john pirie secondary school · 2020. 8. 24. · building better futures 5 plan a two/three year...

John Pirie Secondary School

2021 Senior Handbook

Building Better Futures

Building Better Futures 2

CONTENTS

Introduction to Senior Secondary Education 4

Year 10, 2021 – Pre SACE 6

General Information the SACE 7

SACE Completion Pathways

University Pathway 9

Industry Pathway & Vocational Certificate Programs 10

Flexible Learning Options 11

Modified SACE 12

Subject Descriptors

The Arts 13

English 22

Health and Physical Education 30

Mathematics 44

Science 51

Humanities & Social Sciences 59

Business, Enterprise & Technology 65

Cross Disciplinary Studies 74

South Australian Aboriginal Sports Training Academy 77

Industry Pathway & Vocational Certificate Programs 82

Respect Responsibility Confidence Persistence


INTRODUCTION

to

SENIOR SECONDARY EDUCATION

at

JOHN PIRIE SECONDARY SCHOOL

Pre-SACE Year 10

SACE Curriculum

SACE Pathways

SACE Course Planner


Introduction to Senior Secondary Education Welcome to Senior Secondary studies at John Pirie Secondary School. This handbook contains information for students and parents/caregivers about the senior school programs offered at John Pirie Secondary School. It is designed to be the link between students and parent/caregivers and the services provided by the school through Student Counsellors, Career Advisory Programs, the Senior School Management Team and teachers.

Catering for Individual Needs and Interests

The Senior School curriculum provides years 10, 11 and 12 programs of flexible, relevant learning. The courses allow students to develop pathways and skills for the future. Each student can meet their individual needs through a program, which will be negotiated through the services of Student Counsellors, Career Advisory Programs and Year Level Coordinators.

Students are encouraged to consider their future beyond the school and it is advisable to keep open as many options as possible and for as long as possible.

To cater for individual needs, students at John Pirie Secondary School can choose pathways which:

• Focus on face-to-face teaching.

• Provide an extended choice of subjects through the use of the resources of the Open Access College.

This will be done to support senior students who have not gained subject choices due to insufficient numbers.

Students wishing to study Open Access subjects outside of our normal offerings will need to negotiate these enrolments.

• Develop pathways, which are credited to industry standards.

• Provide flexibility to combine multi-level subjects from Pre SACE, Stage 1 and Stage 2 study and part time study.

In selecting appropriate subjects for 2021 and beyond, all students should consider the following steps:

Consider

• Ambitions - your future, career plans, your education

• Capabilities and interests

• Your achievements at school so far

• Information available to you (from teachers, parents, school counsellors etc.) about you and your ability

Understand

• The courses available

• Organisation of the school curriculum - choices, pattern etc.

• The line structure and availability of courses

• Where courses lead to in the future

• SACE requirements

Read

• What courses and pathways are available

• The course and pathway descriptions

• Where the subjects and pathways lead to in later years

Complete

• Your course selection form for 2021 and think about 2022 where necessary.

• Work with your parents, teachers and counsellors in making your course choices


Plan a Two/Three Year Course

The choices you make for STAGE 1 will impact STAGE 2 choices. Some Stage 2 choices will require Stage 1 pre-requisites. Year 10 can be an excellent opportunity to build important skills to support future learning.

Remember, before choosing subjects, you must consider:

• What employment/study areas are you interested in?

• What are the qualifications necessary to gain that employment or post-secondary course? (Have you checked with the Job Website, Tertiary Institutions' Handbooks etc.?)

• Have you gained the pre-requisites at Year 10 or Stage 1 including teacher recommendations to proceed to further study?

• Have you gained the pre-requisites (if any) at Stage 2 to proceed to Tertiary study?

SOURCES OF HELP AND INFORMATION

Where can you get specific information?

Students are advised to seek information and advice from:

• Student Counsellors

• Personal Learning Plan teachers

• Workplace Practices teachers

• Subject teachers

There is a great deal of information on the Internet and students are encouraged to search for relevant details.

Careers / Employment Websites

info.australia.gov.au/information-and-services/jobs-and-workplace/career-information .

University Websites

Adelaide University www.adelaide.edu.au

Flinders University www.flinders.edu.au

University of South Australia (UNI SA) www.unisa.edu.au

Charles Darwin University www.cdu.edu.au

For details about the selection process in TAFE

www.tafesa.gov.au

For information regarding university and TAFE entrance refer to the SATAC guide

www.satac.edu.au

For information on South Australian Certificate Education (SACE)

www.sace.sa.edu.au

http://www.adelaide.edu.au/

http://www.flinders.edu.au/

http://www.unisa.edu.au/


YEAR 10 – PRE SACE

Year 10 students are beginning the transition from middle schooling to senior secondary education. While the curriculum at Year 10 is still very general, students are encouraged to begin considering their future beyond the school. Students should have some awareness of the career path they may like to take up beyond Year 10, as part of the transition into SACE.

The subject pattern ensures that all students will continue to study subjects from across all 7 learning areas with an option of Language, and that there are increasing opportunities for choice and preferred pathways. Students will study fourteen subjects over the year (7 subjects in each semester).

Sem

1 Maths

Pure Maths

General Maths

Numeracy

For Life

English English & Literature

English

Literacy for Life &

Community

Science HASS Geography

Physical Education

Elective

Elective

Sem 2

Maths Pure Maths

General Maths

Numeracy

For Life

English Literacy Studies

General English

Or Literacy for Life

& Community

Science HASS History

PLP Elective Or

Industry

Pathways

Elective

Availability of subjects will be based on subject line structure.

Elective subjects include:

- Food & Hospitality

- P.E.

- Outdoor Education

- Art

- Drama

- Music

- Woodwork

- Metal Work

- Science & Engineering

- Photography

- Media Studies

- Information Processing


SACE CURRICULUM


SACE PATHWAYS

Higher Education Pathway

Industry Pathways Programs & Other Vocational Courses

Students on Negotiated Learning Plans (Special Needs)

Students with Flexible Learning Plans (FLO)


HIGHER EDUCATION PATHWAY

The Higher Education pathway is designed for students wishing to pursue a diverse range of higher level career and

employment opportunities demanding tertiary skills beyond secondary school.

This pathway provides students with the opportunity to select subject patterns that satisfy the pre-requisite subject

demands of various university courses. Each university has its own specialist areas and every course has a required

ATAR.

The University Pathway requires students to possess drive, motivation, organisational skills, and the ability to apply

their higher order thinking skills to the theoretical and practical components studied.

Stage One

Follow the SACE planner, considering subjects that will prepare you for subjects you may need to do in year 12.

Stage Two

All subjects studied need to be recognised tertiary admissions subjects (TAS). Details of TAS subjects are available from the SATAC website.

AUSTRALIAN TERTIARY EDUCATION RANK (ATAR)

The ATAR is an indicator of how well a particular student has performed relative to other students who have qualified for an ATAR in the same year. It is calculated from the university aggregate.

Please refer to the SATAC Tertiary Entrance Guide for further information on subject patterns and pre-requisites for particular university courses and for examples of University aggregate, ATAR and TAFE SA selection score calculations.


INDUSTRY PATHWAYS PROGRAMS & OTHER VOCATIONAL CERTIFICATE COURSES

Training is delivered by TAFESA and other Registered Training Organisations.

The following Pathway programs contain competency units from industry approved Certificate 1, 2 or 3 packages, or are full certificate courses.

Kitchen Operations leads to careers in hospitality.

Commercial Cookery leads to a career as a chef and also preparation for the hospitality industry

Electro Technology leads to the domestic or industrial electrical industry

Automotive leads to careers in the automotive industry

Construction leads to careers in the construction industry

Engineering (Metals) leads to careers in the metal fabrication and fitting trades

Salon Assistant leads to careers in the hair and beauty industry

For more information, see detailed program outlines at the end of this booklet.


STUDENTS WITH A FLEXIBLE LEARNING OPTIONS (FLO) ENROLMENT

FLO provides flexible ways to support students in their learning and well-being, and helps them to work out a future

pathway for their life.

A FLO enrolment offers:

➢ appropriate school and/or community based flexible learning programs

➢ provision of individual case management

FLO case management supports FLO students and families to address barriers to engagement and assists young

people to re-engage with learning and successfully return to school, or move to further education, training or

employment. Students’ learning programs may take place in a variety of school and/or community settings.

FLO case managers work with students to identify individualized learning pathways which reflect the student’s skills,

interests and aspirations. Learning pathways may include fulltime/part-time school, vocational courses through TAFE

SA or registered training organizations (RTO’s), access to learning through the school’s Flexible Learning Centre

(FLIPS) or community-based program providers, volunteering and structured work placement.

Students who may be FLO enrolled are identified through the Student Intervention Team and during the subject

counselling process.


MODIFIED SACE This program is structured to support students with identified intellectual disabilities to demonstrate their learning in a range of challenging and achievable learning experiences. Modified subjects allow students to develop their capabilities and personal learning goals. Students learn how to identify, develop, and achieve their personal learning goals in the context of the subject undertaken. To do this, students need the support of teachers, parents/caregivers, and other significant people in their lives.

Year A Year C

C O M P U L S O R Y

Stage 1 Personal Learning Plan – 10 credits Stage 1 Mathematics: Modified – 10 credits Stage 1 English: Modified – 20 credits

Stage 2 Research Project – 10 credits 60 credits of Stage 2 modified SACE subjects:

• Business and Enterprise

• Creative Arts

• Cross-disciplinary Studies

• Health

• Language and Culture

• Scientific Studies

• Society and Culture

C H O I C E

Students will be taught a selection of subjects from the following Stage 1 modified SACE learning areas:

• Business and Enterprise

• Creative Arts

• Cross-disciplinary Studies

• Health

• Language and Culture

• Scientific Studies

• Society and Culture Detailed information about each of these areas can be accessed at www.sace.sa.edu.au on the home page, click Learning then select learning areas then the learning area.

We endeavour to provide a broad and relevant educational programme, however, subject selection is chosen according to staff expertise and/or student interest. There is scope for a more individual programme to be negotiated in special circumstance.

http://www.sace.sa.edu.au/


THE ARTS

The Arts welcome you to a world of fun, colour, texture, hands-on practical activities, performances, creativity and experimentation.

Within five dynamic subject areas, students will have the opportunity to design, create, experience and perform arts in a way that will enrich their lives, develop their self-awareness and self-esteem and give them a broader understanding of the world around them.

At John Pirie Secondary School, we offer three distinct Arts subjects.

Photography Media Drama Music Visual Arts

Year 10

Photography

Year 10

Media

Year 10

elective

1 or 2 Semesters

Year 10

elective

1 or 2

Semesters

Year 10

Elective

Art

1 or 2 Semesters

Stage 1

Photography

Stage 1

Media

Stage 1

1 or 2

Semesters

Stage 1

Music Experience

1 or 2 Semesters

(Students must have a standard of skills for

undertaking this course)

Stage 1 Visual Arts – Art or

Design,

1 or 2 Semesters

(Students must have a standard

of skills for undertaking this

course)

Stage 2

Creative Arts

(Photography/Media)

Stage 2

Creative

Arts (Photography/Media)

Stage 2

2 Semesters

Or

Creative Arts

Stage

Stage 2

Esemble

Performance

Solo Performance

Individual Study

(on recommendation of Stage 1 music

teacher)

Stage 2

Visual Arts – Art or Design

2 Semesters

(on recommendation

of Stage 1 Art teacher)


PRE SACE YEAR 10 PHOTOGRAPHY Pre SACE Year 10

1 Semester

Course Outline

This course is designed for students to explore media through a repertoire of integrated skills and techniques. Students will have the chance to demonstrate their understanding and interpretations of society through photography and Adobe Photoshop. The course focuses upon students using digital cameras as a media along with computer manipulation to portray an issue or idea. Throughout the course students will keep a journal which reflects their learning journey. The journal will contain written and visual ideas as well as the step by step processes that students used in their computer manipulations. By the end of the course students will produce four original computer manipulated pieces along with their journal demonstrating the processes taken to produce these final pieces.

Assessment

Students must meet the course objectives through a series of formative and summative tasks.

Written 30%

Practical 70%

Future Options

Stage 1: Art/Design, Media Studies, Photography

Stage 2: Art/Design, Creative Arts Media/Photography

VISUAL ARTS Pre SACE Year 10

1 Semester

Course Outline

Students will practise and refine their skills in 2D and 3D media. Practical works include a variety of skills and techniques across painting, drawing, design, ceramics and printmaking. Students will also learn how to analyse artworks and will be exposed to historical and contemporary works of art.

Course Outline (Visual Arts – Art)

The broad area of Art encompasses a wide array of materials, methods and outcomes. The processes used in the creation of Art includes the initiation and development of ideas, research, analysis, exploration and experimentation with media and techniques. The combination of theoretical and practical work culminates with the resolution and production of practical work. Art as a discipline focuses on the expression of an Artist’s ideas and perspectives.

Course Outline (Visual Arts – Design)

The broad area of Design encompasses visual communication in differing forms such as graphic design, environmental design and product design. Design emphasizes a problem-solving approach to the generation of ideas or concepts, and the development of visual representation skills to communicate resolutions. Design as a discipline focuses on meeting the needs of the client by satisfying the criteria of the brief.

Assessment

Students will complete a number of art works, homework tasks and some written work. They will be required to

demonstrate competent levels of art skills refinement, writing skills, research and analysis.

Written 25% - 30%

Practical 70% - 75%


Future Options

SACE Stage 1: Visual Art/Design

SACE Stage 2: Visual Art/Design

STAGE 1 PHOTOGRAPHY Stage 1

10 credits

Pre-requisites: Year 10 Photography

Course Outline

Students will develop the techniques for taking visually effective photographs. These techniques are applied to the production of a set of images. Students will work thorough the design process to produce a series of digitally enhanced images. They will research modern and historic photography, examining photographer’s work. Students will develop skills in Adobe Photoshop to produce a journal of images.

Assessment

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

Folio 70%

Product 30%

Future Options

Stage 2: Creative Arts Media/Photography

MEDIA STUDIES Stage 1

10 credits

Pre-requisites: Year 10 Media

Course Outline

The course is designed to equip students with the ability to adapt to technical change. They will learn to communicate in a range of media e.g. film, video, print and radio. This knowledge may be adapted to a range of media eg. Film, video, print and radio. Students will critically analyse and be aware of the influence media has on them and society.

Assessment


Folio 70%

Product 30%

Future Options

Stage 2 Creative Arts Media/Photography


ART Stage 1

10 or 20 Credits

Pre-requisites: Students should possess competent observational drawing skills and have successfully completed at least 1 semester of Art at Year 10 level.

Course Outline

Students will work in a range of traditional and contemporary practical art areas. This course aims to develop student documentation of visual learning. Students are required to complete one Folio, one Major Practical Piece and a Visual Study.

Assessment

Students will complete a number of assignments, homework tasks and some written work. They will be required to demonstrate competent levels of skill refinement, writing skills, research and creative thinking.

Folio 40%

Practical 30%

Visual Study 30%

Future Options

SACE Stage 2: Visual Art

DESIGN Stage 1

10 or 20 Credits (1 Semester or full year)

Pre-requisites: Students should possess competent observational drawing skills and have successfully completed at least 1 semester at Year 10 level.

Course Outline

Students will utilise a range of traditional and digital media to generate their designs. This course aims to develop student documentation of visual learning. Students are required to complete one Folio, one Major Practical Piece and a Visual Study.

Assessment

Students are required to meet the course objectives through a series of formative and summative tasks, including a journal of developmental and conceptual ideas, one major design work and a visual investigation.

Folio 40%

Practical 30%

Visual Study 30%

Future Options

SACE Stage 2: Design


MUSIC Stage 1

10 or 20 Credits

Pre-requisites

Essential: Proficient on an instrument

Helpful: Basic theoretical knowledge

Course Description

SACE Content/ Assessment Type

Weighting Example Task

Ensemble Performance 30% 4-7 minute practical performance

Solo Performance 30% 4-7 minute practical performance

Musical Literacy 1 20% Music Masterclass for Year 7/8 students

Musical Literacy 2 20% American Pie Lyric Analysis

Additional Cost and Time Requirements This course requires students to attend out of school hours, within school hours (may miss other classes) and may require trips to Adelaide. Some extra travel and ticket costs may apply. Future Options Stage 2: Music Solo, Music Ensemble or Music Explorations


DRAMA Stage 1

10 or 20 Credits

Pre-requisites Essential: N/A Helpful: Year 10 Drama

Course Purpose: In Drama, students develop their creativity, collaboration, critical thinking, and communication skills. They refine their literacy, numeracy, ethical understanding, and intercultural understanding, and develop self-belief and self-confidence.

Course Description



Performance 40%

Students apply the dramatic process to develop their individual and collaborative contributions to small group performances or a class production of a shared text. Students respond to their creative process in the form of an oral presentation, where they communicate their learning, the purpose and intention behind the performance, as well as connections to dramatic theory.

Creative Synthesis 30%

Students choose to be either the director or designer of a hypothetical production of the poem Jabberwocky by Lewis Carroll. They explore and experiment with possibilities about how they would use new technologies in their production.

Responding to Drama 30%

Students create a written or oral reflection which links their dramatic learning from one or more drama events they have experienced, with their own learning in a role or roles, (e.g., actor, director, designer, filmmaker, scriptwriter, etc.).

Additional Cost and Time Requirements This course requires students to attend out of school hours study sessions and may require trips to Adelaide. Some extra travel and ticket costs may apply. Future Options: Stage 2: Drama


STAGE 2 CREATIVE ARTS: MEDIA/PHOTOGRAPHY Stage 2

20 credits

Pre-requisites: Stage 1 Media or Stage 1 Photography

Course Outline

This course is split into two distinct sections. The first being designed to up skill the students in their chosen and negotiated area of Creative Arts. This will allow all students the chance to be successful in creating two products over the year. The second being a project based on their area of interest. This can include another product in their chosen area of Creative Arts.

Each lesson students will have access to a computer lab, photography and media equipment and the full Adobe suite of programs.

The external assessment allows students to choose at least two aspects of their chosen field, to research and understand the creative development.

Assessment

Product 1 and 2 50%

Investigation 20%

External Assessment 30%

MUSIC Stage 2

20 Credits

Solo Performance: 10 Credits

Ensemble Performance: 10 Credits

Music Explorations: 10 Credits

Pre-requisites

Essential: Stage 1 Music and proficient on an instrument

Helpful: Level 1 theoretical knowledge

Course Description

SACE Content/ Assessment Type Weighting Example Task

Solo and Ensemble

Performance 1 30% 8-12 minute practical performance

Performance 2 and Discussion 40% 8-12 minute practical performance plus an 800 word discussion

Performance 3 and Portfolio 30% 8-12 minute practical performance plus a 500 word portfolio

Music Explorations

Musical Literacy 30% Song Composition

Explorations 40% Portfolio of Explorations

Creative Connections 30% Final Composition and Discussion

Additional Cost and Time Requirements This course requires students to attend out of school hours, within school hours (may miss other classes) and may require trips to Adelaide. Some extra travel and ticket costs may apply.

Does this course qualify for a Tertiary Entrance Rank? Yes


VISUAL ARTS – Art or Design Stage 2

20 Credits

Pre-requisites

Essential: Stage 1 Visual Art or Design.

Core Purpose

In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs, and / or audio visual techniques leading to resolved pieces. Students have opportunities to research, understand and reflect upon visual art works in their cultural and historical contexts. Art includes development of ideas, research, analysis and experimentation with media and techniques, resolution and production.

Course Description SACE Content/ Assessment Type


Folio 40% A 15 page (A3) folio that shows the idea generation and development of a personally relevant concept. The folio displays experimentation with materials, techniques and processes in order to refine the concept and produce the best final product possible. An example could be the student uses landscapes to explore their personal aesthetic and create art that represents their identity and connection to place.

Practical 30% A single piece or a body of work that serves as the final product. This practical has been developed and refined, aesthetically and conceptually, through the folio. An example could be the student produces a series of three landscapes that represent significant places from their childhood.

Visual Study 30% A theoretical and practical exploration of an art movement or genre as determined by the teacher. An example could be the teacher creates a set of tasks that require the student to research Impressionist portrait painting and create their own portraits using techniques and methods consistent with the style.

Additional Cost and Time Requirements This course requires students to attend out of school hours study sessions and may require trips to Adelaide. Some extra travel and ticket costs may apply.

Does this course qualify for a Tertiary Entrance Rank?

Yes


DRAMA Stage 2

20 Credits

Pre-requisites

Helpful: Stage 1 Drama / Any creative or literacy rich subject

Core Purpose: The study of Stage 2 Drama allows students to develop skills related to the creation, performance and understanding of dramatic performances and products. They develop this through authentic use of the creative cycle, acting as a small company to develop and respond to creative work. Course Description



Company and Production/ Group Production

40% Students form a company and are led by the teacher in a group performance. They present the creative process, performance and evaluation in a video presentation. (Maximum of 15 minutes).

Exploration and Vision/ Evaluation and Creativity x 1

15% Students respond to a dramatic event, such as a performance or master class. They respond by evaluating the performance and making links to their own learning and work in drama. (1000 words or equivalent in multimodal form).

Exploration and Vision/ Evaluation and Creativity x2

15% As a class students engage with 2 shared theoretical studies, Bertolt Brecht’s alienation technique and the text ‘Street Car Named Desire’. In a multi modal presentation students pitch a hypothetical creative response to either or both texts.

EXTERNAL Company and Production/ Creative Presentation

30% Students form small companies within the class and undertake a creative process to create a dramatic product. (Time dependant on group numbers.) They create a learning portfolio that shows their creative process and development. (9 minutes in multimodal form.)

Additional Cost and Time Requirements This course requires students to attend performances and workshops, out of school hours, within school hours (may miss other classes) and may require trips to Adelaide. Some extra travel and ticket costs may apply.


Yes


ENGLISH Students in Year 10 and Stage 1 complete a full year of English. Year 10 and Stage 1 English builds on the writing, listening, reading, speaking, viewing and critical literacy skills learnt in Years 8 and 9. In addition it provides students with a transition from the Middle School English Curriculum to the Senior School SACE English Courses.

It is not compulsory to study English at Stage 2. Students must attain a ‘C’ grade or higher in 20 credits of Stage 1 or 2 English in order to meet the SACE Literacy requirement.

Year 10 Stage 1 Stage 2

Stage 1 English

Stage 2

English

Literary Studies

English & Literature

Stage 2

English

Stage 1

Essential English

Stage 2

Essential English

Stage 1 English

Stage 2

English or

English Literary Studies

English

Stage 2

Essential English

Stage 1 Essential English

Stage 1

Essential English

Literacy for Work and Community Life


PRE SACE YEAR 10 ENGLISH ENGLISH & LITERATURE Pre SACE Year 10

Course Outline

This course is designed for students who are avid readers and who enjoy written and spoken activities. The course involves critical and analytical responses to texts in a challenging but supportive environment. The exact nature and structure of the programme is determined by individual teachers based on the interest and abilities of their students. When appropriate, negotiation of content and tasks is encouraged. Assessment A range of written, visual and oral assessment tasks is associated with each separate module. When appropriate, students can negotiate individual assessment tasks with teachers. Areas of study include: Negotiated study Formal oral activities Producing texts Responding to texts Future options SACE Stage 1 English Essential English Two Semesters of English from one of these strands is compulsory. SACE Stage 2: English Literary Studies English Essential English

ENGLISH Pre SACE Year 10

Course Outline This course builds on existing skills and focuses on the exploration of shared and individual texts such as prose - fiction and non-fiction, poetry, drama and media, including electronic communications, e.g. e-mail, internet, websites, etc. Students will learn formal essay writing, reading for meaning, oral language development, grammar extension, creative writing and/or writing for a purpose and information technology. The exact nature and structure of the programme is determined by individual teachers based on the interest and abilities of their students. When appropriate, negotiation of content and tasks is encouraged. Assessment A range of written, visual and oral assessment tasks is associated with each separate module. When appropriate, students can negotiate individual assessment tasks with teachers. Areas of study include: Negotiated study Formal oral activities Text Creation Text Analysis


Future options SACE Stage 1 English Essential English Two Semesters of English from one of these strands is compulsory. SACE Stage 2 English Literary Studies English Essential English LITERACY FOR WORK AND COMMUNITY LIFE Pre SACE Year 10 Course Outline This course is designed for students who wish to practice the essential English skills needed for employment and everyday life. This course enables students to build their knowledge of the English language and expand their literacy skills. The exact nature and structure of the programme is determined by individual teachers based on the interest and abilities of their students. When appropriate, negotiation of content and tasks is encouraged. Assessment A range of written, visual and oral assessment tasks is associated with each separate module. When appropriate, students can negotiate individual assessment tasks with teachers. Areas of study include:

• Text Creation • Text Analysis • Formal oral activities • Negotiated study

An emphasis will be on: • Literacy for work • Literacy for daily life • Literacy for leisure.

Future Options SACE Stage 1 Essential English SACE Stage 2 Essential English.


STAGE 1 ***In order to meet the English requirements of the SACE, students need to complete two semesters of English from the following subjects: Essential English or English. This must be at a C level minimum.

Essential English

Stage 1

10 +10 Credits

Pre-requisites

Essential: None

Helpful: Any creative or literacy rich subject



Responding to Texts 2 Responding to Text tasks. 1 must be oral or multimodal.

50%

The movie Transformers: Age of Extinction is controversial because of the amount of product placement (55 brands) used in the movie (or any other movie that uses product placement e.g. The Lego Movie, Iron Man 2).

Students watch the movie and examine the way product placement is used to advertise brands. In an oral presentation they analyse two or three specific examples of product placement in the film by explaining the purpose, placement and effectiveness of this on the audience.

Creating Texts 2 Creating text tasks

50%

Creating a magazine cover

Based on the knowledge gained from analysing a magazine cover students create a cover for an invented magazine that targets a specific audience. The cover should include original images and photography. Students explain the design choices they made to meet the needs of the audience by annotating the cover or including a writer’s statement.

Narrative writing

Students select one topic from a selection of topics given by the teacher to compose a narrative. Students use the appropriate textual conventions when writing their narrative.


ENGLISH

Stage 1

10 + 10 Credits

Pre-requisites

Essential: None

Helpful: Any creative or literacy rich subject




50%

Report in response to War Poetry. Students will study the work of a number of poets and answer the question: How well do the poets show their emotions and attitudes towards war within their poetry? Does their writing affect your own view and attitude towards war? Students are encouraged to make connections between their own values, beliefs and experiences

Creating Texts

25%

Students create one or more entries for an online blog in a style similar to one of the following Australian bloggers. Focus on how the purpose, context and audience of one example of an online blog influence the language and stylistic features.

• Pip Lincolne - ‘Meet me at Mikes : Good stuff for nice people’ http://meetmeatmikes.com/52-hellos/

• Karen Cheng writes about fashion and life http://www.karencheng.com.au/

• Peter G writes souvlaki for the soul http://souvlakiforthesoul.com/

• Bill Tikos http://www.thecoolhunter.com.au

Mick’s AFL footy blog http://www.yumstudio.com.au/footy/

Intertextual Study 25%

After reading the novel Jasper Jones, by Craig Silvey, reading The Drover’s wife by Henry Lawson and viewing The Dressmaker, students will answer one of a range of possible questions with a written, oral or multimodal response.

Connections will be made on theme, character, representation of Australian life, etc..

http://meetmeatmikes.com/52-hellos/

http://www.karencheng.com.au/

http://souvlakiforthesoul.com/

http://www.thecoolhunter.com.au/

http://www.yumstudio.com.au/footy/


STAGE 2 ENGLISH

ENGLISH LITERARY STUDIES Stage 2

20 Credits

Pre-requisites

Essential: Stage 1 English

Helpful: Any creative or literacy rich subject / Studied with Drama or Ancient Studies

Core Purpose: Throughout this course, students will learn to critically analyse the themes communicated in different texts, and the techniques used by the creators of texts in order to communicate. Students will also apply their knowledge of the way that texts are created for specific purposes through creating their own texts. Course Description



Responding to Texts Novel Study Film Study Poetry Study Drama Text study Critical Perspectives

50% As a class students study 1 x Novel (The Great Gatsby), 1 x Film (Samson and Delilah), Poetry (Australian Poets), 1 x Drama text (The Crucible) and respond in extended and formal ways, often essays. Students choose 1 text, studied in class or independently, and respond using the lens of two specific critical perspectives. All tasks in this section are 1000 words or the equivalent in multimodal form.

Creating Texts Text Production Transformation and Writers Statement

20% Students create 1 product, of the text type of their choice.

Students also choose a text that they transform into another text type, for example a narrative transformed into a news article, or a poem transformed into a play script. Students create a writer’s statement explaining their choices in transforming the text.

External Comparative analysis

15% Students undertake a comparative analysis of two texts ( one studied in class, and another of their choosing) and evaluate how the themes, language and stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and shape responses and interpretations.

External Exam Critical Reading

15% In a 90 minute exam students respond to a series of given short texts. Students critically analyse and evaluate the texts, and respond to given questions.

Additional Cost and Time Requirements: Students will be encouraged to attend a school holiday workshop each term, and an evening external tasks workshop in term 2.


Yes


ENGLISH Stage 2

20 Credits

Pre-requisites

Essential: None

Helpful: Stage 1 English/ Any creative or literacy rich subject




Students are to view and respond to a shared film from a selection of texts. Texts may include: Gran Torino, The Last Cab to Darwin, In the Name of the Father, Slumdog Millionaire, Extremely Loud and Incredibly Close, The Dressmaker, or any other appropriate text. The focus for the study will be on how key elements are communicated to the audience. Key elements may include: character, plot, themes, film techniques or genre.

Creating Texts 3 Text Creations + Writer’s Statement 1 text type must be oral/multimodal

The purpose of a TED talk is to entertain and inform. https://www.ted.com/talks

Students choose a topic of interest (remember TED talks are ‘about ideas worth spreading’) and create a speech in the style of a TED talk for a global online audience.

Creating Texts The Writer’s Statement describes and evaluates your decisions in the creation of your texts.

Students produce a writer’s statement for one or more of the three created texts that:

• explains and justifies the creative decisions made in the process of writing one or more of the texts

• explains the language and stylistic features and conventions used to meet the expectations of the intended audience(s) and achieve the stated purpose(s)

compares and contrasts the choices made to meet the expectations of the different audiences and/or purposes, if the statement refers to more than one text. Students undertake a comparative analysis of two texts and evaluate how the themes, language and stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and shape responses and interpretations.

EXTERNAL Comparative Analysis

30% Students undertake a comparative analysis of two texts and evaluate how the themes, language and stylistic features, and conventions in these texts are used to represent ideas, perspectives, and/or aspects of culture, and shape responses and interpretations.

Additional Cost and Time Requirements: NIL



ESSENTIAL ENGLISH Stage 2

20 Credits

Pre-requisites

Essential: None

Helpful: Stage 1 English or Essential English

Course Description

SACE content/ Assessment type Weighting Example Task

Responding to Texts 3 Responding to Text tasks

Biographical Response Students independently choose, read or view and respond to a biography (e.g. a biography of a famous sports person, actor or other inspirational character). The biography is an extended prose text designed to entertain, engage, or support the development of personal or group identity. Alternatively students may negotiate to watch a biography of a famous Australian from http://www.australianbiography.gov.au/ Analysis of the connections between the personal experiences, ideas, values and beliefs of the student and those explored in the text is the focus of this assessment

Creating Texts 3 Creating Text tasks

Restaurant/Food Review Students are required to visit a restaurant, fast food venue, school canteen or local take-away shop with the aim of collecting information which could be used in writing a review. They write a review for a specific publication (e.g. the Messenger Newspaper, The Advertiser, a gourmet magazine or a website) adhering to the standard conventions of the form and taking into account the purpose, audience, context and language techniques of a review. The review is designed to persuade or communicate a point of view.

Language Study Students, in consultation with the teacher, develop and define a focus for an individual study based on a chosen topic. They base their study around the use of language by people in achieving a particular purpose within one of the suggested contexts.

Additional Cost and Time Requirements: NIL Tertiary Entrance Rank:

Yes

http://www.australianbiography.gov.au/


HEALTH & PHYSICAL EDUCATION

AC FOOD &

NUTRITION

FOOD &

HOSPITALITY

AC OUTDOOR

EDUCATION

AC PHYSICAL

EDUCATION

PHYSICAL

EDUCATION

PHYSICAL

EDUCATION

CHILD STUDIES

HEALTH

SPORT &

RECREATION

SPORT &

RECREATION

CHILD STUDIES

YEAR 10 STAGE 1 STAGE 2

FOOD &

HOSPITALITY

HEALTH

OUTDOOR

EDUCATION

AC = AUSTRALIAN CURRICULUM


Pre SACE Year 10 FOOD & NUTRITION Pre SACE Year 10

1 Semester

Course Outline

The emphasis of this course is on the development of skills related to food preparation and presentation. The content of the course includes such topics as food and kitchen safety, microwave cooking, entertaining and table setting, multicultural foods, garnishing and meal presentation as well as nutrition related diseases.

Assessment

Assessment is based on both practical and theory components and includes research assignments, oral presentation, group work, practical reports and participation.

Future Options

SACE Stage 1 & 2: Food and Hospitality

VET: Certificate II Hospitality (Kitchen Operations) & Certificate III Hospitality (Commercial Cookery)

OUTDOOR EDUCATION Pre SACE Year 10

1 Semester

Assumed Knowledge/Skills

Students who choose this course will need to show an interest in the outdoors, in particular bushwalking, camping and kayaking; and a willingness to attend the compulsory two day trips (kayaking) and overnight bushwalk. Students will also need to be able to meet the financial obligations of the excursions (eg. travel, camp fees etc). The approximate cost will be $30, plus food and snacks.

Course Outline

The course consists of one major module in Bushwalking and Campcraft and a minor module in Kayaking.

Lightweight Bushwalking and Campcraft

Students will learn about navigation, food and water considerations, menu planning, equipment selection, campfires, cooking with a Trangia, first aid and minimal impact camping. They will need to be fit and healthy to undertake the two day bushwalk. The two day bushwalk will be held in the Mt Remarkable National Park, where they will have the opportunity to show what they have learnt.

Kayaking

In the Kayaking module, students will learn the basic skills of kayaking, including safety requirements. They will be required to attend a two full day paddling lessons at Solomontown beach and through the Port Pirie River/mangroves system.

Assessment

A combination of practical and theory work will be used. The day trips and overnight camp are compulsory summative assessment tasks that students must complete. Both practical areas of the course will require students to work with others and demonstrate leadership skills in the outdoors.

Future Options

SACE Stage 1: Outdoor Education


PHYSICAL EDUCATION Pre SACE Year 10

Semester 1 Compulsory

Course Outline

This course is based on the Australian Curriculum. It is designed to provide students with the key messages and skills surrounding health and physical activity which they will require to lead a healthy life. This course will also aim to prepare students for the demands of Stage 1 and 2 Physical Education. Time spent in this subject will be split between a range of theory and practical activities with assessments being weighted as 40% course work and 60% practical skills application.

Practical Skills and Application

In this course students will experience new sports and recreational activities and further their skills and understanding of some topics covered in the middle years. Practical topics will focus on skill learning, game strategies, coaching and umpiring. All practical topics will also include a written component consisting of a combination of assignments, work sheets, tests and an end of semester examination.

Course Work

• Sports Injuries

• Mental Health and Relationships

• Coaching

• Negotiated topic

Practical Skills Application

Practicals in this course will be negotiated with students to suit the needs and interests of the different cohorts of students that align with the facilities available to the class at the time.

Assessment

Practical skills and Application 60%

Course Work 40% (this may include an exam of up to 10%)

Future Options

SACE Stage 1: Physical Education or Sport and Recreation (Integrated Learning)



PHYSICAL EDUCATION Pre SACE Year 10

Semester 2 (elective)

Course Outline

This course will feature elements of the Australian Curriculum and SACE Stage 1 Curriculum and is undertaken as a Semester long course. It is designed to prepare students for the demands of Physical Education at Stage I and II and is strongly recommended as a prerequisite for those subjects. Allocated class time will be split between practical work (60%) and theory (40%).

Practical Skills and Application

In this course students will experience new sports and recreational activities and further their skills and understanding of some topics covered in the middle years. Practical topics will focus on skill learning, game strategies, coaching and umpiring. All practical topics will also include a written component consisting of a combination of assignments, work sheets, tests and an end of semester examination.

Principles and Issues

Students will conduct a 500 word Issues Analysis on a current issue in the sport of their choice. Students will negotiate their topic with the teacher and present a two sided argument on their chosen issue.

Topics Studied

• Body Systems

• Drugs in Sport

• Technology in Sport

• Issues Analysis

Practical Skills Application

• Badminton

• Touch Football

• Negotiated practical

Assessment

Practical skills and Application 60%

Course Work 40% (this may include an exam of up to 10%)

Future Options




STAGE 1 HEALTH Stage 1

10 Credits (1 Semester)

Course Outline

Health Education provides opportunities for students to develop a critical awareness of supportive physical and social environments, and respond to challenges that impact on the health of families, groups, and communities in a changing world.

Topics of study could include:

▪ Effects of alcohol and tobacco and other drugs ▪ Ways of defining health

▪ Health and relationships ▪ Mental and emotional health

▪ Health and participation in an active lifestyle

Assessment

Assessment in Stage 1 Health Education consists of the following components:

1 Issues Response

2 Group Activity

3 Investigation

Future Options SACE: Stage 2 Health

VET: Allied Health


FOOD & HOSPITALITY Stage 1

10 or 20 Credits (1 or 2 Semesters)

Pre-requisites

Essential: None

Helpful: Year 10 Food and Nutrition



Assessment Type 1: Practical Activity

50%

Fusion pull-a-part loaf

Area of Study 1: Food, the Individual, and the Family (factors that influence food choices)

Area of Study 3: Trends in Food and Culture (sociocultural influences)

Students individually complete an Action Plan where they identify and discuss issues related to planning, preparing and presenting a pull-a-part loaf that shows the flavour fusion of 2 cultures. Students will state and justify their decision and outline implementation strategies to be successful.

Students individually design, plan and prepare a pull-a-part loaf that showcases a flavour fusion from 2 different cultures. Dough base and pull-a-part design also need to be considered.

Assessment Type 2: Group Activity

25%

Class Catering

Area of Study 4: Food and Safety (safe food practices)

Area of Study 5: Food and Hospitality Industry (small group-catering enterprises)

In small groups, students complete a Collaborative Action Plan where they identify and discuss issues related to planning, preparing and presenting food suited to a specific catering experience. Students will note how group decisions were made, task allocation and identify implementation strategies.

Students apply their knowledge and skills to a group practical application, by planning, preparing and presenting a menu suited to the chosen catering style. Menu decisions must support healthy eating and be prepared within a time allocation. This task may require out of hours commitment.

Students individually complete an evaluation report in which they reflect on the processes and outcomes of the group activity, including own and group performance. In their evaluation, they formulate conclusions and recommend possible improvements.

Additional Cost and Time Requirements There may be some out of lesson time or out of school time required to complete tasks and there may be an additional cost required for excursions.


CHILD STUDIES Stage 1

10 Credits (1 Semester)

Pre-requisites

Essential: NIL

Helpful: NIL

Core Purpose: Child Studies focuses on children and their development from conception to 8 years. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative, and practical learning. They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and caregivers. They also consider the importance of behaviour management, child nutrition, and the health and well-being of children.

Students explore and critically evaluate the role of government legislation and social structures, and the ways in which these influence the growth and development of children. They understand and apply occupational health and safety requirements for working with children. Stage One Child Studies, models and prepares students for success in Stage Two Child Studies

Course Description SACE content/ Assessment type Weighting Example Task

Practical Activity 50% Students undertake two practical activities:

• Prenatal diet

• Children’s Literacy Students are required to complete an Action Plan or Research Task, A practical activity, photo evidence sheet and an evaluation for each practical activity that is related to the topic.

Group Task 20% Students undertake one group task

• Children’s party Students are required to complete a group decision making plan, Group practical task, Individual evaluation and Individual photo evidence sheet for the group activity.

Investigation 30% In undertaking the investigation, students:

• Choose one of four relevant contemporary issues related to a selected area of study

• relate their study to the learning requirements and define the scope of the study

• Analyse information for relevance and appropriateness, and acknowledge sources appropriately

• Evaluate the evidence

• Analyse findings and draw relevant conclusions. The investigation is presented as a written report with a maximum of 1000 words.

Additional Cost and Time Requirements. (Excursions, Camps, Costs etc)

Students are required to complete practical activities both on and off site. Child Studies students visit and work with Child Care Centres, Kindergartens and local junior primary classes. All John Pirie Secondary School students are expected to abide by the schools SBM policy at all times when on an excursion. Students will also host junior primary classes on site. At times, there is a small cost to students to cover items for the Child’s party. This can be negotiated with the teacher where financial hardship is an issue. Tertiary Entrance Rank (Stage 2 only)


SPORT AND RECREATION (Integrated Learning) Stage 1

10 Credits or 20 credits (1 or 2 semesters)

Pre-requisites

Essential None

Helpful Enjoy doing HPE years 7 to 10

Course Description


Type 1: Practical Exploration

60% 2 different practical topics – can range from journal entries, tactical and strategic developments, and/or skill development application

Type 2: Connections 20% Collaboration task, working together in small groups. Coaching, sports carnival day or hosting a sports competition

Type 3: Personal Venture 20% Researching a career in sport and/or administration

Additional Cost and Time Requirements. There is an excursion to Adelaide in 2nd Semester


OUTDOOR EDUCATION Stage 1

10 Credits or 20 Credits

Pre-requisites

Essential: None

Helpful: Year 10 Outdoor Education


About Natural Environments 30% You will complete an assignment focusing on a specific ecosystem, it’s importance, and uses from multiply perspectives, as well as management practices for their suitability in establishing a sustainable park environment. Maximum of 1600 words in total (written) or 10 minutes (oral and/or multimodal form)

Experiences in Natural Environments - 1

35% Participate in a 3 day outdoor activity that you will need to complete the planning process/documents for, as well as an evaluation/reflection upon return. Maximum of 5minute (oral presentation and/ or multimodal) or a maximum of 800-words total if written.


35% Students undertake a 3 day bushwalking journeys. Students complete the planning process/documents and then on return evaluate and reflect on their development.

Maximum of 5minute (oral presentation and/ or multimodal) or a maximum of 800-words total if written.

*For 20 credits extra assessments will be required. 3 x About Natural Environments 3 x Experiences in Natural Environments Additional Cost and Time Requirements. 10 Credit: One 3 day outdoor experience (Possible outdoor experiences include: kayaking or rock climbing) One 3 day bushwalking camps 20 Credit: Two 3 day outdoor experience (Possible outdoor experiences include: kayaking or rock climbing) Two 3 day bushwalking camps There will be some additional cost to cover transport, accommodation, food and instructors for the above camps. Tertiary Entrance Rank (Stage 2 only)


STAGE 2

HEALTH EDUCATION Stage 2

20 Credits

Course Outline

In Stage 2 Health Education, students learn about the factors that shape the behaviour and attitudes of individuals and groups in relation to healthy living, and caring for themselves and the environment. They develop skills to consider how changing social structures, community values, environmental issues, and new technologies affect the health and well-being of individuals and communities.

Content

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

• at least one core concept

• three option studies

Core Concepts

• Core Concept 1: Health Literacy

• Core Concept 2: The social and economic determinants of health

Topics Studied

• Topic Study 1: Community Agency

• Topic Study 2: Immunisation

• Topic Study 3: Sexuality and health

• Topic Study 4: External Investigation

• Topic Study 5: Health Promoting Activity

• Topic Study 6: Contemporary Health Issue

• Topic Study 7: First Aid

Assessment


School-based Assessment (70%) Weighting

Group Investigation and Presentation 30%

Issues Analysis 20%

Practical Activity 20%

External Assessment (30%)

Investigation 30%


FOOD AND HOSPITALITY Stage 2

20 Credits

Course Outline

Stage 2 Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, sociocultural, and technological factors at local, national, and global levels. Students develop relevant knowledge and skills as consumers and/or industry workers.

Content

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

▪ Contemporary and Future Issues

▪ Economic and Environmental Influences

▪ Political and Legal Influences

▪ Sociocultural Influences

▪ Technological Influences.

Assessment


School-based Assessment Weighting

Practical Activity 50%

Group Activity 20%

External Assessment

Investigation 30%

For a 20-credit subject, students should provide evidence of their learning through seven assessments, including the external assessment component. Students undertake at least four practical activities, at least one group activity and one investigation.

Hospitality is also available as a VET Certificated Course. See the back section of the book under Trade Training Pathways to find the Course Outline.


CHILD STUDIES Stage 2

20 Credits

Pre-requisites

Essential: None

Helpful: Stage One Child Studies

Core Purpose: Child Studies focuses on children and their development from conception to 8 years. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative, and practical learning. They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and care-givers. They also consider the importance of behaviour management, child nutrition, and the health and well-being of children.

Students explore and critically evaluate the role of government legislation and social structures, and the ways in which these influence the growth and development of children. They understand and apply occupational health and safety requirements for working with children.


Practical Activity 50% Students undertake four practical activities:

• Lead, lifestyles and development

• Nature Play

• Children with a disability

• Kitchen Safety Students are required to complete an Action Plan or Research Task, A practical activity, Student evidence sheet and an evaluation for each practical activity that is related to the topic.

Group Activity 20% Students undertake two group tasks

• Children and technology

• Children’s party Students are required to complete a group decision making plan, Group practical task, Individual evaluation and Individual Student evidence sheet for each group activity.

Investigation (External) 30% In undertaking the investigation, students:

• identify a relevant contemporary issue related to a selected area of study and state this issue as a research question or hypothesis

• relate their study to the learning requirements and define the scope of the study

• analyse information for relevance and appropriateness, and acknowledge sources appropriately

• evaluate the evidence

• analyse findings and draw relevant conclusions.

The investigation is presented as a written report with a maximum of 2000 words.


Additional Cost and Time Requirements: Students are required to complete practical activities both on and off site. Child Studies students visit and work with Child Care Centres, Kindergartens, local junior primary classes and the Mid North Education Centre. All John Pirie Secondary School students are expected to abide by the schools SBM policy at all times when on an excursion. Students will also host junior primary classes on site. At times, there is a small cost to students to cover items for the child’s party. This can be negotiated with the teacher where financial hardship is an issue. Tertiary Entrance Rank: Yes


SPORT AND RECREATION (Integrated Learning) Stage 2

10 Credits or 20 credits (1 or 2 semesters)

Pre-requisites Essential - None Helpful – Enjoy doing HPE years 7 to 10

Core Purpose:

Course Description

• SACE content/ Assessment type • Weighting • Example Task


•

• 20% • Skill Execution – Biomechanics • Students demonstrate application and development of their

knowledge, concepts and skills in one activity by undertaking a number of practical inquiry activities


• 20% • Physical Activity – sports analysis

• Students demonstrate application and development of their knowledge, concepts and skills in one activity by undertaking a number of practical inquiry activities.

• Type 2: Connections • 15% • AQUATICS CAMP:

• Students are to develop a written and photographic folio of an intensive 3 day camp. It should include:

• Participation in all planned sessions.

• Journal of each sporting and recreation session.

• Reflection of capabilities and skills developed over the 3 days.

• Cooperative work to complete all chores and responsibilities that are needed to ensure a successful camp (dishes, food preparation, general clean-up etc).

• Type 2: Connections • 15% • Sports Day Planning and Conducting Novelty Events:

• Students will nominate to be part of one of the following class committees to host plan and conduct the Novelty Events for Sports Day. 1. Equipment, 2. Practice, 3. Teams and Rules promotion, 4. Marshalling. Each committee has specific responsibilities which include connection and collaboration with HPE teachers and leader, and school. Committees meetings will take place one lesson a week for communication and organization. At the conclusion of the event students individually complete a self-assessment and evaluation including their development of a chosen capability through collaboration.

• Type 3: Personal Endeavour • 30% • Researching a career. Students select one capability to be developed within their personal endeavour, exploring the link between that capability and their area of interest.

• It is recommended that students present the personal endeavour in two parts:

• an investigation, that is either research or practical-based and has an outcome or conclusion (about three-quarters of the total evidence)

• an explanation of the connections between their area of interest and the capability selected (about one-quarter of the total evidence) and/or administration

•


Additional Cost and Time Requirements.

Aquatics camp to Port Vincent, normally Week 6 of Term 1(Important part of the Connections task).

Tertiary Entrance Rank Yes

OUTDOOR EDUCATION Stage 2

20 credits

Pre-requisites

Essential: none

Helpful: Stage 1 Outdoor Education


About Natural Environments 20% You will undertake a park visit in which you will engage in conservation work. Upon return you will complete further research to complete an assignment focusing on ecosystems, and sustainable park practices. Maximum of 1600 words in total (written) or 10 minutes (oral and/or multimodal form)


25% Participate in a 3 day kayaking trip that you will need to complete the planning process/documents for, as well as an evaluation/reflection upon return. Maximum of 7-10minute (oral presentation and/ or multimodal ) or a maximum of 1000-words total if written.


25% Students undertake 2 x 3 day bushwalking journeys;, one practice and one under indirect supervision. Students complete the planning process/documents and then on return evaluate and reflect on their development. Maximum of 1500 words if written or 9 minutes if oral or equivalent in multimodal format.

Connections with Natural Environments (External)

30% You will evaluate, and reflect on a personal connection with nature based on your practical experiences, through a further exploration of either:

1. An issue that relates to interaction of humans and natural

environments and strategies that enhance environmental

sustainability;

or

2. A personal development or interest related to your connection

and interaction with natural environments

Maximum of 2000 words if written, 12 minutes if oral, or the equivalent

if multimodal).

Additional Cost and Time Requirements. One 1-2 day conservation camp One 3 day outdoor experience (Possible outdoor experiences include: kayaking or rock climbing) Two 3 day bushwalking camps There will be some additional cost to cover transport, accommodation, food and instructors for the above camps. Tertiary Entrance Rank (Stage 2 only)


MATHEMATICS

A full year of Mathematics is compulsory in Year 10. Students will be placed into a course based on teacher recommendations that reflects their ability and skills levels demonstrated at Year 9. Students will be expected to complete a full year of maths at Stage 1.

YEAR 10 STAGE 1 STAGE 2 – 2019 ONLY

SEMESTER 1 SEMESTER 2

SPECIALIST MATHS

MATHEMATICS 3

PURE MATHS MATHEMATICS 1

MATHS METHODS

MATHEMATICS 2

GENERAL MATHS

GENERAL MATHS GENERAL MATHS 1 GENERAL MATHS ESSENTIAL MATHS

ESSENTIAL MATHS ESSENTIAL MATHS

MATHS IN THE

WORKPLACE ESSENTIAL MATHS ESSENTIAL MATHS


PRE SACE YEAR 10 PURE MATHS Pre SACE Year 10

2 Semesters

Course Description

This course has been designed for students who wish to continue with tertiary study at university. Students will be assessed on the Australian Curriculum Achievement Standards from the Year 10 and 10 A maths curriculum.

Forms of assessment will include tests, assignments, directed investigations, projects and an exam.

NOTE: Students who intend to pursue Maths Studies 1,2 and 3 at Stage 1 or Specialist Maths or Maths Methods at Stage 2, must study pure maths at Year 10.

GENERAL MATHS Pre SACE Year 10

2 Semesters

Course Description

This course has been designed for those students who have struggled with Maths in the past and wish to practise the essential Maths skills needed for employment and everyday life. Emphasis will be based on completing practical, useful tasks. Students will be assessed on the Australian Curriculum Achievement Standards from across the year’s 7-9 maths curriculum.

Forms of assessment will include projects, directed investigations, assignments and practical tasks. There will be little emphasis placed on tests.

NOTE: It is important that parents/caregivers and students understand that students who undertake the Maths in the Workplace course will not be able to achieve a satisfactory achievement for Year 10 Australian Curriculum Maths as their learning will be focussed on lower level Achievement Standards. The course will be of benefit to students who only intend to study Essential Maths at Stage 1

MATHS IN THE WORKPLACE Pre SACE Year 10

2 Semesters

Course Description

This course has been designed for those students who have struggled with Maths in the past and wish to practise the essential Maths skills needed for employment and everyday life. Emphasis will be based on completing practical, useful tasks. Students will be assessed on the Australian Curriculum Achievement Standards from across the year’s 7-9 maths curriculum.


Forms of assessment will include projects, directed investigations, assignments and practical tasks. There will be little emphasis placed on tests.

NOTE: It is important that parents/caregivers and students understand that students who undertake the Maths in the Workplace course will not be able to achieve a satisfactory achievement for Year 10 Australian Curriculum Maths as their learning will be focussed on lower level Achievement Standards. The course will be of benefit to students who only intend to study Essential Maths at Stage 1

STAGE 1 ***At least 10 credit points must be achieved in Maths with a minimum C grade to meet the requirements of SACE. For all options see the pathway on at the beginning of this section.

*** Students are expected to complete a full year of Maths

MATHEMATICS STAGE 1

10 or 20 Credits

Pre-requisites

Essential: Year 10 Pure Mathematics

Course Description Stage 1 Mathematics provides the foundation for further study in mathematics in Stage 2 Mathematical Methods and Stage 2 Specialist Mathematics. Stage 2 Mathematical Methods can lead to tertiary studies of 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. Stage 2 Specialist Mathematics can be a pathway to mathematical sciences, engineering, space science, and laser physics. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods.


Folio 25 Mathematical investigation

Skills and Application Tasks 75 Test

Assessment for Stage 1

To achieve a ‘C’ for a semester of Maths work, you will be required to submit work of two different types:

1. Folio Tasks: These include directed investigations and projects.

2. Skills Assessment Tasks: Individual tasks such as tests and examinations that are completed under supervision within a set time period.

To achieve a ‘C grade’ for SACE you must achieve an overall balance of the C grade throughout the semester course.


GENERAL MATHS STAGE 1

10 or 20 Credits

Pre-requisites

Essential: Year 10 Mathematics

Course Description General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. Topics cover a diverse range of applications of mathematics, including personal financial management, measurement and trigonometry, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices.

Successful completion General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics.




ESSENTIAL MATHS STAGE 1

10 or 20 Credits

Course Description This subject is designed for

(1) students who are seeking to meet the SACE numeracy requirement;

(2) students who are planning to pursue a career in a range of trades or vocational pathways. There is an emphasis on extending students’ mathematical skills in ways that apply to practical problem solving in everyday and workplace contexts, in flexible and resourceful ways.





STAGE 2

SPECIALIST MATHEMATICS STAGE 2

20 Credits

Pre-requisites

Essential: Stage 1 Mathematics

Course Description This course is designed for students intending to do further study at University particularly in the fields of engineering or mathematics. Emphasis is placed on using advanced mathematical techniques to analyse and understand problems in a numerical context.

Topics Studied

1. Trigonometric Preliminaries 2. Polynomials and Complex Numbers 3. Vectors and Geometry 4. Calculus 5. Differential Equations

NOTE: This course will be delivered through the Open Access College so students need to be able to work

independently.


Internal Skills and Application Tasks 50 Tests

Internal School Assessment Folios 20 Mathematical investigations

External Exam 2hrs 30

Tertiary Entrance Rank: Yes


MATHEMATICAL METHODS STAGE 2

20 Credits

Pre-requisites:

Essential: Stage 1 Mathematics

Course Description This course is designed for students intending to do further study at University. Emphasis is placed on using advanced mathematical techniques to analyse and understand problems in a numerical context. The use of Graphics Calculators and Technology is required.

Topics studied include

1. Working with Statistics -Normal Distribution, Central Limit Theorem, Population Mean, Confidence 2. Intervals, Continuous and Discrete Intervals, Categorical Data, Binomial Distributions, Sign Test. 3. Working with Functions and Graphs using Calculus – Functional Models, Areas under Curves, Rate of Change,

Limits and the Derivative, Differentiation, Exponential and Natural Logarithm Functions, definite and Indefinite Integrals.

4. Working with Linear Equations and Matrices – Linear and Systems of Equations, Matrices, Matrix Algebra, Inverse matrices and Determinants.


Internal School Skills and Application Tasks 20 Tests




GENERAL MATHS STAGE 2

20 Credits

Pre-requisites

Essential: Stage 1 general mathematics

Course Description This course is designed for students intending to do further study at University of TAFE and will only run if there is an adequate amount of student interest. Emphasis is placed on using advanced mathematical techniques to analyse and understand problems in a numerical context. The use of Graphics Calculators and Technology is required.

Topics studied include:

1. Personal Finance 2. Statistical Investigations 3. Linear and Non-Linear Functions 4. Networks and Matrices



Internal School Skills and Application Tasks 40 5x Tests

Internal School Assessment Folios 30 2x Mathematical investigations



ESSENTIAL MATHS STAGE 2

20 Credits

Pre-requisites

Essential: Stage 1 Essential Mathematics

Helpful: Stage 1 General Mathematics

Course Description This course emphasises the applications of mathematics in solving problems based on real life situations. Successful students must be able to demonstrate their knowledge by applying skills and techniques taught to complete directed investigations and projects. Students study four topics (two per semester) each approximately eight weeks in length.

Topics studied are:

1. Financial Maths 2. Business Applications 3. Measurement 4. Geometry 5. Statistics in a social setting


Internal School Skills and Application Tasks 30 Tests




SCIENCE

Two semesters of Science are compulsory in Year 10. Students will be able to study science at Stage 1 depending on teacher recommendations and their skills demonstrated in Year 10 Science.

YEAR 10 STAGE 1 STAGE 2

SEMESTER 1 SEMESTER 2

Compulsory Science

2 Semesters

Biology Biology BIOLOGY

Chemistry Chemistry CHEMISTRY

Physics Physics PHYSICS

Psychology

Psychology

PSYCHOLOGY


PRE SACE YEAR 10

SCIENCE Pre SACE Year 10

2 Semesters

Course Description In this subject, students do a compulsory core of topics from the main strands of Science. The topics are: Genetics, Force & Motion, Atomic Structure & the Periodic Table, Big Bang Theory, Global Systems, Energy, Natural Selection and Chemical Reactions. The course aims to develop practical skills, oral and written communication, problem solving skills and the ability to collect and analyse information.

Forms of assessment tasks include tests, group work, practical skills, oral communications and research assignments. Information Technology will be implemented as appropriate to enhance student learning.

These courses prepare students for all SACE 1 options:

SACE Stage 1: Biology, Physics, Chemistry and Psychology.

SCIENCE ELECTRONIC PROGRAMMING Pre SACE Year 10

1 Semester

Course Description

The year 10 science elective is offered in the second semester and is designed to provide an extension in science. Students will develop their understanding through project work. The subject will have emphasis on practical tasks with an engineering focus. Students selecting this subject must be aware that this is an elective and does not replace their compulsory science subject. There is also a limited number of places in this course so preference will be given to students who intend to continue studying science at Stage 1 and who have demonstrated an interest and success in studying science in the past. Assessment

Possible projects include: Designing and flying a remote control airplane, completing a number of electronic projects and other engineering tasks.

Future Options

This course will further prepare students for all SACE 1 options:

SACE Stage 1: Biology, Physics, Chemistry and Psychology.


STAGE 1

Introduction

A range of Science courses will be offered in 2019. These will give students the opportunity to learn from a wide body of science knowledge and provide prerequisite skills for courses at TAFE and University. Students wishing to do Stage 2 Chemistry or Physics must do a full year of that subject in Stage 1. It is recommended that students choosing to do Stage 2 Biology choose a minimum of a whole year of Biology at Stage 1.

BIOLOGY Stage 1

10 or 20 Credits (1 or 2 semesters)

Course Description Biology is a 10 or 20 credit course studying living systems. The course considers current issues and areas of research in today's society.

The study of biology investigates living things, their structures, functions and interactions. Science inquiry skills, working in the laboratory and science as a human endeavour are integral to students’ learning in this subject and are interwoven through the study of the following topics:

1. Cells and Microorganisms 2. Infectious diseases 3. Multicellular organisms 4. Biodiversity and ecosystem dynamics


Folio Tasks 40 Research task and Practical report

Skills and Application Tasks 60 Tests

CHEMISTRY Stage 1


Pre-requisites

Essential: Must be enrolled in Stage 1 General Mathematics

Course Description Chemistry is a two semester study, although students may leave at the end of semester one and will receive 10 credit points.

The study of Chemistry focuses on the structure, function and interactions of atoms and materials and how these impacts processes in every day life. Students consider the uses that human beings make of the planet’s resources and the impact of human activities on the environment. Topics covered relate strongly to a range of different industries, and environmental issues as well as developments and technologies designed to improve current practices.


An understanding of chemistry, and the application of this understanding, helps students to appreciate the factors that influence the pursuit of scientific knowledge and to make informed decisions about modifying and interacting with nature.

The following topics provide the framework for learning in Stage 1 Chemistry:

1. Materials and their Atoms 2. Combinations of Atoms 3. Molecules 4. Mixtures and Solutions 5. Acid and Bases 6. Redox Reactions


Folio Tasks 40 Science as a Human endeavour Research task and Practical reports


PHYSICS Stage 1


Pre-requisites

Essential: Must be enrolled in stage 1 General Maths (preferably Mathematics)

Course Description Physics may be taken as either a single semester or a two semester course. The first semester is a general course that would interest students who wish to continue with Physics in Stage 2 or careers in Engineering. Efficient Mathematical skills are required. No exam is held at the end of the semester. The second semester is designed for students who are looking to continue with physics at a Stage 2 level and requires very good mathematical skills. An exam will be held at the end of the semester.

The following topics provide the framework for learning in Stage 1 Physics:

1. Linear Motion and Forces 2. Electric Circuits 3. Heat 4. Energy and Momentum 5. Waves 6. Nuclear Models and Radioactivity


Folio Tasks 50 Science as a Human endeavour research task and Practical report



PSYCHOLOGY

Stage 1

10 or 20 credits

Course Description

The study of psychology enables students to understand their own behaviours and the behaviours of others. 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.

Psychology builds on the scientific method by involving students in the collection and analysis of qualitative and quantitative data. By emphasising evidence-based procedures (i.e. observation, experimentation and experience), the subject allows students to develop useful skills in analytical and critical thinking, and in making inferences by employing evidence- based procedures

The following eight topics are offered in Stage 1 Psychology:

1. Introduction to Psychology 2. Social Behaviour 3. Intelligence 4. Cognition 5. Brain and Behaviour 6. Human Psychological Development 7. Emotion 8. Negotiated Topic (this may expand an existing topic or introduce a new area of study)


Investigation Folios 25 Issues investigations, group investigation


Exam 25


STAGE 2

BIOLOGY Stage 2

20 Credits

Pre-requisites

Essential: Stage 1 Biology

Course Description This subject develops students’ knowledge of living things and systems, the interactions between Science and Society (Science as a Human Endeavour) and experimental skills. Students are encouraged to apply scientific methods to solve problems, collect and evaluate data and to undertake experimental exercises. Topics covered relate to a range of health care professions, Environmental and technological concerns and developments, studies of evolution and evidence for understanding the past.

Topic covered

1. DNA and Proteins 2. Cells 3. Homeostasis (nerves and Hormones) 4. Evolution


Internal school Investigation Folios 30 Science as a Human Endeavour research task and Practical reports

Internal School Skills and Application Tasks

40 Tests



CHEMISTRY Stage 2

20 Credits

Pre-requisites

Essential: Stage 1 Chemistry

Helpful: stage 1 General Mathematics

Course Description Chemistry is a subject that applies the principles of Chemistry to the study of selected elements and compounds. It illustrates the role of Chemistry in today's technological society and the interactions between science and society. The course explores applications in a range of industries, techniques for optimising productivity, reducing negative environmental impacts and analysing samples. Student perform experiments to test ideas and to solve problems, record observations, analyse and draw conclusions from the results. They learn to work independently and to communicate with others and undertake scientific research on modern issues within society that relate to chemistry.


Topics covered

1. Monitoring the environment 2. Managing chemical processes 3. Organic and biological chemistry 4. Managing resources


Internal school Investigation Folios 30 Science as a Human Endeavour research task and Practical reports


40 Tests



PHYSICS Stage 2

20 Credits

Pre-requisites

Essential: Successful completion of stage 1 Physics and Stage 1 General mathematics (Mathematical Methods or

Mathematics preferable)

Course Description Physics is a subject that requires interpretation of physical phenomena through a study of mechanics, electric and magnetic fields, waves and photons, and the atom and its nucleus. Students develop skills of logical thinking, numerical problem solving and effective scientific communication.

Topics covered:

1. Motion and relativity 2. Electricity and magnetism 3. Light and atoms


Internal school Investigation Folios 30 Science as a Huma. Endeavour research task and Practical reports


40 Tests




PSYCHOLOGY Stage 2

20 Credits

Course Description Psychology is an evidence-based subject in which ethical issues have a central place. Students must use critical thinking, inquiry skills, group work and collection and organisation of evidence to demonstrate their understanding and reasoning within the following topics: 1. Introduction to psychology 2.Social Cognition 3. Learning 4. Personality 5. Psychobiology of Altered States of Awareness 6. Healthy Minds


Internal school Investigation Folios

30 Science as a Human Endeavour research task and Practical reports


40 Tests




HUMANITIES & SOCIAL SCIENCES

A full year of Humanities & Social Sciences (HASS) is compulsory in year 10. A range of courses are offered in Stage 1 and Stage 2 but they are not compulsory.

Year 10 Stage 1 Stage 2

1 Semester of Geography

1 Semester of History

Tourism

History

(Ancient and

Modern)

Tourism

Modern

History

Ancient

Studies


PRE SACE – Year 10

Course Outline

Throughout the year all Year 10 students will study a common compulsory course.

History

Each of the following topics will be studied:

1. World War 2 2. Popular Culture 3. Rights and Freedoms

Geography

1. Environmental challenges and geography 2. Global wellbeing

Final decisions on topics and assignments will be made dependent on student interest and ability.

Assessment

A variety of assessment methods will be offered to cater to all students’ needs and abilities. Through a variety of tasks, students will need to demonstrate ability to:

1. Collect, analyse and organise information

2. Communicate ideas and information

3. Plan and organise activities

4. Work with others and independently

5. Solve problems

6. Use technology

Future Options

SACE Stage 1 and 2: All HASS and

Business options


STAGE 1 TOURISM Stage 1

10 Credits

Pre-requisites

Essential: None

Helpful: HASS, Photography, Media

Course Description Tourism combines elements of Psychology, Geography, History, Media and Business Studies to explore careers in one of Australia’s largest industries. Students will work closely with real-world Tourism operators and government organisations and be involved with local projects such as the launch of the Southern Flinders National Park. It is also possible to study this dynamic subject as part of a Community Studies course.



Case Study 20% Students present a case study of any aspect of Tourism they wish eg preparing for international travel, showcasing the natural environment or the viability of dolphin cruises in a local river. (Maximum of 6 minutes or 1000 words).

Source Analysis 25% Students respond in short answer form to a series of questions relating to a range of sources selected from the tourism sector.

Practical Activity 30% As an individual or in a team students participate in a practical activity within the tourism industry. Examples may include producing a film showcasing a local event, designing a campsite, translating a document into a foreign language or working on an event (Maximum of 6 minutes or 1000 words).

Investigation 30% Students investigate one aspect of the Tourism industry and propose a solution or alternative to a real world problem. It is expected that they will collaborate with a real world organisation and share their findings (Maximum of 6 minutes or 1000 words).

Additional Cost and Time Requirements This course requires students to complete several field trips and excursions. Some extra travel and ticket costs may apply.


Yes (at Stage II)


HISTORY (Ancient and Modern)

Stage 1

10 + 10 Credits

Course Outline

The study of History gives students the opportunity to make sense of a complex and rapidly changing world by connecting past and present. Through the study of past events, actions, and phenomena students gain an insight into human nature and the ways in which individuals and societies function. Students will research and review sources within a framework of inquiry and critical analysis.

Students will learn about a variety of the most interesting Ancient and Modern Civilisations in history, with a focus on the people who lived there, artefacts and cultural practices.

Students will be learning about:

• Skills of historical inquiry (Source Analysis)

• Studies of societies

• Studies of historical personalities

• Individual history essay

Topics could include:

• Rwandan genocide • The Killing Fields of Cambodia • The Vietnam War • Nazi Germany

• Ancient Egypt • Ancient Rome – Pompeii • Ancient China • Ancient Australia – Lake Mungo

Final decisions on historical studies may be negotiated with students based on their needs and interests.

Assessment


• Folio of Course Work

• Sources Analysis

• Investigation

Future Options

SACE Stage 2: Modern History

SACE Stage 2: Classical Studies


STAGE 2 ANCIENT STUDIES Stage 2

20 Credits

Pre-requisites

Essential: None

Helpful: Stage 1 Ancient Studies or Stage 1 Modern History

Core Purpose: Ancient Studies offers students the opportunity to study Ancient societies of the past and learn about how our world today has been shaped by some of the greatest minds of all time. From warrior driven Sparta to politically minded Athens, then to Ancient Greek mythology and religious rituals and practices, and finishing with the reason we have television today, the Sophoclean tragedies of Oedipus Rex and Antigone. Course Description


Ancient Greek Society

30% Students study the Ancient Greek societies of Sparta and Athens. Both societies were unique in the way they were run, and had ideologies which shock the modern world today. Students undertake a visual essay when studying Sparta, and an in-class essay to discuss the significance of Athens.

Ancient Greek Religion

20% Students study Ancient Greek mythology and sacred stories and delve into the religious processes that people went through, such as worship, prayer and sacrifice. Students will undertake a creative task looking at sacred people, places, and events. They will also do a connections task discussing the relevance of Greek myths to modern society.

Ancient Greek Tragedy

20% Students will study the Ancient Greek texts of ‘Oedipus Rex’ and ‘Antigone’. These plays are not for the faint-hearted and have some heavy themes and ideas. Assessment includes a mock interview for a character analysis, and a comparative essay between the two plays.

EXTERNAL Individual Investigation

30% Students choose any area throughout Ancient History and construct an essay question which they must then answer within 2000 words.

Additional Cost and Time Requirements This course requires some night time sessions in order to ensure work is being completed. These are usually conducted in STEM and the resource centre, but they are not compulsory. Does this course qualify for a Tertiary Entrance Rank?

Yes


MODERN HISTORY Stage 2

20 credits

Course Outline

In Modern History students look at important and significant events that have shaped the world we live in today. Students develop skills to enable a better understanding of perspectives, conflicts and issues that we are seeing constantly in the news such as ISIS and the current conflict between the Ukraine and Russia amongst others.

Through our depth study The War to End all Wars: The First World War and its Consequences we investigate one of the most important conflicts in human history. We examine the causes and societies pre and post-war, the nature of war including weaponry and the role of women, and the consequences of post-war treaties. This is particularly relevant as we commemorate 100 years since the Great War and the birth of our ANZAC legend. Through our thematic study Revolutions and Turmoil: Social and Political Upheavals we investigate the February Russian Revolution of 1917. We explore the thin line between religion and state, the gap between wealth and poverty and ultimately the power of the oppressed, and those that can manipulate them.

Content is delivered in a wide array of formats including but not limited to class discussions, documentaries, excursions within and out of Port Pirie, guest speakers and close work with the local RSL museum.

Assessment

Assessment type 1: Folio of work including source analyses, essays, mid-year exams, written accounts, interviews, picture trail (50%)

Assessment type 2: Individual History Essay (20%)

Assessment type 3: Exam 30%


BUSINESS, ENTERPRISE & TECHNOLOGY

INFORMATION PROCESING AND

PUBLISHING

INFORMATION

PROCESING AND PUBLISHING

INFORMATION

PROCESING AND PUBLISHING

WORKPLACE PRACTICES

WORKPLACE PRACTICES

WOOD DESIGN AND

CONSTRUCTION

MATERIAL PRODUCTS

MATERIAL

PRODUCTS

DESIGN IN THE

COMMUNITY

METAL

TECHNOLOGY

VET COURSES

CONSTRUCTIONS PATHWAYS

METAL FABRICATION/ENGINEERING

ELECTROTECHNOLOGY

AUTOMOTIVE


WORKPLACE PRACTICES

WORKPLACE PRACTICES Stage 1

10 or 20 Credits (Semester or Full Year)

Content This is a 10 credit subject but maybe taken in both semesters To successfully complete this subject, students will need to undertake the following: 1. Industry and Work Knowledge

This includes theory in at least two of the following topics: • Future Trends in the World of Work • The Value of Unpaid Work to Society • Workers’ Rights and Responsibilities • Career Planning Two will be taught in one semester and the other two in the second semester.

2. Vocational Learning All students will be required to undertake 25 to 30 hours of activity in a workplace in each semester. This can take a number of forms including work experience, using student’s paid employment and volunteer work. Assessment Type 1 – Folio which includes evidence from the Industry and Work Knowledge section Type 2 – Performance which includes a workplace report and journal kept by the student Type 3 – Reflection on the workplace experience Up to 60% of the assessment can be for types 2 and 3.

WORKPLACE PRACTICES Stage 2

20 credits

Content To successfully complete this subject, students will need to undertake the following: 1. Industry and Work Knowledge This includes theory in at least three of the following topics:

• Work in Australian Society • The Changing Nature of Work • Industrial Relations • Finding Employment

2. Vocational Learning All students will be required to undertake 50 to 60 hours of activity in a workplace during the year. This can take a number of forms including work experience, using student’s paid employment and volunteer work. If work placements are undertaken they can be in one workplace or in two or more workplaces.


Assessment

School-based Assessment

Folio which includes evidence from the Industry and Work Knowledge section

25%

70% Performance which includes a workplace reports and journals kept by the student

25%

Two reflection on the workplace experience 20%

External Assessment Individual Investigation 30% 30%

TECHNOLOGY

PRE SACE YEAR 10

METAL DESIGN Pre SACE Year 10

1 or 2 Semester

Pre-requisites Essential: Year 9 Metal and/or Wood Helpful: Year 9 Computer Aided Design Core Purpose This course is designed for students who are interested in either undertaking a TAFE course in Engineering Metals or have enjoyed and applied themselves in Metal. Emphasis is placed on further developing practical skills in welding in addition with building knowledge of computer aided design and producing a final product, with specialised skills tasks to support learning requirements. Course Description

Assessment Type Weighting Example Task

Practical Skills 55% Students will investigate the different types of Welding processes and produce a series of skills set welds. They will construct a set of minor projects that correspond to a set of technical drawings. Students will also produce a number of technical drawing of metal joints using AutoDesk Inventor (CAD).

Written Tasks 10% Students will investigate and compare different welding materials and techniques including the safe operation procedures and use of machines. They will also investigate the different types of metals and their applications.

Design Folio and Construction 35% Students will investigate and plan a project that combines sheet metal and welding skills and knowledge. They will complete the project using correct tools and procedures and complete an evaluation of the process.

Additional Cost and Time Requirements

Nil


WOOD DESIGN Pre SACE Year 10

1 or 2 Semester

Pre-requisites Essential: Year 9 Wood and/or Metal

Helpful: Year 9 Computer Aided Design Core Purpose This course is designed for students who have are interested in either undertaking a TAFE course in Construction Pathway or have enjoyed and applied themselves in Wood. Emphasis is placed on further developing practical skills in joint types and use of machines, in addition with building knowledge of computer aided design and producing a final product, with specialised skills tasks to support learning requirements. Course Description


Practical Skills 55% Students will investigate the different types of joints and investigates the benefits of each type. They will construct a set of minor projects to develop skills for their final construction task. They will construct a set of minor projects that correspond to a set of technical drawings. Students will also produce a number of technical drawing of timber joints using AutoDesk Inventor (CAD).

Written Tasks 10% Students will investigate and analyse the characteristics and properties of two or more materials. Students will also investigate the sustainability of the materials and explore ethical issues of their use.

Design Folio and Construction 35% Students will investigate and plan a project that combines sheet metal and welding skills and knowledge. They will complete the project using correct tools and procedures and complete an evaluation of the process.


Nil


INFORMATION PROCESSING AND PUBLISHING Pre SACE Year 10

1 or 2 Semester

Pre-requisites Essential: None Helpful: Year 10 Information Processing and Publishing, Arts or Creative Arts Core Purpose This course is designed for students who wish to develop their skills in presentation of design tasks. The focus is largely on producing a range of documents using software such as Publisher, Word, InDesign and Photoshop. Course Description


Practical Skills 60% Students complete a folio of text-based assessments that derive from any of the focus areas they have studied and demonstrate a range of skills developed. Students apply the design process and layout principles in planning, producing, and evaluating text-based products. Students will use the following software to assist in the design process: Microsoft Office including Word, Excel, PowerPoint; Adobe Photoshop, InDesign, Illustrator and Dreamweaver Tasks: Logo Designs, Creating Tables and Spreadsheets, A4 Folded Brochure, Letterheads, Letters, Multi-column Documents, Menu, Stationery Set, Flyers, Digital Presentations, Advertisements, Web-based Pages, CD Cover, Creating and Editing QR Codes, Invitations

Issues Analysis 15% Students analyse an issue related to one or both of the focus areas they have studied. An issues analysis may be presented in written, oral, visual, or multimodal form. The use of features such as headings, dot points, tables, and annotated diagrams will help students to organise their information. Examples Tasks: Understanding Digital Footprints, Personal Security Web, Phone Usage in Adolescence

Product and Documentation 25% For each assessment, students complete, for an identified audience, a text-based product that demonstrates knowledge and use of the four parts of the design process: investigating, devising, producing, and evaluating. Possible Text-based Products: Menu, DVD Cover, Magazine Cover and Contents Page, Web Page Design


Nil


STAGE 1

INFORMATION PROCESSING AND PUBLISHING STAGE 1

10 or 20 Credits

Pre-requisites Essential: None Helpful: Year 10 Information Processing and Publishing, Arts or Creative Arts Core Purpose This course is designed for students who wish to develop their skills in presentation of design tasks. The focus is largely on producing a range of documents using software such as Publisher, Word, InDesign and Photoshop. Course Description


Practical Skills 50% Students complete a folio of text-based assessments that derive from any of the focus areas they have studied and demonstrate a range of skills developed. Students apply the design process and layout principles in planning, producing, and evaluating text-based products. Example Design Tasks: A4 Folded Brochure, Letterhead and Mail Merge, Multi-column Newsletter, Menu, Stationery Set, Flyers, Digital Presentations, Advertisements, Web-based Pages, CD Cover, Creating and Editing QR Codes, Invitations

Issues Analysis 20% Students analyse an issue related to one or both of the focus areas they have studied. An issues analysis may be presented in written, oral, visual, or multimodal form. The use of features such as headings, dot points, tables, and annotated diagrams will help students to organise their information. Examples Tasks: Digital Plagiarism, Social Media and Security, Online Purchases and Security, Cyberbullying and E-Crime

Product and Documentation 30% For each assessment, students complete, for an identified audience, a text-based product that demonstrates knowledge and use of the four parts of the design process: investigating, devising, producing, and evaluating. Possible Text-based Products: Menu, DVD Cover, Magazine Cover and Contents Page, Web Page Design


Nil


DESIGN, TECHNOLOGY AND ENGINEERING – MATERIAL SOLUTIONS (Formally Material Products) STAGE 1

10 or 20 Credits

Pre-requisites Essential: Year 10 Wood or Metal Helpful: Year 9 or 10 Computer-Aided Design, Year 11 Material Products, Year 10 Wood/Metal Core Purpose This course is designed for students who have applied themselves in Technology subjects in previous years and have skills in both Computer Aided Design and the workshop. Emphasis is placed on following the design process and producing a final product, with specialised skills tasks to support learning requirements. Course Description


Construction Skills Exercise 25% Students will create three joints under guided instruction. They apply the skills, processes and techniques in the related context. This informs the design development for a solution in Assessment Type 2. Students evaluate and assess the development of their own skills in this assessment task. They review how these processes and techniques may influence their solution.

Top Construction Exercise 25% Students will design a concept top for a bench or table. They apply the skills, processes and techniques in the related context. This informs the design development for a solution in Assessment Type 2. Students evaluate and assess the development of their own skills in this assessment task. They review how these processes and techniques may influence their solution.

Design Process and Product 50% Part 1 Students will use the design process to investigate and analyse existing products for their features and aesthetics as well as researching and discussing any ethical, legal, and economic and/or sustainability issues. Students will then design and plan to make a product (solution), based on what features and aesthetics appealed to them. Part 2 Students create and evaluate the product (solution). Students will produce their designed product from their design in the workshop, using skills developed. This is an Independent practical based assessment. Students must take photos of their production as evidence of their work. Students will then evaluate their product, design process, and response to issues researched.


Students may be required to assist with the payment of materials for the Design Product.


STAGE 2 INFORMATION PROCESSING AND PUBLISHING STAGE 2

20 Credits

Pre-requisites Essential: None

Helpful: Stage 1 Information Processing and Publishing, Arts or Creative Arts Core Purpose This course is designed for students who wish to develop their skills in presentation of design tasks. The focus is largely on producing a range of documents using software such as Publisher, Word, InDesign and Photoshop. Course Description


Practical Skills 50% Students complete a folio of text-based assessments that derive from any of the focus areas they have studied and demonstrate a range of skills developed. Students apply the design process and layout principles in planning, producing, and evaluating text-based products. Example Design Tasks: A4 Folded Brochure, Letterhead and Mail Merge, DVD Cover Design, Multi-column Newsletter, Menu and Stationery Set, Itinerary with Vouchers and Business Card

Issues Analysis 10% Students analyse an issue related to one or both of the focus areas they have studied. An issues analysis may be presented in written, oral, visual, or multimodal form. The use of features such as headings, dot points, tables, and annotated diagrams will help students to organise their information. Example Issues: Digital Plagiarism, Social Media and Security

Technical and Operational Understanding

10% Students demonstrate their knowledge and understanding of the availability, operation, and management of computer technology to support the processing, management, and communication of information. Example Topics: Computer Storage, Device Options

Product and Documentation 30% Students complete, for an identified audience, 5 x A4 pages that would contribute to a magazine. The product demonstrates understanding and use of the four parts of the design process: investigating, devising, producing, and evaluating.


Nil



DESIGN, TECHNOLOGY AND ENGINEERING – MATERIAL SOLUTIONS (Formally Material Products) STAGE 2

20 Credits

Pre-requisites Essential: Stage 1 Material Products Helpful: Year 9 or 10 Computer-Aided Design, Year 11 Material Products, Year 10 Wood/Metal

Core Purpose This course is designed for students who have applied themselves in Technology subjects in previous years and have skills in both Computer Aided Design and the workshop. Emphasis is placed on following the design process and producing a final product, with specialised skills tasks to support learning requirements.

Course Description


Specialised Skills Tasks 20% Students complete two specialised skills tasks. They demonstrate skills and knowledge that will be required for the realisation of their solution. They apply the skills, processes and techniques in the chosen context. This informs the design development for a solution in the Design Process and Product Task. Students evaluate and assess the development of their own skills and review how processes and techniques may influence their solution. Example: Manufactures frames or samples using different joint types and orthogonal drawings, use a range of both hand and power tools and machines and evaluate processes and outcomes. AutoInventor Software – Computer Aided Design skills

Design Process and Product 50% Students will undertake a design process where they will: Investigate and create a design brief. Investigate and analyse products that clearly connect to their design brief. Design, develop and plan concepts that they have analysed from their investigation. Create a variety of solutions for the brief using drawings and sketches. Validate a designed solution that best meets the brief and develop a series of CAD drawings to support their production process. Students will develop a materials and costing list for the product, as well as a procedure and schedule for the safe and timely manufacture of their product. Produce a product by applying skills, processes, procedures and techniques to create the product that best meets their brief. Evaluate the design process and product they have created in response to their design brief as well as their product realisation.

Resources Study 30% Students will Investigate and analyse the functional characteristics and properties of two or more materials of their choice. Students will create a series of tests to generate data on the functional characteristics of the materials. Students will also investigate the sustainability of the materials they test and explore ethical issues related to their designed solution in Design Process and Product Task.


Students may be required to assist with the payment of materials for the Design Product.



Cross Disciplinary Subjects

COMPULSORY SUBJECTS

PERSONAL LEANING PLAN Stage 1 (Year 10)

10 credits

Course Outline

This unit provides an opportunity for students to make informed decisions about their personal development and explore their future education and training options.

The Personal Learning Plan aims to involve students in a programme of learning so that they develop knowledge, skills and understandings that enable them to:

• Explore goals for their future • Examine the way the community supports individuals and groups • Explore how students can use and participate in community groups • Reflect and discuss future education, training and employment opportunities.

Students will be required to submit four assessment pieces including participation in a round table conference that will involve the student, family member and any other support person the student has identified to discuss the student’s future particularly their learning and education and employment goals.

RESEARCH PROJECT Stage 2 (Year 11)

10 Credits

Course Outline

Students in this course are able to choose a topic of interest and research the area of interest in depth. The aim is to support students to develop and demonstrate their planning, research, management and evaluation skills. These skills prepare students for further education, training, work and everyday life.

RESEARCH PRACTICES Stage 1 (Year 11)

10 Credits


STAGE 1 AND 2 SUBJECTS COMMUNITY STUDIES A Stage 1

10 Credits

Subject Description:

To successfully complete this subject, students are required to negotiate, plan and take practical action in the community. At the end they also need to seek feedback from the community and reflect on the learning they have engaged in.

Students are required to prepare a contract of work to undertake an activity in one of the following areas of study:

• Arts in the Community • Communication and the Community • Foods and the Community • Health, Recreation and the Community • Science, Technology and the community • Work and the community

Assessment:

Type 1

• Fulfilment of contract which needs to include evidence of: • Development of contract • Folio of work • A community activity

Type 2

• Reflection of the learning achieved during the fulfilment of the contract

COMMUNITY STUDIES A Stage 2

20 Credits

Subject Description:

To successfully complete this subject, students are required to negotiate, plan and take practical action in the community. To do this they need to develop challenging and achievable individual goals for the contract of work. At the end they also need to present their activity to the community and feedback from the community. For their external assessment students must evaluate and reflect on the completion of the contract, the feedback received, and their own learning.

Students are required to prepare a contract of work to undertake an activity in one of the following areas of study:

• Arts in the Community • Communication and the Community • Foods and the Community • Health, Recreation and the Community • Science, Technology and the Community • Work and the Community


Assessment:

School Assessment (70%)

Type 1: Contract of work

• Development of contract • Folio of work • A community activity

External Assessment (30%)

Type 2:

• Reflection


SPORTS TRAINING ACADEMY (SAASTA) PROGRAMME

Stage 1 Aboriginal Studies - Aboriginal Power Cup (10 SACE Credits) has been developed using the SACE Aboriginal Studies framework and culminates in the annual Aboriginal Power Cup carnival, a three day sporting event focusing on cultural activities, career pathways and the much anticipated nine-a-side round robin AFL competition. Leading up to the carnival students work both individually and as part of their team to complete a series of curriculum tasks specifically designed around learning about their culture. This includes two assessment types: Learning Journey and Creative Presentation. Stage 1 Integrated Learning - SAASTA Shield (10 SACE Credits) This subject has been developed using the SACE Integrated Learning framework, and similar to the Aboriginal Power Cup, it culminates in a two-day multi-sport event with teams competing to claim the annual SAASTA Shield. Assessment Type 1: Practical Exploration Assessment Type 2: Connections Assessment Type 3: Personal Venture Students also make connection between their learning and their culture and complete a Personal Venture outlining their learning through their personal involvement in the yearly SAASTA program. Stage 2 Integrated Learning (20 SACE Credits) Full Year. This subject has been developed for Year 12 students as an extension to the Aboriginal Power Cup and SAASTA Shield. Students undertake a series of tasks aimed at developing their leadership skills and cultural knowledge. The Practical Inquiry (40%) tasks are related to: A. Physical Performance 15% B. Culture 10% C. Healthy Lifestyle 15% In the Connections Activities students undertake cultural activities that engage the community – 30%. For their Personal Endeavour students choose a sporting, health, personal development or cultural topic to investigate and report on – 30%. Academy students enrolled in this subject are eligible to participate as competitors, coaches or event officials at both the Aboriginal Power Cup and SAASTA Shield carnivals. VET Courses VET courses are delivered using both in-class and out-of-school block release training methods. Students can study the certificate courses in Year 11 or Year 12. The out-of-school block release training requires academy students from all over South Australia to come together for three one-week intensive training blocks delivered by expert lecturers at the end of each term. The certificates equip students with the skills, knowledge and qualifications to enter into further study and gain valuable life skills for their future. SIS30513 / Certificate III in Sport and Recreation (TAFE SA) (55 Stage 2 Credits) This qualification reflects the multi-skilled role of individuals to work in operational and customer support positions in the sport or community recreation industry. These individuals are competent across a range of sport & recreational activities requiring individual and group work within a range of situations and environments.


CPC20112 / Certificate II in Construction (Carey Training) (55 Stage 1 Credits) Students complete the full construction certificate with a focus on site based learning. Students gain practical hands-on experience at a number of Hansen Yuncken worksites through-out Adelaide. There is opportunity for each student to focus on a specific part of the construction industry including Air Conditioning, Electrical, Plumbing, Control Traffic and Steel Framing. Students gain their White Card & Senior First Aid. SIS30315 / Certificate III in Fitness (AIPT/ Pushing Performance) (100 Stage 2 Credits) By completing this course, students will be taught to plan and deliver a variety of gym and fitness programs along with advising on healthy eating guidelines in a sports and recreation environment. Graduates will be able to assist new gym members to use equipment and lead small group classes through basic programming. SIT30616 / Certificate III in Hospitality (Complete Hospitality Training Skills) (5 Stage 1 & 45 Stage 2 Credits) This training will provide students with general knowledge/skills to work within the hospitality industry whilst gaining practical experience in the service of food and beverages through tailored work placements (paid) in a range of settings, including: cafés, restaurants, clubs, functions and other catering venues. CHC30213 / Certificate III in Education Support (MADEC) (60 Stage 2 Credits) Students gain the knowledge to work in a range of education settings, including preschool, primary or high schools, or community education settings. Students will develop a range of skills to support teachers and help students to develop literacy, numeracy and computer skills, or work with students who require extra support. CHC32015 / Certificate III in Community Services (TAFE SA) (50 Stage 2 Credits) This course will increase employment options within the community services industry. It will also provide pathways to further studies in community services, aged care, disability work, mental health, drug education, nursing, youth work and more.


SAASTA – ABORIGINAL STUDIES (POWER CUP) Stage 1

10 CREDITS

Pre-requisites

Essential - None


Type 1: Learning Journey

60% Community Experiences Aboriginal Voice 20% Research influential Aboriginal narratives such as speeches, plays, articles, songs, documentaries etc. which represent Aboriginal diversity throughout Australia. Students will demonstrate their knowledge and understanding of Aboriginal narratives by writing an article, speech, blog or creative style of literature. Students express how chosen narratives influence, inspire and challenge their own thinking and develops their own respectful understanding. Community Experiences ‘Pod cast’ 20% Students engage with pod casts including Aboriginal narratives which develops their knowledge and understanding of how the past influences the present. Students reflect on their learning from and with Aboriginal people and acknowledge how past narratives influence current Aboriginal communities. Community Enterprise Personal presentation 20% Engage with Community Enterprise (Workabout and others) to develop knowledge and understanding around how social determinants such as Education, Health, Employment, Housing and incarceration effect self-determination. Students develop respect for and understanding of what narratives and accomplishments mean to different Aboriginal people and communities. By doing so students reclaim their identity and self-determination in relation to planning for their future.

Type 2: Creative Presentation 40% Community Experience Strong Identities – Art piece 40% Students explore their own cultural identity through investigation and research of local and national Aboriginal art. Students engage with Aboriginal narratives to deconstruct and analyse Aboriginal art. Students engage in Aboriginal narratives around connection to Country. Students then design and create their own art piece reflective of their cultural identity supported by a writer’s statement. The designs will become the Guernsey’s for the Aboriginal Power Cup.


SAASTA – CROSS DISCIPLINARY STUDIES (SAASTA SHEILD) Stage 1

10 CREDITS

Pre-requisites

Essential - None


Type 1: Group Project

30% Task - Create your own business idea (Task 2) Students provide evidence of their learning in the group project by: • contributing to a group outcome • developing an individual report. Group Outcome • All students must have the opportunity to participate in the

group project and to receive feedback on their interactive and collaborative skills.

• Students individually, in small groups or as a class come up with a business idea or ideas.

• If students are unsure of a business idea they can participate and collaborate by contributing to someone else’s business idea or by providing feedback, suggestions or research in the process of creating a business idea.

Type 2: Skills and Application Tasks 40% Aboriginal Business promotional advertisement (Task 3) Students select an Aboriginal business to promote. Students use key knowledge gained in Task 1 to develop an Advertisement for their chosen business. Students can develop a flyer, brochure, radio segment, poster, power point with a voice over or alternate concept. Students consider;

• Disciplinary knowledge applied to Aboriginal business

• Application of perspectives from Aboriginal studies & Business innovations in developing the best interests of the business selected

• In depth ideas closely related to the learning interest (Aboriginal business)

Participate in SACE Aboriginal Student Pathways Virtual Challenge 2020 (Task 4) Students participate in the SACE virtual challenge, watch a Ted talk, interview successful Aboriginal SACE achievers or successful Aboriginal business owners to explore possible future pathways for themselves. Students research how certain qualities, capabilities link to success.

Type 3: Analysis 30% Aboriginal Business Research ( Task 1) Students research organisations and gather information regarding what they do and how they support Aboriginal business. Students will research successful Aboriginal business and reflect on what makes them successful and determine obstacles they have overcome. Students write a report reflecting on the ways in which aspects of the disciplines (Aboriginal studies and Business Innovations) inform the learning interest (Aboriginal business). Students analyse and synthesise ideas and information from different sources, including analysis of their own learning.


VOCATIONAL EDUCATION AND TRAINING (VET) OPTIONS

Hospitality Certificate II in Kitchen Operations Stage 1 40 Credits

1 day per week on site at JPSS. (1 year) (Full Certificate) Certificate III in Commercial Cookery (Must have completed Cert II Kitchen Ops) Stage 2 40 Credits

1 day per week on site at JPSS. (1 year) (Full Certificate) Automotive Certificate II in Automotive Servicing Technology Stage 2 40 Credits

1 day per week on site at Pirie TAFE. (2 years) (Full Certificate) Engineering (Metals) Certificate II in Engineering Stage 1 30 Credits

1 day per week on site at Pirie TAFE. (2 years) (Full Certificate) Construction Certificate II in Construction Pathways Stage 1 40 Credits (1 Year Full Certificate) Stage 2 20 Credits ( 6 Months, 3 Units only)

2 days per week on site at Pirie TAFE. (2 years) (Full Certificate) Electro technology Certificate II in Electro technology (Career Start) Stage 1 30 Credits

6 full week blocks at TAFE Port Pirie (1year) (Full Certificate) Hairdressing Certificate II in Salon Assistant Stage 1 30 Credits

1 day per week on site at Pirie TAFE. (1 year) (Full Certificate) Important Notes

• All courses will require work placement to be completed to meet enrolment and course requirements. • Students will be required to complete a separate application form and may be required to sit an interview to

determine suitability for enrolment in a course. • VET courses are for students who seriously wish to follow a career path related to their chosen course. • Students need to be sixteen prior to starting any of the courses listed above.

APPLICATION for 2021

INDUSTRY PATHWAYS PROGRAMS

VOCATIONAL CERTIFICATE PROGRAMS

I AM APPLYING FOR THE FOLLOWING PROGRAMS You can nominate more than one in a priority order

1. ………………………………………………………….

2. ………………………………………………………….

3. ………………………………………………………….

Name:…………………………………………………………………. CG:…… Date of Birth (Students must be 16 prior the start of the semester training commences): Contact Details: Current Address: Email: Phone Number: Preferred Trade (The career direction that you are planning): The reasons why I am interested in the programs (You may include what you know about your chosen trade preference): Have you already completed any TAFE competencies? If yes, please list the area of study eg Retail, Automotive, IT. Have you completed any work experience in any industry related areas? If yes, who with?

If no, are you prepared to complete some industry related work experience later this year? Are you already signed to a contract of training through your part time work? If yes, what certificate are you completing and who is your employer. I understand that I will need to participate in work experience with some of this time being completed in school holidays. This will be up to 140 hours over two years. Yes / No ( Circle) Student Signature: ____________________________ Parent Signature: _____________________________