropriate . Students make use of mathematical applications using technology to enhance their learning .

ContentStudents develop skills and understanding across a range of topics from the strands Number and Algebra, Measurement and Geometry, and Statistics and Probability .The topics covered include:

• Simple Interest and problem solving• Similarity through ratio and scale factors developing

to similar triangles• Trigonometric ratios• Statistical analysis regarding symmetry of distribution• Index laws and scientific notation• Algebraic expansions of binomial expressions and

identifying patterns• Distance, slope and midpoint between two points in

Cartesian plane• Graphing linear relationships and looking at slope

intercept form of a line• Perimeter and area with emphasis on composite

shapes• Volume and surface area of prisms and cylinders• Surface area of prisms and cylinders• Complementary events and calculating probabilities• Pythagoras’ Theorem


• Skills and Application Tasks – Tests• Folio - Investigations

PathwaysThe course work, while geared towards Year 10 Mathematical Methods, leaves General Mathematics and Essential Mathematics as an option at Year 10 .


Year

9General MathematicsLength of CourseYear


Pre-requisitesEntry into this course requires a minimum C grade in Year 8 Mathematics .

Subject DescriptionThe General Mathematics course follows the Australian Curriculum with an emphasis on developing competent skill level and depth of knowledge with exposure to problem solving where appropriate . Students make use of mathematical applications using technology to enhance their learning .



• Simple Interest• Ratio and scale factors developing to concept of

similar figures including triangles• Statistical analysis looking at symmetry of data

distribution• Index laws and scientific notation• Pythagoras’ Theorem• Right angled trigonometry• Distance, midpoint and slope between points in

Cartesian plane• Simple probability calculation• Constructing histograms and dot and whisker plots• Area, volume and surface area of right prisms and

cylinders



PathwaysThe course work, whilst geared towards Year 10 General Mathematics does allow for study of Year 10 Essential Mathematics .


ScienceLength of CourseYear


Pre-requisitesYear 8 Science

Subject DescriptionIn Year 9, students consider the operation of systems at a range of scales . They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems . They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay . They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems . They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer . They begin to apply their understanding of energy and forces to global systems such as continental movement .

ContentBy the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions . They describe models of energy transfer and apply these to explain phenomena . They explain global features and events in terms of geological processes and timescales . They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter . They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives .

Students design questions which can be investigated using a range of inquiry skills . They design methods which include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety . They analyse trends in data, identify relationships between variables and reveal inconsistencies in results . They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence . They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences .

AssessmentAssessment is based upon a portfolio of work which is comprised of various tasks . This includes practical reports, theory tests, STEM projects, individual and/or

Year

9 Sciences

group assignments involving research and application of scientific knowledge and understanding . Students are assessed using a rubric based upon a five point grading system ranging from A-E for each task .


PathwaysYear 10 Science/Accelerated Science


Drama - Acting Techniques for Film & Stage Length of CourseSemester


Pre-requisitesWhile there are no set pre-requisites, an interest in Drama and technology applications would be preferable . In particular, a willingness to work as part of a team is essential as much of this course involves working in small groups .

Subject DescriptionThis course is designed to appeal to students who want to perform . A key feature is the teaching of some strategies and techniques to make one’s acting style convincing to an audience .

ContentIn this course students will learn about actor preparation and will participate in Stanislavski Method Acting workshops, Laban movement exercises, Johnston Improv and Theatre Sports games as well as Bogart Viewpoints activities . Students will also learn the techniques that actors use to perform in front of a camera as well as for the stage . It also will include comedy, acrobatics and clowning techniques .

There will be an opportunity to investigate stage fighting and stunt performance and to learn how to make them believable for stage and film .

This course is practical and will be taught through workshops, usually involving group work . Students may be taken on an excursion to the South Australian Film Corporation to see how the film industry operates, and will review the stunt and special effects used in a current film performance .

Assessment• Development of stage fighting and physical action

sequences• Learning and applying “Realism” acting techniques• How to use your body, expression and emotion for film• Outlining the practicalities and risks involved in stunt

performance• Familiarisation with actor preparation practitioners

and theorists (Stanislavski, Laban, Bogart, Johnston)

PathwaysThis subject is a good preparation for Year 10 Drama and Year 10 Drama Video Production .

Year

9 The Arts

Drama - Comedy Skills Length of CourseSemester



Subject DescriptionThis course is designed to appeal to students who want to perform live and entertain an audience . A key feature is the teaching of some strategies and techniques to make one’s comedic style convincing to an audience .

ContentThe course is designed to look at the skills involved in the elements of theatre comedy . This unit is a workshop-oriented course that builds skills in self-confidence and teamwork . Students will further their physical comedy skills by participating in a clowning and circus skills workshop at the SA Circus Centre . Elements of technical theatre such as lighting, sound, projections and stage makeup will be taught in order to enhance performances .

Assessment• Pace/Timing of comic performance• Exaggerated presentation of character sketches• Exploration of physical and slapstick comedy• Performance of comic elements based on traditional

Commedia dell’Arte• Participation in Clowning and Circus Skills workshop• Learning the elements of improvised comedy



Year

9DJ’ing and Sound SystemsLength of CourseOne Semester


Pre-requisitesNone

Subject DescriptionStudents undertake three lessons per week . They have the opportunity to further their music appreciation skills in a contemporary and practical setting . Students use the latest MAC lab to create, manipulate and demonstrate their musical skills .

Content• Operation of DJ decks and equipment• Development of DJ’ing and Music Technology terms

and definitions• Development of aural skills in analysing/responding

to music• Understanding of structure and form of a variety of

modern styles of music• Music composition and mixing skills using various

computer software• Defining the evolution and role of a DJ within society• Awareness of careers within the Music industry

Assessment• Written tasks• Tests• Practical Assessments• Software Compositions• Research Task and Presentation• Listening Analysis

PathwaysVET courses in Music Technology and Music Business

Drama – Lighting, Sound, Vision & StagingLength of CourseSemester



Subject DescriptionThis course explores the technology that enhance a theatre performance . Students will use the lighting, sound and video projection technologies that have been installed in the Performing Arts Theatre .

ContentIn this course students will learn how to use stage lighting to create various effects through shadow and colour as well as special effects such as a smoke machine and strobe lighting to create an interesting setting . Students will need to learn to use the lighting programme, ‘Clarity’ to create lighting effects and cues for a performance . They will also learn how to record and manipulate sound to promote atmosphere on the stage by using the program, ‘Audacity’ . Students will also investigate the role of technology in theatre performance and will create visual images as a background for a set design . There will also be an exploration of Computer-Generated Graphics for film as used in the Rising Sun Pictures studio .

Assessment • Developing design effects through lighting using

‘Clarity’• Understanding how lights function• Learning to use special effects including strobe

lighting and a smoke machine• Use of the program ‘Audacity’ to manipulate sound

effects and create soundscapes• Create visual projections as a background to a

performance



Year

9Specialist Music Length of CourseYear

Compulsory or ElectiveMusic is taught at Year 9 as an elective subject .

Pre-requisitesIt is expected students have satisfactorily completed Year 8 Specialist Music, or the equivalent and must undertake ongoing instrumental lessons .

Subject DescriptionStudents undertake three class lessons per week, a private instrumental lesson with a tutor and at least one music co-curricular option . Students will continue to develop their skills in areas such as ensemble performance, solo performance, theoretical concepts, aural acuity, musical styles, music composition and music technology .

Content• Development of ensemble playing skills and solo

performance techniques• Development of aural skills in analysing and

responding to music• Development of composition skills using software

such as Sibelius Software and Garage Band .• Investigation and appreciation of Musical Styles topics • Music Technology and Recording awareness

Assessment• Performance of solo repertoire and set class works• Written and aural tests• Research of Musical Styles• Music Composition• Music Technology projects

NotesStudents who are involved in Year 9 Specialist Music are required to participate in a school co-curricular ensemble . Students will have various performance opportunities such as tours, festivals and concerts both within the school community and public .

PathwaysStudents who successfully complete Year 9 Specialist Music are eligible to study Year 10 Music .

Visual Arts - ArtLength of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in Visual Arts and the Creative Process .

Subject DescriptionLearning in the Visual Arts includes developing divergent thinking to develop original ideas for artworks, and evaluating their outcomes . Students engage in Studio Arts Practices to explore a range of visual arts media and concepts .

Students engage in at least one excursion and/or artist in residence experience, making connections to the visual arts Adelaide community in order to support their learning . These may include a street art tour, working with an artist in residence on a collaborative project, visits to the State and local galleries or studios including CDW, and Visual Arts events such as DreamBig and Tarnanthi .

Area of Study 1: Studio Practice x 2

• Developmental Folio exploring ideas and media• Final Artwork resolving the ideas and media

exploration• Artist Statement Area of Study 2: Visual Study

• Research and practical study exploring employment and job opportunities in the visual arts .

ContentStudio Practice media will vary depending on current exhibitions and arts events, but may include aerosol art, contemporary sculpture, figurative drawing and landscape painting .

Students will be expected to use visual arts language with confidence to communicate, evaluate and synthesise their ideas about their own and others’ artworks, and to identify influences of other artists on their own artmaking .

Assessment• Studio Practice Unit 1, including Folio, Artwork and

Statement• Studio Practice Unit 2, including Folio, Artwork and

Statement


Year

9• Arts Industry Visual Study

Pathways• Year 9 Design• Year 9 Visual Arts• Year 10 Visual Arts• Year 10 Design• Year 10 Architectural Design

Visual Arts - DesignLength of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in Design and the creative process

Subject DescriptionStudents explore the design disciplines Graphic Design, Product Innovation and Environmental Design . They follow the design process to follow and create a design brief, a developmental folio of ideas, a final design product and practitioners statement . Students engage in at least one excursion and/or artist in residence experience, making connections with the Adelaide Design industry in order to support their learning . These may include working with a designer in residence and/or visits to local Graphic, Product and Environmental Designers .Area of Study 1: Studio Practice

• Developmental Folio exploring ideas and media and a design brief

• Final Design work resolving the ideas and media exploration to meet the criteria in the design brief .

• Practitioners statementArea of Study 2: Visual Study

• Research and practical study exploring employment and job opportunities in the field of Design

ContentStudio Practice media will vary depending on current exhibitions and arts events, student and teacher interest, but could include; Sustainable Fashion, Product and Logo design, CAD and 3D Modelling, Architectural design, Landscape design .Students will be expected to use visual arts language with confidence to communicate, evaluate and synthesis their ideas about their own and others’ designs, and to identify influences of other designers on their own work .



Statement• Design Industry Visual Study

PathwaysYear 9 Visual Arts


Year

9Media ArtsLength of CourseSemester


Pre-requisitesStudents must have an interest in animation, image manipulation and working collaboratively .

Subject DescriptionLearning in Media Studies involved exploring the use of structure, intent, character, and media conventions to design, create and evaluate media products . Students explore meaning and interpretation, and consider different perspectives when analysing and creating films and animations .

ContentStudents will work individually and in groups to design, create, present and evaluate a short stop-motion animation film . Students will work collaboratively to develop their personal and social capabilities to project manage the production from story and storyboard development, set and character design, animation, film and production processes . Students will engage in visits to local film making companies such as Anifex Studios and Rising Sun Studio’s to further develop their learning .

Assessment• Story and Storyboard• Set and Character Design• Animation• Working collaboratively• Project management

Pathways• Year 9 Visual Arts and Design Extended• Year 10 Visual Arts• Year 10 Design• Year 10 Media Arts• Year 10 Architectural Design


Year

9 Technologies

Design Technology - Automotive SystemsLength of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in working with mechanical principles and systems technologies .

Subject DescriptionThis course will enable students to investigate the concepts, principles and function of automotive and engineering systems and principles . Students explain how people working in systems technologies industries consider factors that impact on design decisions .

Students create designed solutions that involve mechanical principles and technologies for identified needs . They select and use appropriate technologies skilfully and safely to produce quality designed solutions . They work collaboratively to project manage and document projects, including marketing for a range of audiences .

ContentStudents learn the fundamentals of a range of mechanical components, which, when combined together, enable a 4-stroke combustion engine to function . Scientific adaption of camshafts, levers, belts and chains are explored to identify their mechanical advantages . There is a strong focus on the safety associated when dealing with moving mechanical components and Occupational health and safety guidelines .

Assessment• Skills Tasks• Practical Tasks• Folio

Pathways• Year 9 Design Technology - Materials• Year 10 Design Technology• Year 10 Design Technology – Systems and Engineering

Coding & Game ProgrammingLength of CourseSemester


Pre-requisitesThere is no pre-requisite, but students need to have a genuine interest in computer-based graphics, programming and the construction of computer games .

Subject DescriptionThis unit enables students to create their own computer game using a visual drag-and-drop application . They will be introduced to programming by learning how to control the behaviours of game objects through an event-driven, action-based environment .

ContentThe unit covers the following topics:

Computer Graphics – use of image editing software to create and modify sprites, tiles and backgrounds

Sound – types of sound files (wav, mid, mp3) and their use in games

Game Design – types of games and how to make a game engaging for the player

Programming – the building blocks of a game, the use of variables and control structures to create an interactive game that is fun to play .

AssessmentFolio• Good Game Design - 20%

Read an article and answer a series of questions that relate to the principles of designing a good game .

• Social Impact - 15% Research the positive and negative effects of gaming upon the individual and the wider community .

Skills

• Practical skills - 15% Create a game from a given design brief with supplied resources .

• Project - Game - 50% Design and develop an original interactive game based upon student’s own scenario .

PathwaysYear 10 Design and Technology - Information Technology and/or 3D Modelling & Web Technology


Year

9Design Technology - Digital Photography Length of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesAlthough there is no subject prerequisite it would be extremely beneficial for students to have an interest in digital photography, image manipulation and publication software .

Subject DescriptionThis Unit endeavours to facilitate an understanding of the skills and techniques used in the Digital Media and Photographic industry . Students learn about the impact, influence and capabilities of the image manipulation program Photoshop . They apply their knowledge and creativity in practical applications of digital image manipulation, photography and visual communication .

Students will explore techniques and mediums to design their own 2D animation and use this image in a range of skills tasks to produce a variety of related promotional material .

Content• Students research the impact digital manipulation

has had on society . • Produce finished Visual Communication Products,

including a Multiplicity Image, Birthday Invitation and a Movie Poster .

• Various Skills tasks to develop their understanding of Photoshop and the Digital Camera .

• Students learn techniques and analyse artist work to design their own 2D animations .

Assessment• Research Component• Product• Skills and Application

Pathways• Year 9 Visual Arts• Year 9 Design• Year 9 Media Arts• Year 10 Visual Arts• Year 10 Design• Year 10 Media Arts

Design Technology - Material Solutions Length of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in working with timber and other materials technologies, and in the design process .

Subject DescriptionStudents will have the opportunity to design and produce designed solutions in materials technologies . They use knowledge and understanding, processes and production skills and design thinking to produce designed solutions to an identified need . They work independently and collaboratively to project manage and problem solve to find appropriate solutions, and use creativity, innovation and enterprise skills to explore preferred futures .

Students explore systems and materials technologies including cam, gear and level mechanisms and apply this understanding in their own design products . They use graphical representation techniques to communicate their plans .

ContentDesign and technology projects will vary depending on current events, material availability, student and teacher interest, but could include; advanced toy manufacture, solar car design, balsa wood airplane, jewellery design and plastic manipulation .

Assessment• Design processes and Technical Drawing• Project management and Design Product• Folio and Product Report

Pathways• Year 9 Design Technology – Systems and Engineering• Year 10 Design Technology• Year 10 Digital Photography• Year 10 Architectural Design


Senior School


Compulsory Subjects Semester Year

Religion StudiesReligion Studies PCross DisciplinaryPersonal Learning Plan (Stage 1) PEnglishEnglish PEssential English PHealth & PEHealth & Physical Education PHumanities & Social Sciences (HASS)History: The Modern World & Australia PMathematicsAccelerated Mathematics PMathematical Methods PGeneral Mathematics PEssential Mathematics PSciencesScience P

Year

10


Year

10Elective Subjects Semester Year

Health & PEOutdoor Education PSoccer PHumanities & Social Sciences (HASS)Stage 1 (Accelerated) Business Innovation PStage 1 (Accelerated) Economics PStage 1 (Accelerated) Geography PStage 1 (Accelerated) Legal Studies PLanguagesItalian (Continuers) PJapanese (Continuers) PThe ArtsArchitectural Studies PDrama PMedia Arts P PMusic PVisual Arts - Art P PVisual Arts - Design P PSciencesAx Science (Accelerated) PTechnologiesDesign Technology - Automotive PDesign Technology - Materials PDigital Photography PDigital Technology P

Subject Selection


Year

10Religion StudiesLength of CourseYear


Pre-requisitesNone

Subject DescriptionThe Year 10 Religious Education course aims to develop in students:


• Skills and capabilities related to learning in the religious domain


• An openness to deepening faith .


Religion Studies

Topics include:• The Synoptic Gospels and The Gospel of Mark• World (and Indigenous) Religions• Personal Moral Responsibility• Made In the Image of God Being Sexual Strand

(MITIOG)• Social Justice and the Refugee Experience• Vocations

Assessment• Social Justice Investigation• Comparative Gospel Analysis• Phenomenology of World and Indigenous Religions• Moral Issues Survey, Research, Analysis and

Reflection• MITIOG Persuasive Writing

PathwaysCourse leads to:

• Stage 1 Religion Studies• Stage 1 Philosophy


Year

10Personal Learning Plan (Stage 1)Length of the CourseSemester

Credits10 Credits


Students must achieve a C grade or better to successfully complete the Personal Learning Plan and have the opportunity to attain their SACE

Pre-requisitesNone

Subject DescriptionThe PLP helps students plan for their SACE and their future beyond school by:

• Helping them to make informed decisions about the subjects they will study in Years 11 and 12 and any course outside of school

• Possible career choices and ideas for community service

• How best to prepare for their career options and other goals .

ContentPersonal reflection and analysis

Career exploration

Job Seeking Skills

Work Experience

AssessmentStudents provide evidence of their learning through the following assessments tasks:

• Investigating self• Career investigation and Planning Project• Developing Capabilities

PathwaysNil

Cross Disciplinary


Essential EnglishLength of CourseYear


Pre-requisitesThis subject is suited to students whose literacy is developing . Students from an EAL background or students who lack confidence with literacy are encouraged to choose this English option in Year 10 . If unsure students are encouraged to seek their Key Teacher’s recommendation .

Subject DescriptionThe Year 10 Essential English course is guided by the Australian Curriculum and is built around the three interrelated strands of Language, Literature and Literacy . The course focuses on developing everyday language and literacy skills which prepare students for the work force, TAFE or improve their literacy so that they can study English as an Additional Language in Year 11 . Students are introduced to a variety of both familiar and unfamiliar texts which will allow them to develop everyday language and literacy skills . They become familiar with the language features and conventions of these texts and show evidence of their understanding in both text production and text response tasks . .

ContentStudents explore a range of texts constructed for different purposes . Texts studied could include reviews, letters, government forms, short stories, films, websites, newspaper articles and Ted talks . Through their study and analysis of written texts and visual texts, which may be fact or fiction, students develop their comprehension and analytical skills . They identify and discuss both the significant ideas explored in these texts and the textual features employed to create meaning . Students will also investigate an issue of interest to them . This investigation requires them to identify and discuss how the issue is represented in a variety of texts, and communicate their own opinion in response to the issue in the appropriate form .

Assessment• Written reports• Short response questions• Text production tasks• Short analytical responses• Oral tasks• Multimodal texts

PathwaysThis subject is designed to prepare students for Stage 1 English as an Additional Language or Stage 1 Essential English .

EnglishYear



Pre-requisitesNone

Subject DescriptionThe Year 10 course is guided by the Australian Curriculum and is built around the three interrelated strands of Language, Literature and Literacy . The course is designed to build on and strengthen the skills developed in the earlier years . Students engage with a variety of complex and sophisticated texts and text types to develop their ability to critically evaluate and interpret texts . They become familiar with the ways in which text structures can be manipulated for effect and how textual features are employed by the composer to convey meaning . Students develop an understanding of the way in which texts may perpetuate stereotypes, challenge values, and the cultural context from which texts emerge . Students extend their analytical writing as they develop the ability to compose sustained analytical responses .

ContentThe Year 10 course content covers the following units using literature and other texts to address key issues:

• A Pair of Shorts: A study of short films and short stories

• Textual Transformations: The invention and re-invention of Sherlock Holmes

• ‘Yeah, so?’ - Representations of Adolescents• ‘The Future Ain’t Pretty’: A Study of the Dystopian

Genre

Assessment• Analytical Essay• Non-conventional Narrative• Film review Podcast• Poetry Composition• Transformative text plus commentary

PathwaysStudents can progress into Stage 1 English, choosing either English Literary Studies, English, Essential English or English as an Additional Language (if eligibility requirements are met) .


Year

10Outdoor EducationLength of CourseSemester


Pre-requisitesNone

Subject DescriptionStudents gain an understanding of environmental issues and are also given the opportunity to develop leadership skills and work independently and in small groups . This subject is good preparation for those considering undertaking Stage 1 Outdoor Education .

ContentThis course provides students with the knowledge and skills to participate in Outdoor Education expeditions . The program includes the following topics: Kayaking, Orienteering, Rock-climbing and Fishing .

• Navigation using map and compass, route planning, interpreting maps and charts

• Group organisation for an expedition• Minimum impact techniques and eco management• Expedition menu planning, cooking methods• Equipment selection for an expedition• Expedition and First Aid• Costs incurred are approximately $85

AssessmentPractical Activities - 60%• Compulsory expedition x 2 days• Kayaking• Fishing• Rock-climbingCourse Work - 40%• Folio (theory)

PathwaysStage 1 Outdoor Education

Health & Physical EducationLength of CourseYear


Pre-requisitesAn interest and ability in physical activity is highly desirable .


ContentAlthough the subject has a major practical orientation (six sports) there is an integration of theory .


AssessmentAll practical units have a similar weighting and are assessed using criteria based marking rubrics .

Theory units consist of either a test or written report .


PathwaysStage 1 Physical Education A

Stage 1 Physical Education B (Recreation)

Health and Physical Education


preparation for a soccer season .

Assignment – History of Soccer/ Football assignment – Providing written and diagram details of era in the development of the game and how it evolved . 20 points and grade .

Attendance at and completion of the Junior Coaching Course in accordance with the Football Federation of SA .

Attendance at and completion of the Referee - 1st level Course in accordance with the Football Federation of SA .

Practical assessment – the identification of appropriate skills and their use in a game situation .

PathwaysFor future planning within VET courses; Sports Management; leading within Sports Trainers at TAFE Colleges or other institutions which follow sports management .

Year

10SoccerLength of CourseSemester

The course runs in Semester 2 and comprises one theory lesson and a double practical lesson per week .


Pre-requisitesAn interest in the game of Soccer . Prospective players will be given a practical trial . Participants in the Year 9 Soccer Elective and Club players will be considered .

Trials to take place if numbers are over 25 .

Subject DescriptionExtension within the elective - this will cover additions to certain soccer modules (Part 2) with further development from Modules in Year 9 . Students at this year level will also develop a personal soccer fitness program and identify core fitness components . This will include a one week training cycle in preparation for a game where the whole team can learn to defend against an opposition . Students will also extend their qualifications as a coach and referee (in accordance with the Football Federation Australia) to a Junior Licence Coaching Certificate and a 1st Grade Referee Certificate .

ContentIntroduction to Elective and Content

Module 1 – Soccer / Sports Conditioning (Part 2) .

Module 2 – Understanding Positional Plays /Offence/ Defensive/ Goalkeeping .

Module 3 – Formations according to the National Football Curriculum .

Module 4 – The Game / Self Analysis (Part 2) and Summary Report .

Module 5 – Junior Coaching Course Licence and Referee - 1st Level Course (Upgrade from Year 9) .

Module 6 – History of “Soccer/ Football” assignment . Visiting Speaker from Adelaide United .

Overview and AssessmentTask Sheets are out of 20 points . Students will be provided with a semester grade and a comment .

Assessment Task Sheet – to develop a one week training cycle in preparation for a game where the whole team must learn to defend against its opposition .

Assessment Task Sheet – to developing a personal sports soccer program based upon building a fitness core in


Year

103 Depth Studies (30% of total teaching time each)

1 . World War II (1939 - 45) Students investigate wartime experiences through a

study of World War II in depth . This includes a study of the causes, events, outcome and broader impact of the conflict as an episode in world history and the nature of Australia’s involvement .

2 . Rights and freedoms (1945 – the present) Students investigate struggles for human rights in

depth . This will include how rights and freedoms have been sought, achieved or ignored in Australia and in the broader world context .

3 . The globalising world Students investigate one major global influence which

has shaped Australian society in depth, including the development of globalisation during the twentieth century . Students will study the elective Popular Culture since WWII, focusing on the influence of music, film, sport and television on Australian society and how they have changed and developed .

Assessment• Guided Inquiry research assignment• Essays• Multimedia tasks• Source Analysis Study• Tests

PathwaysStage 1 History

History – The Modern World and AustraliaLength of CourseSemester


Pre-requisitesStudents would have studied History within Integrated Studies in Years 7, 8 and 9

Subject DescriptionThe course provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context . The twentieth century became a critical period in Australia’s social, cultural, economic and political development . The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing .

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources . The key inquiry questions at this year level are:

• How did the nature of global conflict change during the twentieth century?

• What were the consequences of World War II? How did these consequences shape the modern world?

• How was Australian society affected by other significant global events and changes in this period?

ContentOverview of the period between 1918 and the present (10% of total teaching time)

• Overview of the interwar years between World War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression .

• Continuing efforts post World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping

• The major movements for rights and freedom in the world and the achievement of independence by former colonies

• The nature of the Cold War and Australia’s involvement in Cold War and post-Cold War conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations in contemporary times

• Developments in technology, public health, longevity and standard of living during the twentieth century and concern for the environment and sustainability



Year

10Stage 1 Business InnovationLength of CourseSemester

Credits10 Credits


Pre-requisitesFor students wanting to accelerate into Stage 1 Business Innovation at Yr 10, minimum A-grade achievement in Humanities (History and Geography) is required .

Subject DescriptionStudents begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world . Students are immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools . Students will anticipate, find, and solve their own problems . Working together, students will collect and analyse financial and business information that informs the process of proposing, developing, and testing solutions . Students develop and extend their financial awareness and skills in decision-making .

Students consider the opportunities and challenges associated with start-up and existing businesses in the modern, connected world . They consider how digital and emerging technologies may present opportunities to enhance business models and analyse the responsibilities and impacts of proposed business models on global and local communities .

ContentFor a 10-credit semester long subject, students study at least one context and all four learning strands .

Contexts:• start-up business • existing businessLearning Strands:• finding and solving problems • financial awareness and decision-making • business information and communication • global, local, and digital connections . Students gain an understanding of fundamental business concepts and ideas, including:

• the nature and structure of business • key business functions

• forms of ownership and legal responsibilities . This understanding is developed and applied through each of the learning strands .

Assessment• Business Skills – 60%• Business Pitch – 40%

PathwaysThe subject provides a useful background for students wanting to either start their own business or for students seeking employment in a business environment, as well as for further studies in business related areas .


Stage 1 Economics*this description is based on the SACE board approved draft for the new subject outline to be taught in 2020 . There could still be minor changes before the final version is approved .

Length of CourseSemester

Credits10 Credits


Pre-requisitesFor students wanting to accelerate into Stage 1 Economics at Yr 10, minimum A-grade achievement in Humanities (History and Geography) is required .

Subject DescriptionEconomics is the study of how resources are allocated so that goods and services are produced, distributed and exchanged to satisfy the unlimited needs and wants of society . What happens in an economy depends on the choices millions of people make every day when they interact with each other, with markets, with the government and with their natural surroundings . Each interaction affects the behaviour of others and by seeing the world through an economic lens we are provided with insight to make more informed decisions in our daily lives . By studying Economics, students develop an understanding of different economic systems and institutions, and learn to assess the degree to which these systems and institutions satisfy people’s needs and wants . Students study the four economics concepts of scarcity, choice, opportunity cost, and the cause and effect of economic decisions . They apply their learning of these concepts to authentic economic contexts to develop their understanding of the economic principles that underpin decision-making .

ContentCore topic: Thinking like an economist

Elective topic: Selected from the following options:

• markets in action• economic decision making • government involvement in the economy• trade in the global economy

AssessmentAssessment Type 1: Folio – two tasks

Assessment Type 2: Economic Project – one task

PathwaysThe subject provides a useful background for students wanting to either start their own business or for students seeking employment in a business environment, as well

Year

10Stage 1 GeographyLength of CourseSemester

Credits10 Credits


Pre-requisitesFor students wanting to accelerate into Stage 1 Geography at Yr 10, minimum A-grade achievement in Humanities (History and Geography) is required .

Subject Description“More than ever we need the Geographer’s skills and foresight to help us learn about our planet – how we use it and how we abuse it” . (Michael Palin) .

Through the study of Geography, students develop an understanding of the spatial interrelationships between people, places, and environments . They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world .

Geography develops an appreciation of the importance of place in explanations of economic, social, and environmental phenomena and processes .

Geography provides a systematic, integrative way of exploring, analysing, and applying the concepts of place, space, environment, interconnection, sustainability, scale, and change . Students of Geography identify patterns and trends, and explore and analyse geographical relationships and interdependencies . They use this knowledge to promote a more sustainable way of life and an awareness of social and spatial inequalities .

Through a humanities lens, students investigate spatial aspects of society using inquiry methods that are analytical, critical, and speculative . Through a science lens, students develop an appreciation of the interdependence between the biophysical environment and human activities .

Content• Sustainable Places• Natural Hazards

Assessment• 3 Geographical Skills and Application tasks 75%

• Field work – 25%

There is an end of semester exam in this subject .


Year

10PathwaysStage 2 Geography or any language rich course .

A study of Geography provides useful critical thinking, IT, and communication skills for future employment in a variety of fields including: cartography, town planning, surveying, landscape architecture, environmental consultation, geographical information systems (GIS), logistics and distribution management .

Stage 1 Legal StudiesLength of CourseSemester

Credits10 Credits


Pre-requisitesFor students wanting to accelerate into Stage 1 Legal Studies at Year 10, minimum A-grade achievement at Year 9 in Humanities (History and Geography) is required . With negotiation and subject counselling students who achieve B-grades may be considered .

Subject DescriptionStudents explore Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context . They develop an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition . Legal Studies provides insights into law-making, the processes of dispute resolution and the administration of justice . Students investigate legal perspectives on contemporary issues in society .

ContentTopics• Law and Society (core topic)• Law making• Relationships and the law and the LawAssessment• Folio – 40%• Issues Study - 30%• Presentation - 30%There is an end of semester exam in this subject .

PathwaysStage 2 Legal Studies

The subject provides a useful background for students seeking employment in a legal environment, as well as for further studies in law .


Languages

Year

10Italian (Continuers)

Length of CourseYear


Pre-requisitesSuccessful Completion of Year 9 Italian .

Subject Description Students will improve their communicative and conversational skills and expand their vocabulary and grammatical knowledge .

The focus capabilities for this subject are Speaking, Listening, Reading and Writing .

ContentStudents will attend relevant and interesting excursions related to the topics studied including visiting an Italian Café, the Migration Museum and the Art Gallery . Cooking sessions and viewing an Italian film at the Palace Nova will also be part of the year’s activities .

Development of language skills is based on the following topics:

• Pastimes and Sports• Travel• Technology and Social Media• Hobbies and Careers• Art, Music and Cinema• Fashion and Shopping• Migration

Assessment• Creative Writing Compositions • Letter, Journal & Email writing• Reading Comprehensions• Listening Comprehensions• Oral Presentations• Conversation and Dialogue Presentations, • Grammar and Vocabulary Tests

• End of year tests

PathwaysStage 1 Italian (Continuers)

Japanese (Continuers)



Pre-requisitesSuccessful completion of Year 9 Japanese

Subject DescriptionStudents will improve their communication and conversational skills and expand their vocabulary, Kanji and grammatical knowledge .

The focus capability for this subject are Speaking, Listening, Reading and Writing and understanding Japanese culture through excursions, films and Japanese animation, research projects and use of ICT and multimedia .

ContentDevelopment of language skills is based on the following topics:

Semester 1:

• Sports in Japan• Japan’s weather & seasons• Leisure activities in Japan• Student life in Japan & in AustraliaSemester 1:

• Japanese restaurants & diet• A trip to Japan• Technological progress & student life• Life after high schoolStudents will attend relevant and interesting excursions related to the topics, including visiting a Japanese restaurant and attending Japanese performances, films and exhibitions .

Students may also join the biannual Blackfriars Japan Tour . This is an opportunity to experience Japanese culture and develop language skills .

Assessment• Vocabulary and Kanji test• Grammar assignments• Writing/Dictations• Listening and Reading comprehensions• Oral presentations• Conversations and dialogue presentations• Creative written composition • End of Unit tests

PathwaysStage 1 Japanese (Continuers)


Year

10Mathematical MethodsLength of CourseYear


Pre-requisitesEntry into this course requires a minimum C grade in Year 9 Accelerated Mathematics or Mathematical Methods, or A in General Mathematics .

Subject DescriptionThe Mathematical Methods course is designed for those students who have a keen interest and ability in Mathematics . It follows the Australian Curriculum and the depth of knowledge and experience is enriched further by topics from extended content . Students make use of mathematical software/applications using technology to enhance their learning .



• Algebra and linear modelling• Data representation including standard deviation• Trigonometry of right angled triangles and non-right

angled triangles• Co-ordinate geometry• Index laws and logarithms• Quadratic functions including graphs and their

features



PathwaysThe course work, whilst geared towards Stage 1 Mathematical Methods and Specialist Mathematics, leaves all other Year 11 options open .

Mathematics

Accelerated Mathematics Length of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course is recommended by a minimum B grade in Year 9 Accelerated Mathematics . Teacher recommendation is also taken into consideration .

Subject DescriptionThe subject gives students the abilities and skills required to learn how to approach new challenges by investigating, modelling, reasoning, visualising and problem-solving with the goal of communicating to others the relationships observed and the problems solved . Students make use of mathematical software/ applications using technology to enhance their learning .

Year 10 Accelerated Mathematics is taken as a 20 credit subject and allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject in either Semester 1 or Semester 2 meet the compulsory 10 credit numeracy requirement .

ContentThe topics covered include:

• Functions and Graphs

• Polynomials

• Trigonometry

• Counting and Statistics

• Growth and Decay

• Introduction to Differential Calculus

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

• Skills and Applications Tasks - Tests

• Folio – Investigations

PathwaysThis course is designed for those students who are aiming to study Stage 2 Mathematical Methods in Year 11, while leaving General Mathematics and Essential Mathematics at Stage 2 available . Stage 1 Specialist Mathematics is also an option for Year 11 .


General MathematicsLength of CourseYear


Pre-requisitesEntry into this course requires a minimum C grade in Year 9 Mathematical Methods or General Mathematics .

Subject DescriptionThe topic content of the General Mathematics course is similar to that of the Mathematical Methods course; however, in those common topics, work is not covered to the same depth, nor with the same emphasis and not with the same algebraic rigour .



• Algebra and linear modelling• Data representation• Trigonometry of right angled triangles• Co-ordinate geometry• Index laws• Quadratic functions including graphs and their

features


• Skills and Applications Tasks – Tests• Folio - Investigations

PathwaysStudents are given the opportunity to consolidate the essential skills and concepts . Consequently, the course is aimed predominantly at those students who are aiming to study Stage 1 General Mathematics, while leaving Essential Mathematics open as an option .

Year

10Essential MathematicsLength of CourseYear


Pre-requisitesStudents have studied Mathematics to Year 9 .

Subject DescriptionThe Essential Mathematics course is designed for students who will be predominantly pursuing Industrial Applications and Trades . The course work is designed to build their confidence in using Mathematics to solve problems they will confront in their daily lives .

ContentStudents develop skills and understanding across a range of topics from the strands Number, Measurement, and Statistics and Probability .


• Number with Finance – simple interest, compound interest and budgets

• Data representation and interpretation• Measurement including simple surface area and

volume problems• Simple Pythagoras problems and sides calculated

using right angled trigonometry• Simple probabilities


• Skills and Applications Tasks – Tests• Folio – Investigations

PathwaysStudents in the Essential Mathematics class will continue to Stage 1 Essential Mathematics .


Science Length of CourseYear



Subject DescriptionIn the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena . Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang . Students develop their understanding of atomic theory to understand relationships within the periodic table . They understand that motion and forces are related by applying physical laws . They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems .

ContentBy the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements . They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions . They explain the concept of energy conservation and represent energy transfer and transformation within systems . They apply relationships between force, mass and acceleration to predict changes in the motion of objects . Students describe and analyse interactions and cycles within and between Earth’s spheres . They evaluate the evidence for scientific theories which explain the origin of the universe and the diversity of life on Earth . They explain the processes which underpin heredity and evolution . Students analyse how the models and theories they use have developed over time and discuss the factors which prompted their review .

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation . They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data . When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty . Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology

Year

10 Sciences

and the evidence cited . They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes .

AssessmentAssessment is based upon a portfolio of work which comprised of various tasks . This includes practical reports, theory tests, individual and/or group assignments involving research and application of scientific knowledge and understanding . Students are assessed using a rubric based upon a five point grading system ranging from A-E for each task .


PathwaysYear 11 Sciences

Ax Science (Accelerated)Length of CourseYear

Compulsory or ElectiveElective (Teacher recommendation)


Subject DescriptionAccelerated Science provides students with an opportunity to explore science at a deeper level . This will include inquiry based approaches to Physics, Chemistry and Biology . The subject is suited to students who have demonstrated a high level of achievement in Year 9 Science .

ContentStudents will cover the Year 10 Australian Curriculum Science course, as outlined above, at a more complex level .

AssessmentAs per Year 10 Science .

PathwaysYear 11 Sciences


Year

10 The Arts

Architectural Studies Length of CourseSemester

Credits10 SACE Credits at Stage 1 Integrated Learning

QualificationStage 1 Integrated Learning


Pre-requisitesAn accelerated course offered as an extension to build key skills for senior design subjects and trade pathways . Students are expected to have an interested in design and building industry with proven skills in the Year 9 course .

Subject DescriptionArchitectual Studies is a practical course that will develop student’s skills in Architectural documentation through reading plans, application of scale, 3D modelling in Sketchup Balsa Wood, Students work collaboratively to project manage, research and work with a client to understand and meet the needs of a community .

ContentStudents complete a series of skills development tasks including lettering and title block, hand drawn and digitally drawn plans and models, models of their designs . They learn to work with others to develop a design brief that meets the needs of a community group . They work collaboratively to project manage to fulfil the brief . Individually students will present a folio of concepts and produce a finished model of their design .

Assessment:• Assessment Type 1: Practical Exploration 30%• Assessment Type 2: Connections 40%• Assessment Type 3: Personal Venture 30%

PathwaysStage 1 and 2 Visual Arts or Design

Stage 1 and 2 Architectural Design


Year

10DramaLength of CourseSemester


Pre-requisitesStudents are gaining an understanding of the mechanics in Drama and its purpose to enhance students to master their communication, teamwork and problem-solving skills . This subject is based around building confidence in oral presentation skills which can be used in future workplace environments and job interviews . Year 10 Drama will assist students in the oral assessment aspects of their other subjects and support the Personal Learning Plan program .

Subject DescriptionStudents participate in workshops in the following areas: ensemble skills, group production, life skills, work/life practice, reviewing and critically analysing a live production .

Students will develop skills in concentration, cooperation, group work and organising skills, oral ability, tolerance, social awareness and audience skills .

ContentTheory Analysis – including Ensemble Skills, Understanding the page-to-stage process in a group production, adopting the role of a cast or crew member for a live performance, performance evaluation adapting drama skills to oral presentations, job interview practice and the operations of their future career pathway .

Spectator Skills – Students view current performances by professional theatre companies and interpret, describe and evaluate the performance .

Performance Skills – Ensemble skills, Improvisation, Script Interpretation, Vocal Projection, Pace/Timing Manipulation, Effective Eye Contact, Stage Presence, Body Language Analysis and Interpretation, Problem Solving, Communication Skills and engaging in teamwork practice .

Assessment• Written work• Practical work during class• Project assignments• Group Production participation• Creative, technical and ensemble skills

PathwaysStage 1 Drama

Media ArtsLength of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in Media, Arts, Drama and working creatively .

Subject DescriptionIn this course students engage in creating media products . They will work in groups filming, editing, scripting, storyboarding and performing . Students will be involved in workshops on filming techniques, film making, and lighting . Students will develop their skills in analysing other film work and film makers, the skills and techniques in working with a video camera, filming locations, composition and framing .

Students will develop skills in group work, planning, creative and divergent thinking, story construction and video production .

Content• Analysing important aspects of Film Work• Editing• Storyboard Scripting• Video Projects• Performance• Filming techniques• Lighting

Assessment• Written work• Practical work in class• Completed project

Pathways• Stage 1 Media Studies• Stage 1 Visual arts or Design• Stage 1 Digital Photography• Stage 1 Drama


Year

10Visual Arts – Art Length of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in Visual Arts and the Creative Process .

Subject DescriptionLearning in the visual arts includes developing divergent thinking to develop original ideas for artworks, and evaluating their outcomes . Students continue to develop critical and creative thinking, and visual thinking strategies to respond to and create individual and personal artworks that communicate their ideas . Students engage in Studio Arts Practices to explore a range of visual arts media and concepts . Students engage in at least one excursion to support their learning .

Area of Study 1: Studio Practice x 2

• Developmental Folio exploring ideas and media• Final Artwork resolving the ideas and media

exploration• Artist Statement Area of Study 2: Visual Study

• Digital Painting using WACOM tablets to extend media and Style exploration including research, analysis, and skill development in visual arts techniques

ContentStudio Practice media will vary depending on current exhibitions and arts events, and the interests of the students, but could include; Ceramics, Limestone sculpture, Advanced Drawing and Painting skill development, mixed media collage and relief . Students will be expected to use visual arts language with confidence to communicate, evaluate and synthesis their ideas about their own and others’ artworks, and to identify influences of other artists on their own artmaking .

Students will work collaboratively with an artist-in-residence to complete a school-based community art project/mural .

MusicLength of CourseYear


Pre-requisitesSatisfactory practical performance and musicianship accomplishment in Year 9 Specialist Music or equivalent .

Subject DescriptionStudents continue to develop their musicianship, performance, music appreciation, improvisation and composition skills . The course is designed for students to appreciate, analyse and comprehend the stylistic features of various genres . They are able to perform and interpret a wide variety of music on their instruments as either a soloist or in ensemble situations .

Content• Solo and Ensemble Practice and Performance• Understanding of theoretical concepts• Development of technical facility on a musical

instrument • Critically responding to music with specific reference

to the History of Classical and Jazz music• Creating, composing and performing musical works

within class ensembles • Development of improvisational skills * Content is designed to prepare students to undertake

Stage 1 Music .

Assessment• Written theory of music tests• Aural Recognition• Research assignment• Performance in both solo and ensemble settings

PathwaysStudents who successfully complete Year 10 Music are elegible to study Stage 1 Music or, upon approval, accelerated to Stage 2 Music .


Year

10Visual Arts – DesignLength of CourseStudents may elect to do this subject for one semester or two . Content will not be repeated from one semester to the other . Students engaging in the subject for two semesters will have their work differentiated to enable them to extend their skills .


Pre-requisitesStudents must have an interest in all aspects of Design and Design Processes

Subject DescriptionStudents explore Graphic and Product Design in depth . They evaluate how graphic and product innovation from different times, places and cultures communicate intentions and apply this in their own designs . Area of Study 1: Product Design• Developmental Folio exploring ideas and media and

a design brief• Presentation of Product• Practitioners statementArea of Study 2: Graphic Design• Developmental Folio exploring ideas and media and

a design brief• Presentation of Corporate brand• Practitioners statementArea of Study 3: Visual Study Media and Style exploration including research, analysis, and skill development in Design . Topics may include but are not limited to Fashion Design and Designers, Logo branding .

ContentStudio Practice media will vary depending on current exhibitions and arts events and student interest, but could include; Logo Systems, T-Shirt Design, corporate branding . They will develop skills in folio processes, Adobe creative suite, CADD and model-making .Students will be expected to use visual arts language with confidence to communicate, evaluate and synthesis their ideas about their own and others’ designs, and to identify influences of other designers on their own work .



Statement• Visual Study

Pathways• Year 10 Architectural Design• Year 11 Visual Arts and Design• Year 11 Design Technology - Digital Photography• Year 11 Design Technology – Materials



Statement• Visual Study

Pathways• Year 10 Design• Year 10 Architectural Design• Year 11 Visual Arts• Year 11 Design• Year 11 Digital Photography


Year

10Design Technology - Automotive Length of CourseSemester


Pre-requisitesStudents must have an interest in working with mechanical principles and systems technologies .

Subject DescriptionThis course will enable students to investigate the concepts, principles and function of automotive and engineering systems and principles . Students explain how people working in systems technologies industries consider factors that impact on design decisions .

Students create designs solutions that involved mechanical principles and technologies for an identified need . They select and use appropriate technologies skilfully and safely to produce quality designs solutions . They develop skills in the skills and techniques to manage, design and control mechanical products . They work collaboratively to project manage and document projects, including marketing for a range of audiences .

ContentStudents will engage in a range of exercises design to define how mechanical advantage is used in a range of motor engineering components . They will learn the occupational health and safety requirements for working in an automotive workshop, engine operating principles, and automotive systems including fuel, exhaust, ignition, lubrication, cooling, starting, charging and lighting systems .

Students create a designed automotive solution based on a critical evaluation of needs and opportunities . They work individually and collaboratively to document projects and evaluate their ideas and solutions .

Assessment• Skills Tasks• Practical Design Solution Tasks• Analysis Tasks• Performance test

Pathways• Year 11 Design Technology - Materials• Year 11 Visual Arts• Year 11 Design• VET Automotive Engineering

Technologies

Design Technology - MaterialsLength of CourseSemester


Pre-requisites Students must have an interest in working with timber, plastics, hand tools and machines .

Subject DescriptionAll students will go through a course of instruction that builds on the activities experienced in Year 9 and expands their knowledge of Technology through more in-depth, detailed activities .

This program is designed to provide knowledge and understanding in design and construction techniques for students with prior knowledge in design and technical drawing and workshop practice . The program develops the student’s knowledge and skills in the safe use of various machinery, equipment and techniques .

This course introduces students to the Timber Machining Processes .

ContentThe program has a focus on furniture construction and students discuss an individual design and construction project with the teacher . Throughout the program student learning is focused on properties of wood-based materials, and how to work with them, as well as the use of technology in wood based manufacturing industries . The program has a practical orientation with supporting investigation and design work built in .

Assessment tasks will encourage students in solving problems and using a range of communication modes in the presentation of those tasks

There is an emphasis on General and Machine Safety whilst students familiarize themselves with both Hand Held and Static Machines .

Pathways• Stage 1 Design Technology – Materials• Stage 1 Visual Arts or Design


Digital PhotographyLength of CourseSemester


Pre-requisitesStudents must have an interest in digital photography, image manipulation and publication software .

Subject DescriptionThrough the study of Digital Photography students develop the ability to identify, create, initiate, and develop products of communcation . Students focus on using photographic and digital manipulation skills to meet clients’ needs and communicate to a variety of audiences . Students learn to use digital tools, materials and systems safely and competently to complete a product . They explore technologies in both contemporary and historical settings, and analyse the impacts of technology, including social, environmental and sustainable consequences .

ContentPractical work will focus on image capture and production methods, including:

• Photographic Techniques using DSLR Cameras• Image Manipulation using Adobe Photoshop• Digital Publishing using Adobe InDesign• Folio Development• Theoretical work will cover:• Camera Theory• Advertising• Typography• Layout Dynamics

AssessmentPractical tasks• Digital Folio demonstrating the Design Process - 30%• An Adelaide Tourism Flyer promoting the Adelaide

Zoo and Botanic Gardens - 35%• An introduction to Photography and Photoshop

students create an illusion image using the DSLR camera and Photoshop - 10%

• Exhibition Prints: Students present their three best photographs from the semester - 15%

• Prospect Poster using Illustrator and Photoshop students create a promotional poster for Prospect Council - 5%

Written/presentation tasks:• Application Presentation: Students investigate

5 famous photographs and their impact on contemporary society - 5%

• Folio (as above) - The folio includes 600 words communicating Brief, Investigation, Planning and Evaluation .

PathwaysStage 1 Design & Technology- Communication Products: Digital Photography and Communication

Year

10Digital TechnologyLength of CourseSemester or year


Pre-requisitesThere is no prerequisite for this subject . Students should have an interest in exploring the hardware and software of a desktop computer and be willing to engage in a problem-solving experience through visual programming techniques .

Subject DescriptionThrough the study of Information Technology, students develop an understanding of how computer systems work, how they are used in society and how they can be programmed to perform specific tasks . Students focus upon the systematic design and development of hardware and software solutions for other users, including the creation of mobile phone applications . They will learn programming in a visual context, focusing upon interface design and the use of a variety of control structures to create an engaging product .

ContentTheoretical work will cover:

• Hardware and software components of computer systems, including the Internet

• Programming methods• Impact of information technology upon societyPractical work will focus on:

• Using a database to create an interface and extract relevant information

• Problem-solving strategies in a visual programming environment

• Visual programming through AppInventor

AssessmentFolio:• a brochure or report outlining the impact of

information technology upon society .

Skills:• interface design and development of database

outcomes for a given system .

• Solve a variety of problems using structured modular code in a visual programming environment .

Project: • students create a mobile phone application of their

own design .


Subjects Semester Year SACE Credits

Religion StudiesReligion Studies P 10

Philosophy P 10

Cross DisciplinaryCommunity Studies P P 10 or 20

Research Project B P 10

Workplace Practices P 20

Vocational Education & Training

EnglishEnglish Literary Studies P 20

English P 20

English as an Additional Language P 20

Essential English P 20

Health & PEIntegrated Learning with a Health & Physical Education focus P P 10 or 20

Outdoor Education P P 10 or 20

Physical Education P P 10 or 20

Certificate III in Fitness P Min 55 – max 85

Humanities & Social Sciences (HASS)Accounting P 10

Business Innovation P 10

Economics P 10

Geography P 10

History P 10

Legal Studies P 10

Cert III in Business P Min 55 – max 85

Stage 2 (Accelerated) Business Innovation PStage 2 (Accelerated) Economics PStage 2 (Accelerated) Geography PStage 2 (Accelerated) Legal Studies P

Subject Selection

Year

11


Year

11Subjects Semester Year SACE Credits

LanguagesItalian (Continuers) P 20

Japanese (Continuers) P 20

MathematicsAccelerated Mathematics (Stage 2 Mathematical Methods) P 20

Specialist Mathematics P 20

Mathematical Methods P 20

General Mathematics P P 10 or 20

Essential Mathematics P P 10 or 20

SciencesBiology P P 10 or 20

Chemistry P 20

Nutrition P 10

Physics P 20

Psychology P 10

The ArtsDrama P 10 or 20

Media Studies P 10 or 20

Music P 20

Visual Arts: Art P 10 or 20

Visual Arts: Design P 10 or 20

TechnologiesDesign Technology - Automotive (VET) P P 10 or 20

Digital Photography (Digital Communication Solutions) P 10

Furniture Design (Material Solutions) P P 10 or 20

Digital Technology P P 10 or 20


Year

11Religion StudiesLength of Course1 Semester

Credits10 Credits


Pre-requisitesYear 10 Religion Studies

Subject DescriptionReligions and spiritualities are living and dynamic and students study the ways in which religious adherents participate in, and respond to, current social and moral debates, and issues in communities such as those in Australia .

Religion Studies emphasises an open approach to the study of religion which encourages students to explore and understand our tradition and empathise with adherents within and across religions . There is also an emphasis on understanding religious positions on ethical and social justice issues .

ContentIn this 10 credit subject, students explore the following topics;

• Marriage• Ethics and Morality• Conscience• Dominican Philosophy

AssessmentAssessment is school based . Students demonstrate evidence of their learning though the following assessment types:

• Assessment Type 1: Practical Activity• Assessment Type 2: Issues Investigation• Assessment Type 3: Reflection .

PathwaysStage 2 Religion Studies

Stage 2 Philosophy

Stage 2 Integrated Learning - Catholic Studies

PhilosophyLength of CourseSemester

Credits10 Credits


Pre-requisitesNo Formal Prerequisites . Advanced literacy skills (preferable); High Motivation .

Subject DescriptionStudents learn that philosophy is 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 . Historically and now, philosophers have been recognised as teachers of wisdom whose contributions have helped to form society and its visions for the future .

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 requires skills of critical reasoning, developed through an understanding of 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 .

ContentIn each 10 credit subject, students:

• Explore philosophical issues• Develop philosophical inquiry skills• Participate in a community of inquiry .In each 10 credit subject, students also:• Write one guided ethical issues study• Undertake one student-negotiated issues study in any

key area .

AssessmentThe following assessment types enable students to demonstrate evidence of learning in Stage 1 Philosophy:

• Assessment Type 1: Folio• Assessment Type 2: Issues Analysis• Assessment Type 3: Issues Study

PathwaysStage 2 Philosophy

Religious Education


Year

11Research Project BLength of the CourseSemester

Credits10 Credits


Pre-requisitesNone

Subject DescriptionThe Research Project allows students to research a topic of interest, learn and apply research processes, knowledge and skills . Students will record their research and evaluate what they have learnt .

ContentStudents complete Research Project B . Research Project B contributes to the Australian Tertiary Admissions Rank (ATAR) .

The content of the Research Project is comprised of capabilities and the research framework

The capabilities include learning which all students will develop and show, and the choice of one other capability selected from communication, citizenship, personal development and work .

The research framework involves; initiating, planning and managing the research; carrying out the research; communicating the research outcome; and evaluating the research

AssessmentSchool based assessment 70%

• Assessment type 1: Folio 30%• Assessment type 2: Research Outcome 40%

External Assessment 30%

• Assessment type 3: Evaluation 30%

Community StudiesLength of CourseSemester or Year

Credit10 or 20 Credits


Pre-requisitesNone

Subject DescriptionCommunity Studies offers students the opportunity to create individual contracts of learning in a community context and to interact with teachers, peers and community members beyond the school environment . Students decide the focus of their community activity, which begins from a point of personal interest, skill, or knowledge . By setting challenging and achievable goals in a community activity, students enhance their skills and understandings in a guided and supported learning program . They develop their capability to work independently and to apply their skills and knowledge in practical ways in their community .

ContentStudents prepare a contract of work to develop a community activity from the following ten areas of study:

• Arts and the Community• Business and the Community• Communication and the Community• Design, Construction and the Community• Environment and the Community• Foods and the Community• Health, Recreation and the Community• Science and the Community• Technology and the Community• Work and the Community

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

School based Assessment

• Contract of work• Folio• PresentationExternal Assessment - Reflection

PathwaysStage 2 Community Studies

Cross Disciplinary


Workplace PracticesLength of CourseYear

Credits20 Credits


Pre-requisitesNo background knowledge is assumed

Subject DescriptionIn Workplace Practices students develop knowledge, skills and understanding of the nature, type and structure of the workplace . They learn about the relationships between work-related issues and practices, the changing nature of work, industrial relations influences and workplace issues which may be local, national or global, or industry specific . Students can undertake learning in the workplace and reflect on and evaluate their experiences in relation to their capabilities, interests, and aspirations .

ContentThere are three focus areas of study:• Industry and Work Knowledge • Vocational Learning • Vocational Education and Training (VET) .Students must also study three or more topics from the following:• Future trends in the world of work• The value of unpaid work to society• Workers’ rights and responsibilities• Career planning• Negotiated Topics

AssessmentSchool based assessment 100% • Folio 40%• Performance 40%• Reflection 20%The subject may include the undertaking of vocational education and training (VET) .

PathwaysStage 2 Workplace Practices

Year

11


English Literary StudiesLength of CourseYear

Credits20 Credits


Pre-requisitesStudents should attain a B grade or better in Year 10 English . A personal interest in reading and literary analysis is an advantage .

Subject DescriptionThis course requires students to critically engage with contemporary and canonical texts . They explore and identify the complex and sophisticated ideas, perspectives and values evident in different texts and how these are shaped through language and stylistic choices . Students also have the opportunity to compose sophisticated imaginative texts both in response to the texts studied and through the construction of their own original pieces .

ContentResponding to texts:Students explore a range of literary texts composed for different purposes . This includes the study of Shakespeare, opinion pieces and features articles, speeches, novels, films, poetry and podcasts .In English Literary Studies a major emphasis is placed upon developing students’ ability to analyse and engage with complex texts . They will be required to identify and discuss techniques employed by composers and write analytical responses .Creating texts:Students develop their skills in the creation of imaginative, interpretative and persuasive texts for different purposes, contexts and audiences . These include speeches, narratives, poetry and creative responses to texts . Intertextual Study:The Intertextual Study requires students to analyse the relationship between texts and demonstrate an understanding of how the study of a text influences the creation of their own . This includes the study of textual appropriation and the production of a creative interpretation of a text .

AssessmentStudents demonstrate evidence of their learning through the following assessment types:• Responding to Texts• Creating Texts• Intertextual Study

PathwaysThis subject prepares students for Stage 2 English Literary Studies, English and English as an Additional Language Studies (if eligibility requirements are met)

Year

11 English

English Length of CourseYear

Credits20 Credits


Pre-requisitesStudents should attain a C grade or better in Year 10 English .

Subject DescriptionThis course is designed to engage students with contemporary texts . They explore the ideas, perspectives and the values evident in the texts . Students become familiar with the conventions of different texts and the language and stylistic features employed by composers to shape audience response . Students also have the opportunity to compose imaginative texts both in response to the texts studied and through the composition of their own original texts .

ContentResponding to texts:Students explore and analyse a range of contemporary texts composed for different purposes and in a range of forms . These include podcasts, opinion pieces, film studies, novel studies, speeches and pop-culture .

Creating texts:Students develop their skills in the creation of imaginative, interpretative and persuasive texts for different purposes and audiences . These include speeches, narratives, reviews and creative responses to texts .

Intertextual Study:The Intertextual Study requires students to analyse the relationship between texts and demonstrate an understanding of how the study of a text influences the creation of their own . This includes a study of two texts which explore common ideas and the production of a creative interpretation of a text .


• Responding to Texts• Creating Texts• Intertextual Study

PathwaysThis course prepares for English or Essential English at Stage 2 .


Year

11English as an Additional Language Length of CourseYear

Credits20 Credits


Pre-requisitesStudents need to communicate in English as an additional language and meet SACE Board eligibility requirements . Students in this subject should attain a C grade or better in Year 10 English or Year 10 Essential English .

Subject DescriptionThis course focuses on the development and use of skills and strategies in the communication, comprehension, analysis, and creation of texts . Through the study of a variety of oral, written and multimodal texts, including information and literary texts, students develop an understanding of text structures and language features . Students develop confidence in creating texts for different purposes in both real and implied contexts . The course prioritises analytical thinking and the development of the skills required for research and academic study .

ContentText Study:Students explore a range of texts and develop an understanding of how they are constructed for different purposes and in a range of genres . Texts studied could include feature films, web pages, poetry, newspaper or magazine articles, documentaries, talks by guest speakers, or news broadcasts .Interactive Study:Students develop literacy, comprehension and communication skills through the investigation of a topic of personal interest which requires them to move beyond the classroom to interview one or more people of their choice .Language Study:Students develop communication, comprehension and analysis skills by learning to identify and analyse aspects of language used in one or more texts studied .

AssessmentStudents demonstrate evidence of their learning through the following assessment types:• Responding to Texts • Interactive Study• Language Study

PathwaysThis subject is deigned to prepare students for English as an Additional Language at Stage 2 and for subsequent tertiary study, subject to SACE eligibility criteria .

Essential English Length of CourseYear

Credits20 Credits


Pre-requisitesThis subject encourages students to become more informed about education, training and the workplace . Students who experienced some challenges in successfully completing Year 10 English and are looking to develop their literacy skills may consider this subject in preference to other Stage 1 English options .

Subject DescriptionThis course is designed to develop the students’ skills and knowlege in the use of appropriate language for a wide variety of purposes . The subject focuses on the development of students’ communication and comprehension skills through reading, viewing, writing, listening and speaking . Students explore the way in which language techniques and textual conventions vary for different audiences and purposes through the study of multimedia texts, workplace texts and media texts . Students also develop an awareness of the ways in which different texts communicate information, ideas and perspectives .

ContentResponding to Texts:Students consider the ways in which texts communicate information, ideas and perspectives and explore the ways in which texts are created for specific purposes and audiences . They learn to recognise the language features and conventions of different text types and develop skills in locating, processing, extracting, comprehending and inferring information from these texts . Creating Texts:Students demonstrate their understanding of textual conventions and the relationship between audience, purpose and context through the creation of their own texts . They develop skills in using appropriate vocabulary, accurate spelling, punctuation and grammar to enable effective communication .

AssessmentStudents demonstrate evidence of their learning through the following assessment types:• Responding to Texts• Creating Texts

PathwaysThis subject would suit students who may be thinking of entering the workforce and/or TAFE during Stage 1; however, it can also lead to Stage 2 Essential English .


Integrated Learning with a Health & Physical Education focus

Length of CourseSemester or Year

Credits10 or 20 Credits



Subject DescriptionUnderpinning the design of Integrated Learning is an emphasis on students making links between their learning and their capabilities . In this way, the capabilities are central to Integrated Learning and are reflected in the assessment requirements and performance standards .

Students develop, extend, and apply capabilities relevant to the program focus on Health, Sport or and coaching through their learning and assessment

The Integrated Learning program does not need to relate to one specific capability:

• students may individually select a capability to focus their learning on; for example, students in the same class may individually select different capabilities to develop, extend, and apply, or

• teachers may design the entire Integrated Learning program to focus on the development of one or more specific capabilities; for example, students in the same class undertake all assessments with a focus on the same capabilities, or

• teachers may design each assessment within the Integrated Learning program with a different capability as its focus .

The capabilities connect student learning within and across subjects in a range of contexts . The SACE identifies seven capabilities . They are:

• literacy • numeracy • information and communication technology (ICT)

capability • critical and creative thinking • personal and social capability • ethical understanding • intercultural understanding .

Year

11

AssessmentThe following assessment types enable students to demonstrate their learning in Stage 1

Integrated Learning:

• Assessment Type 1: Practical Exploration• Assessment Type 2: Connections• Assessment Type 3: Personal Venture .For a 10-credit subject, students should provide evidence of their learning through three

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

Students undertake:

• at least one practical exploration• at least one connections task• at least one personal venture

PathwaysHealth, sport, and coaching


Year

11Physical EducationLength of CourseSemester or Year




Subject DescriptionStudents explore movement concepts and strategies through these physical activities to promote performance and participation outcomes . They learn experientially, encouraging the development of their capabilities and skills such as critical and creative thinking, communication and collaboration . An integrated approach to learning supports a conceptual framework that promotes deep learning in, through, and about physical activity . The application of this framework ensures students make meaning of the cognitive and psychomotor processes fundamental to the learning of physical activity .

ContentThere is a small practical component but this is not assessed . The three focus areas are in movement, through movement and about movement .

Assessment• Improvement Analysis • Physical Activity Investigation

PathwaysStage 2 Physical Education

Outdoor EducationLength of CourseYear



Pre-requisitesNone

Subject DescriptionOutdoor Education is the study of the human connection to natural environments through outdoor activities .

Students develop their sense of self-reliance and build relationships with people and natural environments . Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation .

An interest in the outdoors is desired, as students spend nine nights away from home camping in the outdoors . All outdoor journeys are compulsory .

There is an extra cost incurred if selected .

Outdoor Education is a 10-credit subject or a 20-credit subject at Stage 1 .

ContentBoth a 10-credit subject and a 20-credit subject consist of the following four topics:

• Environment and Conservation• Planning and Management• Outdoor Activities• Outdoor Journey

Assessment• Practical• Folio• Report

Health & Physical Education


Year

11

2 SISFFIT002 Recognise & apply exercise considerations for specific populations

3 SISFFIT003 Instruct fitness programs

4 SISFFIT004 Incorporate anatomy & physiology principles into fitness programming

5 SISFFIT005 Provide healthy eating information

6 SISFFIT014 Instruct exercise to older clients

7 SISXCCS001 Provide quality service

8 SISXFAC001 Maintain equipment for activities

9 SISXIND001 Work effectively in sport, fitness & recreation environments

10 SISFFIT006 Conduct fitness appraisals

11 HLTWHG001 Participate in workplace health & safety

12 BSBRSK401 Identify risk and apply risk management processes

13 HLTAID003 Provide first aid

14 SISFFIT007 Instruct group exercise sessions

15 SISFFIT011 Instruct approved community fitness programs

26 SISFIT012 Instruct movement programs to children aged 5 to 12 years old

Career Pathways:• Group Fitness Instructor• Sports Coach• Gym Floor Supervisor

Certificate III in Fitness (eCampus) (SIS30315)

Length of CourseYear Work placement hours required = 30

CreditsSACE credits at Stage 2 – Minimum 55 – Maximum 85


Pre-requisitesNone

Subject DescriptionCertificate III in Fitness students at Blackfriars Priory School will be able to plan and deliver a variety of gym

Units of Competency - SIS30315 Unit Selection

1 SISFFIT001 Provide health screening & fitness orientation

and fitness programs along with advising on healthy eating guidelines in a sports and recreation environment .By completing this certificate, students will be able to assist new gym members to use equipment and lead small group classes through basic programming .

Content

All units have a practical component, which is to be completed within the workplace or as part of a structured work placement program . . Campus) (By completing this certificate, students will be able to assist new gym members to use equipment and lead small group classes through basic programming .


Study Pathways:• Certificate IV in Fitness SIS40210 (transitioning to

SIS40215)• Diploma of Fitness SIS50213 (transitioning to

SIS50215)


Year

11 Humanities & Social Sciences (HASS)

AccountingLength of CourseSemester

Credits10 Credits


Pre-requisitesPreferred: Satisfactory Achievement in a Year 10 language rich subject and Satisfactory Achievement in Year 10 Mathematics

Subject DescriptionStudents develop their understanding of selected accounting concepts and conventions and they apply this understanding to create and interpret accounting information . Students analyse the ways qualitative and quantitative information can be used in the decision-making process and the different reporting needs of a range of stakeholders . Students explore the changing forms of accounting information and examine the use of digital technologies . They develop critical thinking and problem-solving skills to devise accounting solutions and apply communication skills to collect and analyse financial and non-financial information for a range of stakeholders . Students develop an understanding of how accounting applies to and impacts their personal circumstances . They explore the links between self and others in local and global accounting contexts, and compare approaches to accounting in different cultural contexts . Students explore the impact accounting has had on society and the opportunities that exist involving accounting in the future .

ContentThe subject is structured around three focus areas:

• understanding accounting• understanding financial sustainability• perspectives in accounting .These focus areas are underpinned by the following learning strands:

• financial literacy• stakeholder information and decision-making• innovation

Assessment• Assessment Type 1: Accounting Skills – three tasks• Assessment Type 2: Accounting Inquiry – one taskThere is an end of semester examination in this subject

PathwaysThe subject provides a useful background for students wanting to either start their own business or for students seeking employment in a business environment, as well as for further studies in business-related areas .


Assessment• Business Skills – 60%• Business Pitch – 40%

PathwaysThe subject provides a useful background for students wanting to either start their own business or for students seeking employment in a business environment, as well as for further studies in business related areas .

Business InnovationLength of CourseSemester

Credits10 Credits


Pre-requisitesPreferred: Satisfactory Achievement in a Year 10 language-rich subject .

Subject DescriptionStudents begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world . Students are immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools . Students will anticipate, find, and solve their own problems . Working together, students will collect and analyse financial and business information that informs the process of proposing, developing, and testing solutions . Students develop and extend their financial awareness and skills in decision-making .

Students consider the opportunities and challenges associated with start-up and existing businesses in the modern, connected world . They consider how digital and emerging technologies may present opportunities to enhance business models and analyse the responsibilities and impacts of proposed business models on global and local communities .

ContentFor a 10-credit semester long subject, students study at least one context and all four learning strands .

Contexts:• start-up business • existing businessLearning Strands:• finding and solving problems • financial awareness and decision-making • business information and communication • global, local, and digital connections . Students gain an understanding of fundamental business concepts and ideas, including:

• the nature and structure of business • key business functions • forms of ownership and legal responsibilities . This understanding is developed and applied through each of the learning strands .

Year

11


Year

11Certificate III in Business BSB30115


CreditsUp to 70 stage 2 credits


Pre-requisitesA high level of achievement in a Stage 1 Business subject or competent completion of Stage 1 Business and Enterprise

Subject DescriptionThis course will equip students with critical business and computing skills, enabling students to improve efficiency in daily business operations and enhance the understanding of business regulations . Up to date business skills in areas like accounting procedures, WHS legislation, resource maintenance, business document creation, contributing to team effectiveness and monitoring customer service will be covered . There is also the option of gaining a credit transfer towards this course by completing a Certificate IV in Business or you can study five additional subjects and graduate with a Certificate III in Business Administration .

ContentThe course is a Vocational Educational and Training subject and is a competency based program .

Core TopicApply knowledge of WHS legislation in the workplace

Elective Subjects• Organise personal work priorities and development • Maintain business resources • Write simple documents • Deliver and monitor a service to customers • Organise workplace information • Contribute to team effectiveness • Maintain financial records • Design and produce business documents

AssessmentTo be assessed as competent, students need to provide evidence of their knowledge and skills relevant to the unit of competence . Assessment methods include:• Quizzes• Short answer questions• Assignments / Projects• Observation Report• Practical Assessment / Project• Case Study / Role Play• Logbook

PathwaysThe option of gaining a credit transfer towards completing a Certificate IV in Business or students could study five additional subjects and then complete a Certificate III in Business Administration .


Year

11Economics*this description is based on the SACE board approved draft for the new subject outline to be taught in 2020 . There could still be minor changes before the final version is approved .


Credits10 Credits


Pre-requisitesPreferred: Satisfactory Achievement in a Year 10 language-rich subject

Subject DescriptionEconomics is the study of how resources are allocated so that goods and services are produced, distributed and exchanged to satisfy the unlimited needs and wants of society . What happens in an economy depends on the choices millions of people make every day when they interact with each other, with markets, with the government and with their natural surroundings . Each interaction affects the behaviour of others and by seeing the world through an economic lens we are provided with insight to make more informed decisions in our daily lives . By studying Economics, students develop an understanding of different economic systems and institutions, and learn to assess the degree to which these systems and institutions satisfy people’s needs and wants . Students study the four economics concepts of scarcity, choice, opportunity cost, and the cause and effect of economic decisions . They apply their learning of these concepts to authentic economic contexts to develop their understanding of the economic principles that underpin decision-making .

ContentCore topic: Thinking like an economist

Elective topic: Selected from the following options:

• markets in action• economic decision making • government involvement in the economy• trade in the global economy

AssessmentAssessment Type 1: Folio – two tasks

Assessment Type 2: Economic Project – one task


GeographyLength of CourseSemester

Credits10 Credits


Pre-requisitesPreferred: Satisfactory Achievement in a Year 10 Language rich subject .

Subject Description“More than ever we need the Geographer’s skills and foresight to help us learn about our planet – how we use it and how we abuse it” . (Michael Palin) .

Through the study of Geography, students develop an understanding of the spatial interrelationships between people, places, and environments . They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world .


Geography provides a systematic, integrative way of exploring, analysing, and applying the concepts of place, space, environment, interconnection, sustainability, scale, and change . Students of Geography identify patterns and trends, and explore and analyse geographical relationships and interdependencies . They use this knowledge to promote a more sustainable way of life and an awareness of social and spatial inequalities .

Through a humanities lens, students investigate spatial aspects of society using inquiry methods that are analytical, critical, and speculative . Through a science lens, students develop an appreciation of the interdependence between the biophysical environment and human activities .

Content• Sustainable Places• Natural Hazards

Assessment• 3 Geographical Skills and Application tasks 75%• Field work – 25%There is an end of semester exam in this subject .


Year

11PathwaysStage 2 Geography or any language rich course .

A study of Geography provides useful critical thinking, IT, and communication skills for future employment in a variety of fields including: cartography, town planning, surveying, landscape architecture, environmental consultation, geographical information systems (GIS), logistics and distribution management .

HistoryLength of CourseSemester

Credits10 Credits



Subject DescriptionStudents explore changes within the world since 1750, examining developments and movements, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals .

Students explore the impacts of these developments and movements on people’s ideas, perspectives, circumstances, and lives . They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies .

The developments and movements studied have been subject to political debate . Students consider the dynamic processes of imperialism, revolution, and decolonisation, how these have reconfigured political, economic, social, and cultural systems, and how recognition of the rights of individuals and societies has created challenges and responses .

Content• Revolution: China • Social Movements: Civil Rights movements (anti-

apartheid)

Assessment• 3 Historical Skills Assessments – 75%• 1 Historical Study – 25%There is an end of semester exam in this subject .

PathwaysStage 2 History or any language-rich subject

A study of History provides useful analytical and critical reasoning skills for future employment in a variety of fields including: museum curation, law, library information and archival management, politics, publishing, journalism, media, business and commerce and administration .


Year

11Legal StudiesLength of CourseSemester

Credits10 Credits



Subject DescriptionStudents explore Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context . They develop an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition . Legal Studies provides insights into law-making, the processes of dispute resolution and the administration of justice . Students investigate legal perspectives on contemporary issues in society .

ContentTopics• Law and Society (core topic)• Law making• Relationships and the law or Young People and the

LawAssessment• Folio – 40%• Issues Study - 30%• Presentation - 30%There is an end of semester exam in this subject .

PathwaysStage 2 Legal Studies

The subject provides a useful background for students seeking employment in a legal environment, as well as for further studies in law .

Stage 2 Business InnovationLength of CourseYear

Credits20 Credits


Pre-requisitesFor students wanting to accelerate into Stage 2 Business Innovation at Year 11, minimum A-grade achievement at Year 10 in Humanities subjects is required .

Subject DescriptionStudents are equipped with the knowledge, skills, and understandings to engage in designing, sustaining, and transforming business . Business Innovation foregrounds design thinking and assumption-based business planning tools to promote an iterative, human-centred approach to innovation and the transformation of business products, services, and processes . Students ‘learn through doing’, using design thinking and assumption-based planning processes to anticipate, find, and solve problems . Risk is encouraged, where ideas are built up rather than broken down, and fear of failure is replaced with the opportunity to iterate as initial assumptions about problems, customers, or solutions are refined . Working collaboratively students will identify problems or customer needs, generate and explore ideas and solutions, and make decisions based on incomplete information . Students engage with complex, dynamic, real-world problems, to identify and design, test, iterate, and communicate viable business solutions . Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills . Students learn to innovate and think like designers to find and solve problems that matter to specific people in a business environment characterised by change and uncertainty .

ContentStage 2 Business Innovation is a 20-credit subject structured around three key contexts:

• designing business• sustaining business• transforming business .

Students explore at least two of these contexts . Through these contexts, students develop and apply their understanding of the following underpinning learning strands: • innovation• decision-making and project management


• financial literacy and information management • global, local, and digital perspectives .Students gain an understanding of fundamental business concepts and ideas, including:

• the nature and structure of business• sources of finance • forms of ownership • legal responsibilities and requirements .

AssessmentSchool assessment - 70%• Assessment Type 1: Business Skills (40%) – four

tasks• Assessment Type 2: Business Model (30%) – one taskExternal Assessment• Assessment Type 3: Business Plan and Pitch (30%) –

one taskPathwaysThe subject provides a useful background for students wanting to either start their own business or for students seeking employment in a business environment, as well as for further studies in business-related areas .

Year

11Stage 2 EconomicsLength of CourseYear

Credits20 Credits


Pre-requisitesFor students wanting to accelerate into Stage 2 Economics at Year 11, minimum A-grade achievement at Year 10 in Humanities subjects is required .

Subject DescriptionStudents learn how an economy operates, the structure of economic systems and the way in which they function . Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants . They become aware economic decisions are not value free and have outcomes which may be inconsistent with social, moral and ethical values . Students research, analyse, evaluate and apply economic models which are expressed in graphical and/or diagrammatic form . They make forecasts about economic change and evaluate issues for individuals and groups in local, national and global settings .

ContentStage 2 Economics consists of skills in the following five key areas of study:

• The Economic Problem• Micro Economics• Macro Economics• Globalisation• Poverty and Inequality

AssessmentSchool based Assessment - 70%• Folio - 30%• Students undertake at least two directed assessments• Skills and Applications Tasks - 40%• Students undertake at least two tasks . One task must

focus on poverty and inequality .External Assessment - 30%• Students undertake a 2 hour examination which is

divided into two parts:• Part A: consists of multiple-choice, short-answer,

response to stimulus and extended-response questions, and draws on the key areas of the subject content from; The Economic Problem; Microeconomics; Macroeconomics and Globalisation .


Year

11Stage 2 Geography Length of CourseYear

Credits20 Credits


Pre-requisitesFor students wanting to accelerate into Stage 2 Geography at Year 11, minimum A-grade achievement at Year 10 in Humanities subjects is required .

Subject DescriptionStudents develop an understanding of the spatial interrelationships between people, places, and environments . They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world .


Students engage in geographical inquiry by using geographical methods and skills . They pose geographical questions, seek answers, and evaluate responses, using a range of fieldwork and spatial technology skills . Fieldwork, in all its various forms, is central to the study of Geography, as it enables students to develop their understanding of the world through direct experience .

ContentStage 2 Geography consists of:

• the transforming world• fieldworkThe transforming world focuses on the following five topics:

Theme 1: Environmental Change

• Topic 1: Ecosystems and People• Topic 2: Climate ChangeTheme 2: Social and Economic Change

• Topic 3: Population Change• Topic 4: Globalisation• Topic 5: Transforming Global Inequality .Topic 1 and Topic 3 are the focus of the external examination .

FieldworkStudents undertake independent fieldwork on a local topic or issue of personal interest . Fieldwork topics must be independently chosen, have a geographical context,

• Part B: requires students to write an essay from a range of questions which draw from the key areas of the subject content from Macroeconomics and Globalisation .


Year

11and be posed as a question or hypothesis .

AssessmentSchool Assessment (70%)

Assessment Type 1:

• Four Geographical Skills and Applications (40%)Assessment Type 2:

• One Fieldwork Report (30%)• External Assessment (30%)Assessment Type 3: Examination - 2 hours

• Part A: Geographical skills• Part B: Application of skills developed from Topics 1

and 3 .

PathwaysA study of Geography,provides useful critical thinking, IT, and communication skills for a variety of careers including: cartography, town planning, surveying, landscape architecture, environmental consultation, geographical information systems (GIS), logistics and distribution management .

Stage 2 Legal StudiesLength of CourseYear

Credits20 Credits


Pre-requisitesFor students wanting to accelerate into Stage 2 Legal Studies at Year 11, minimum A-grade achievement at Year 10 in Humanities subjects is required .

Subject DescriptionLegal Studies explores Australia’s legal heritage our constitution and the dynamic nature of the Australian legal system within a global context . Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition .

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice . Students investigate legal perspectives on contemporary issues in society . They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system . Students consider how, and to what degree, these weaknesses may be remedied .

ContentStage 2 Legal Studies consists of the following four topics:• The Australian Legal System• Constitutional Government• Law making• Justice System

AssessmentThe following assessment types enable students to demonstrate their learning:

School-based assessment - 70%• Folio: Students undertake six to eight assessments

(which may include tests, essays, media analysis exercises, multi-media presentations, debates, oral presentations) - 50%

• Inquiry: Students respond to a legal issue by researching, synthesising and analysing information to reach one of more conclusions or recommendations - 20% .

External Assessment - 30%

• Examination: Students undertake a 3 hour external examination divided into two parts - 30%


Year

11• Part A: Short Response compulsory questions .• Students may also be required to respond to short-

answer questions, analyse a media article, respond to a stimulus, or analyse a legal process . All topics are examined in this part .

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


Year


Credits20 Credits


Pre-requisitesSuccessful completion of Year 10 Italian or approval from the language teacher (Year 9 students)

Subject DescriptionIn Stage 1 Italian, students will further develop their communication skills . They will revise and learn new grammar and vocabulary in order to further develop their linguistic abilities . Students will also learn more about Italian culture and lifestyle .

Students will attend a cooking class, an Italian film at the Palace Nova and take part in bilingual excursions to a local café .

Content• The Individual • Personal Identity• Health and Leisure• Education and Aspirations• The Italian-speaking Communities • Historical Perspectives• Lifestyle in Italy and Abroad • Social and Contemporary Issues• The Changing World• The World of Work• Technology• Trade and Tourism

AssessmentEach Semester the students will complete the tasks as set out by the SACE guidelines:

• Interaction;• Text analysis;• Text production;• Investigation and reflection

PathwaysStage 2 Italian (Continuers)


Credits20 Credits


Pre-requisitesSuccessful completion of Year 10 Japanese or approval from the language teacher (Year 9 students)

Subject DescriptionIn Stage 1 Japanese (Continuers), students will further develop their written communication and conversational skills . They will also expand their vocabulary, Kanji and grammatical knowledge .

The focus capabilities for this subject are speaking, listening, reading and writing and understanding Japanese culture through excursions, films and Japanese animation, songs and research projects and use of ICT and multimedia .

Content• Basic grammar and vocabulary consolidation;• Myself and my family;• Home and friends;• School life;• Shopping and eating out

Assessment• Interaction;• Text analysis;• Text production;• Investigation and

reflectionVocabulary and grammar tests will also make up the term grade

PathwaysStage 2 Japanese (Continuers)

Languages


Year

11 Mathematics

Accelerated Mathematics)Mathematical MethodsLength of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course requires a minimum C grade in 20 credits of Stage 1 Mathematical Methods, while a minimum B grade is recommended .

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

ContentStage 2 Mathematical Methods consists of the following six topics:

Topic 1: Further Differentiation and ApplicationsTopic 2: Discrete Random VariablesTopic 3: Integral CalculusTopic 4: Logarithmic FunctionsTopic 5: Continuous Random Variables and the Normal DistributionTopic 6: Sampling and Confidence Intervals .


School-based Assessment (70%):

• Skills and Applications Tasks – 6 Tests (50%)• Folio – 1 Investigation (20%)External Assessment (30%):

• Examination (30%)

PathwaysMathematical 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 .

Specialist MathematicsLength of CourseYear

Credits20 Credits


Pre-requisitesStudents need to be aware that this subject can only be taken by those boys who are also enrolled in 11 Mathematical Methods or who have already completed it .

Entry into this course requires a minimum B grade in Year 10 Mathematical Methods or Year 10 Accelerated Mathematics .

Subject DescriptionThe subject gives students the abilities and skills required to learn how to approach new challenges by investigating, modelling, reasoning, visualising and problem solving with the goal of communicating to others the relationships observed and the problems solved .

Stage 1 Specialist Mathematics is taken as a 20 credit subject and allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject in either Semester 1 or Semester 2 meet the compulsory 10 credit numeracy requirement .

ContentStage 1 Specialist Mathematics consists of the following topics:

• Arithmetic and Geometric Sequences and Series• Geometry• Vectors in the Plane• Trigonometry• Matrices• Real and Complex Numbers


• Skills and Applications Tasks• Folio – Investigations

PathwaysThe course is designed for those students who are aiming to study Stage 2 Specialist Mathematics and Mathematical Methods, while leaving all other options at Stage 2 available .


Year

11Mathematical MethodsLength of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course requires a minimum C grade in Year 10 Mathematical Methods .

Subject DescriptionThe subject gives students the abilities and skills required to learn how to approach new challenges by investigating, modelling, reasoning, visualising and problem solving with the goal of communicating to others the relationships observed and the problems solved .

Stage 1 Mathematical Methods is taken as a 20 credit subject and allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject in either Semester 1 or Semester 2 meet the compulsory 10 credit numeracy requirement .

ContentStage 1 Mathematical Methods consists of the following topics:

• Functions and Graphs• Polynomials• Trigonometry• Counting and Statistics• Growth and Decay• Introduction to Differential Calculus



PathwaysThis course is designed for those students who are aiming to study Stage 2 Mathematical Methods, while leaving General Mathematics and Essential Mathematics at Stage 2 available .

General MathematicsLength of Course1 or 2 semesters



Pre-requisitesEntry into this course requires a minimum C grade in Year 10 General Mathematics or Mathematical Methods .

Subject DescriptionThe subject gives students the abilities and skills required to learn how to approach new challenges by investigating, modelling, reasoning, visualising, and problem-solving with the goal of communicating to others the relationships observed and the problems solved .

Stage 1 General Mathematics is taken as a 10 or 20-credit subject and allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject in either semester 1 or semester 2 meet the compulsory 10-credit numeracy requirement .

ContentStage 1 General Mathematics consists of the following topics:

• Applications of Trigonometry• Linear and Exponential Functions and their Graphs• Matrices and Networks• Investing and Borrowing• Measurement• Statistical Investigation



PathwaysThe 20-credit course is designed for those students who are aiming to study Stage 2 General Mathematics while leaving Stage 2 Essential Mathematics available .


Year

11Essential MathematicsLength of Course1 or 2 semesters



Pre-requisitesEntry into this course requires a minimum C grade in Year 10 Essential Mathematics . Students may have studied 10 General Mathematics or Mathematical Methods to enter this course .

Subject DescriptionThe 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 communicating to others the relationships observed and the problems solved .

Stage 1 Essential Mathematics is taken as a 10 or 20-credit subject and allows students to achieve the numeracy requirement of the SACE . Students who achieve a C grade or better in this subject in either semester 1 or semester 2 meet the compulsory 10-credit numeracy requirement .

ContentStage 1 Essential Mathematics consists of the following topics:

• Calculations, Time and Ratio• Earning and Spending• Geometry• Data in Context• Measurement• Investing



PathwaysThe 20-credit course is designed for those students who have achieved an A in Year 11 Essential Mathematics and who are aiming to study Stage 2 Essential Mathematics .


Year

11BiologyLength of Course1 or 2 Semesters



Pre-requisitesAn interest and ability in Science-based subjects . Approval must be gained from the Head of Science if the student has not gained a minimum of a solid C grade in Year 10 Science .

Subject DescriptionThe study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments .

By investigating biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes through to macroscopic ecosystem dynamics, students extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues, and understand how biological science impacts on their lives, society, and the environment . They apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world .

ContentSemester 1;The topics in Stage 1 Biology provide the framework for a program of learning in which students extend their skills, knowledge and understanding of the three strands of science - science inquiry skills, science as a human endeavour and science understanding .

The topics for Stage 1 Biology are:

• Cells and Microorganisms• Infectious Disease• Multicellular Organisms• Biodiversity and Ecosystem DynamicsFor a 10-credit subject, students study a selection of at least two of these topics .

For a 20-credit subject, students study a selection of aspects of all four topics .

Stage 1 Biology students who intend to study Biology at Stage 2 would benefit from a Stage 1 program that

includes the topic of Cells and Microorganisms . The school will make every effort to include this in the 10-credit and 20-credit course .

Assessment• Investigations Folio (practical investigations and

science as a human endeavour investigation) - 50%• Skills and Applications Tasks - 50%There is an end of semester exam in this subject .

PathwaysStage 1 Biology can be undertaken for 1 or 2 semesters . It is not a prerequisite for Stage 2 Biology, but it does provide some benefits for those students wishing to continue Biology at Stage 2 .

Sciences


Year

11ChemistryLength of CourseYear

Credits20 Credits


Pre-requisitesMinimum of a solid C grade in Year 10 Science .

Subject DescriptionIn their study of Chemistry, students develop and extend their 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 . They 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 .

ContentThe topics in Stage 1 Chemistry provide the framework for a program of learning in which students extend their skills, knowledge and understanding of the three strands of science - science inquiry skills, science as a human endeavour and science understanding .

The topics for Stage 1 Chemistry are:

• Materials and their Atoms • Combinations of Atoms • Molecules • Mixtures and Solutions • Acid and Bases • Redox Reactions


science as a human endeavour investigation) - 50%• Skills and Applications Tasks - 50%There is an end of semester exam in this subject which is not included as a part of their SACE grade .

PathwaysStage 2 Chemistry, Biology .

NutritionLength of CourseSemester

Credits10 Credits


Pre-requisitesAn interest and ability in Science-based subjects . Approval must be gained from the Head of Science if the student has not gained a minimum C grade in Year 10 Science .

Subject DescriptionStudents of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as explore the links between food, health and diet-related diseases . Students also investigate sources and prevention of food contamination and gain an understanding of the Australian Dietary Guidelines and nutrition relquirements through the life cycle . The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes and make informed food selections .

ContentStudents undertake the study of the following three topics:

• Macronutrients• Contaminated Food Safe Food Handling• Australian Dietary Guidelines and Nutrition in the Life

Cycle

Assessment• Investigations Folio (practicals and assignments) -

75%• Skills and Applications Tasks (tests) - 25%There is an end of semester exam in this subject . It is not included as a component of the Skills and Applications Tasks .

PathwaysNutrition Stage 1 leads into Nutrition Stage 2 . It is not compulsory to do Nutrition Stage 1 to enter Stage 2, however, it is strongly advised .


Year

11PhysicsLength of CourseYear

Credits20 Credits


Pre-requisitesMinimum of a solid C grade in Year 10 Science and in Year 10 Mathematical Studies or Mathematical Methods

Subject DescriptionThe 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 .

ContentThe topics in Stage 1 Physics provide the framework for a program of learning through which students extend their skills, knowledge and understanding of the three strands of science - science inquiry skills, science as a human endeavour and science understanding .

The topics for Stage 1 Physics are:

• Linear Motion and Forces • Electric Circuits • Heat • Energy and Momentum • Waves • Nuclear Models and Radioactivity


science as a human endeavour investigation) - 50%• Skills and Applications Tasks - 50%There is an end of semester exam in this subject which is not included as a part of their SACE grade .

PathwaysStage 2 Physics, Biology .

PsychologyLength of CourseSemester

Credits10 Credits


Pre-requisitesAn interest and ability in Science-based subjects . Approval must be gained from the Head of Science if the student has not gained a minimum C grade in Year 10 Science . Due to the volume of content involved a good grade in English or English as an Additional Language studies is essential .

Subject DescriptionThe 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 .

ContentStage 1 Psychology consists of the compulsory topic and two other topics from:

• Introduction to Psychology (compulsory)• Social Behaviour• Brain and Behaviour• Human Psychological Development• Emotion• Positive Psychology

Assessment• Investigations Folio (Reports) - 60%• Skills and Applications Tasks (Tests and assignments)

- 40%There is an end of semester exam in this subject which is not included as a part of their SACE grade .

PathwaysStage 1 Psychology is not a prerequisite for Stage 2 Psychology, but does provide benefits for those students wishing to study Psychology at Stage 2


Media StudiesLength of CourseSemester or Year



Pre-requisitesStudents should have a proficient command of the English language (a C grade or better in Year 10 English) and an interest in technology as it relates to media applications .

Subject DescriptionMedia Studies develops students’ media literacy and production skills .

Students discuss and analyse media issues and create media products . The analytical elements of Media Studies support students to develop research and analysis skills which may lead to future study or employment pathways . This course has a strong emphasis on language skills and in analysing features of media content . Students should have an interest in media production technology, and hence it would suit students with such strengths and interests .

ContentStudents in collaboration with their teacher choose from the following topics:

• Images of Youth in Media• Making of the News• Advertising• Careers in Media• Creating Multimedia Texts• Representations in Media• Media Audiences• Media and Leisure• Media and the Global Community


• Folio• Interaction Study• Product

PathwaysThis course prepares students for Stage 2 Media Studies, as well as developing students’ media literacy skills which would be useful in a number of other subjects that contain media aspects of study, such as English Communications and Digital Photography .

Year

11 The Arts

DramaLength of CourseSemester or Year



Pre-requisitesStudents should have a proficient command of the English language (a C grade or better in Year 10 English) and preferably have studied Drama or Drama Video Production in Year 10 . This subject involves some out of class work in assisting the Year 12 Senior Group Performance and in practising for the Year 11 Group Performance . Students must enjoy working in a team environment and commit to a rehearsal schedule which involves out-of-school attendance . Students and parents should be aware of this commitment before choosing this course .

Subject DescriptionIn Drama students participate in the planning, rehearsal and performance of dramatic work . Students develop their creativity, self-esteem and confidence .

ContentStage 1 Drama consists of the following three areas of study:

• Presentation of Dramatic Works (showcasing the skills of dramatic practice taught in workshops)

• Dramatic Theory and Practice (writing play reviews and interpreting dramatic works)

• Individual Investigation and Presentation (self-evaluation during the Group Production experience)

• Group Production

AssessmentStudents demonstrate evidence of their learning through the following assessments:

• Folio• Investigation and presentation• Group performance

PathwaysThis subject prepares students for Stage 2 Drama, as well as developing relevant social skills for broader participation in society .


Year

11 MusicLength of CourseYear

Credits20 Credits


Pre-requisitesThe Stage 1 Music Advanced is primarily a Jazz focused course . It is a prerequisite students have completed Year 10 Music to a satisfactory achievement .

Subject DescriptionPractical lessons enable students to learn to participate in a variety of performance situations, learn about performance etiquette and have the opportunity to be involved in collective music making . Students use their creativity by learning and developing their composition and music arranging skills . Students develop their theory, aural and music analysis skills .

Content• Performance practice• History of Jazz• Arranging/Composing• Harmony and Theory of Music• Aural awareness

AssessmentThe assessments are designed to give students the full benefit of a comprehensive music study program . Students have the following opportunities:

• Solo and Ensemble Performance • Self-assessment as part of the performance process• Arranging and composition tasks using Sibelius

software • Oral presentation of their performance works• Written tests on theoretical concepts• Aural and listening analysis tests on harmonic .

PathwaysStudents who successfully complete Stage 1 Music are eligible to study a combination of subjects at Stage 2 Music .

Visual Arts – ArtLength of CourseSemester or Year



Pre-requisitesStudents need to have completed subjects in Visual Arts or Design in year 9 and/or 10, or need to present a folio of their practical work and writing analysis samples to the head of department . Students should have an interest in visual arts and the creative process . It would be beneficial for students to have achieved a pass or higher in English in year 10 .

Subject DescriptionLearning in the Visual Arts involves the creative process of initiating and developing ideas based on the research of artists, styles and concepts, the analysis, exploration and experimentation with media, techniques and visual conventions and how they communicate ideas, and the resolution, production and presentation of practical works . Students learn to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and opinions, and provide observations of their lived or imagined experiences in visual form .

ContentStudents will develop skills in a range of media including Painting and Contemporary Sculpture techniques, Adobe creative suite and 3D modelling through the study of arts styles and artists . Students develop their own personal visual responses based on the research of artists and artworks from different times, places and cultures and resolve these ideas in finished artworks . Students use research skills to explore artists and artmaking processes to enhance their own practice .

Area of Study 1: Visual ThinkingArea of Study 2: Practical ResolutionArea of Study 3: Visual Arts in Context

AssessmentStudents submit for assessment a Folio of their Visual Thinking, A Practical artwork that resolves their ideas, and a Visual Study that explores the arts in context .

Criteria for assessment:

• Practical Application• Knowledge and Understanding• Analysis and Response


Year

11Pathways• Stage 2 Visual Arts or Design• Stage 2 Digital PhotographyTertiary studies in Visual Arts and Design at University or External Providers such as CDW Studios or TAFE .

Visual Arts – DesignLength of CourseSemester or year

Credits10 or 20 credits


Pre-requisitesStudents need to have completed subjects in Visual Arts or Design in year 9 and/or 10, or need to present a folio of their practical work and writing analysis samples to the head of department . Students should have an interest in design and the creative process . It would be beneficial for students to have achieved a pass or higher in English in year 10 .

Subject DescriptionLearning in the Visual Arts - Design involves the creative process of initiating and developing ideas based on the research of designers, styles and concepts, the analysis, exploration and experimentation with media, techniques and visual conventions and how they communicate ideas, and the resolution, production and presentation of designed products . Students learn to create and follow a design brief to meet a client’s needs and to communicate personal ideas, beliefs, values, thoughts, feelings, concepts and opinions, and provide observations of their lived or imagined experiences .

ContentStudents will develop skills in a range of media including Painting and Contemporary Sculpture techniques, Adobe creative suite and 3D modelling, through the study of design styles and designers . Students develop their own personal visual responses based on the research of designed products from different times, places and cultures and resolve these ideas in finished design . Students use research skills to explore designers and design processes to enhance their own practice .

AssessmentStudents submit for assessment a Folio of their Visual Thinking, A Design Product that resolves their ideas, and a Visual Study that explores design in context .


• Practical Application• Knowledge and Understanding• Analysis and ResponsePathways

• Stage 2 Visual Arts or Design• Stage 2 Digital PhotographyTertiary studies in Visual Arts and Design at University or External Providers such as CDW Studios or TAFE .


Year

11Design Technology - AutomotiveThis course will be offered in 2020 as an external VET course . Please see the SACE and Pathways Coordinator for more information .

Digital Photography (Digital Communication Solutions)




Pre-requisitesIt would be extremely beneficial for students to have an interest in digital photography, image manipulation and publication software .

Subject DescriptionThrough the study of Digital Photography students develop the ability to identify, create, initiate and develop products of communcation . Students focus on using photographic and digital manipulation skills to meet clients’ needs and communicate to a variety of audiences . Students learn to use digital tools, materials and systems safely and competently to complete a product . They explore technologies in both contemporary and historical settings and analyse the impacts of technology, including social, environmental and sustainable consequences .

ContentPractical work will focus on image capture and production methods, including:

• Photographic Techniques• Image Manipulation using Adobe Photoshop• Digital Publishing using Adobe InDesign• Folio DevelopmentTheoretical work will cover:• Camera Theory• Advertising• Typography• Layout Dynamics

AssessmentSpecialised Skill Task

Design Processes and Product Part 1 . & Part 2 .

Assessment Criteria:• Investigating• Designing• Producing• EvaluatingWritten/Presentation Tasks:Application Essay or Presentation: Students produce an essay or presentation investigating

Technologies


Year

11the tools and Materials used in photography and their impact on contemporary society - 10%

Folio (as above):• The folio includes 800 words communicating Brief,

Investigation, Planning and Evaluation

PathwaysStage 2 Design & Technology- Communication Products: Digital Photography and Communication

Furniture Design (Material Solutions)

Length of CourseSemester or Year



Pre-requisitesStudents need to have completed subjects in Design Technology – materials in years 9 and 10, or present examples of their work and skills to the head of department . It would be beneficial for students to have a genuine interest in working with timber .

Subject DescriptionStudents apply their understanding of technological concepts to investigate, analyse, develop and communicate ideas for products . They use skills and techniques safely to create wood based products in response to a client need . They reflect on their learning, and continuously evaluate and modify their design process .

ContentStudents will design and create a product that meets a design brief, and develop the knowledge and skills associated with producing that product . They investigate and analyse a range of products and use that information in the development of original ideas for their own product .

A product is an item, or a group of items, that demonstrate a unifying concept, theme, action or purpose .

Students will be working within the constraints of a design brief that may include size and materials restrictions .

Students will work through the design process to complete a Folio and Product . They will also complete a range of Skills and Application Tasks .

AssessmentSpecialised Skill Task Design Process and Product Part 1 & Part 2


• Investigating• Designing• Producing• Evaluating


Year

11Digital TechnologyLength of CourseSemester or Year



Pre-requisitesThere are no pre-requisites but there is a preference for students who have the successful completion of any Year 10 Digital Technology, and competency at the Year 10 General Mathematics level .

Subject DescriptionStudents advance their computational thinking skills by developing a range of techniques to create and test their own digital technology systems . These systems are developed through programming, analysing data, and exploring innovations .

ContentThere are four focus areas in Stage 1 Digital Technologies . For a 10-credit subject, students study at least two focus areas . For a 20-credit subject, students study at least three focus areas .

Programming

• Deconstructing problems into logical sets of sequential or iterative parts, using tools that show the flow of sequence between subparts .

• Designing algorithms to produce an output, written in plain English or pseudocode .

• Learning the building blocks of a programming language, such as: variables; expressions; assignment; input and output; selections; iterations .

Advanced Programming• Investigating problems of interest and developing

solutions to these problems .• Developing, testing, and coding algorithms .• Extending existing knowledge to more sophisticated

practices such as: modularisation; code reuse; data structures; arrays .

Data Analytics • Identifying patterns of similarities or repetition in data

sets, to make predictions and draw conclusions .• Using simple techniques to analyse and display data .• Identifying and defining problems using data and

developing solutions to these problems .Exploring Innovations• Investigating current innovations and advances in

technology .• Working collaboratively and using initiative and

creativity to generate and develop ideas to be turned

into practical solutions .• Researching ethical implications of digital solutions

and possible ways in which solutions created now may be used in the future .

AssessmentStudent learning is demonstrated through these assessment types:• Project Skills (50%)• Digital Solution (50%)


Subject Selection

Subjects Semester Year SACE Credits

ReligionIntegrated Learning – Religion Studies 10

Philosophy 20

Religion Studies 20

Cross DisciplinaryCommunity Studies 10 or 20

Research Project (Teacher Recommendation)

VET – only for students who are enrolled in a VET course

Workplace Practices 20

EnglishEnglish Literary Studies 20

English 20

English as an Additional Language 20

Essential English 20

Health & PECertificate III in Fitness Min 55-Max 85

Health 20

Integrated Learning with Health & Physical Education focus 20

Physical Education 20

Outdoor Education 20

Humanities & Social Sciences (HASS)Accounting 20

Business Innovation 20

Certificate III in Business (BSB30115) Up to 70

Economics 20

Geography 20

Legal Studies 20

Modern History 20

Year

12


Year

12Subjects Semester Year SACE Credits

Languages Italian (Continuers) 20

Japanese (Continuers) 20

MathematicsSpecialist Mathematics 20

Mathematical Methods 20

General Mathematics 20

Essential Mathematics 20

SciencesBiology 20

Chemistry 20

Nutrition 20

Physics 20

Psychology 20

The ArtsDrama 20

Media Studies 20

Music:

Ensemble Performance 10

Music Explorations 20

Music Studies 20

Solo Performance 10

Visual Arts: Art 20

Visual Arts: Design 20

TechnologiesDesign Technology - Automotive (VET) 20

Furniture Design (Material Solutions) 20

Digital Photography (Digital Communication Solutions) 20

Digital Technology 20


Year

12Integrated Learning – Religion StudiesLength of CourseSemester

Credits10 Credits

Compulsory or ElectiveCompulsory (unless Religion Studies is selected)

Pre-requisitesNone

Subject DescriptionThe Blackfriars ‘Mission Statement’ emphasises the importance of the spiritual, intellectual, physical and social development of each member of the school community . This subject focuses on providing the opportunity for students to engage in the study of three topics as determined by each teacher and class .

The topics include;• Moral Teaching and Ethics;• Theology;• Scripture;• Dominicana;• Godly Play• Religious Citizenship;• Origins, Purpose and Destiny .

ContentThis 10 credit subject consists of a combination of:• Investigations and analysis of Catholic perspectives• Research into Catholic beliefs, values and ethics and

rituals and traditions• Reflection and discussion on Scripture • Folio of research and reflections on the expression of

Catholic beliefs and moral teachings• Reflections on experiential learning• Preparation and participation in rituals and prayer

AssessmentAssessment is 70% school based and 30% external .

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

• Assessment Type 1: Practical Inquiry on Ethical and Moral Decision Making or Dominicana

• Assessment Type 2: Connections activity on Scripture or Godly Play

• Assessment Type 3: Personal Endeavour (Externally Assessed)

Religion Studies



Credits20 Credits


Pre-requisitesEntry into this course requires a minimum C grade in a Stage 1 Humanities or English subject .

Subject DescriptionA study of religion and spirituality forms a vital foundation for the study of a society . This is of particular importance in a culturally diverse society . An appreciation of the nature of national and global multicultural society is enriched by an understanding of religion and its influence on human behaviour, and the shaping of personal and group identity . Religions and spiritualities are living and dynamic, and students explore the ways in which religious adherents participate in, and respond to, current social and moral debates, and issues in communities such as those in Australia .

ContentCore Topic:• Overview of Religion2 Option Topics:• Option Topic A: Buddhism• Option Topic B: Christianity• Option Topic C: Hinduism • Option Topic D: Indigenous Australian Spirituality• Option Topic E: Islam • Option Topic F: Judaism

AssessmentAssessment is school based . Students demonstrate evidence of their learning though the following assessment types:

School Assessment - 70%• Assessment Type 1: Sources Analysis - 30%• Assessment Type 2: Folio - 40% External Assessment - 30%• Assessment Type 3: Investigation - 30% .

Year

12PhilosophyLength of CourseYear

Credits20 Credits


Pre-requisitesNo Formal Prerequisites . Year 11 Philosophy – desirable

Subject DescriptionStudents learn philosophy is 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 . Historically and now, philosophers have been recognised as teachers of wisdom whose contributions have helped to form society and its visions for the future .

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 requires skills of critical reasoning, developed through an understanding of 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 .

ContentStage 2 Philosophy is a 20 credit subject that consists of two sections:

• Philosophical Inquiry Skills• Key Areas of Philosophical Study .The three key areas for study are ethics, epistemology, and metaphysics . Students undertake an in-depth study of one topic from each key area .

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

School Assessment - 70%• Assessment Type 1: Argument Analysis - 25%• Assessment Type 2: Issues Analysis - 45%

External Assessment - 30%• Assessment Type 3: Issues Study - 30%


Community StudiesLength of CourseSemesters or Year



Pre-requisitesNone

Subject DescriptionCommunity Studies offers students the opportunity to create individual contracts of learning in a community context and to interact with teachers, peers and community members beyond the school environment . Students decide the focus of their community activity, which begins from a point of personal interest, skill or knowledge . By setting challenging and achievable goals in a community activity, students enhance their skills and understandings in a guided and supported learning program . They develop their capability to work independently and to apply their skills and knowledge in practical ways in their community .

ContentStudents prepare a contract of work to develop a community activity from the following ten areas of study:

• Arts and the Community• Business and the Community• Communication and the Community• Design, Construction and the Community• Environment and the Community• Foods and the Community• Health, Recreation and the Community• Science and the Community• Technology and the Community• Work and the Community


School Assessment

• Contract of work• Folio• PresentationExternal Assessment

• Reflection

PathwayThis subject cannot contribute towards an ATAR .

Year

12Workplace PracticesLength of CourseYear

Credits20 credits


Pre-requisite(s)None

Subject DescriptionIn Workplace Practices students develop knowledge, skills and understanding of the nature, type and structure of the workplace . They learn about the relationships between work-related issues and practices, the changing nature of work, industrial relations influences and workplace issues which may be local, national or global, or industry specific . Students can undertake learning in the workplace and reflect on and evaluate their experiences in relation to their capabilities, interests and aspirations .

ContentThere are three focus areas of study:• Industry and Work Knowledge• Vocational Learning• VET - Vocational Education and Training

Students must also study three or more topics from the following:• Work in Australian Society• The Changing Nature of Work• Industrial Relations• Finding Employment• Negotiated Topic

AssessmentSchool Assessment - 70%

• Folio - 25%• Performance - 25%• Reflection - 20%External assessment - 30%

• Investigation - 30%• The report should be up to a maximum 2,000 words

if written, or maximum of 12 minutes of oral, the equivalent in multimodal form .

PathwayThis subject can contribute towards an ATAR .

Cross Disciplinary


English Literary StudiesLength of CourseYear

Credits20 Credits


Pre-requisitesStudents should attain a B grade or better in Stage 1 English Literary Studies . It is recommended that students have a strong creative skills and enjoy analysing a variety of text types .

Subject DescriptionThis course focuses on the skills and strategies of critical thinking needed to interpret texts . Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts .

Students investigate how literary texts represent culture and identity, and the dynamic relationship between authors, texts, audiences, and contexts . Students develop an understanding of the power of language to represent ideas, events, and people and how texts challenge or support cultural perceptions . Furthermore, by focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed .

ContentShared Study

Responding to Texts

Through their study of literary texts, students explore the ideas, perspectives, values, attitudes, and emotions conveyed . A close study of techniques in texts also enables students to develop an understanding of ways in which language, structural, and stylistic choices communicate values and attitudes and may shed new light on familiar ideas .

By developing an understanding of literary texts in their historical and cultural contexts, students observe how interpretations of texts may vary and consider a range of critical perspectives from which a text might be interpreted . As part of this component of the course students study a range of text types including novels, poetry, drama, prose, film and non-fiction .

Please Note: Students will be required to choose one of the texts from the Shared Study to complete the comparative text essay . The second text will be of the student’s own choosing .

Creating Texts

Students create texts that enable them to apply the knowledge, skills, and understanding developed through their study of literary texts in a range of forms . In the creation of their own texts students are encouraged to experiment with and adapt content, medium, form, style, point of view, and language in order to explore ideas and privilege perspectives . As part of this component of the course students are also required to consider how texts may be transformed into text types different from the original . Through the transforming of texts students learn ways in which a completely new text can be created by converting, or reimagining, a text to reflect a new social or cultural context .

Assessment School Assessment

Responding to Texts (50%)

Students produce up to five responses to their text studies; together, the responses comprise a maximum of 5000 words . Assessment tasks will vary and include orals, essays, transcripts and extended response tasks .

Creating Texts (20%)

Students produce one transformative text linked to another text, with a writer’s statement (1500 words, or 9 minutes) and one original creative work .

External Assessment (30%)

The external assessment is divided into two sections, Part A and Part B .

Part A: Comparative Text Study (15%)

A comparative text study that compares one of the texts studied in the shared studies with another text individually chosen by the student, in a critical essay .

Part B: Critical Reading (15%)

A critical reading of one or more short texts . The short texts may be in a variety of forms (e .g . prose, fiction, non-fiction, poetry, texts with graphic or visual elements, or excerpts from film or soundtracks) .

The critical reading is a 90-minute examination developed by the SACE Board .

English

Year

12


Year


Credits20 Credits


Pre-requisitesStudents should attain a B grade or better in Stage 1 English

Subject DescriptionIn this course students explore the relationship between author, text, and audience, with an emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts . They consider perspectives in texts and their representation of the human experience and the world .

Students also develop an understanding of how the purpose of a text is achieved through application of text conventions and stylistic choices, and how these choices position the audience to respond to ideas and perspectives .

Content

Responding to Texts

Through the analysis of purpose, context, and the language features of different texts students evaluate the different ideas, perspectives, and/or aspects of culture represented in texts . Through comparing texts students develop an awareness of the the distinctive features of different text types . Students develop a critical understanding of the language features, stylistic features, and conventions of particular text types and consider how the conventions of text types can be challenged or manipulated . Texts chosen for study could include novels, extended prose, film, drama or media texts .

Creating Texts

Students create a range of texts for a variety of purposes . By experimenting with innovative and imaginative language features, stylistic features, and text conventions, students develop their personal voice and perspectives . They demonstrate their ability to synthesise ideas and opinions, and develop complex arguments .

AssessmentSchool Assessment


Students produce three responses to texts . Two of the responses must be written, and one must be oral .


Students create written, oral, and/or multimodal texts for procedural, imaginative, analytical, persuasive, or different purposes . Students are required to create three texts, and produce one writer’s statement for one of their own texts .


Comparative Analysis (30%)

Students complete a comparative essay of two independently analysed texts, and evaluate how the language features, stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture . (2000 words maximum) .


Year

12Essential EnglishLength of CourseYear

Credits20 Credits


Pre-requisitesThis subject is suited to students wishing to enter the world of work and/or TAFE, and who have either studied Essential English in Stage 1 or found Stage 1 English or Stage 1 English as an Additional Language challenging .

Subject DescriptionIn this subject students respond to and create texts for a range of personal, social, cultural, community, and/or workplace contexts . Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning .

ContentResponding to Texts

Students respond to a range of texts that instruct, engage, challenge, inform, and connect with readers . They consider information, ideas, and perspectives represented in the chosen texts . Texts for this study will have a direct connection with a context which is relevant to the student’s experiences, for example a community group, a work place or social media . The reading of these texts clarifies and extends students’ comprehension of the processes, issues, or concerns of individuals or communities .

Creating Texts

Students create procedural, imaginative, analytical, interpretive, or persuasive texts appropriate to a context . Students will develop an awareness of the stylistic features and textual conventions of various forms . Through the creating of different texts students extend their literacy skills to equip them for work, future learning, and participation in civic life . They will develop appropriate vocabulary and use accurate spelling, punctuation, and grammar . Students will also acquire strategies for planning, drafting, revising, editing, and proofreading, and referencing .



Students produce three responses to texts . At least one of the responses will be produced in written form, and at least one response in oral or multimodal form . The

responses could include but are not limited to an essay, a visual presentation, a multimodal response, a workplace text, an opinion piece and/or extended paragraphs .


Students create written, oral, and multimodal texts for procedural, imaginative, analytical, persuasive, and/or interpretive purposes . One of these texts must be an advocacy text, at least one of the responses must be in written form, and at least one in oral or multimodal form .

External Assessment

Language Study (30%)

For this assessment type, students complete an independent language study . The focus of study is developing an understanding of the use of spoken, non-verbal, visual, and/or written language by people in a context beyond the classroom . Students focus their study through devising a question or hypothesis about the use of language in the chosen context . These contexts may include workplace, training, or volunteering, virtual social networking, a recreational or personal interest (e .g . sport), cultural (e .g . language group, festival) or a community of interest .


Year

12 English As an Additional LanguageLength of CourseYear

Credits 20


Pre-requisitesStudents should attain a C grade or better in a Stage 1 English subject, communicate in English as an additional language and meet SACE Board eligibility requirements . Students should be prepared to research independently, be interested in current events, and be aspiring to study at a tertiary level .

Subject DescriptionThis subject focuses on the development and use of skills and strategies in communication, comprehension, language and text analysis, and text creation . Through studying a variety of oral, written, and multimodal texts, including informational and literary texts, students develop an understanding of text structures and language features . Students identify the information, ideas and opinions presented in these texts, explore the relationship between the structures and features of texts, and the purpose, audience and context of texts . Students develop confidence in creating texts for different purposes and develop skills for research and academic study .

ContentThe content of the course focuses on developing the following skills and strategies in the students:

• Communication skills and strategies where students understand and analyse how language and stylistic features are used to achieve different purposes .

• Comprehension skills and strategies where students comprehend and evaluate information, ideas, and opinions presented in texts .

• Language and text analysis skills and strategies which develop students’ ability to analyse and evaluate personal, social, and cultural perspectives in texts .

• Text creation skills and strategies which develops students ability to respond to information, ideas, and opinions, using sustained, persuasive, and effective communication . They create extended oral, written, and multimodal texts appropriate to different

purposes, audiences, and contexts .


Academic Literacy Study (30%)

This requires students to investigate a question or a topic and present their findings in an academic style by producing both a written report and an oral interaction, such as a tutorial or discussion .

Responses to Texts (40%)

Students complete four responses to a range of texts . At least one response will be presented in oral form and two will be in written form .

External Assessment

Examination (30%)

Students complete a 2 ½ hour exam which consists of two separate sections . The first section includes a listening and critical reading component which requires students to produce short and extended written responses . The second section requires students to respond to a range of visual and written texts and produce an extended response in the form of an essay, a persuasive piece, or a report .


Year

12Health Length of CourseYear

Credits20 Credits


Students explore, critique and analyse the roles and responsibilities of individuals, communities and governments in addressing health and wellbeing issues in modern society . Students reflect on current trends and issues affecting the health status of people in Australia and globally . They will be actively involved in an area related to health and need to demonstrate participation, practical and group skills .

ContentIssues AnalysisStudents present evidence of their analysis of current health trends and issues (including Racism and Obesity) and their impacts in Australia .

Group Investigation and PresentationStudents are required to plan, research and present an idea for a health-promoting activity or social action, and to present in the area of sexuality and health .

Practical ActivityStudents improve an area of their own wellbeing by interacting with experts in the community .

External investigationStudents are involved in a personal or community activity or social action to promote improved health outcomes for individuals or communities and prepare a 2,000 word written report .

Assessment School-based Assessment - 70%• Group Presentation and report - 30%• Practical Activity - 20% • Issues Analysis - 20%External Assessment 30%• Investigation 2,000 word report - 30%

Health and Physical Education

Integrated Learning with a Health & Physical Education focusLength of CourseYear

Credits20 Credits



Subject DescriptionIn designing a program focus, teachers consider the interests, capacities, and needs of the student cohort, approaches to teaching and learning, and forms of assessment to maximise opportunities for students to demonstrate their learning . The key focus will be on health, sport, and coaching .

The program focus should be designed with consideration of the capabilities . It does not need to relate to one specific capability . The teacher designs the program to allow opportunities for students to individually select a capability that they want to develop, extend, and apply through the various assessments, or the teacher can design the program to focus on the development of one or more specific capabilities . The SACE identifies seven capabilities . They are:

• literacy • numeracy • information and communication technology (ICT)

capability • critical and creative thinking • personal and social capability • ethical understanding • intercultural understanding .

AssessmentThe following assessment types enable students to demonstrate their learning in this subject:

School assessment (70%)

• Assessment Type 1: Practical Inquiry (40%)

• Assessment Type 2: Connections (30%)

External assessment (30%)

• Assessment Type 3: Personal Endeavour (30%) .

PathwaysHealth, sport and coaching


Year

12School Assessment (70%)

• Assessment Type 1: Diagnostics (30%)• Assessment Type 2: Improvement Analysis (40%)External Assessment (30%)

• Assessment Type 3: Group Dynamics (30%)

PathwaysHealth Science

Physical EducationLength of CourseYear

Credits20 Credits



Subject DescriptionThrough Physical Education, students explore the participation in and performance of human physical activities . It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence . An integrated approach to learning in Physical Education supports an Arnoldian educational framework that promotes deep learning ‘in, through, and about’ physical activity . The application of this framework ensures students make meaning of the cognitive and psychomotor processes fundamental to the learning of physical activity .

ContentThere is a small practical component but this is not assessed . The three focus areas are in movement, through movement and about movement .

Stage 2 Physical Education has three focus areas:

• Focus Area 1: In movement• Focus Area 2: Through movement• Focus Area 3: About movementThe focus areas provide the narrative for the knowledge, skills, and capabilities that students develop . Learning is delivered through an integrated approach where opportunities are provided for students to undertake, and learn through, a wide range of authentic physical activities (e .g . sports, theme-based games, laboratories, and fitness and recreational activities) . Students explore movement concepts and strategies through these physical activities to promote and improve participation and performance outcomes .

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


Outdoor EducationLength of CourseYear

Credits20 Credits


Pre-requisitesNil

Subject DescriptionOutdoor Education is the study of the human connection to natural environments through outdoor activities . Students develop their sense of self reliance and build relationships with people and natural environments . Outdoor Education focuses on the development of awareness of environmental issues through observation and evaluation .

An interest in the outdoors is desired, as students spend nine nights away from home camping in the outdoors . All outdoor journeys are compulsory .

ContentThree outdoor journeys:

• Kayaking• Bushwalking• One self-reliant trip in small groups (students plan

and lead trip with minimal staff supervision)Students complete folio assessments on environmental studies, planning and management practices and leadership and planning and one externally assessed investigation .

There is an extra cost incurred if selected .

AssessmentSchool Assessment - 50%• Folio - 20%• Practical - 30%

External Assessment - 50%• Investigation - 30%• Self-reliant Practical - 20%

Year

12


Year

12Students will work independently with some level of autonomy in fitness, leisure, aquatic and community centres .

ContentAll units have a practical component, which is to be completed within the workplace or as part of a structured work placement program .


Study Pathways:• Certificate IV in Fitness SIS40210 (transitioning to

SIS40215)• Diploma of Fitness SIS50213 (transitioning to

SIS50215)

Career Pathways:• Group Fitness Instructor• Sports Coach• Gym Floor Supervisor

Total number of units = 15, 10 core units, 5 elective units:

1 SISFFIT001 Provide health screening & fitness orientation

2 SISFFIT002 Recognise & apply exercise considerations for specific populations

3 SISFFIT003 Instruct fitness programs

4 SISFFIT004 Incorporate anatomy & physiology principles into fitness programming

5 SISFFIT005 Provide healthy eating information

6 SISFFIT014 Instruct exercise to older clients

7 SISXCCS001 Provide quality service

8 SISXFAC001 Maintain equipment for activities

9 SISXIND001 Work effectively in sport, fitness & recreation environments

10 SISFFIT006 Conduct fitness appraisals

11 HLTWHG001 Participate in workplace health & safety

12 BSBRSK401 Identify risk and apply risk management processes

13 HLTAID003 Provide first aid

14 SISFFIT007 Instruct group exercise sessions

15 SISFFIT011 Instruct approved community fitness programs

26 SISFIT012 Instruct movement programs to children aged 5 to 12 years old

Certificate III in Fitness (eCampus) (SIS30315)Length of CourseYear Work placement hours required = 30

CreditsSACE credits at Stage 2 – Minimum 55 – Maximum 85


Pre-requisitesNone

Subject DescriptionCertificate III in Fitness students at Blackfriars Priory School will be able to plan and deliver a variety of gym and fitness programs along with advising on healthy eating guidelines in a sports and recreation environment . By completing this certificate, students will be able to assist new gym members to use equipment and lead small group classes through basic programming .


Year

12AccountingLength of CourseYear

Credits20 Credits


Pre-requisitesA high level of achievement in Stage 1 Mathematics or satisfactory completion of Stage 1 Accounting

Subject DescriptionStudents develop and extend their understanding of the accounting concepts and conventions used to understand and classify financial transactions within a business . Students develop and apply their knowledge of accounting processes to prepare and report accounting information to meet stakeholder needs . Students transfer this knowledge to scenarios and consider the influence of local and global perspectives on accounting practices . Students analyse and evaluate accounting information to develop and propose authentic accounting advice to inform the decision-making of a variety of stakeholders . Students develop critical thinking and problem-solving skills to devise accounting solutions and apply communication skills in authentic accounting contexts . Students examine current and emerging social trends, evolving technologies, government regulations, environmental issues, new markets, and other economic factors, as well as ethics and values, when exploring the practice of accounting . Students explore the impact accounting has had on society and possible future opportunities involving accounting .Content

Content The subject is structured around three focus areas:

• understanding accounting concepts and conventions• managing financial sustainability• providing accounting advice .These focus areas provide real-world opportunities and environments develop, extend, and apply students skills, knowledge, understanding, and capabilities to study accounting practices in a range of enterprises, for example:

• local, national, and multinational enterprises• small, medium, and large businesses• public–private partnerships• primary, secondary, and tertiary enterprises• online enterprises• not-for-profit organisations .


Students develop and apply their understanding of the following underpinning learning strands:

• financial literacy• stakeholder information and decision-making• innovation

AssessmentSchool-based Assessment - 70%

• Assessment Type 1: Accounting Concepts and Solutions (40%) – four tasks

• Assessment Type 2: Accounting Advice (30%) – one task


• Assessment Type 3: Examination (30%) – one exam


Year

12


Business InnovationLength of CourseYear

Credits20 Credits


Pre-requisitesA satisfactory level of achievement in a Stage 1 language-rich subject or satisfactory completion of Stage 1 Business Innovation

Subject DescriptionStudents are equipped with the knowledge, skills, and understandings to engage in designing, sustaining, and transforming business . Business Innovation foregrounds design thinking and assumption-based business planning tools to promote an iterative, human-centred approach to innovation and the transformation of business products, services, and processes . Students ‘learn through doing’, using design thinking and assumption-based planning processes to anticipate, find, and solve problems . Risk is encouraged, where ideas are built up rather than broken down, and fear of failure is replaced with the opportunity to iterate as initial assumptions about problems, customers, or solutions are refined . Working collaboratively students will identify problems or customer needs, generate and explore ideas and solutions, and make decisions based on incomplete information . Students engage with complex, dynamic, real-world problems, to identify and design, test, iterate, and communicate viable business solutions . Through design thinking and direct involvement in innovation, students not only develop but also understand and apply their critical and creative thinking skills . Students learn to innovate and think like designers to find and solve problems that matter to specific people in a business environment characterised by change and uncertainty .

ContentStage 2 Business Innovation is a 20-credit subject structured around three key contexts:

• designing business• sustaining business• transforming business .

Students explore at least two of these contexts . Through these contexts, students develop and apply their understanding of the following underpinning learning strands: • innovation• decision-making and project management

• financial literacy and information management • global, local, and digital perspectives .Students gain an understanding of fundamental business concepts and ideas, including:

• the nature and structure of business• sources of finance • forms of ownership • legal responsibilities and requirements .

AssessmentSchool assessment - 70%• Assessment Type 1: Business Skills (40%) – four

tasks• Assessment Type 2: Business Model (30%) – one taskExternal Assessment• Assessment Type 3: Business Plan and Pitch (30%) –

one taskPathwaysThe subject provides a useful background for students wanting to either start their own business or for students seeking employment in a business environment, as well as for further studies in business-related areas .

Year

12


Year

12EconomicsLength of CourseYear

Credits20 Credits


Pre-requisitesA good level of achievement in a Stage 1 language-rich subject or satisfactory completion of Stage 1 Economics .

Subject DescriptionStudents learn how an economy operates, the structure of economic systems and the way in which they function . Students develop an understanding of different economic systems and institutions, and can assess the degree to which these systems and institutions help satisfy people’s needs and wants . They become aware economic decisions are not value free and have outcomes which may be inconsistent with social, moral and ethical values . Students research, analyse, evaluate and apply economic models which are expressed in graphical and/or diagrammatic form . They make forecasts about economic change and evaluate issues for individuals and groups in local, national and global settings .

ContentStage 2 Economics consists of skills in the following five key areas of study:

• The Economic Problem• Micro Economics• Macro Economics• Globalisation• Poverty and Inequality

AssessmentSchool based Assessment - 70%• Folio - 30%• Students undertake at least two directed assessments• Skills and Applications Tasks - 40%• Students undertake at least two tasks . One task must

focus on poverty and inequality .External Assessment - 30%• Students undertake a 2 hour examination which is

divided into two parts:• Part A: consists of multiple-choice, short-answer,

response to stimulus and extended-response questions, and draws on the key areas of the subject content from; The Economic Problem; Microeconomics; Macroeconomics and Globalisation .

• Part B: requires students to write an essay from a range of questions which draw from the key areas of the subject content from Macroeconomics and Globalisation .

Geography Length of CourseYear

Credits20 Credits


Pre-requisitesA good level of achievement in Stage 1 Language rich subject or satisfactory completion of Stage 1 Geography .

Subject DescriptionStudents develop an understanding of the spatial interrelationships between people, places, and environments . They appreciate the complexity of our world, the diversity of its environments, and the challenges and associated opportunities facing Australia and the world .


Students engage in geographical inquiry by using geographical methods and skills . They pose geographical questions, seek answers, and evaluate responses, using a range of fieldwork and spatial technology skills . Fieldwork, in all its various forms, is central to the study of Geography, as it enables students to develop their understanding of the world through direct experience .

ContentStage 2 Geography consists of:

• the transforming world• fieldworkThe transforming world focuses on the following five topics:

Theme 1: Environmental Change

• Topic 1: Ecosystems and People• Topic 2: Climate ChangeTheme 2: Social and Economic Change

• Topic 3: Population Change• Topic 4: Globalisation• Topic 5: Transforming Global Inequality .Topic 1 and Topic 3 are the focus of the external examination .

FieldworkStudents undertake independent fieldwork on a local topic or issue of personal interest . Fieldwork topics must be independently chosen, have a geographical context, and be posed as a question or hypothesis .


Year

12AssessmentSchool Assessment (70%)

Assessment Type 1:

• Four Geographical Skills and Applications (40%)Assessment Type 2:

• One Fieldwork Report (30%)• External Assessment (30%)Assessment Type 3: Examination - 2 hours

• Part A: Geographical skills• Part B: Application of skills developed from Topics 1

and 3 .

PathwaysA study of Geography,provides useful critical thinking, IT, and communication skills for a variety of careers including: cartography, town planning, surveying, landscape architecture, environmental consultation, geographical information systems (GIS), logistics and distribution management .

Legal StudiesLength of CourseYear

Credits20 Credits


Pre-requisitesA good level of achievement in a Stage 1 language-rich subject or satisfactory completion of Stage 1 Legal Studies .

Subject DescriptionLegal Studies explores Australia’s legal heritage our constitution and the dynamic nature of the Australian legal system within a global context . Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition .

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice . Students investigate legal perspectives on contemporary issues in society . They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system . Students consider how, and to what degree, these weaknesses may be remedied .

ContentStage 2 Legal Studies consists of the following four topics:• The Australian Legal System• Constitutional Government• Law making• Justice System

AssessmentThe following assessment types enable students to demonstrate their learning:

School-based assessment - 70%• Folio: Students undertake six to eight assessments

(which may include tests, essays, media analysis exercises, multi-media presentations, debates, oral presentations) - 50%

• Inquiry: Students respond to a legal issue by researching, synthesising and analysing information to reach one of more conclusions or recommendations - 20% .


• Examination: Students undertake a 190 minute external examination divided into two parts - 30%


Year

12• Part A: Short Response compulsory questions .• Students may also be required to respond to short-

answer questions, analyse a media article, respond to a stimulus, or analyse a legal process . All topics are examined in this part .

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

Modern HistoryLength of CourseYear

Credits20 Credits


Pre-requisitesA satisfactory level of achievement in a Stage 1 language-rich subject or satisfactory completion of Stage 1 History .

Subject DescriptionStudents investigate the growth of modern nations at a time of rapid global change . The engage in a study of one nations, and of interactions between or among nations .

Students investigate the social, political, and economic changes that shaped the development of that nation . They develop insights into the characteristics of a modern nations, the crises and challenges that have confronted it, ways in which the nation has dealt with internal divisions and external challenges, and the paths that it has taken .

Students explore relationships among nations and groups, examine some significant and distinctive features of the world since 1945, and consider their impact on the contemporary world .

They investigate the political and economic interactions of nations and the impact of these interactions on national, regional, and/or international development . They consider how some nations, including some emerging nations, have sought to impose their influence and power, and how others have sought to forge their own destiny

ContentModern Nations:

China (1945 – 2012)

World since 1945:

The Struggle for Peace in the Middle East (1945 - )Assessment

School-based assessment - 70%

• Folio: Students undertake six to eight assessments - 50%

• Essay: The essay should be a maximum of 2,000 words - 20% .

External Assessment

• Examination: Students undertake a 3 hour written external examination consisting of 3 parts - 30%:

• Thematic Study with students required to answer one essay question .


Year

12• Depth Study with students required to answer one

essay question .• Sources Analysis with students required to analyse

and evaluate sources .


Year

12 Languages


Credits20 Credits


Pre-requisitesSuccessful completion of Stage 1 Japanese (Continuers)

Subject DescriptionStudents will further explore the use of language and build upon their communicative skills . They will revise and learn new grammar and vocabulary in order to further develop their linguistic abilities . Their knowledge of Japanese culture and lifestyle is also enhanced through research .

Students will have the opportunity to attend excursions related to the topics . These include visiting a Japanese restaurant and attending Japanese performances, films and exhibitions .

Students will also have the opportunity to participate in the Blackfriars Japan Tour on a biannual basis . This is a great opportunity to experience Japanese culture first hand and develop Japanese language skills .

Students are strongly advised to attend a one day revision seminar (free) with the School of Languages in the July school holidays .

Conversation practice will be offered at a mutually convenient time .

ContentLeisure; Traditions and Culture; Planning a Trip to Japan; Travelling in Japan; Future Plans and Work

AssessmentSchool-based Assessment - 70%• Folio (including interaction, text production, text

analysis tasks) - 50%• In-depth Study (Including a written responses in

Japanese AND English and an oral presentation in Japanese) - 20%

External Assessment - 30%• Oral Exam (10-15 mins) Conversation with an

examiner• Written Exam (3 hours) Tasks in listening and

responding, reading and responding, and writing in Japanese .

Italian (Continuers)Length of CourseYear

Credits20 Credits


Pre-requisitesSuccessful completion of Stage 1 Italian (Continuers)

Subject DescriptionStudents will further explore the use of language and build upon their communicative skills . They will revise and learn new grammar and vocabulary in order to further develop their linguistic abilities . Their knowledge of Italian culture and lifestyle is also enhanced through research .

Students will have the opportunity to attend excursions related to the topics . These include attending Italian performances, films and exhibitions .

Students are strongly advised to attend a one-day revision seminar (free) with the School of Languages in the July school holidays .

Conversation practice will be offered at a mutually convenient time .

Content• The Individual • Personal Identity• Health and Leisure• Education and Aspirations• The Italian-speaking Communities • Historical Perspectives• Lifestyle in Italy and Abroad • Social and Contemporary Issues• The Changing World• The World of Work• Technology• Trade and Tourism

AssessmentSchool-based Assessment - 70%• Folio (including interaction, text production, text

analysis tasks) - 50%• In-depth Study (Including a written response in

Italian, a reflection in English and an oral presentation in Italian) - 20%


Year

12External Assessment - 30%Oral Exam • Section 1: Conversation• Section 2: Discussion (about In-depth study)3-hour written examination • Section 1: Listening and responding• Section 2: Reading and responding• Section 3: Writing in Italian


Year

12Specialist Mathematics Length of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course requires a minimum C grade in both Stage 1 Mathematical Methods and Stage 1 Specialist Mathematics but a minimum B grade is recommended .

Subject DescriptionSpecialist Mathematics draws on and deepens students’ mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models . It includes the study of functions and calculus .

Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods .

ContentStage 2 Specialist Mathematics consists of the following six topics:

Topic 1: Mathematical InductionTopic 2: Complex NumbersTopic 3: Functions and Sketching GraphsTopic 4: Vectors in Three DimensionsTopic 5: Integration Techniques and ApplicationsTopic 6: Rates of Change and Differential Equations





PathwaysThe subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences . Students envisaging careers in related fields will benefit from studying this subject .

Mathematics

Mathematical MethodsLength of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course requires a minimum C grade in 20 credits of Stage 1 Mathematical Methods, while a minimum B grade is recommended .

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

ContentStage 2 Mathematical Methods consists of the following six topics:

Topic 1: Further Differentiation and ApplicationsTopic 2: Discrete Random VariablesTopic 3: Integral CalculusTopic 4: Logarithmic FunctionsTopic 5: Continuous Random Variables and the Normal DistributionTopic 6: Sampling and Confidence Intervals .





PathwaysMathematical 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 .


Year

12General MathematicsLength of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course requires a minimum C grade in 20 credits of Stage 1 General Mathematics, or equivalent while a minimum B grade is recommended .

Subject DescriptionGeneral Mathematics extends students’ mathematical skills in ways that apply to practical problem-solving . A problem-based approach is integral to the development of mathematical models and the associated key concepts in the topics . These topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices .

ContentStage 2 General Mathematics consists of the following six topics:

• Modelling with Linear Relationships• Modelling with Matrices

• Statistical Models• Financial Models• Discrete Models• Open TopicStudents study five topics from the list of six topics above . All students must study topics 1, 3, 4, and 5 .


School-based Assessment (70%)

• Skills and Applications Tasks -5 Tests (40%)• Folio – 2 Investigations (30%)External Assessment (30%)

Students undertake a 2-hour external examination in which they answer questions on the following three topics:

• Topic 3: Statistical Models• Topic 4: Financial Models• Topic 5: Discrete Models .

PathwaysSuccessful completion of this subject at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics .


Year

12Essential MathematicsLength of CourseYear

Credits20 Credits


Pre-requisitesEntry into this course requires a minimum B grade in 20 credits of Stage 1 Essential Mathematics, or a C grade in Stage 1 General Mathematics

Subject DescriptionEssential 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 settings, 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 .

ContentStage 2 Essential Mathematics consists of the following six topics:

Topic 1: Scales, Plans, and ModelsTopic 2: MeasurementTopic 3: Business ApplicationsTopic 4: StatisticsTopic 5: Investments and LoansTopic 6: Open TopicStudents study five topics from the list of six topics above . All students must study topics 2, 4, and 5 .


School-based Assessment (70%)

• Skills and Applications Tasks – 4 Tests (30%)• Folio – 3 Investigations (40%)External Assessment (30%)

Students undertake a 2-hour external examination in which they answer questions on the following three topics:

• Topic 2: Measurement• Topic 4: Statistics• Topic 5: Investments and Loans .

PathwaysThis subject is intended for students planning to pursue a career in a range of trades or vocations .

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 .


Year

12BiologyLength of CourseYear

Credits20 Credits


Pre-requisitesAn interest and ability in Science-based subjects . Approval must be gained from the Curriculum Leader - Science if the student has not gained a minimum C grade in a Stage 1 Chemistry or Physics . Although a minimum B grade in Stage 1 Biology, Psychology or Nutrition is recommended .

Subject DescriptionIn their study of Biology, students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations into biology-related issues, developments, and innovations .Students explore the dynamic nature of biological science and the complex ways in which science interacts with society, to think critically and creatively about possible scientific approaches to solving everyday and complex problems and challenges . They explore how biologists work with other scientists to develop new understanding and insights, and produce innovative solutions to problems and challenges in local, national and global contexts, and apply their learning from these approaches to their own scientific thinking .

ContentThe topics in Stage 2 Biology form the framework for a program of learning in which students extend their skills, knowledge and understanding of the three strands of science - science inquiry skills, science as a human endeavour and science understanding .The topics for Stage 2 Biology are:

• DNA and Proteins• Cells as the Basis of Life• Homeostasis• Evolution

AssessmentSchool-based Assessment - 70%• Investigations Folio (practical investigations and

science as a human endeavour investigation) - 30%• Skills and Applications Tasks - 40%External Assessment - 30%• Students undertake a 2 hour external examination .

PathwaysA study of Stage 2 Biology can assist students pursue pathways in veterinary science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and ecotourism .

Sciences

ChemistryLength of CourseYear

Credits20 Credits


Pre-requisitesMinimum C grade in full year Stage 1 Chemistry

Subject DescriptionIn their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources . They 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) .

ContentThe topics in Stage 2 Chemistry provide the framework for a program of learning through which students extend their skills, knowledge and understanding of the three strands of science - science inquiry skills, science as a human endeavour and science understanding .

The topics for Stage 2 Chemistry are:

• Monitoring the Environment• Managing Chemical Processes• Organic and Biological Chemistry• Managing Resources


science as a human endeavour investigation) - 30%• Skills and Applications Tasks - 40%


Year

12External Assessment - 30%• Students undertake a 2 hour external examination .

PathwaysA study of Stage 2 Chemistry can assist students to pursue pathways in medical or pharmaceutical research, pharmacy, chemical engineering and innovative product design .

NutritionLength of CourseYear

Credits20 Credits


Pre-requisitesAn interest and ability in Science-based subjects . Approval must be gained from the Curriculum Leader - Science if the student has not gained a minimum C grade in a Stage 1 Science subject .

Subject DescriptionStudents of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition . Students explore the links between food, health and diet-related diseases .

Students have the opportunity to examine factors which influence food choices and reflect on local, national, indigenous and global concerns and associated issues . The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes .

ContentStudents undertake the study of all four core topics and one option topic .

Core Topics• The Fundamentals of Human Nutrition• Diet, Lifestyle and Health• Food Selection and Dietary Evaluation• Food, Nutrition and the ConsumerOption TopicGlobal hunger

AssessmentSchool-based Assessment - 70%• Investigations Folio - 40%• Skills and Applications Tasks - 30%External Assessment - 30%• Students undertake a 2 hour external examination .


Year

12PhysicsLength of CourseYear

Credits20 Credits


Pre-requisitesMinimum C grade in Stage 1 Physics

Subject DescriptionThrough the study of Physics, students develop their 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 .

ContentThe topics in Stage 2 Physics provide the framework for a program of learning through which students extend their skills, knowledge and understanding of the three strands of science - science inquiry skills, science as a human endeavour and science understanding .

The topics for Stage 2 Physics are:

• Motion and Relativity• Electricity and Magnetism• Light and Atoms


science as a human endeavour investigation) - 30%• Skills and Applications Tasks - 40%External Examination - 30%• Students undertake a 2 hour external examination .

PathwaysA study of Stage 2 Physics can assist students to pursue pathways in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe .

PsychologyLength of CourseYear

Credits20 Credits


Pre-requisitesAn interest and ability in Science-based subjects . Approval must be gained from the Curriculum Leader - Science if the student has not gained a minimum C grade in a Stage 1 Science subject . Due to the volume of content involved, at least a B in English or an A in English as an Additional Language is essential .

Subject DescriptionThe 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 .

ContentThe following topics are studied:

• Introduction to Psychology• Social Cognition• Learning• Personality• Psychobiology of Altered States of Awareness• Healthy Minds

AssessmentSchool-based Assessment - 70%

• Investigations Folio (Group and individual investigations) - 30%

• Skills and Applications Tasks (Tests and assignments) - 40%

External Examination - 30%• Students undertake a 2 hour external examination


Year

12DramaLength of CourseYear

Credits20 Credits


Pre-requisitesStudents should have a proficient command of the English language (a C grade or better in Stage 1 English) and have studied Drama at Stage 1 . Students must enjoy working in a team environment and commit to a rehearsal schedule that involves out-of-school attendance .

Subject DescriptionStudents participate in the planning, rehearsal, and performance of dramatic work . Students develop their creativity, self-esteem and confidence .

ContentThis syllabus is made up of four sections:

Presentation

Students work in groups to analyse a play script and devise a creative interpretation .

Folio

Students undertake one report and two reviews which demonstrate their knowledge of Drama .

Interpretive Study

Students explore a specific play script or the work of a dramatic innovator writing a 1000-word study .

Group Performance

Students plan, rehearse and perform a polished dramatic performance which is performed in a theatre to a live audience .

AssessmentSchool-based Assessment• Group Presentation 20%• Folio 30%• Interpretative Study 20%• Group Performance 30%• Product - 40%External Assessment• Investigation - 30%

The Arts

Media StudiesLength of CourseSemester

Credits10 Credits


Pre-requisitesStudents should have a proficient command of the English language (a C Grade or better in a Stage 1 English subject) and an interest in technology as it relates to media applications . This course suits students who communicate effectively and who are interested in the world of media technology .

Subject DescriptionMedia Studies develops students’ media literacy and production skills . The analytical elements of Media Studies support students to develop research skills which may lead to future study or employment pathways .

ContentThe following media concepts underpin the study of media:• Media conventions• Media organisations• Media audience• Media representationsStudents choose from three of the following topics:Documentaries, Cult Television/Film, Music and Media, the Internet, Television Genres, Community Media, Short Films, Social Media, Advertising and Audiences, Globalisation and Media, Youth and Media, Children and Media, Media Ethics and Regulation and Cultural Diversity in Media .

AssessmentAssessment is based on school assessment (70%) and an external assessment (30%)

School based Assessment• Folio - 30%• Product - 40%External Assessment• Investigation - 30%


Year

12Music – Ensemble PerformanceLength of CourseYear

Credits10 Credits . Students can study up to 4 units of Music (40 credits) at Stage 2 .

Compulsory or ElectiveElective Pre-requisitesA satisfactory result in Stage 1 Music or the equivalent is essential in consultation with the Music Coordinator .

Subject DescriptionThis subject develops students’ skills on a chosen instrument or voice in an ensemble . Students apply their musicianship skills to a variety of performance ensemble situations demonstrating their musical interpretation and performance etiquette relevant to the group .

Content• Rehearse and prepare a range of repertoire for three

summative performances within an ensemble setting• Use self assessment to critically judge their

development• Demonstrate and provide evidence of their learning

in relation to accuracy, technique and musicianship skills on their instrument .

AssessmentStudents demonstrate evidence of their learning through the following assessment formats:

School-based Assessment• First Performance - 30%• Second Performance - 40%External AssessmentFinal Performance (10 – 12 mins) - 30%

Students perform in an ensemble in a practical examination . During assessments, assessors will choose selections from their parts for students to perform individually . The Final Performance is marked by external assessors with reference to the performance standards . Students present a repertoire equating to 20 minutes throughout the year .

Music – ExplorationsLength of CourseYear

Credits20 Credits . Students can study up to 4 units of Music (40 credits) at Stage 2 .


Pre-requisitesA satisfactory result in Stage 1 Music or the equivalent is essential in consultation with the Music Coordinator

Subject DescriptionStage 2 Music Explorations is a 20 credit subject where students are able to apply, create, analyse, perform and reflect on musical creative works . Students will need to have a sound understanding of music theory and aural skills .

Content• Students present a program of public performances

as a member of an ensemble and create a commentary of 1000 words of the processes of exploration

• Arrange or compose creative works • Comparative Analysis of two or more musical works

AssessmentStudents demonstrate evidence of their learning through Students demonstrate evidence of their learning through the following assessment formats:

School-based Assessment 70%• Music Literacy - 30%• Explorations - 40%External AssessmentCreative Connections 30%


Year

12Music – Solo PerformanceLength of CourseYear

Credits10 Credits . Students can study up to 4 units of Music (40 credits) at Stage 2


Pre-requisitesA satisfactory result in Stage 1 Music or the equivalent is essential in consultation with the Music Coordinator .

Subject DescriptionThis subject develops students’ skills on a chosen instrument or voice . Students apply their musicianship skills to a variety of performance situations demonstrating their musical interpretation and performance etiquette .

Content• Rehearse and prepare a range of repertoire for three

summative performances• Use self assessment and evaluation to critically judge

their development• Demonstrate and provide evidence of their learning

in relation to accuracy, technique and musicianship skills on their instrument .


School-based Assessment• First Performance - 30%• Performance & Discussion- 40%External Assessment• Performance Portfolio - 30%

Music – StudiesLength of CourseYear

Credits20 Credits . Students can study up to 4 units of Music (40 credits) at Stage 2


Pre-requisitesA satisfactory result in Stage 1 Music or the equivalent is essential in consultation with the Music Coordinator .

Subject DescriptionStage 2 Music Studies is a 20 credit subject where students are able to apply, create, analyse, synthesise and reflect on musical creative works . Students will need to have a sound understanding of music theory and aural skills .

Content• Rehearse and prepare a range of repertoire as a

soloist or ensemble, with an accompanying creators statement

• Arrange or compose creative works • Comparative Analysis of two or more musical works• A 2-hour examination including topics such as music

analysis, application of music elements, harmony, aural and comparative works


School-based Assessment 70%• Creative Works - 40%• Music Literacy - 30%Examination External Assessment 30%


Year

12Visual Arts – ArtLength of CourseYear

Credits20 Credits


Pre-requisitesStudents need to have completed subjects in Visual Arts or Design in year 10 and/or 11 or need to present a folio of their practical work and writing analysis samples to the head of department . Students should have an interest in visual arts and the creative process . It would be beneficial for students to have achieved a pass or higher in English in year 10 and /or 11 .

Subject DescriptionLearning in the Visual Arts involves the creative process of initiating and developing ideas based on the research of artists, styles and concepts . Students use analysis, exploration and experimentation with media, techniques and visual conventions to communicate personal ideas in resolved artworks .

ContentIn Stage 2 Visual Arts – Art students explore an area of personal interest . They can choose their own themes and starting points to develop their visual thinking to create artworks(s) that communicate their own personal responses . Students are encouraged to work to their strengths to develop skills and techniques in visual arts media, as well as exploring new media and materials . They use research skills to explore artists and artmaking processes to enhance their own practice .

Area of Study 1: Visual ThinkingArea of Study 2: Practical ResolutionArea of Study 3: Visual Arts in Context

AssessmentStudents submit for assessment a Folio of their Visual Thinking, A Practical artwork that resolves their ideas, and a Visual Study that explores the arts in context .



PathwaysTertiary studies in Visual Arts, Design, Photography, Film and Concept Art design at University, TAFE or External Providers such as CDW Studios or Rising Sun Studios .

Career possibilities: Concept Artists for film, video game, animation; Gallery owner/curator; Visual Artist; Visual Art education; Film; Fashion Designer and many more .

Visual Arts – DesignLength of CourseYear

Credits20 Credits


Pre-requisitesStudents need to have completed subjects in Visual Arts or Design in year 10 and/or 11 or need to present a folio of their practical work and writing analysis samples to the head of department . Students should have an interest in visual arts and the creative process . It would be beneficial for students to have achieved a pass or higher in English in year 10 and /or 11 .

Subject DescriptionLearning in the Visual Arts - Design involves the creative process of initiating and developing ideas based on the research of designers, styles and concepts . Students use analysis, exploration and experimentation with media, techniques and visual conventions to communicate personal ideas in resolved Designed Products .

ContentIn Stage 2 Visual Arts – Design students explore an area of personal interest . They can choose their own themes and starting points to develop their visual thinking to create designed products that communicate their own personal responses to a design brief . Students are encouraged to work to their strengths to develop skills and techniques in visual arts media, as well as exploring new media and materials . They use research skills to explore designers and design processes to enhance their own practice .

AssessmentStudents submit for assessment a Folio of their Visual Thinking, A Designed Product that resolves their ideas, and a Visual Study that explores designers in context .



PathwaysTertiary studies in Visual Arts, Design, Architecture, Photography, Film and Concept Art design at University, TAFE or External Providers such as CDW Studios or Rising Sun Studios .

• Career possibilities: Graphic Design; Concept Artists for film, video game, animation; Gallery owner/curator; Education; Fashion Design; Landscape Design; Architectural Design; Advertising and many more .


Year

12 Technologies

Furniture Design (Material Solutions)


Credits20 Credits


Pre-requisitesStudents need to have completed subjects in Design Technology – materials in years 11 or 12, or present examples of their work and skills to the head of department . It would be beneficial for students to have a genuine interest in working with timber .

Subject DescriptionStudents apply their understanding of technological concepts to investigate, analyse, develop and communicate ideas for products . They use skills and techniques safely to create wood based products in response to a client need . They reflect on their learning, and continuously evaluate and modify their design process

ContentStudents will design and create a product that meets a design brief, and develop the knowledge and skills associated with producing that product . They investigate and analyse a range of products and use that information in the development of original ideas for their own product .

A product is an item, or a group of items, that demonstrate a unifying concept, theme, action or purpose .

Students will be working within the constraints of a design brief that may include size and materials restrictions .

Students will work through the design process to complete a Folio and Product . They will also complete a range of Skills and Application Tasks .

Assessment• Specialised Skills Task 20%• Design Process and Product 50% • Resource Study 30% Assessment Criteria:• Investigating & Analysing• Designing• Producing• Evaluating

Design Technology - AutomotiveThis course will be offered in 2020 as an external VET course . Please see the SACE and Pathways Coordinator for more information .


Year

12Digital Photography (Digital Communication Solutions)


Credits20 Credits


Pre-requisitesAlthough there is no subject prerequisite it would be extremely beneficial for students to have an interest in digital photography and image manipulation software .

Subject DescriptionThrough the study of Digital Photography students develop the ability to identify, create, initiate and develop products of communication . Students focus on using photographic and digital manipulation skills to meet clients’ needs and communicate to a variety of audiences . Students learn to use digital tools, materials and systems safely and competently to complete a product . They explore technologies in both contemporary and historical settings and analyse the impacts of technology, including social, environmental and sustainable consequences .

ContentPractical work will focus on image capture and production methods, including:• Photographic Techniques• Image Manipulation using Photoshop• Digital Publishing• Folio DevelopmentTheoretical work will focus on developing understanding and technical skills, including:• Camera Theory .• Layout Dynamics .• Documentation and Analysis of the Design Process .• Evaluation of the Realised Product .

Assessment• Specialised Skill Task - 20%:• Design Process & Product - 50%:• Resource Study - 30%Assessment Criteria• Investigating• Designing• Producing• Evaluating


• Analysing data sets to find simple relationships, which are generally linear .

• Understanding the ethical implications of data use and examining privacy issues and security .

Iterative Project Development• Identifying concepts or problems of interest and

engaging collaboratively and individually in iterative project development .

• Deconstructing problems and identifying roles and activities for group members .

• Developing plans based on a time-scale and resources, outlining communication strategies to be used .

AssessmentStudent learning is demonstrated through these assessment types:

• Project Skills (50%)• Collaborative Project (20%)• Individual Digital Solution (30%) – External

assessment

Year

12Digital TechnologyLength of CourseYear

Credits 20 Credits


Pre-requisitesThere are no pre-requisites but there is a preference for students who have the successful completion of any Year 11 Digital Technology, and competency at the Stage 1 General Mathematics level .

Subject DescriptionThe course involves a focus on developing computational thinking by solving problems related to digital technology .

To develop skills in computation thinking, there is a focus on three aspects . One of these aspects, programming and design, involves analysing problems, and writing and testing code to implement a solution . Data analytics is also covered, where data is analysed to understand a problem and draw conclusions . Project development is another aspect, where problems are identified and the development of solutions are planned .

Skills such as collaboration, innovation, and critical and creative thinking are developed when practicing computational thinking .

ContentThere are four compulsory focus areas in Stage 2 Digital Technologies . These focus areas are not taught independently as they are considered intertwined .

Computational Thinking• Applying logical steps to identify and deconstruct

problems that are relevant .• Identifying patterns of similarities or repetition in data

which can then by applied in algorithmic design .• Designing algorithms and creating innovative digital

solutions to produce an output .Design & Programming

• Analysing problems and designing the code to implement solutions for these problems .

• Developing and applying an understanding of program design, pseudocode, simple constructs, array processing, and modularisation .

• Understanding and solving syntax, runtime, and logical errors .

Data Analytics• Using a range of data-collection tools, techniques,

and methods to collect data .• Interpreting and modelling data sets .

Delivering excellence in boys’ education from Early Learning (co-ed) to Year 12

PRAYER STUDY COMMUNITY SERVICE

Blackfriars Priory School17 Prospect Rd, Prospect SA 5082 PO Box 86, Prospect SA 5082T +61 8 8169 3900admin@bps .sa .edu .auwww .bps .sa .edu .aufacebook .com/BlackfriarsSchool CRICOS Provider No . 02485B

2020 curriculum handbook - blackfriars...and families 6 2020 curriculum handbook our vision to...

Documents