2019 Curriculum Guide Years 8 - 12 - Woodville High School

2019 Curriculum Guide

Woodville High School

11 Actil Avenue

ST CLAIR

South Australia 5011

For more information

Phone : 08 8445 9833

Fax : 08 8445 7863

Website : www.woodvillehs.sa.edu.au

CRICOS Provider No. 00018A

Years 8 - 12

2

3

Introduction 5

Site Improvement Plan 7

Our Three Core Values 8

Recommendations for Course Selection 9

Support for Student Learning 10

Support for Student Learning; Parents Supporting Learning 15

Special interest Music 17

The Australian Curriculum 18

The SACE 19

SACE Planner 21

Middle School Prospectus 22

Year 8 Course Selection 24



SACE Course Selection Year 11 28

SACE Course Selection Year 12 30

Post School Pathways 32

Vocational Education & Training (VET) 34

Regional VET Offerings 37

School Based Apprenticeships 45

The Arts 46

Cross Disciplinary 64

English & EALD 68

Health & Physical Education 76

Humanities & Social Sciences 90

Languages 99

Mathematics 106

Science 114

Technologies 123

Career Planning Resources 136

Glossary 140

Contents

4

5

Introduction

This handbook outlines the courses from which students will choose their learning pathways at Woodville High School in 2019.

Woodville High School has a long, 103 year old, history of producing “Proud scholars in a proud community.” We have a shared vision towards which our school community works:

Woodville High School is an innovative and creative learning community, committed to quality in education and success for every student. As a member of the local and global community, Woodville High School provides world class learning opportunities in a culturally diverse environment that values well-being for all.

This vision links a proud history with a clear vision for future development. It is fulfilled in our redeveloped facilities, in access to learning technologies, and in our approach to student learning.

The school has three core values: Diversity, Creativity and Success. The range of courses allows students to choose from a diverse range of study and career pathways. Career counselling begins in Year 8 and continues until our students successfully enter further education, training or employment. In this way, we support diversity and student success. Our commitment to creativity is reflected in the wide range of subjects we offer in the creativity arts of Music, Dance, Drama and Visual Arts. We also provide teachers in training opportunities to support students to develop skills in critical and creative thinking.

Graduates of Woodville High School will be literate as readers, writers and speakers of English in all learning areas. They will also be literate in a range of Information and Communication Technologies (ICTs) and able to use ICTs as tools in their learning, their everyday lives and in their work.

Student Voice members led the school in identifying the key behaviours and skills needed to be successful in high school. These three Graduate Habits are; Respecting Others, Perseverance, and Critical and Creative Thinking.

Successful education of young people requires a close partnership between schools and caregivers and, increasingly, local businesses, industry and universities.

Woodville High School’s Vocational Education courses are strengthened by partnerships with local industry such as the support offered by the Queen Elizabeth Hospital for our Certificate-3 in Allied Health and the St Clair residential development’s support of Doorways to Construction. The school also has partnerships with universities to support students in academic pathways. In 2017, 55% of our students successfully entered university, with others successfully entering vocational pathways.

At Woodville High School, we support student success in whatever futures they choose. The last pages of this course handbook show the pathways and courses from year 8 to the senior school. I advise you to consider these carefully. I invite all parents/caregivers to contact the school on 8445 9833 for any assistance in subject choices.

Parent involvement in our school community

At Woodville High School there are a number of ways in which parents/caregivers can assist in their child’s education. There are Parent Teacher meetings, which do not require an appointment, at the beginning of terms 2 and 4. The formal parent group is the school’s Governing Council. The Governing Council meets twice a term and considers a range of issues that concern parents/caregivers and students. There are also Aboriginal, Vietnamese, African and European parent groups that meet regularly.

Meredith Edwards Principal

July 2019

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7

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20

18 -

20

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8

Our 3 Core Values

Diversity

We:

Value and showcase the rich diversity of the cultures, backgrounds and talents in our school community

Help students to appreciate, respect and enjoy the people and things around them

Develop the skills of cross-cultural communication needed to be a successful global citizen

Have clear and effective strategies to address all forms of bullying and harassment

Encourage different learning styles

Are co-located with the Wiltja School for Anangu students from the centre of Australia.

Creativity

We:

Are a Specialist Interest Music Centre. Your child will have access to additional facilities and expertise in music education

Are a focus school for the visual and performing arts

Showcase student talents through highly successful entries into dance, music, choral and visual arts competitions

Have excellent facilities for Music, Dance, Drama and Visual Arts

Encourage students to create using information and communication technologies

Explicitly teach the skills of critical and creative thinking.

Success

We:

Focus on the literacy and numeracy skills needed to meet the challenges of study, at secondary and tertiary levels and the world of work

Get to know our students so we can best support them to be successful

Focus on successful behaviour

Provide a wide range of academic and vocational subjects leading to higher education

Provide a range of study and career pathways; with career counselling

Cater for diverse learning styles and teach the skills of independent learning and thinking

Encourage and accelerate students with high intellectual po-tential and high achievers.

These three Core Values are promoted by the school’s three Graduate Habits:

Respecting Others

Perseverance, and

Thinking in Critical & Creative ways

The three core values at

Woodville High School are:

Diversity, Creativity and Success

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Recommendations for Course Selection

Course Counselling

Home Group teachers help to prepare students for subject selection with the support of Year Level Managers. A specialist staff team that includes the Head of Curriculum & Learning, Timetable Coordinator, SACE Coordinator, VET/Careers Coordinator and Student Counsellors are also on hand to advise on particular pathways and / or subject choices. Students and parents are encouraged to contact subject teachers for specific information about particular subjects. Courses for 2019 will be provisionally approved at the beginning of Term 4 and confirmed in November, once final Assessment grades are known. Although every effort will be made to meet students’ preferred choices, this will be possible only within the school’s capacity to provide the required teachers and to form viable classes.

Recommendations to all students about

selecting a course

• It is important to consider possible future pathways based on your current level of performance as well as your aspirations and capabilities. You should bear in mind your current level of performance and seek as much advice and information as possible in determining a realistic learning program.

• It is important to be aware of the subject selection process. You need to know, for example, the number of subjects that you must select, the subject selection timeline, and the staff who are involved that can answer your questions.

• In thinking about future pathways, you will need to consider the possibilities of university entry, TAFE enrolment and employment. Universities and TAFE have their own criteria for selection purposes.

• Refer to the Post School Pathways section of this booklet for more information.

• Look carefully at information in the various flow charts. If you need further clarification on a particular subject you should speak to the contact person listed in the subject entry.

• Seek information from a variety of sources including subject teachers and coordinators. The more information you have, the more informed will be your choices and the greater chance you will have of achieving personal success. Also refer to the back of this book for a list of useful publications/ websites.

Specific Recommendations; Year 10 and 11

students

You will need to become very familiar with the range of SACE and flexible learning options.

• Understand the requirements of the South Australian Certificate of Education (SACE) and Vocational Education and Training (VET).

• Refer to the SACE section and the glossary in the back of this booklet.

Recommendations to

all students

about course

selection

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Support for Student Learning

Special Learning Needs

Students with learning difficulties and additional needs are catered for at Woodville High School in a number of ways, as shown below.

An individualized education plan (One Child One Plan) is developed which documents specific needs, the adjustments made, and special goals for the students in the period of the plan

Teachers take account of the adjustments required and monitor the student’s progress

School Support Officer support is provided in many classes, in our Tutorial centre, and sometimes on a one-to-one basis

Small withdrawal classes are offered to targeted students to improve literacy skills

Senior students with learning needs are supported to succeed in the SACE through Special Provisions which document ad-justments made to assessment conditions.

Woodville High School has three special classes, each with a maximum of twelve students. Placement in these classes is determined by the regional education office and not the school Application for a place in a special class is made through the regional education office.

Contact: Ms Debra Bassett

Counsellors

Emotional and social wellbeing has a direct impact on students’ ability to learn and to make the most of their lives. If students are upset, they are unable to participate in higher order thinking. The school has a long tradition of supporting students to be healthy, productive and resilient individuals and group members. This aim is supported by the school’s ongoing involvement in a national mental health project called “Mind Matters”.

Woodville High School has both a female and a male counsellor. They are available to members of the school community (students, parents & teachers) who wish to talk through their concerns and ambitions with a trained counsellor. Appointments are necessary and these can be made at the finance office.

Contacts: Ms C Hutton and Mr J Mitchell

Bi-lingual support Officers and Community

Liaison Officer

To support the diversity of our school population, Woodville High School has the services of Bi-lingual School Support Officers. Their role is to support:

students in classes and with career information

student behaviour management

parents and parent discussion groups

training and development for teachers

liaison with members of ethnic communities.

(continued next page)

Woodville High School seeks to provide a

successful learning program for all students.

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In addition, the school works closely with Community Liaison Officers who liaise with such communities as Cambodian, Croatian, Serbian, Somali, Spanish, and Vietnamese. Interpreters and translators are available for all language groups and are used regularly at parent-teacher nights and at other interview and meeting times. We Have a Vietnamese and an African Bilingual School Service Officer as regular staff members of the school.

Contacts: Ms C Hutton, Mr J Mitchell, Mr T Le (Vietnamese) and Ms L Tungaraza (African)

English as an Additional Language or

Dialect—EALD

Because of the cultural and linguistic diversity of our student population, the school has access to the expertise of perma-nently placed EALD teachers. Students from non-English speaking backgrounds are supported in the following ways:

EALD classes and subjects that lead to SACE Year 12 subjects

Support in other learning areas

Tutorial support center.

Contact:

Ms Jenny Mee

Pastoral Support Worker

A Pastoral Support Worker is available two days each week to support students.

They work closely with the Counselors and Wellbeing staff. Our Pastoral Support Worker has a multi-faith approach and supports the running of our interfaith prayer room.

Aboriginal and Torres Strait Islander

Education Support

Two Aboriginal Secondary Education Transition Officers (ASETOs) and an Aboriginal Community Education Officer (ACEO) have been appointed to the school to support students of Aboriginal and Torres Strait Islander descent. Their duties include:

* Providing cultural, social, transitional needs of Aboriginal students

* Organising meetings of Aboriginal parents

* Liaising between students and teachers and liaising between school and parents if necessary

* Helping to coordinate the celebration of Aboriginal culture

* Coordinating the Homework centre

* Supporting career pathways

* Supporting transition from primary school to high school

* Staffing the Nunga room

* Supporting and delivering literacy and numeracy intervention programs as required

* Engaging students in leadership programs

Tutors with expertise in English and Maths are also employed in the Nunga study space approximately 2 days a week to support year 10, 11 and 12 students to successfully complete their SACE. A homework centre is on offer twice a week (Monday and Thursday) to support Aboriginal and Torres Strait Islander students across all year levels and all learning areas. Attendance is strongly recommended.

In addition, the school employs an Aboriginal Education Teacher (AET) and an Aboriginal Education Coordinator to support individualized study and career pathways. The school is also a participant in Aboriginal and Torres Strait Islander leadership programs including AIME and AYAC. Intensive literacy and numeracy intervention programs are offered as required to students.

Contacts

Mr Lionel Wilson (Aboriginal Secondary Transition Officer) Mr Cliff Walkington (Aboriginal Community Education Officer) Ms Janet Doolan (Aboriginal Secondary Transition Officer) Mr Sam Tuffnell (Aboriginal Education Coordinator)

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Peer Leader Program

The Peer Leader Team consists of self-selected Year 11 stu-dents who are trained while still in Year 10. The Youth Empow-erment Team (YEPT) are trained in the mental health issues with the aim of raising awareness and supporting of younger students in conjunction with counsellors.

The Peer Leaders facilitate programs such as the Braiding Pro-ject, Interfaith Understanding and Support faculties in the Ref-ugee & Multicultural and Harmony Week sessions.

They connect with community groups such as Headspace, Shine, Mind Matters, and Youth Advisory Council to discuss strategies for supporting youth around Mental Health Issues.

The Year 11 Peer Leaders train the Year 10 students in this process. Many Peer Leaders are also involved in Student Voice.

Students nominate for this program in term 4 of Year 10.

Contacts:

Ms C. Hutton

Year Level Support

At each year level, a member of the executive team (Assistant or Deputy Principal) and a Year Level Manager work closely to:

develop a transition program for students moving from Year 7 to year 8 that is supportive of both the continuity of learning and social well-being

develop strong teaching and learning links with Middle School colleagues in local primary schools

provide a first contact point for parents inquiring about the welfare and learning progress of their students

oversee the pastoral care needs of students in the Middle and Senior School through Home Groups, year level outings and year level assemblies

organise year level councils which represent the views of students in each year level

support students in developing appropriate behaviour

provide a framework for learning through the 16 Habits of the Mind program

give a listening ear for student concerns

support students to make choices about their career pathways through Pathways

Information & Communication Technologies

ICTs

Information and Communication Technologies (ICTs) are integrated across all Learning Areas at Woodville High School. Each Learning Area is committed to the purposeful application of Learning Technologies to support student higher order thinking and learning. Year 8 students develop the knowledge and skills in Multimedia, Digital Imaging, Electronic Presentation, and the use of a variety of software packages.

The Arts Multimedia, Digital Imaging, Computer Aided Design, Digital Recording, Music Sequencing and Scoring, Electronic presentation and use of the Internet.

Languages Use of the Internet, E-Mail, Word Processing, Specific language CD ROMs.

Science Use of Spread sheets, use of the Internet for research. Robotics and data logging

Society and Environment Use of the Internet, e-Mail, Multimedia software, Desktop Publishing and Spread sheets.

English Word Processing.

Mathematics Spreadsheets, Graphical analysis, software applications to develop models and present data, Interactive Geometry software, computerised learning activities.

Health and Personal Development Interactive Situational Simulation, Multimedia, Databases and Motion Tracking Systems to record data, Web base presentations, e-Mail and use of the Internet.

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Youth Opportunities

Student success is further supported in Year 10 by offering access to a program called Youth Opportunities. In this voluntary program, students develop the skills of personal leadership and future goal setting. Graduates from the program demonstrate improved personal goal setting and communication skills. The Governing Council supports this outsourced program by financing it.

International Students

Woodville High School has a strong study program that attracts International students who wish to study in Australia.

Woodville High School often hosts a one-week to ten day stay near the end of Term 1 for students from Uenohara High School in Japan. This cultural exchange with a Japanese school has been established for over a decade. In turn, Uenohara hosts a group of our students in a similar way. The families of our students who visit Japan are invited to return-host a Japanese student. Families who host a student receive funding towards living expenses.

Languages

Woodville High School offers three languages other than English. At Year 8 to 12, students can choose between Indonesian and Vietnamese. In Year 8 and 9, students can elect to study Kaurna and Ngarrindjeri as part of the study of Aboriginal language and culture.

In the study of Indonesian and Vietnamese language, vocabu-lary, basic grammar, counting and cooking as well as cultural skills will be taught. Diversity is celebrated at Woodville High School with all language programs.

Contacts:

Ms R Wilson (Indonesian), Ms K Dao (Vietnamese) and Ms M Place (Aboriginal Language and Culture)

Student Voice

The Student Voice Team consists of representatives from each year level. Student Voice represents student opinion on a number of school committees including Canteen, Uniform, Curriculum, Information Technology and Governing Council.

Students are elected to Student Voice via their home groups. Student Voice meets by year level so that year level issues can be raised as well as whole school concerns. There is also a meeting comprising students from all year levels.

Student Voice represents the school at official school functions. They raise awareness of school and community issues, global issues and organise “casual days” to raise money for charity.

Peer Leaders can also be members of Student Voice.

Contact:

Ms C Hutton

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Assessment and Reporting

The school year is divided into two semesters (two terms in each semester). In each semester, the school provides;

A Snapshot report mid-term 1 for students at risk of failing in a subject. The student then has time to persevere further to complete work and improve achievement. Parents are invited to contact teachers to discuss issues.

An Interim report sent home on the last day of term 1 with progress and improvement comments and an invitation to attend a Parent-teacher interview.

A Snapshot report mid-term 2 for students at risk of failing in a subject. The student then has time to persevere further to complete work and improve achievement. Parents are invited to contact teachers to discuss issues.

A Semester report sent home on the last day of term 2 with grades only .and an invitation to contact teachers to discuss issues.

This pattern is repeated in the second semester except that year 12 students receive a Personal Statement instead of the Semester report in term 4. At the end of year 12, students will obtain a SACE Board Statement of Results and possible SACE.

Students with High Intellectual Potential (SHIP) At Woodville High School, we provide quality education for every student and acknowledge that SHIP students require particular attention. These students need to be given critical and creative learning tasks which challenge them to achieve their full potential. Through early identification processes and by offering fully or partially (hybrid) subject opportunities, our program caters for these gifted students. The Head of Middle School works collaboratively with the SHIP Senior Leader to monitor students’ results throughout the first semester of each year. Together they use the following pro-cesses to identify SHIP students. Information provided by Primary School teachers Information provided by parents/caregivers, such as stand-

ardised testing reports Secondary teacher recommendations using classroom ob-

servation and utilising the Department for Education’s ob-servation chart “Characteristics of a Gifted Learner”

Grade–point average in subjects indicated by term and semester results

Standardised tests; PAT-R, PAT-M, NAPLAN Early in semester 2, students who have been identified as pos-sible SHIP students are invited to attend a meeting, along with their parents/caregivers, the Head of Middle School, and the SHIP Senior Leader, to discuss options for acceleration for the following year. Occasionally, students are accelerated earlier if they are not being sufficiently challenged in their current year-level cohort. All SHIP students are invited to attend the annual SHIP camp held in Canberra during the last week of term 3. The main focus of this camp is on Civics & Citizenship, Scientific Studies, Sport, and the Arts. The group of students who attend the camp learn a great deal about our Government and history as well as Aus-tralia’s contribution to scientific research and many other in-dustries. Students visit the CSIRO, Parliament House, Old Par-liament House, the Indonesian Embassy, the National gallery of Australia, the War Memorial, the Australian Institute of Sport, the National Museum, the Dinosaur Museum, Questacon, the Canberra Theatre complex and Mt Stromlo Observatory. For more information regarding the SHIP program, please con-tact Luke Smith (Head of Middle School) or Leanda Herring (SHIP Senior Leader).

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Woodville High School aims to work with par-ents and caregivers to support the successful learning of students. Students best achieve this learning through fulfilling the following expectations.

Attendance

The Graduate habits of Perseverance is firstly shown in attend-ance and completion of set work. All students are expected to attend all their programmed lessons and activities. Parents/caregivers can support us in this by ensuring all absences from school are minimal and are explained by a phone call to the school on the morning of the absence before 10:30am, followed up with a note to the home-group teacher in the student’s Pathway Planner (diary) and/or a medical certificate. Planned absences should be communicated to the home-group teacher in advance.

Unexplained absences or lateness will result in attendance at an after-school homework session or a detention.

Attendance is monitored through the school’s DayMap program.

The school sends an automatic SMS text message to parents/caregivers if the students is absent without explanation.

Dress and Appearance

Woodville High School expects students and parents/caregivers to support the school image and conform to the uniform requirements endorsed by the Governing Council, the Student Voice, and Staff.

Students are expected to take pride in their appearance to represent the school in a positive manner in the community.

The uniform items and expectations are outlined in the infor-mation brochures and on the website.

Home Study

Regular home study is part of the school’s learning program and students are encouraged to participate conscientiously. An effective home study routine provides students with op-portunities to develop independent working skills as well as to complete course requirements. The following is a recommend-ed time range for students to study each night.

Year 8 1-1½ hours per night Year 9 1½-2 hours per night Year 10 1½-2 hours per night Year 11 2-2½ hours per night Year 12 2½-3 hours per night

Communication

Pathways Planners (Diaries)

The school’s diary has been redesigned to include information about positive education. Every student is required to keep a School Pathways Planner that is used:

To record student progress in such things as homework, tests and assignments

As a means of communication between parents/caregivers and teachers in such matters as absenteeism and lateness

To inform parents/caregivers of successes, misbehaviour or concerns

Provide information about positive psychology to support student wellbeing

Personal contact with subject teachers, coordinators, year level managers, and Senior Leaders can easily be made via email or by phone or through an appointment. We encourage parents/caregivers to alert us to any possible concerns in order that easy resolution can be made.

Newsletters

A school newsletter is published twice per term with news of interest and information about student success. The link to the electronic copy is emailed to parents and a copy can be ac-cessed via the school’s website.

Parent Portal Parents have access from home into the school’s DayMap sys-tem . This allows parents to view the attendance and scheduled work and assessment tasks for their child. (see the school’s website for further details)

Parents Supporting Learning

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The Special Interest Music program at

Woodville High School has been recognised

both nationally and internationally as a

centre of excellence for 40 years

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Special Interest Music

Special Interest Music

The Special Interest Music Program at Woodville High School

provides the opportunity to develop students’ intellectual

emotional, physical, social and creative potential.

Music Pathways

Students have the opportunity to work in a variety of areas

with pathways into tertiary education and national and

international careers. Music education at Woodville High

School provides an important contribution to lifelong

learning and aspects of global citizenship.

The Structure & Content

In Years 8 to 12 students may choose from a variety of

theoretical and practical course options. Special Interest Music

students study the subject Elective as well as the subject

SPECIAL MUSIC.

The content of the course consists of:

• composing and arranging

• music styles and structures

• solo performance preparation

• ensemble performance

• a second instrument study

• individual and group practical work.

Students will perform in 1 or more of the school’s ensembles.

Assessment is based on both practical and written work.

Selection Procedures

Special Music Students are selected by audition. Applicants

are required to:

• undertake a practical aural musicianship assessment

• perform on their instrument(s) or voice.

Instrumental or vocal performance should demonstrate a

degree of musical achievement and/or potential. A specific

grade or level is not required.

Further information about application processes and timelines

is available on the school’s website: www.woodvillehs.sa.edu.au

The Special Interest Music program at

Woodville High School has been recognised

both nationally and internationally as a

centre of excellence for 40 years

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The Australian Curriculum

What is the Australian Curriculum?

The Australian Curriculum sets out what all young Australians

are to be taught, and the expected quality of that learning as

they progress through schooling. At the same time, it provides

flexibility for teachers and schools to build on student learning

and interest. In 2008, the Australian education ministers

agreed that a national curriculum would play a key role in

delivering quality education and committed to the

development of a Foundation to Year 12 national curriculum.

What is the Structure of the Australian

Curriculum?

The Australian Curriculum is made up of three interconnected

elements:

Learning Areas

These are;

English, Mathematics, Science, Health & Physical Education

(HPE) Humanities & Social Sciences (HASS), the Arts,

Technologies, and languages.

General Capabilities

These are skills, dispositions, understandings and attributes

considered crucial to young people’s successful participation in

21st century life and work. The seven general capabilities

include:

Literacy

Numeracy

ICT competence

Critical and creative thinking

Personal and social

Intercultural understanding

Ethical behaviors

These general capabilities will be made explicit in each learning

area as appropriate.

Three cross-curriculum priorities are also embedded within

learning areas:

• Aboriginal and Torres Strait Islander histories and cultures

• Asia and Australia’s engagement with Asia

Sustainability.

These are designed to ensure that the Australian Curriculum

is relevant and prepares students for active and responsible

local and global citizenship.

More information can be found at:

www.australiancurriculum.edu.au

Schools play a vital role in promoting the

intellectual, physical, social, emotional, moral,

spiritual and aesthetic development and

wellbeing of young Australians, and in

ensuring the nation’s ongoing economic

prosperity and social cohesion.

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The SACE

Information about the SACE

The South Australian Certificate of Education (SACE) is an internationally recognised qualification awarded to students who successfully complete certain requirements in their senior secondary education. The SACE forms the basis for entry into TAFE, university and other higher education.

The SACE ensures that students gain the skills they need for the future, as citizens and employees in a rapidly changing global and technological environment.

The SACE meets the needs of students, families, higher and further education providers, employers and the community by helping students develop the skills and knowledge needed to succeed, whether they are headed for further education and training, university, an apprenticeship or immediate employment.

The certificate is based on 2 stages of achievement. Stage 1 is normally undertaken in Year 11 and Stage 2 is completed in Year 12. Students will be able to study a wide range of subjects and courses as part of the SACE.

As part of the SACE students will:

Receive credits for different forms of education and training( such as academic subjects, learning a trade, TAFE, vocational training and community service) provided this is recognised by the SACE Board.

Be able to return to their studies at any time in the future to complete the SACE without losing credit for work already undertaken.

Have their individual Assessment tasks within a subject assessed using performance standards criteria.

Have thirty precent of their work in every Stage 2 subject externally assessed. This will be done in various ways including examinations, investigations, practical or performances.

Receive A – E grades for Stage 1 subjects and A+ to E- grades for Stage 2 subjects.

Students who successfully complete their

senior secondary education in South Australia

are awarded the South Australian

Certificate of Education (SACE)

Pattern of Subjects and courses Credits

Year 10 - Stage 1 subject

Personal Learning Plan (compulsory) 10

Year 11 - Stage 1 subjects

Literacy (from a range of English subjects or courses) (compulsory) 20

Numeracy (from a range of Mathematics subjects or courses) (compulsory) 10

Year 11—Stage 2 subject

Research Project (compulsory) 10

Year 12 - Stage 2 subjects

Stage 2 subjects and courses (compulsory) 60

Other Year 11 or 12 - Stage 1 or Stage 2 subjects and courses

of the student’s choice Up to 90

TOTAL 200

The requirements to achieve

the SACE

To gain the SACE certificate students must earn 200 credits and fulfil the SACE pattern requirements as shown. Ten credits are equivalent to 1 semester or 6 months study in a particular subject or course.

Compulsory Stage 1 & Stage 2 subjects and courses MUST gain a grade of C– or better

20

The SACE

SACE PATTERN

The importance of the compulsory subjects is reflected in the requirement that students must achieve a ‘C’ or better at Stage 1 and a ‘C-‘ at Stage 2 in those subjects to complete the SACE successfully.

Where to go for help?

Visit the SACE Board website at www.sace.sa.edu.au for further information concerning the SACE.

Students Online

Using the SACE registration number and pin at www.sace.sa.edu.au/students-online provides access to information about an individual student’s SACE. Students Online can help students to:

• plan their SACE and consider different subjects and course combinations

• check their progress towards completing the SACE

• access their results.

21

SACE Planner

22

Middle School Prospectus

‘Bridging primary schooling to the years of secondary school’

The progression of schooling from the primary years into high school can be a challenging one, involving a new school environment, new peers from a variety of primary schools and a different timetable structure, with teachers specialised in individual subjects. The transition process also provides opportunities for students to be more independent and build relationships with a broad-er range of staff and students, who can support them until they successfully complete Year 12. Woodville High School acknowledges these challenges and therefore aims to provide support for every students’ learning, wellbeing and interests to help students to become au-tonomous and collaborative learners in contemporary, local and global settings.

Students in the Middle School are engaged successfully in a broad, balanced and meaningful curriculum. A focus on the Australian Curriculum’s General Capabilities helps to shape and frame the students’ skills and dispositions required to be a successful learner throughout their middle schooling and to prepare them for the SACE. Building on the rich diversity of our student population, the school embraces its role in developing intercultural understanding, citizenship and to help students to develop the respect for themselves and others. Intercultural understanding is incorporated into both subjects and in our pastoral care program called Pathways.

Throughout the Middle School, students are provided with a wide range of subject choices to cater for the varying interests and abilities. The Special Interest Music Program, the Visual Art Enrichment Program and the Soccer Program are three of the options the school offers. Each of these programs have certain requirements that students must meet through application. A major emphasis is also placed on Information Communication Technology (ICT), Critical and Creative Thinking (C&CT) and Science, Technology, Engineering and Mathematics (STEM), which will enable each individual to develop the skills and dispositions to be a 21st Century Learner.

From Year 7, students from our feeder primary schools are engaged in the ‘Taste of High School’ program, providing an opportunity for students to spend a day experiencing life at high school. Students try out a variety of subjects and activities throughout the day and are introduced to an Inquiry Based Learning approach, which introduces research skills at a high school level.

Throughout the year, students and teachers collaboratively work with the primary schools to strengthen the relationships, aiming to provide a smoother transition to high school. These include music visits, a continuity of mathematics project, ICT across the transition points and a STEM focus. In Term 4, the Year 7 students attend the school for a transition day, providing another opportunity to build relationships with their future teachers and to feel comfortable in their new school environment.

Every student develops the knowledge, skills and dispositions to become autonomous and collaborative learners who actively engage in the challenges of contemporary, local and global issues.

.

23

Middle School Prospectus

Pastoral care for wellbeing at Woodville High School

Students are allocated a Home Group with usually two Home Group teachers, to provide more support, guidance and a greater opportunity to collaborate with parents/caregivers. In Year 8, the Home Group teachers are timetabled to teach the Home Group class for Mathematics, Science, English and HASS. This reduces the number of teachers with whom students learn. Year 8 students engage in sporting activities within their Pathways Program to strengthen relationships with both staff and students. The Pathways Program also provides an opportunity to develop the skills relating to the Graduate Habits. These are the habits the Student Voice, parents and students voted as the best qualities to underpin success in schooling.

At the end of Year 8 there is a school camp as a reward for completing their first year of high school. Here, students undertake problem solving, critical and creative thinking and team building activities, competing for the Year 8 Challenge Cup. Students are involved in Panel Presentations in the final week of school to present to parents and their Home Group teachers a summary of the skills they developed throughout the year linked to the Graduate Habits.

In Year 9, one of the students’ Home Group teachers accompany them from Year 8 to maintain the relationships already established with the student and family. A new Home Group teacher will also be introduced to each Home Group class so they can broaden their relationships with a wider range of staff, who will support them in the Senior School.

Students in Year 9 continue to have a wide range of subject choice before they begin to develop a future pathway for the senior years and for life after school. The Smith Family organizes a University Experience Day at Flinders University for the Year 9 students, which is a great opportunity to broaden the horizons of students, getting them to think about possible tertiary pathways.

In Year 9 the Graduate Habits are developed further throughout the Pathways Program. Each term, students are engaged with activities to develop Respect, Perseverance, Critical and Creative Thinking.

At the end of Year 9, students reflect on their progress from the year through their Panel Presentation with their Home Group teachers and family to discuss their potential pathways and set goals for Year 10, the first year of the senior school.

Student Voice in the Middle School

Students can nominate to represent the student body by attending Student Voice meetings with Cherie Hutton, one of the schools Counsellors. The Student Voice representatives meet in their year levels to discuss year level relevant issues. These issues are then brought to the whole school Student Voice meetings for further discussion and potential action.

Representatives also support the school with events such as the parent/teacher evening, the Taste of High School, Open Day and the transition days. Students also have the opportunity to attend a number of conferences for student leaders throughout the year and act on national and global issues, through Casual Day Fundraising for their selected charities such as the Variety Club SA.

Luke Smith, Assistant Principal of Middle Schooling

24

Year 8 Course Selection

Mainstream Students At Year 8 courses reflects the Australian Curriculum requirements and covers eight curriculum areas. All Year 8 students will study two semesters of: Mathematics Science English or EALD Language (Vietnamese, Indonesian, Aboriginal Language &

Culture) Humanities & Social Sciences (History and Geography, one

semester each as well as units of Business & Enterprise and Civics & Citizenship)

Arts Visual Arts, Dance, Drama, ICT (one term each) And one semester of: Health & Physical Education (1 semester) Technology, Home Economics (one term), Tech Studies

(1 term)

Variations Special Interest Music Centre Students who are accepted into Special Interest Music under-take a full year of Music in two subjects and are supported to complete studies in all areas. Entry into the school’s Specialist Music Centre is through audition and interview. Elective Music Program Students who are accepted into this course do a full year of Music but do not do Art, Dance or Drama. The Elective Music program is available to students. On the transition days students can experience different instruments and be guided by Music staff as to their choice of instrument. English as an Alternate Language or Dialect (EALD) Some students, on the advice from their primary schools or those who are exiting a Language Centre will do EALD. Visual Arts Enrichment Program Students who are accepted into this course do a full year of Visual Arts but do not do music, dance or drama. Entry into the Visual Arts enrichment program is via the submission of a portfolio of work and interview on the Transition Days.

Year 8 subject descriptions

Subject Name Page

Aboriginal Language & Culture 101

Business & Enterprise 92

Civics & Citizenship 92

Dance 48

Drama 51

English 70

English as an Additional Language or Dialect (EALD)

70

Geography 92


History 92

Home Economics 78

Indonesian 101

Information Technology 125

Mathematics 108

Music - Elective 54

Music - Special 54

Science 116

Technology 125

Vietnamese 101

Visual Art 58

Visual Art - Enrichment Program 58

Recommendations to

Year 8 students

about course

selection

25


Selection The Year 9 course reflects the Australian Curriculum requirements. All Year 9 students will study 2 semesters of: English or EALD Mathematics Science And 1 compulsory semester of: History Health/Physical Education Home Economics Technologies In addition, students choose 4 semester subjects from: Arts (Dance, Drama, Music, Visual Arts, Digital Art & Design) HASS (Geography) Health/PE (PE Elective, Specialist Soccer, Home Economics

Elective, Sewing) Languages (Vietnamese, Indonesian, Aboriginal Language

& Culture) Technologies (Information Technology, Design &

Technology, Digital Technology) Some Semester 2 courses such as Music and Vietnamese can only be taken if the corresponding Semester 1 subject has been completed. Other subjects can be studied for one semester in Semester 1 or Semester 2 or in both semesters to make a 2-semester course. As an example, a student can choose Art A or Art B or Drama A and Art B. Students are given a subject selection form, prior to subject counseling time to enable them to discuss their choices with parents, home group teachers, subject teachers and if appropriate, Special Education, EALD and Music teachers. The completed subject selection form is taken home, signed by parent/caregivers and then returned to Home Group teachers by the due date. Student choices will be considered and decisions made about the classes that will proceed. Only those subjects with sufficient enrolments will proceed.

Year 9 subject descriptions

Subject Name Page

Aboriginal Language & Culture 102

Cert 2 Dance (9-11) 50

Dance A & B 48

Design & Technology 126

Digital Art & Design 59

Digital Technology 126

Drama A & B 51

English 70


71

Geography 93


Home Economics 78

Home Economics: Extension 78

History 93

Indonesian 102


Mathematics 108

Music Elective 54

Music Special 55

Physical Education—Elective 85

Physical Education (Specialist Soccer Program)

86

Science 116

Sewing 79

Vietnamese 102

Visual Arts A & B 58,59

Recommendations to

Year 9 students

about course

selection

26


Selection Students in Year 10 will study 2 semesters of: English Mathematics Science

And one compulsory semester of: History Health Physical Education Personal Learning Plan - this contributes to student’s SACE

and must be completed at a “C” grade or better In additional, students choose 4 semester subjects from: Arts (Dance, Drama, Music, Design, Visual Arts) HASS (Geography) Health/PE (Physical Education Extension, Outdoor Educa-

tion, Child Studies, Food & Hospitality, Power Cup) Languages (Vietnamese, Indonesian) Technologies (Digital Technology, Information Technology,

Automotive Technology, Construction Futures, Metalwork, Woodwork, Media Studies)

Vocational Educational Group (Automotive, Allied Health Assistance, Community Services, Creative Industries, Doorways to Construction, Kitchen Operations, Horticulture, Information, Digital Media & Technology)

Some semester 2 courses such as Music and Vietnamese can only be taken if the corresponding Semester 1 subject has been completed.

Other subjects can be studied for one semester in Semester 1 or Semester 2 or in both semesters to make a 2-semester course. As an example, a student can choose Art A or Art B or Drama A and Art B. Students are given a subject selection form prior to subject counselling time to enable them to discuss their choices with parents, Home Group teachers, subject teachers and if appropriate , Special Education, EALD and Music teachers. The completed subject selection form is taken home, signed by parent/caregivers and then returned to Home Group teachers by the due date. Student choices will be considered and decisions made about the classes that will proceed. Only those subjects with sufficient enrolments will proceed.

Youth Opportunities

This course is a co-curricula activity where selected students attend one day per week for ten weeks. The course has had outstanding success rates in increasing student motivation, academic success, communication and goal-setting skills. Consider encouraging your child to enrol because it gives an extra boost to chances of social and emotional well-being and academic success in the senior years of schooling. For more details contact: Ms Leanda Herring

Australian Business Week ABW Australian Business Week is a course offered to Year 10 students in Week 8 of Term 4 and is completed over 5 days. This intensive program can contribute to the students’ SACE pattern and achievement. Students form teams where they run a simulated company in the Hospitality industry. Teams compete against each other in the following areas:

Share prices Video advertisement Trade display Team work Company report and presentation.

Students develop enterprise skills in the areas of team work, thinking innovatively, being creative and risk taking. This program is highly recommended to all Year 10 students. Contact Teacher: Ms F Pettinau, Mr. S. Tuffnell, Mr. E. Kopsaftis

Recommendations to

Year 10 students

about course

selection

27


Subject Name Page

Automotive Technology 127

Cert 2 Horticulture (VET) 117


Child Studies 79

Construction Futures 127

Dance A & B 49

Design 60

Digital Art (Gaming) 60

Digital Technology 127

Drama A & B 52

English (Advanced) 71

English (General) 71


72

Food Presentation & Hospitality Industry 79

Geography 94

Health 80

History 93

Indonesian 103

Information Technology A & B 128

Maths Advanced 109

Maths Standard 108

Media Studies 128

Metalwork 129

Music Elective 55

Music Special 55

Outdoor Education 86

Personal Learning Plan 65

Subject Name Page

Physical Education—Compulsory 86

Physical Education—Elective 87

Safety & healthy eating 79

Science 116

Sewing 80

Vietnamese 103

Visual Art A 59

Visual Art B 60

Woodwork 129

28

There are compulsory SACE subjects that all students are enrolled into while in year 11 and must pass to achieve SACE. These are; 1 semester of a Stage 1 numeracy subject 2 semesters of a Stage 1 literacy subject 1 semester of the Stage 2 Research Project Year 11 students will be expected to choose a minimum of 5 subjects (50 credits) in semester 1 and five subjects (50 credits) in semester 2. The compulsory literacy and numeracy requirements must be included in these 10 subjects. In addition, students must choose the Stage 2 Research Pro-ject. Students may choose additional credits per semester plus off-line studies (subjects not scheduled during the course of the school day, e.g. Peer Leadership) if they wish to. When not engaged in face to face contact with teachers, Year 11 students are programmed into independent study time. Students are expected to use their time wisely and efficiently at school. Flexible timetables become a feature of study in the Senior School and students are supported in making effective use of their time.

SACE Course Selection

Recommendations to

Year 11 students

about course

selection

29

Summary of Year 11 (Stage 1) Subjects

Reference for Year 11 Subjects

Subject Name Page

Aboriginal Studies 95

Accounting 96

Aquatics 88

Automotive Technology 130

Biology A & B 118

Bushwalking 87

Business and Enterprise A & B 96


Chemistry A & B 118

Children’s Services

(Cert 2 Community Services)

81

Dance A & B 49, 50

Design A & B 62

Digital Art 63

Doorways to Construction (Cert 1) 130

Drama A & B 52, 53

Early Childhood Studies 82

Engineering (Mechatronics) 131

English as an Additional Language (EAL) 73

English Essential 74

English General 73

English Literature 72

Food & Hospitality A & B 81

Furniture Construction 131

Geography 94

Horticulture (Cert 2) 117

Health Education 80

Indonesian 103

Information Processing & Publishing A & B 131

Information Technology A & B 132

Integrated Learning

Peer Leadership & Mentoring

Power Cup

66

In order to meet the requirements for SACE Stage 1, students need to select:

Subject Name Page

Legal Studies 95

Mathematics Essential A & B 111

Mathematics General A & B 110, 111

Mathematics Methods 1 & 2 109

Mathematics Specialist 1 & 2 110

Media Studies A & B 133

Metalwork 132

Modern History 95

Music Advanced 56

Nutrition A & B 119

Personal Learning Plan 65

Physical Education A & B 88

Physics A & B 119

Psychology A & B 117

Research Project 65

Scientific Studies 120

Society and Culture 94

Vietnamese (Background Speakers) and (Continuers)

104

Visual Arts A & B 61

Workplace Practices A & B 96

30

Students who have not achieved passing grades in the compulsory Stage 1 numeracy and literacy subjects and the Personal Learning Plan subject and the Stage 2 Research Pro-ject, will need to complete these subjects offline in their own time. This will be in addition to other enrolled subjects.

To be eligible for the ATAR used for university entrance, Year 12 students must choose four 20 credit Stage 2 subjects. This enables students to maximise their options for future path-ways as well as for tertiary entrance.

Some flexibility exists to allow students to choose to study three 20 credit Stage 2 subjects, plus 1 or more 10 credit subjects.

The pattern of study can be selected by negotiation, and may be recommended to support students who are undertaking Negotiated Education Plans, VET or other recognised learning programs.

Every Stage 2 subject will have 30% external Assessment, which means an expert from outside the school will assess the student’s work. 70% of the subject’s Assessment is school based. These standards will also be checked by an expert panel from outside the school as part of the SACE Board’s quality assurance processes.

SACE Course Selection

Recommendations to

Year 12 students

about course

selection

31

Summary of Year 12 (Stage 2) Subjects

Reference for Year 12 Subjects

Subject Name Page

Aboriginal Studies 97

Accounting 98

Biology 120

Business and Enterprise 98

Cert 3: Health Services Assistance 83

Cert 3: Carpentry: Doorways to Construction Plus

134

Chemistry 120

Child Studies 82

Community Studies A 67

Dance 50

Drama 53

English 75

English Literary Studies 75

Essential English 74

Essential EAL 75

Food & Hospitality Studies 82

Furniture Construction 135

General Mathematics 112

Health Education 83

Indonesian 105

Information Processing & Publishing 134


Legal Studies 97

Mathematical Methods 112

Media Studies 135

Music:

Ensemble Performance

Music Explorations

Music Studies

Solo Performance

56

57

57

56

Subject Name Page

Nutrition 121

Physical Education 89

Physics 121

Psychology 121

Research Project 65

Scientific Studies 122

Specialist Mathematics 113

Sports & Recreation: Integrated Learning 89

Society & Culture 97

Vietnamese (Continuers & Background Speakers )

105

Visual Arts - Art 63

Visual Arts - Design 63

Workplace Practices 98

32

Post School Pathways

University Requirements 2019

Selection into university courses is based on both eligibility

and rank. Eligibility allows you to be considered for selection

while rank determines whether you are competitive enough to

be selected.

Eligibility

To be eligible for selection into a university course/program

you must:

• Qualify for the SACE

• Obtain an Australian Tertiary Admission Rank (ATAR)

• Meet any prerequisite subject requirements for the course/

program.

Rank

Your competitiveness in relation to other applicants is based

on your Selection Rank which is made up of your ATAR plus

any bonuses for which the university deems you eligible. The

ATAR is a rank given to students on a range from 0 to 99.95

and is calculated from your university aggregate.

To obtain a university aggregate and an ATAR you must:

• Qualify for the SACE

• Comply with the rules regarding Precluded Combinations

• Comply with the rules regarding Counting Restrictions

Complete at least 90 credits of study in Tertiary Admissions

Subjects (TAS) and Recognised Studies at Stage 2 (from a

maximum of three attempts which need not be in

consecutive years)

A minimum of 60 of the 90 credits of study must be from

20-credit Tertiary Admissions Subjects (TAS) and a maximum

of 30 credits can be Recognised Studies.

Normally 10-credit subjects do not count towards this

requirement but some 10-credit subjects in the same area,

can substitute for a 20-credit subject when they are studied

in pairs.

33

Post School Pathways

Calculating the university aggregate

The university aggregate is calculated from scaled scores.

These are numbers to measure your performance in TAS which

are derived from your grades. They are reported to you out of

20.0 for 20 credit subjects and out of 10.0 for 10 credit sub-

jects.

Please note that if you do not attempt the externally assessed

component of a TAS (e.g. an examination or investigation),

you will be given a scaled score of 0.0 for that subject.

The university aggregate for 2019 (to be used for university

entrance in 2019) is calculated as

60 + 30

The 60 comes from the best scaled scores from three 20 credit

TAS. The 30 comes from the best outcome from the

flexible option which is the best 30 credits of scaled scores or

scaled score equivalents from:

• The scaled score of another 20 credit TAS

• Half the scaled score of 1 or more 20 credit TAS

• The scaled score of 1 or more 10 credit TAS

Scaled score equivalents for Recognised Studies to the value

of 10 or the maximum of 20 credits.

(Precluded combination and counting restriction rules apply)

Subjects with scaled scores of 0.0 can be used in

the calculation of the university aggregate. The subjects used

in the calculation can only come from a maximum of three

attempts which need not be in consecutive years.

Tertiary institutions provide their own information about their

courses and selection requirements via their own websites, as

well as open days in Term 3.

Students and parents/caregivers are advised to check

the SATAC (South Australian Tertiary Admissions Centre guide

or at the SATAC website (www.satac.edu.au) for details of

prerequisite requirements, assumed knowledge, precluded

combinations of subjects, counting restrictions and further

details of application procedures.

TAFE Entry Requirements

Completion of the SACE can meet the Course Admission

Requirements for most of TAFE SA’s courses.

TAFE also considers a variety of other qualifications in its entry

and selection processes. For further details go to the TAFE SA

website www.tafesa.edu.au

34

Vocational Education & Training VET

What other SACE subjects could I study that are relevant to my VET course?

One SACE Stage 1 and 2 subject that is highly recommended for VET students is Workplace Practices, as this can be related to your VET course. In this subject, students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the value of unpaid work to society, future trends in the world of work, workers’ rights and responsibilities and career planning. Students can undertake VET and workplace learning as part of this subject. See your school’s Curriculum Handbook for other subjects that your school offers that may relate to your chosen VET course.

Will I need to need to do some workplace learning as part of my VET course?

Many VET courses require students to undertake Structured Workplace Learning (SWL). This involves learning opportunities related to your VET course in a real or simulated workplace. These placements provide on-the-job training and mentoring to develop your technical and employability skills. SWL also provides opportunity for on-the-job assessment as part of your VET course.

The Department for Education provides Workplace Learning Procedures for all South Australian schools. Before partici-pating in workplace learning, your school will ensure you have undertaken a program of workplace learning preparation (suggested minimum time of five hours). You will also need to complete a Workplace Learning Agreement Form from your Home School, and ensure that it is signed by all parties (work placement provider, parent/caregiver, student and Home School Principal). Please see your VET Leader for a copy of your school’s Workplace Learning Agreement Form.

How can I find out more about a Regional VET Program (Course Open Days)?

To help students make informed decisions about applying for Regional VET Programs next year, many Host Schools are offering ‘Open Days’ for interested students to visit the Host School, meet the teacher/trainer and current students, and to see the course in operation. See the table following (pages 39-44) for dates and times of Open Days for each course. To attend one of these Open Days, you must RSVP to the Host School (see contact details in the table) at least one week prior to the Open Day date advertised, using the RSVP contact provided in the table. When you RSVP, please provide your name, Home School, current year level, email address and a contact phone number. In conjunction with your parents/caregivers, you will need to arrange your own transport to these sessions, and ensure that you have completed and re-turned the permission form available from your Home School VET Leader.

What Regional VET Programs can I enrol in for 2019?

The table following provides a brief summary of the courses offered for 2019 (grouped in industry areas). To find out more detailed information about each program, please go to www.wats.sa.edu.au. 2019 program information will be available on this website from the beginning of term 3, 2017.

Who can I speak to about a Regional VET Program?

Please contact your school’s VET Leader for more information.

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

35


How do I apply for a Regional VET Program? Step 1: Read the information about each course in the table following (also available in the brochure distributed to your school).

Step 2: Read the detailed course information for the course/s you are interested in and encourage your parents/caregivers to read this too. This information is available for each course on our website (www.wats.sa.edu.au).

Step 3: Fill out the Student Application Form and hand it to your VET Leader by Friday week 8, term 3 (14 September, 2018). See your VET Leader for a copy of this form, or down-load it from www.wats.sa.edu.au.

Step 4: You will be provided with more information about the course from the Host School/Organisation, including the par-ticular selection and enrolment procedures, which may in-clude an interview. Selection for entry to courses will be based on the following principles:

Demonstrated capacity for independent learning and meeting the requirements of the program.

Identified relevant interest and/or experience in the program.

Commitment to a post-school pathway in this area.

Step 5: Applicants will be advised of the enrolment outcome early in term 4.

Step 6: Applicants may need some further subject counselling at their Home School to ensure that their VET course is included in their SACE and timetable. Unique Student Identifier (USI)

Students undertaking nationally recognised VET training will need to have a Unique Student Identifier (USI). USI accounts will contain a record of an individual’s nationally recognised training and results. To establish a USI, please go to www.usi.gov.au and follow the steps to create a USI. Please have this number ready when applying for VET courses.

How can I meet with an Apprenticeship Broker? Year 10, 11 or 12 students can arrange a meeting with an Apprenticeship Broker. There are programmed dates and times that interviews at each school are available. Students can contact their school’s VET Leader to arrange a meeting.

Where can I find out more information?

For more information about School-based Apprenticeships, please go to www.wats.sa.edu.au. Your Home School VET Leader will also be able to give you more information.



http://www.usi.gov.au


36


Will doing a VET program affect other subjects?

VET programs often require you to undertake an industry placement (SWP) related to your area of study in combination with training in the classroom. This may be done in a variety of ways, such as a block release (one or two weeks each term) or one day a week for a term or semester. You will need to be well organised and prepared to negotiate subject requirements with your subject teacher.

At Woodville High School we offer the following Certificate level (nationally accredited) courses.

Under the Western Adelaide Regional VET Programs we offer:

Certificate-1 in General Construction (D2C)

Certificate-2 in Community Services (Childcare)

Certificate-2 in Dance

Certificate-2 in Horticulture

Partial Certificate-3 in Carpentry (D2C+)

Certificate-3 in Individual Support

Certificate-3 in Health Services Assistance

Additional VET Opportunities in 2019

In addition to the courses and subjects outlined in this booklet, students can access opportunities in Vocational Education and Training offered at other schools through the Western Adelaide Regional VET Programs.

What are regional VET programs?

The aim of regional VET programs is to provide students in Western Adelaide schools with increased pathway options through the provision of a wide range of VET choices. Regional VET programs are hosted by schools in the Western Adelaide suburbs and are available for students from other Western Adelaide schools to enrol in.

What regional VET programs can I enrol in for 2019?

Following is a brief summary of the programs offered for 2019. To find out more detailed information about each program, please go to www.wats.sa.edu.au (and click on ‘Regional VET Programs’.

37

Regional VET Offerings

Trade Training Schools for the Future: Western Adelaide

Trade Schools for the Future, Western Adelaide, is a group of Department for Education and Child Development (DECD) secondary schools in Western Adelaide who work collaboratively to provide students with access to vocational learning across a wide range of industry areas, as part of the Western Adelaide Secondary Schools Network (WASSN).

Students are able to achieve their South Australian Certifi-cate of Education (SACE) while learning skills and working toward industry-accredited qualifications through Vocational Education and Training (VET) programs, School-Based Apprenticeships and the Training Guarantee for SACE Students (TGSS).

For more information, please visit: www.wats.sa.edu.au

Apprenticeship Brokers work with students from each school and link students to training, traineeships and apprentice-ships, including School-Based Apprenticeships and employ-ment opportunities. Schools in the region also host a wide range of regional Vocational Education and Training (VET) programs to provide students with increased pathway op-tions. Students, with the help of their VET Coordinators, PLP Teachers and Counsellors, can also apply for the Training Guarantee for SACE Students (TGSS).

Will I have to pay to participate in a Regional VET Program?

DECD (public) schools in our region (Western Adelaide) support VET students by paying for the course costs of VET programs if the course is part of the students’ genuine career pathway and SACE; therefore there are no course costs for students.

However, some programs may have specific equipment or materials that you are required to purchase, eg steel-capped boots or equipment that becomes your personal property.

Please see the detailed program information on our website (www.wats.sa.edu.au) for more detail about these costs. Also, your Home School has a Regional VET Fee of $100 (please check with your VET Leader about this).

Will doing a VET program affect my other subjects?

Some students may miss lessons for other subjects while at their VET program. This means that they will need to be well organised and prepared to negotiate subject learning requirements by working closely with their subject teachers and VET Leader.

What other SACE subjects could I study that are relevant to my VET program?

One SACE Stage 1 and 2 subject that is highly recommended for VET students is Workplace Practices, as this can be related to your VET program. In this subject, students develop knowledge, skills, and understanding of the nature, type and structure of the workplace. They learn about the value of unpaid work to society, future trends in the world of work, workers’ rights and responsibilities and career planning. Students can undertake VET and workplace learning as part of this subject. See your school’s Curriculum Handbook for other subjects that your school offers that may relate to your chosen VET program.

The Trade Schools for the Future program

is an education initiative that enables

government high school students to

combine their SACE studies with their

VET in the form of a school-based

apprenticeship or traineeship

38

REGIONAL VET PROGRAMS What is Vocational Education and Training (VET)? VET (Vocational Education and Training) refers to national vocational qualifications that are endorsed by industry. VET qualifications provide opportunity for students to develop specific industry-related skills. Students with VET qualifications are well prepared to take on apprenticeships (including School-Based Apprenticeships), further education and training, and skilled jobs.

What are Western Adelaide Regional VET Programs? Regional VET Programs provide students in year 10, 11 and 12 in Western Adelaide with increased vocational pathway options through a broad range of VET course choices. Regional VET Programs are hosted by schools and Registered Training Organisations (RTOs). Students remain enrolled at their Home School, and attend the Host School or RTO for their chosen VET course.

Information about Regional VET Programs being offered for 2019 (divided into industry areas) is presented in the follow-ing table. More detailed information about each course is also available on our website (www.wats.sa.edu.au), under ‘Regional VET Programs’. Brochures will also be distributed to schools at the beginning of term 3 (for year 9, 10 and 11 students). Please see your VET Leader to get a copy of this brochure. What are the benefits of choosing VET? Some of the benefits are:

gaining a nationally-recognised qualification while completing your SACE

getting a 'head start' in your chosen career

making your senior school studies more relevant and interesting

providing opportunities to learn 'on-the-job' through workplace learning

gaining the skills and knowledge that employers seek in their employees

providing pathways into apprenticeships, traineeships (including School-Based Apprenticeships and Traineeships),

How will doing a VET course contribute to my SACE?

The flexibility of the SACE enables students to include a significant amount of VET in their SACE studies. The ‘SACE Information’ column in the table following shows the SACE information relevant to each course (ie number of SACE credits and SACE stage). Please speak to your school’s VET Leader for more information about VET in the SACE or visit the SACE Board website: www.sace.sa.edu.au/web/vet.

Will I have to pay to participate in a Regional VET Program?

DECD (public) schools in our region (Western Adelaide) support VET students by paying for the costs of VET courses if it is part of the students’ genuine career pathway and SACE; therefore there are no course costs for students. However, some programs may have specific equipment or materials that you are required to purchase, eg steel-capped boots or equipment that becomes your personal property. Please see the detailed course information on our website (www.wats.sa.edu.au) for more detail about these costs. Also, your Home School has a Regional VET Fee of $100 (please check with your VET Leader about this).

How will I travel to my VET course?

In most cases, students will be required to arrange their own transport to VET courses and workplace learning. Please speak to your VET Leader to find out what assistance may be available from your Home School.

Will doing a VET course affect my other subjects?

Some students may miss lessons for other subjects while at their VET course. This means that they will need to be well organised and prepared to negotiate subject learning requirements by working closely with their subject teachers and VET Leader.

www.wats.sa.edu.au

Attention Year 9, 10 and 11 students Please read for information about Regional VET (Vocational Education and Training)

Programs and School-based Apprenticeships in 2019


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



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40

41

42

43

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45

School Based Apprenticeships

What is an Australian School-based Apprenticeship (ASBA)?

A School-based Apprenticeship is a great way to start your career while completing your SACE. ASBAs allow senior school students to combine paid work, training and school, while working towards their SACE and a nationally-recognised qualification. Students undertaking ASBAs commence a Contract of Training through a part-time Apprenticeship or Traineeship. They learn skills (competencies) on-the-job and through training with a Registered Training Organisation (RTO).

What are the benefits of undertaking a School-based Appren-ticeship or Traineeship?

Getting a head start in your chosen job without competing with the rest of the school leavers in the state.

Earning credits as part of your training which accrue towards your SACE.

Starting your career and earning money while you are still at school.

Working towards or gaining a nationally-recognised qualification.

Gaining hands-on experience in a career-orientated job. Having adult responsibility as a member of the workforce.

Does an Australian School-based Apprentice get paid?

Yes! The relevant industry Award covers most School-based Apprenticeships. Students are paid for the time spent in the workplace.

How long does an Australian School-based Apprenticeship take to complete?

If the ASBA is not completed prior to the student completing SACE, students will continue on as a permanent employee until it is completed. Apprenticeships are now competency-based, which means that if all the training is successfully completed and the employer believes the Apprentice or Trainee is competent in all areas, the Contract of Training can be ‘signed off’. Students commencing a Certificate III or IV generally work part-time while still attending school, then continue full-time to complete the Apprenticeship when their schooling is finished (SACE is achieved). How much time does a School-based Apprentice spend away from school? As facilitated by the school’s Apprenticeship Broker, the School-based Apprenticeship can be organised in a number of ways. It can be by working one or more days a week; on weekends; during school holidays or blocks of time (eg a number of weeks in a row). This is negotiated between the employer, the school and the student. At least eight hours per week on-the-job is required.

What are Apprenticeship Brokers?

Apprenticeship Brokers are employed by the Department of Education for Child Development (DECD). Their role is to facil-itate School-based Apprenticeships between students, parents/caregivers, employers, schools and Registered Training Organisations. This involves negotiation of work day(s) or hours at work and a review of students’ individual learn-ing plans for SACE completion. In Western Adelaide, we have two Apprenticeship Brokers (Vicki Bryant and Chris Houltby) who work closely with students, school staff and parents/caregivers to connect students with employers to establish School-based Apprenticeships.

46

The Arts

The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, cur-rent and emerging arts practices in each art form across a range of cultures and places.

The Arts at Woodville High School comprises of four subjects:

Dance

Drama

Music

Visual Arts

Each subject focuses on its own practices, terminology and unique ways of looking at the world.

In Dance, students use the body to communicate and express meaning through purposeful movement. Dance practice integrates choreography, performance and appreciation of and responses to dance and dance making.

In Drama, students explore and depict real and fictional worlds through use of body language, gesture and space to make meaning as performers and audience. They create, rehearse, perform and respond to drama.

In Music, students listen to, compose and perform music from a diverse range of styles, traditions and contexts. They create, shape and share sounds in time and space and critically analyse music. Music practice is aurally based and focuses on acquiring and using knowledge, understanding and skills about music and musicians.

In Visual Arts, students experience and explore the concepts of artists, artworks, world and audience. Students learn in, through and about visual arts practices, including the fields of art, craft and design. Students develop practical skills and critical thinking which inform their work as artists and audience

The richness of meaning expressed in

the arts serves both to generate

intellectual rigour and demonstrate a

sense of self worth in individuals and

communities. The arts provide a means

by which learners can explain, reflect,

understand, critique society

and imagine better worlds.

47

The Arts YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12

ARTS PATHWAY

Visual Art

Visual arts enrichment program

Visual Art A & B

Digital Art & Design

Visual Art A & B Design

Digital Art (Gaming)

Visual Arts A & B Design A & B Digital Art

Visual Art: Art Visual Art: Design

Dance Drama

Dance A & B Drama A & B

Cert 2 Dance (9-11)

Dance A&B

Drama A&B

Dance A&B

Drama A&B

Dance

Drama

MUSIC PERFORMING ARTS PATHWAY

Special Music (full year course)

Elective Music (full year course)





Music Advanced

At Stage 2, students can study up to 40 credits from this list:

Solo Performance (10 credits) Ensemble Performance (10 credits) Music Explorations (20 credits) Music Studies (20 credits)

At all year levels, Special Music students also study an elective music course. Students planning to continue music studies in year 10 or SACE should study full year courses in their chosen field.

48

The Arts – Dance

LEVEL Year 8

LENGTH 1 Term Course, Semester 1

PRE-REQUISITE None

Content

This course is designed to build on the foundation of dance concepts, both the-oretical and practical, that the students have developed in Years R-7.

Students will

Participate in dance technique clas-ses to extend dance skills and tech-nical vocabulary

Participate in composition tasks in small groups

Learn a class dance

Analyse dance works and write a dance review

Students may be required to participate in out of school hours’ rehearsals and performances

Contact Teachers Ms A Probert

Dance

LEVEL Year 9

LENGTH 1 Semester Course, Semester 1

PRE-REQUISITE None

Content

Students will be involved in the explorative process of creating, making and presenting dance in small groups and as a class.

Students will

Participate in dance technique clas-ses

Participate in set composition tasks

Learn and perform a choreographed class dance

Complete dance theory topics.

Students will be required to participate in out of school hours’ rehearsals and performances


Dance A Dance B

LEVEL Year 9


PRE-REQUISITE None

Content

Students will be involved in the explorative process of creating, making and presenting dance in small groups and as a class

Students will

Participate in dance technique classes

Choreograph a group dance

Learn and perform a choreographed class dance


Students will be required to participate in out of school hours’ rehearsals and performances


49

The Arts – Dance

LEVEL Year 10

LENGTH 1 Term Course, Semester 1

PRE-REQUISITE Satisfactory completion of Year 9 Dance A and/or B are recommended but not a requirement

Content

Students will be involved in the explora-tive process of creating, making and presenting dance in small groups and as a class.

Students will

Participate in dance technique clas-ses, learning set work to improve dance skills in jazz, contemporary, and hiphop

Participate in group composition tasks

Learn and perform a class choreographed dance

Complete dance theory topics

Students may be required to participate in out of school hours’ rehearsals and performances

Future Study/Career Options

Year 10 Dance B, Stage 1 Dance (1 or 2 Semesters), Certificate-2 in Dance, or Stage 2 Dance


Dance A

LEVEL Year 10


PRE-REQUISITE Satisfactory completion of Year 9 Dance A and B or Year 10 Dance A is recommended but not a requirement

Content

This course further extends explorative processes of creating, making and presenting dance

Students will

Participate in dance technique clas-ses, learning set work to improve their dance skills.

Learn and perform a class choreographed dance

Choreograph a small group dance


Students will be required to participate in out of school hours’ rehearsals and performance.


Stage 1 Dance (1 or 2 Semesters), Certifi-cate-2 in Dance, or Stage 2 Dance


Dance B Dance A

LEVEL Stage 1

LENGTH 1 Semester Course

PRE-REQUISITE Satisfactory completion of Year 10 Dance or equivalent out of school dance tuition

Content

Stage 1 Dance A consists of four areas of study with a focus on Contemporary Dance:

Technique

Composition

Performance

Response

Assessment

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

Technique 25%

Composition 25%

Performance 30%

Written Response 20%



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The Arts – Dance

LEVEL Stage 1

LENGTH 1 Semester

PRE-REQUISITE Satisfactory completion of Year 10 Dance or equivalent out of school dance tuition

Content

Stage 1 Dance consists of four areas of study with a focus on Jazz Dance:

Technique

Composition

Performance

Response.

Assessment

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

Technique 25%

Composition 25%

Performance 30%

Written Response 20%



Dance B

LEVEL Stage 2

LENGTH 2 Semesters (20 credits)

PRE-REQUISITE Satisfactory completion of Stage 1 Dance

Content

Stage 2 Dance consists of four areas of study with a focus on Jazz Dance:

Technique

Composition

Performance

Response.

Assessment

Students demonstrate their learning by completing the following Assessment tasks:

Skills and Development: 50%

Choreography – choreograph a dance or dance works up to 4 minutes in length.

Technique – Video recorded demon-stration

Folio – Complete a 1500 word pro-cess based evaluation and detailed evidence of the development of technique.

Written responses: 20%

Historical perspectives essay

Contemporary issues essay

Performance – 30%

Perform on stage for 15 minutes or complete an off stage role and demonstrate evidence of their role in a 15 minute presentation


Bachelor of Dance, Choreographer, Dancer, Dance Teaching, Fitness Indus-try, Rehabilitation, Dance Notation, critic


Dance Cert-2 Dance

LEVEL: Years 9-11

LENGTH: 2 Semesters

PRE-REQUISITE: Audition

SACE: 50 Stage 1 Credits

COST: $360 (this amount is subject to change and based on 2018 costings)

CONTENT:

This qualification in Dance will provide students with the knowledge and ability to demonstrate a range of technical skills in a solo and group dance perfor-mance. This course will enhance the in-dividuals choreographic skills and confi-dence in the dance arena. Students choose dance styles for their training during this course and units can be used to complete their SACE.

COMPETENCIES: CUAWHS201 Develop a basic level of physical condition for dance perfor-mance CUFIND201A Develop and apply creative arts industry knowledge CUADAN201 Develop basic dance tech-niques CUAWHS101 Follow basic safe dance practices CUADAN202 Incorporate artistic expres-sion into basic dance performances CUADAN206 Perform basic ballet tech-nique CUADAN205 Perform basic contempo-rary dance technique CUADAN203 Perform basic jazz dance CUADAN208 Perform basic street dance technique CUAPRF201 Prepare self for performanc-es BSBWOR203B Work effectively with oth-ers

ASSESSMENT:

To be awarded the Certificate II in Dance, students must successfully com-plete: 7 core units from the Certificate II in Dance, and

3 elective units or additional specialist units

These elective units will be chosen by the teachers to suit the cohort of stu-dents completing the qualification

Continued next page

51

The Arts – Drama

Depending on the competencies chosen, students will also:

Develop and demonstrate a clear understanding of safe dance practices, both in warm up and cool down proce-dures. Understanding basic anatomy and biomechanical principles that support their dance practice.

Speak the language of others through movement. Understanding how body language and behaviour can affect perceptions and impact the energy, mo-tivational levels of self and others

Set Rapid planning methods to use in a group setting, for clear outcomes to be achieved. This skill set can transpose to everyday life, strengthening time management and confident communica-tion skills.

Understand their expansive creative arts industry and the opportunities that are available to students and career seekers. Developing an understanding that the dance industry can provide.

Deepen the understanding of 3 dance styles, by participating in and expanding the knowledge base around the history. Key performance indicators that allow the student to deepen and broaden their knowledge of their choic-es as a dancer.

Take responsibility for the standard and effort output in each class, by seek-ing feedback from their teachers and mentors

Understand the importance of set-ting goals and targets to give a strong focus on future planning.

FUTURE STUDY/CAREER OPTIONS:

Stage 2 Dance, Certificate 3 in Dance.

CONTACT TEACHER:

Ms A Probert

Drama

LEVEL Year 9


PRE-REQUISITE None

Content

This course involves the development of basic dramatic skills - mime, voice, im-provisation, scripting, design, staging, dramatic terms, audience skills, perfor-mance skills.

Emphasis is on co-operative group learning and problem solving. Students also begin to develop their performance criticism skills.

Students will participate in their first creation of a production utilising both on and off stage roles. Written explana-tions and justification is also required.

Students who wish to study Drama in year 10 should do at least Drama A or B in year 9.

Contact Teachers Ms R Sykes

Drama A

LEVEL Year 9


PRE-REQUISITE None

Content

This course involves the development of basic dramatic skills - Chorus, Greek Theatre, staging, lights and sound

Emphasis is on co-operative group learning and problem solving. Students also begin to develop their performance criticism skills.

Students will participate in their first creation of a production utilising both on and off stage roles. Written explana-tions and justification is also required.

Students who wish to study Drama in year 10 should do at least Drama A or B in year 9.


Drama B

Drama

LEVEL Year 8


PRE-REQUISITE None

Content

This course involves the development of basic dramatic performance skills.

Emphasis is on co-operative group learning and problem solving.

Students also begin to develop their performance criticism skills.


52

The Arts – Drama

LEVEL Year 10

LENGTH 1 Semester Course Semester 1

PRE-REQUISITE Satisfactory completion of at least one semester or term of Drama at Year 8 or 9

Content

This course, both practical and theoreti-cal, further extends students’ skills and knowledge of drama, including mime and movement, improvisation and script interpretation. Students learn to improve their abilities as practical communicators leading to public perfor-mances.

Students also further develop their group skills, acknowledging the group nature of drama. Use and recognition of dramatic terms is also developed.

Students will also build on the multime-dia skills that they began using in Year 9, with programs such as Photoshop, The Lighting Controller, iMovie, and Garage Band.

Attendance at performances by theatre groups at school or in the community may involve some cost.


Stage 1 and 2 Drama, Creative Arts


Drama A

LEVEL Year 10

LENGTH 1 Semester Course Semester 2

PRE-REQUISITE Satisfactory completion of at least one semester of Drama at Year 9 or Year 10 Drama A

Content

This course provides an introduction to the development of theatre through history in both theoretical and practical terms.

An appreciation of and interest in public theatrical performances is encouraged.

Students will reflect on their own work and review the work of others.

Students will also extend their research and multimedia skills.

Participation in a group production, ei-ther as actor or designer, is required.

Attendance at performances by theatre groups at school and in the community may involve some cost.


Stage 1 and 2 Drama, Creative Arts


Drama B Drama A

LEVEL Stage 1


PRE-REQUISITE Satisfactory completion of at least one semester of Year 10 Drama

Drama A consists of the following three areas:

Presentation of Dramatic works

Dramatic Theory and Practice

Individual Investigation and Presentation.

Content

Students will study the theories of

Stanislavski, Brecht, Absurd Theatre and Australian drama. These Expressionism topics will be taught through lecture, research and practical application.

Emphasis will be on group anticipation and co-operation, and practical areas will include improvisation and scripted drama. As a complement to the perfor-mance aspect of this course, students will also have the option of focusing on the technical aspects of theatre. Students will have the opportunity to develop skills in lighting, sound, costume, make-up and multi media presentation.

Fees or other special requirements for this subject: Occasional evening and/or day performance visits to theatre. Some cost involved.

Assessment

Students will be assessed on the evi-dence they demonstrate in the following categories: Performance, Folio & Inves-tigation and presentation


53

The Arts – Drama

LEVEL Stage 1


PRE-REQUISITE Satisfactory completion of at least one semester of year 9 or 10 Drama

Drama B consists of the following three areas:

Presentation of Dramatic works

Dramatic Theory and Practice

Individual Investigation and Presentation.

Content

This course focuses on the skills of per-formance with a theoretical and practical basis. Students will be expected to de-velop an understanding of characters and to participate in a public perfor-mance of a scripted or improvised play. Students with a strong technical interest will be expected to be responsible for their chosen technical area in the group production. Students will be expected to complete an individual project.

Assessment

Students will be assessed on the evi-dence they demonstrate in the following categories:

Performance

Folio

Investigation and presentation.

All Assessment tasks will be referenced against SACE board approved perfor-mance standard.


Drama B

LEVEL Stage 2


PRE-REQUISITE Satisfactory completion of Drama at Stage 1

Content

In Drama students participate in the planning, rehearsal, and performance of dramatic work. Students participate in creative problem solving; they generate, analyse, and evaluate ideas. They devel-op personal interpretations of texts. Students develop their curiosity and imagination, creativity, individuality, self-identity, self-esteem and confidence.

School-based Assessment Group Presentation 20%

Folio Folio 30%

Interpretative Study 20%

External Assessment

Performance 30%

20-credit subject

For a 20-credit subject, students undertake:

one group presentation

one report and at least two reviews for the folio

one interpretative study

one performance or one presentation.

Supporting evidence for the school-based Assessment component from, for example, performances, presentations, oral presentations, staged readings, round table presentations, workshops or discussions, should be recorded on DVD to provide moderation evidence.

Drama

Information on the External Assessment Students are involved in either:

a group performance or presentation, or

an individual performance or presentation.

Group Performance or Related Off-stage Presentation

Each student is assessed on either a fo-cused performance (on-stage role) or a presentation (off- stage role). On-stage performers should present a focused performance of between 10 and 15 minutes. Students who work off-stage should spend a maximum of 15 minutes presenting evidence relevant to their specific off-stage role.


Acting, technical theatre, screen writing, theatre promotions, theatre administra-tion.


54

The Arts – Music

LEVEL Year 8

LENGTH 2 Semester course

PRE-REQUISITE Enthusiasm, commitment and interest in learning a musical instrument, theory and choir

Content

This course, both practical and theoreti-cal, enables students to develop in the fundamentals of music and work in two ensembles (vocal and instrumental).

Each student begins or continues the study of a chosen musical instrument through thirty minutes weekly tuition and practice at home each day.

Fees: Instrument hire, excursion costs, performance uniform hire

Contact Teacher Mr T Bickley

Music Elective

LEVEL Year 8


PRE-REQUISITE Only available to students chosen by audition

Content

Students are selected for this course, which must be taken in conjunction with Elective Music, after audition and musi-cal Assessment tests.

This course enables students to extend their skills in music styles, computing, and jazz and concert practice.

Students undertake the study of a sec-ond instrument and are involved in a co-curricular ensemble.

Fees: Instrument hire, excursion costs, performance uniform hire.

Contact Teacher Ms L Herring

Music Special

LEVEL Year 9


PRE-REQUISITE Successful completion of Year 8 Elective Music with a C grade or better or successful audition and theory grade/test

Content

This course, both practical and theoreti-cal, enables students to further their skills in the fundamentals of music and work in both vocal and instrumental ensembles. Students are also intro-duced to basic arranging techniques and Studies of Asia. Each student also under-takes the study of his or her chosen mu-sical instrument through weekly tuition, regular home practice and involvement in co-curricular ensemble.

Fees: Instrument hire, excursion costs, performance uniform hire


Music Elective

55

The Arts – Music

LEVEL Year 9


PRE-REQUISITE Successful completion of Year 8 Special and Elective Music with a C grade or by audition and theory grade/test

Content

This course, which must be taken in con-junction with Elective Music, enables students to extend their skills in music styles, arranging, concert practice, live sound, jazz playing and improvisation. Students continue the study of a second instrument and are involved in a co-curricular ensemble.



Music Special

LEVEL Year 10


PRE-REQUISITE Successful completion of Year 9 Elective Music with a C grade or better or successful audition and theory grade/test

Content

This course, both practical and theoretical, enables students to develop in the fundamentals of music and work in two ensembles (choral and instrumen-tal).

Students are also introduced to basic arranging techniques, music computing and composition.

Each student undertakes the continuing study of a musical instrument through thirty minutes weekly tuition, practice at home each day and involvement in co-curricular ensembles.



Stage1 Music, Stage 2 Music, University or TAFE Music Studies.


Music Elective

LEVEL Year 10

LENGTH 2 Semesters course

PRE-REQUISITE Successful completion of Year 9 Special and Elective Music with a C grade or better or by audition and theory grade/test

Content

This course, both practical and theoretical, enables students to extend their skills in, music styles, jazz, recording techniques and concert practice.

Students will undertake the study of a second instrument.

This course is only available to Special Music students and must be taken in conjunction with Elective Music.



Stage1 Music, Stage 2 Music, University or TAFE Music Studies.


Music Special

56

The Arts – Music

LEVEL Stage 1

LENGTH 2 Semester (20 credits)

P R E - R E Q U I S I T E S u c c e s s f u l completion of Year 10 Elective Music, with a C grade or better (Special Music students must also successfully complete year 10 Special Music with a C grade or better) or by audition and theory grade/test.

Content

This course will include:

Demonstration of the ability to perform as a soloist in a variety of genres and styles with attention to appropriate tempo, clear tone, good intonation, t e c h n i q u e , d y n a m i c s a n d communication skills.

Ability to perform as part of an ensemble.

Ability to invent, structure and develop musical ideas for specific instruments/ensembles and present a written score of the compositions/arrangements.

Demonstration of a good knowledge of the theoretical concepts and techniques of music and aural acuity.



Stage 2 Music, University and TAFE Music Studies.


Music Advanced

LEVEL Stage 2

LENGTH 10 credits (whole year)

PRE-REQUISITE Successful completion of Stage 1 Advanced Music

Content

This subject develops students’ skills on a chosen instrument or their voice and the application of these skills, musical understanding, and aesthetic awareness in a solo performance.

Content

Each student must perform as an instru-mental or vocal soloist or as a vocalist and instrumentalist. The performance of a vocalist who accompanies himself or herself may include solo parts from each. Students may also perform with recognised doublings, such as piccolo and flute, tenor saxophone and alto sax-ophone, flute and saxophone, electric guitar and acoustic guitar. Students must present their program on an in-strument chosen from the following list:

Flute, Recorder, Oboe , Clarinet, Bassoon, E flat alto saxophone, B flat tenor saxophone, Horn in F, E flat tenor horn , Trumpet, Cornet, Trombone, Euphonium, Baritone, Tuba, Percussion, Indigenous Australian instruments, Traditional instruments (e.g. bagpipes), Violin, Viola, Cello, Double bass, Harp, Voice, Piano, Harpsichord, Pipe organ, Electric keyboard (e.g. clavinova), Classical guitar, Guitar (steel string, acoustic, or electric), Electric bass

Students prepare and present three pub-lic performances, comprising two initial performances and one final performance.



University and TAFE courses specialising in Music, Music Industry.


Music Stage 2

Solo Performance

LEVEL Stage 2


PRE-REQUISITE Successful completion of Stage 1 Advanced Music or Off-line Music Ensemble

Content

Ensemble Performance is a subject that develops students’ skills on a chosen instrument or their voice and the application of these skills and other mu-sical knowledge in an ensemble. In gen-eral, students participate in one of the following throughout the subject:

A small ensemble of two or more performers

An orchestra

A band

A choir, vocal ensemble, or with a solo performer (as an accompanist)

A performing arts production (as a singer or an instrumentalist)

Students perform on only one instrument or the voice and in only one ensemble. Students may perform as a vocalist and as an instrumentalist. They may also perform with recognised doublings such as saxophone and clarinet. Students prepare and present three public performances, comprising two initial performances and one final performance.





Ensemble Performance

57

The Arts – Music

LEVEL Stage 2



Content

Students are expected to:

Apply knowledge and understanding of musical elements

Apply musical skills and techniques in developing, refining, and present-ing creative works

Apply a range of musical literacy skills including aural perception and notation

Deconstruct, analyse, and interpret musical works and styles, and manip-ulate musical elements

Synthesize findings and express mu-sical ideas

Reflect on musical influences on own creative works



Contact Teacher Mr Terry Bickley

Music Explorations

LEVEL Stage 2



Content


Develop and apply knowledge and understanding of musical elements in exploring and experimenting with music

Explore and experiment with musical styles, influences, techniques, and/or production

Apply musical literacy skills

Analyse and discuss musical works

Synthesize findings from exploration of and experimentation with music, and express musical ideas

Reflect on and critique own learning within music



Contact Teacher Ms Leanda Herring

Music Studies

58

The Arts – Visual Art/Design

Visual Art Visual Art:

Enrichment Program

Visual Art-A

LEVEL Year 8

LENGTH 1 Term Course

PRE-REQUISITE None

Content

This course is an introduction to the practice of making Visual Art works. This may include the study of drawing, painting, printmaking, clay and design. Developing skills in drawing and obser-vation are integral to all aspects of the course. Students will be encouraged to develop idea generation and problem solving skills as part of the process of producing art works. Student reflection will be encouraged.

Students will also undertake the pre-pared ‘Common Course’ to develop their understanding of art and its role in our cultural, historical and social develop-ment, as well as placing their learning experiences in context. Independent research and learning skills will be devel-oped throughout these units.

Home study and other theory work will have a strong connection to the practical and research activities.

Contact Teacher Ms G Daniele

LEVEL Year 8


PRE-REQUISITE Entry into the class is via the submission of a portfolio of work at an interview. These interviews are conducted at the end of the students’ seventh year in primary school

Students who are studying either Special or Elective music at the school are una-b le to pa r t i c ipa te i n th i s program.

Goals

The course aims to provide a wide range Of creative and artistic experiences in the Visual Arts area to enhance and extend the students’ awareness of their personal, intellectual and creative poten-tial.

Content

This course is designed for students who have demonstrated outstanding creative potential in the Visual Arts in their primary school years.

Students after completing a ‘Common Course’, are offered acceleration in drawing, painting, printmaking, sculp-ture, digital imaging and craft.

Students develop skills in problem solv-ing and critical thinking.


LEVEL Year 9

LENGTH 1 Semester course—Semester 1

PRE-REQUISITE Year 8 Visual Art preferred

Content

This course builds on the practice of making Visual Art works commenced at Year 8 level. Skill and experiences are further developed in 2D art methods; drawing, painting, printmaking and de-sign with emphasis on using drawing as a starting point to generate and develop ideas. Students will be encouraged to develop idea generation and problem solving skills as part of the process of producing art works. Student reflection will be encouraged.

Students will also undertake prepared thematic to develop their understanding of art and its role in our cultural, historical and social development, as well as placing their learning experienc-es in context. Independent research and learning skills will be developed throughout these units.

Home study and other theory work have a strong connection to the practical and research activities.


59

The Arts – Visual Art/Design Visual Art-B Visual Art A

LEVEL Year 9

LENGTH 1 Semester course—Semester 2

PRE-REQUISITE Year 8 Visual Art preferred

Content

This course builds on the practice of making Visual Art works commenced at Year 8 level. Skill and experiences are further developed in 2D art methods; drawing, painting, printmaking and de-sign with emphasis on using drawing as a starting point to generate and develop ideas. Students will be encouraged to develop idea generation and problem solving skills as part of the process of producing art works. Student reflection will be encouraged.

Students will also undertake prepared thematic to develop their understanding of art and its role in our cultural, historical and social development, as well as placing their learning experienc-es in context. Independent research and learning skills will be developed throughout these units.

Students who have been involved in the special Art program at Year 8 are given the opportunity to study a special art for a full year.

Home study and other theory work have a strong connection to the practical and research activities.


Digital Art & Design

LEVEL Year 9

LENGTH 1 Semester course- Semester 2

PRE-REQUISITE Year 8 Visual preferred

Content

This course introduces students to the design process and visual communica-tion through building skills in Adobe Photoshop and Adobe Illustrator. Students will begin to develop an understanding of the design process and apply this to their interpretation of the design brief. Through a series of skill building exercises, students will apply their learning to produce finished products such as magazine covers, postcards and business cards.

Student will experiment with basic digital photography and photo manipulation techniques.

Students will be encouraged to develop idea generation and problem solving skills as part of the process of producing art works. Student reflection will be encouraged.

Students will also explore the implications of digital art and consider the advantages and disadvantages of using technology for art and design.

Contact Teacher Ms G Daniele, Mr A Terminelli

LEVEL Year 10

LENGTH 1 Semester

PRE-REQUISITE 8 Visual Arts and/or 9 Art A and/or 9 Art B

Content

Practice in Art:

This course focuses on the production of 2D Visual Art works, including drawing, painting, and printmaking, with emphasis on using drawing as a starting point to generate and develop ideas. Students will be required to develop idea generation and problem solving skills as part of the process of producing art works, and present these in a well-documented folder.

Theory in Art:

Students will examine both historical and contemporary applications of art with particular emphasis on how they relate to the practical work they are un-dertaking.

Homework will have a strong connection to the practical and theory activities.

This course is designed to prepare stu-dents for SACE Stage 1.


SACE Stage 1 Art 2D/3D and/or SACE Stage 1 Digital Imaging, Stage 2 Visual Art Studies, Stage 2 Art Practical, a career in Visual Arts.


60

The Arts – Visual Art/Design Visual Art B Digital Art (Gaming)

LEVEL Year 10

LENGTH 1 Semester (semester 2 only)

PRE-REQUISITE 8 Visual Arts, 9 Art A and/or 9 Art B, 10 Art A

Content

Practice in Art:

This course focuses on the production of 3D Visual Art works, which may include drawing, clay, sculpture, soft fabrications and mixed media, with emphasis on using drawing as a starting point to gen-erate and develop ideas. Students will be required to develop idea generation and problem solving skills as part of the process of producing art works, and present these in a well-documented folder.

Theory in Art:

Students will examine both historical, cultural and contemporary applications of art with particular emphasis on how they relate to the practical work they are undertaking.

Homework will have a strong connection to the practical and theory activities. This course is designed to prepare students for SACE Stage 1.


SACE Stage 1 Art 2D/3D and/or SACE Stage 1 Digital Imaging, Stage 2 Visual Art Studies, Stage 2 Art Practical, a career in Visual Arts.


Design

LEVEL Year 10

LENGTH 1 Semester

PRE-REQUISITE Satisfactory completion of one semester of Art in Year 8 and /or Year 9

Content

Practice in Design:

Students will be introduced to the De-sign Process and its application as an initial study. Students will then work in the area of Graphic Design and Visual communication, applying the design process to aspects such as logo and corporate package design, posters and packaging design. Students will also acquire skills in computer generated design as a part of the process. Students will also have an opportunity to explore two other major areas of design Environmental and Product Design, ap-plying the Design Process to aspects such as garden and building design, the built environment and Product and In-dustrial Design.

Theory in Practice:

Students examine the contemporary and historical applications specifically of Graphic and communication design, including the world of work and how these studies apply to their practical work. Examining career pathways in Environmental, Product and Industrial Design will establish an understanding of specialised fields.

This course is designed to prepare students for SACE Stage 1.


Stage 1 Design, Stage 2 Design Practical or Visual Arts Studies (Design)


LEVEL Year 10

LENGTH 1 Semester

PRE-REQUISITE Year 9 Visual Art or Digital Art

Content

The course will continue to grow student’s skills in Photoshop by exploring painting techniques and how students could use Photoshop to develop conceptual art.

Students will also explore key concepts in 3D modelling and Animation and translate their skills from two dimensions into 3D worlds. Students will explore how to use Maya and apply lighting and texture to their models to enhance the appearance and mood of the scene.

Students will be encouraged to share and collaborate with others to help inspire and evaluate their own learning.

Theory work will include exploring concept art from games and film, making comparisons to traditional media and discussing how concepts have been translated into production.

Contact Teacher Mr A Terminelli

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Visual Study

A visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies.

Students base their exploration and/or experimentation on analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights.

A visual study could be presented in a variety of forms, such as a visual diary, a folio, a website, a display, or a digital recording, supported with written or oral information and comments. Written ma-terial may be in the form of notes, ana-lytical reports, a structured essay, or a combination of these.


Stage 2 Visual Art Studies, Art Practical


LEVEL Stage 1

LENGTH 1 Semester 10 credits

PRE-REQUISITE Completion of Year 10 Art and/or Design

Content

Folio

Students produce one folio that documents their visual learning, in sup-port of their one or two works of art or design.

The folio includes visual, practical, writ-ten, and/or oral forms of evidence.

Written evidence may include, for exam-ple, notes, annotations, analytical reports, and/or a structured essay.

Visual Arts A

NOTE: It is strongly recommended that students intending to study the Stage 2 subjects of Visual Arts Studies (Art) or Visual Arts Studies (Design) should enrol in either Visual Arts A or Visual Arts B in Stage 1.

LEVEL Stage 1



Content

Folio

Students produce one folio that docu-ments their visual learning, in support of their one or two works of art or design.

The folio includes visual, practical, writ-ten, and/or oral forms of evidence. Writ-ten evidence may include, for example, notes, annotations, analytical reports, and/or a structured essay.

Practical

All practicals are resolved from visual thinking and learning documented in the folio.

The practical consists of two parts:

art or design practical work

the practitioner’s statement.

Art Practical Work

A work of art may be a single resolved practical or a body of resolved work.

Art practicals may take any of the fol-lowing forms: film, animation, installa-tion, assemblage, digital imaging, paint-ing, drawing, mixed media, printmaking, photography, wood, plastic, or metal fabrication, sculpture, ceramics, and/or textiles.

Practitioner’s Statement

Students prepare a written practitioner’s statement for one resolved practical.

Visual Arts B

Practical



art or design practical work

the practitioner’s statement.

Art Practical Work

A work of art may be a single resolved practical or a body of resolved work.

Art practical work may take any of the following forms: assemblage, digital imaging, painting, drawing, mixed media, printmaking, 3 dimensional works and/or textiles.


Students prepare a written practitioner’s statement for one resolved practical.

Visual Study

A visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies. Stu-dents base their exploration and/or ex-perimentation on analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights.



Stage 2 Visual Art Studies, Art Practical


62


NOTE: It is strongly recommended that students intending to study Visual Arts Studies (Art) or Visual Arts Studies (Design) should enrol in either Visual Arts Studies 2D or Visual Arts Studies 3D in Stage 1.

For students intending to study Art Prac-tical or Design Practical, it is recom-mended that at Stage 1 level students enrol in at least two units of Art and/or Design Practical.

Students uncertain about their Stage 2 Visual Arts selections may consider a combination of the courses listed above.

LEVEL Stage 1



Content

Folio

Students produce one folio that documents their visual learning, in sup-port of their one or two works of design.

The folio includes visual, practical, written, and/or oral forms of evidence. Written evidence may include, for example, notes, annotations, analytical reports, and/or a structured essay.

Practical



Design Practical Work

A work of design may be a single resolved practical or a body of re-

solved work.

Design practicals may take any of the following forms: graphic, product, environmental, industrial, and fashion design.


Students prepare a 250 word written practitioner’s statement for one re-solved practical.

Visual Study

A visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies. Stu-dents base their exploration and/or ex-perimentation on analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights.



Stage 2 Visual Art Studies, Design Practi-cal


Design A

LEVEL Stage 1



Content

Folio

Students produce one folio that docu-ments their visual learning, in support of their one or two works of design.

The folio includes visual, practical, written, and/or oral forms of evidence. Written evidence may include, for example, notes, annotations, analytical reports, and/or a structured essay.

Practical



Design Practical Work

Design practicals may take any of the following forms: graphic, product, environmental, industrial, and fashion design.


Students prepare a 250 word written practitioner’s statement for one re-solved practical.

Visual Study

A visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or technologies.

Students base their exploration and/or experimentation on analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights.



Stage 2 Visual Art Studies, Design Practi-cal


Design B

63


Digital Art

LEVEL Stage 2

LENGTH 2 Semesters

PRE-REQUISITE Satisfactory completion of Stage 1 Art and/or Design

Content

In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual tech-niques leading to resolvedpieces. Stu-dents have opportunities to research, understand and reflect upon visual art works in their cultural and historical con-texts.

The broad area of Art includes both ar-tistic and crafting methods and out-comes, including the development of ideas, research, analysis and experimen-tation with media and techniques, reso-lution and production.

Three areas of study are covered: Visual Thinking, Practical Resolution and Visual Arts in Context.

Assessment School based Assessment: Folio 40%;, Practical 30% (2 products supported by Practitioners’ Statements.) and External Assessment: Visual Study 30%.


Bachelor Visual Arts, Fine Arts, Art Teaching, Graphic Designer etc.


LEVEL Stage 1



Content

Visual Study

Students complete a practical-based study on an aspect of digital Visual Arts/ Analysis of art works from different contexts form the written section of the study (historical, cultural, contemporary contexts)

Folio

Students investigate a theme in art, make practical examples and plan a final practical piece, which has been informed by the investigative studies of their theme.

Practical

A final practical piece will be produced supported by a ‘Practitioners Statement’, which documents the students learning and inspirations for the digital artwork.

Assessment:

Visual Study 30%

Folio 40%

Practical 30%


Stage 2 Visual Art Studies

Contact Teacher Mr T Burnett

LEVEL Stage 2

LENGTH 2 Semesters 20 credits

PRE-REQUISITE Satisfactory completion of Stage 1 Art and/or Design

Content

In Visual Arts students express ideas through practical work using drawings, sketches, diagrams, models, prototypes, photographs and/or audio visual tech-niques leading to resolved pieces. Stu-dents have opportunities to research, understand and reflect upon visual art works in their cultural and historical con-texts.

The broad area of Design includes graphic and communication design, environmental design and product design. It emphasises defining the prob-lem, problem solving approaches, the generation of solutions and/or concepts and the skills to communicate resolutions.

Three areas of study are covered: Visual Thinking, Practical Resolution and Visual Arts in Context.

Assessment School based Assessment: Folio 40%, Practical 30% (2 products supported by Practitioners’ Statements) and External Assessment: Visual Study 30%.


Bachelor Visual Arts, Fine Arts, Art Teaching, Graphic Designer etc.


Visual Arts- Art Visual Arts- Design

64

Cross Disciplinary

Cross Disciplinary is a Learning Area of the SACE which pro-

vides flexible learning programs for students. It includes the

Personal Learning Plan and the Research Project,

The Stage 1 Personal Learning Plan (PLP) is a compulsory 10

credit subject and must be passed with a “C” grade or better

in order to gain the SACE. In Woodville High School, the PLP is

usually undertaken at Year 10.

The Stage 2 Research Project is a compulsory 10 credit subject

undertaken in Year 11 in Woodville High School. Students

must achieve a C- grade or better to complete the subject

successfully and gain their SACE.

The Research Project usually contributes to a student’s Aus-

tralian Tertiary Admissions Rank (ATAR).

The Research Project provides a valuable opportunity for SACE

students to develop planning, research, synthesis, evaluation,

and project management skills, through the in-depth explora-

tion of an area of interest.

In addition, other courses developed under the

frameworks of Integrated Learning, Recognised

Learning and VET can be chosen by students to

provide more flexible learning options for study

within the school and in the community.

65

Cross Disciplinary

LEVEL Stage 2 (studied in semester 2 in Year 11) LENGTH 1 Semester 10 credits PRE-REQUISITE None Content This is a compulsory subject that must be achieved at a C– grade or better. In the Research Project students choose a research topic that is based on an area of interest, and al-lows for the development of a capability (Literacy, Numeracy, ICT, Critical and Creative Thinking, Per-sonal and Social, Ethical Understanding and Inter-cultural capability) relevant to their research. Stu-dents develop skills in undertaking research, such as planning their research, developing and analys-ing their data, and presenting their research find-ings. They evaluate the research undertaken and reflect on the relevance of the chosen capability to themselves and their research project and on the quality of their outcome. Assessment: Folio 30%, Research Outcome 40%, Examination 30%. Future Study/Career Options This subject provides vital skills and understandings relevant to a wide range of tertiary pathways. These skills also are required by employees and are vital to learning and living in today’s changing world. Contact Teachers Ms J Ahrens & Ms L El Assaad

Research Project

LEVEL Year 10 LENGTH 1 Semester 10 credits PRE-REQUISITE None Content This is a compulsory subject that must be achieved at a C grade or better. The Personal Learning Plan aims to help students discover their personal interests, strengths and am-bitions. Through the assessment tasks and associat-ed activities, students formulate a personalised plan and set of goals for the future. They investigate careers that interest them and explore university, TAFE and apprenticeship courses and pathways. In doing so they identify subjects that will maximise their future choices, and plan subject selections for the senior school. Learning in the Personal Learning Plan involves exploring the SACE capabilities, with a particular focus on the Personal and Social capability. Assessment: Folio: a collection of evidence developed through-out the semester, including tasks (75%) Discussion: a multimedia presentation of students’ learning (25%) The PLP is assessed by the school and moderated by the SACE Board. Contact Teachers Ms L El Assaad

Personal Learning Plan

66

Cross Disciplinary

Integrated Learning Integrated Learning is a framework through which

students gain credit for Cross Curricular Learning

LEVEL Stage 1 LENGTH 1 semester (10 credits) PRE-REQUISITE None, however, Youth Opportunities at Year 10 would be a great advantage. Content The course focuses on developing confi-dence and interpersonal skills by provid-ing SACE students with a leadership role in Year 8 classes. There is a training component covering a variety of activities including group work, rela-tionships, problem solving, decision making, conflict management, media-tion, negotiation, self awareness, men-toring and stress management. Peer leaders will apply their knowledge and skills by working with Year 8 stu-dents during Semester 1 in a variety of settings including group building activi-ties, anti-harassment presentations and tutorial support, as well as other peer leadership activities. Assessment Assessment components include written assignments, journal entries and group work with particular emphasis on research, planning, reflection, feedback and evaluation. Future Study/Career Options Not applicable Contact Teachers Ms C Hutton and Mr S Bracci

Peer Leadership &

Mentoring

LEVEL Stage 1 LENGTH open to all Year 10, 11 and 12 ATSI students in Semester 1. PRE-REQUISITE None Content This subject is aimed at both male and female academy students and has been developed in line with the South Australian Certificate of Education (SACE) Integrated Learning course. The Integrat-ed Learning - Power Cup subject culmi-nates in attendance and participation at the annual Aboriginal Power Cup carnival, a three-day event focusing on cultural activities, career pathways and the much anticipated 9-a-side round-robin football competition. Each school will be represented at the cup by a boy’s and girl’s team which will compete against teams made up from each of the SAASTA academies. In the lead up to the Aboriginal Power Cup stu-dents are required to work both individu-ally and as part of their team to complete a series of set curriculum tasks. Each student gains points for their re-spective teams by successfully complet-ing their curriculum tasks; the girl’s and boy’s teams with the highest number of points earn the right to play off in the Grand Final prior to a Port Power AFL game at AAMI stadium. 80% school attendance is a key factor in a student’s ability to gain points for their team.

Power Cup Assessment Practical - (40%) Students undertake a series of tasks, both individually and as a team, in preparation for the Aboriginal Power Cup event. Tasks include designing a team Guernsey, per-forming a war cry, as well as specific tasks related to personal development. Students will also develop their football skills and knowledge through participa-tion in coaching clinics with AFL players and regular team training sessions. Group Activity - (30%) Students are required to actively partici-pate in the annual three-day Aboriginal Power Cup carnival held in Adelaide. At the carnival they will compete against teams from each of the SAASTA acade-mies in 9-a- side football competition as well as participate in a series of cultural and personal development activities, offi-cial functions and career workshops. Folio & Discussion - (30%) Following their Aboriginal Power Cup carnival experience students will create and deliver a PowerPoint presentation explaining their involvement throughout the semester of work. Students will also be required to participate in a round ta-ble discussion that demonstrates the depth and extent of their learning in the Aboriginal Power Cup subject. Important note: Only students who are enrolled in this subject will be eligible to participate in the Aboriginal Power Cup event. Contact Teacher Ms Michelle Place

67

Cross Disciplinary

Community Studies

LEVEL Stage 2 LENGTH 1 semester (10 credits) or 2 semesters (20 credits) PRE-REQUISITE None Content In this subject students: Negotiate, plan, and make decisions about a community activity, and develop challenging and achievable goals for a contract of work. They identify and apply existing knowledge and skills, including literacy and numeracy, and identify one or more capabilities for focused development. Students work individually and with others and take practical action in the community. They evaluate and reflect critically on the completion of the contract, the feedback received and their own learning. Assessment: The following Assessment types enable the student to demonstrate their learning in Stage 2 Community Studies: School Based Assessment (70%) Assessment type 1: Contract of work Students will develop a detailed contract of work that shows evidence of their planning and organisation for their chosen community activity. Assessment type 2: Folio Students compile and maintain a structured record of evidence to document their learning in a community context as they undertake each of the components of the contract of work. Assessment type 3: Presentation Students present their community activity to an appropriate community audience and may be made using a combination of written, spoken, or visual modes. External Assessment (30%) Assessment type 4: Reflection Students review and evaluate a comprehensive range of learning experiences. Future Study/Career Options TAFE related courses, apprenticeships, traineeships and employment. Contact Teachers Ms Ms B Oakley

Community Studies A

68

English & EALD

The English curriculum for 2019 in Years 8, 9 and 10 is

aligned to the Australian Curriculum.

English is organised into three interrelated strands that sup-

port students’ growing understanding and use of Standard

Australian English (English). Together the three strands focus

on developing students’ knowledge, understanding and skills

in listening, reading, viewing, speaking and writing. The three

strands are:

Language: knowing about the English language

Literature: understanding, appreciating, responding to, ana-

lysing and creating literature

Literacy: expanding the repertoire of English usage.

Students study a range of texts including written, spoken,

visual, digital or multimodal communication. Students study

a balance of literature, media and everyday texts. These are

studied through listening and speaking, reading and viewing,

and writing. Literature includes classic, contemporary and

popular literature.

English as an Additional Language or Dialect

(EALD) Students for whom English is an additional language or dialect

(EAL/D) enter Australian schools at different ages and at

different stages of English language learning and have various

educational backgrounds in their first languages. Students are

counselled into EALD classes where appropriate and may be

offered additional literacy classes as required.

The SACE The English and EALD curriculum options in the senior years

are aligned to the SACE requirements and the Australian Cur-

riculum English.

The development of knowledge,

skills and understandings about

language and literacy is essential for

any individual’s active and effective

participation in their learning and in

their local and global communities.

69

English & EALD

YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12

ENGLISH PATHWAY

English

EALD

English

EALD

English (Advanced)

English

EALD

English Literature

English General Essential English

English Additional Language EAL

English Literary Studies

English Essential English

Essential EAL

70

English & EALD

LEVEL Year 8 LENGTH 2 Semester course PRE-REQUISITE None Content This course develops students’ written and spoken skills so that they can confi-dently and effectively meet the variety of language demands of the Australian Curriculum as required to function suc-cessfully in their school studies and in the wider community. By investigating a range of texts (fictional, factual and media), students are encouraged to think about them-selves, to explore ideas, to reflect on the diversity and changing nature of Australian society and the global com-munity. Students learn how written, oral and visual language is used to discover and convey information, to persuade and to shape identity, meaning, attitudes and reality. By analysing and using language (listening, speaking, reading, viewing and writing) in a range of situations, students understand how the purpose, audience and context of a communica-tion affect and shape language fea-tures. Students will undertake two common Assessment tasks, one in each semes-ter. Previous years’ NAPLAN results are used to identify students for extra sup-port in reading and writing. Students are encouraged to use technology to improve language skills. Contact Teacher Ms A Forster

English

LEVEL Year 8


PRE-REQUISITE Available to students

from a non-English speaking back-

ground.

Content This course develops students’ lan-guage skills in written and spoken Eng-lish so that they can participate more effectively both in the other areas of their school studies and in the wider community. Language skills, including grammar, are taught in the context of units from the Australian Curriculum which are adapted to students’ needs and inter-ests and which aim to extend their un-derstanding of the diversity and chang-ing nature of Australian Society. Contact Teacher Ms J Mee

English as an Additional

Language or Dialect

(EALD)

LEVEL Year 9 LENGTH 2 Semester course PRE-REQUISITE None Content This course develops students’ written and spoken skills so that they can confi-dently and effectively meet the variety of language demands of the Australian Curriculum as required to function suc-cessfully in their school studies and in the wider community. By investigating a range of texts (fictional, factual and media), students are encouraged to think about them-selves, to explore ideas, to reflect on the diversity and changing nature of Australian society and the global com-munity. Students learn how written, oral and visual language is used to discover and convey information, to persuade and to shape identity, meaning, attitudes and reality. By analysing and using language (listening, speaking, reading, viewing and writing) in a range of situations, students understand how the purpose, audience, and context of a communica-tion affect and shapes language fea-tures. Students are encouraged to use tech-nology to improve language skills. Students will undertake two common assessment tasks, one in each semes-ter. Students are required to undertake the NAPLAN testing early term 2. The re-sults are used to set literacy goals in Year 10 and identify students for extra support in reading and writing. Contact Teacher Ms A Forster

English

71

English & EALD

LEVEL Year 9 LENGTH 2 Semester course PRE-REQUISITE Students must be from a non-English speaking background. Content This course further develops students’ language skills in written and spoken English so that they can participate more effectively both in the other areas of their school studies and in the wider

community.

Language skills, including grammar, are taught in the context of units from the Australian Curriculum which are adapted to students’ needs and inter-ests and which aim to extend their un-derstanding of the diversity and chang-ing nature of Australian Society. Students will undertake two common assessment tasks, one in each semes-ter. Students are required to undertake the NAPLAN testing early term 2. The re-sults are used to set literacy goals in Year 10 and identify students for extra support in reading and writing. Contact Teacher Ms J Mee

LEVEL Year 10 LENGTH 2 Semester course PRE-REQUISITE Passes at Year 9 Content This course further develops students’ written and spoken skills so that they can confidently and effectively meet the variety of language demands of the Australian Curriculum as required to function successfully in the work place, school and wider community. Students learn how language is used to discover and convey information, to persuade and to shape identity, mean-ing, attitudes and reality. By analysing and using listening, speak-ing, reading, viewing and writing in a range of situations, students also learn how the purpose and context of a com-munication affects and shapes language features. Students are encouraged to use technology to access and interpret texts and to improve language skills. As well, by investigating a range of fic-tional, factual and media texts, stu-dents are encouraged to explore ideas, to think about themselves, to reflect on the diversity, changing nature and pos-sible futures of the Australian society and global community. Information technology is embedded in both content and methodologies. Assessment: Assessment is by continuous assess-ment. Students will undertake two common assessment tasks, one in each semester. Future Study/ Career Options Stage 1 English General, Stage 1 English Literature, Stage 1 Essential English, Stage 2 English, Stage 2 English Literary Studies. Contact Teacher Ms A Forster


Language or Dialect

(EALD)

LEVEL Year 10 LENGTH 2 Semester course PRE-REQUISITE High (A –B level) passes in Year 9 and/or teacher recommenda-tion Content This course extends students’ written and spoken skills so that they can be-come confident and proficient users of the variety of language demands re-quired to operate at a high level in the work place, school and wider communi-ty. Students not only learn how language is used to discover and convey infor-mation, to persuade and to shape identi-ty, meaning, attitudes and reality, but also become aware of the power of lan-guage in promoting particular interpreta-tions of and responses to issues in the world around us. By analysing and using listening, speak-ing, reading, viewing and writing in a range of situations, students become aware of the ways in which the relation-ship between audience, purpose, context and form of communication affects and shapes language features. By investigating and analysing a range of fictional, factual and media texts, stu-dents are encouraged to think about themselves, to reflect on the diversity, changing nature and possible futures of the Australian society and global commu-nity, to explore and question ideas and to articulate their own beliefs, opinions and values. Information technology is embedded in

both content and methodologies.

Students will undertake two common assessment tasks, one in each semester. Assessment: Assessment is by continuous assessment. Future Study/ Career Options Stage 1 English, Stage 1 English Litera-ture, Stage 1 Essential English, Stage 2, Stage 2 English Literary Studies. Contact Teacher Ms A Forster

English General English Advanced

72

English & EALD

LEVEL Year 10 LENGTH 2 Semester course PRE-REQUISITE Students from non-English Speaking Background Content This course further develops students’ language skills in written and spoken English so that they can participate more effectively in the other areas of their school studies and in the wider community. Language skills, including grammar, are taught in the context of units of the Australian Curriculum which are adapted to students’ needs and inter-ests and which aim to extend their un-derstanding of the diversity and chang-ing nature of Australian society. Information technology is embedded in

both content and methodologies.

Students will undertake two common assessment tasks, one in each semes-ter. A focus of this course is preparation for the language demands of SACE studies. Assessment Assessment has a writing-reading com-ponent and a listening-speaking compo-nent. Future Study/ Career Options Stage 1 EALD Contact Teacher Ms J Mee

LEVEL Stage 1 LENGTH Semester 1 (10 credits) PRE-REQUISITE Good passes in Year 10 English (B or better). A facility with written and spoken language and an ability to read fluently are required for success in this subject. Content This subject prepares students for study

of Stage 2 English subjects.The study

of English provides students with a fo-cus for informed and effective partici-pation in education, training, the work-place and their personal environment. In Stage 1 English Literature, students read, view, write and compose, listen and speak, and use information and communication technologies in appro-priate ways for different purposes. Stage 1 English allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet the literacy requirement. NOTE: For both 10-credit and 20-credit subjects, students are required to read and respond to texts as well as produce texts. Students will undertake an exam at the end of semester in preparation for Stage 2. Producing texts Students provide evidence of the ex-tent and quality of their learning in pro-ducing texts in written, oral or multi-modal form. Assessment (centrally moderated) Assessment at Stage 1 is school based and centrally moderated. Students demonstrate evidence of their learning in Stage 1 English through the following Assessment types: Responding to Texts, Creating Texts, Intertextual Study. Future Study/ Career Options Stage 2 English, Stage 2 English Literary Studies Contact Teacher Ms A Forster


Language or Dialect

(EALD) LEVEL Stage 1 LENGTH Semester 2 (10 credits)

PRE-REQUISITE Good passes at Year

10 English (B or better). A facility with written and spoken language and an ability to read fluently are required for success in this subject. Content This subject prepares students for study

of Stage 2 English subjects.The study

of English provides students with a fo-cus for informed and effective partici-pation in education, training, the work-place and their personal environment. In Stage 1 English, students read, view, write and compose, listen and speak, and use information and communica-tion technologies in appropriate ways for different purposes. Stage 1 English Literature allows stu-dents to achieve the literacy require-ment in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet the literacy re-quirement. NOTE: For both 10-credit and 20-credit subjects, students are required to read and respond to texts as well as produce texts. Assessment (centrally moderated) Assessment at Stage 1 is school based and centrally moderated. Students demonstrate evidence of their learning in Stage 1 English through the following Assessment types: Responding to Texts, Creating Texts, Intertextual Study. Future Study/ Career Options Stage 2 English (B grade or better), Stage 2 English Literary Studies (B grade or better) Contact Teacher Ms A Forster

English Literature 1 English Literature 2

73

English & EALD

LEVEL Stage 1 LENGTH Semester 1 (10 credits) PRE-REQUISITE Passes at Year 10 Eng-lish Content This subject is designed for students who may wish to study English or Eng-lish Literary Studies at Stage 2. There are three elements of content in Stage 1 English. In Stage 1 English, students read, view, write and compose, listen and speak, and use information and communica-tion technologies in appropriate ways for different purposes. Stage 1 English allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in full year subject achieve literacy requirement. NOTE: For both 10-credit and 20-credit subjects, students are required to read and respond to texts as well as produce texts. Assessment: (centrally moderated) Students demonstrate evidence of their learning in Stage 1 English through the

following Assessment types:

Responding to Texts, Creating Texts, Intertextual Study. Future Study/ Career Options TAFE Apprenticeships or traineeships, Stage 2 English, Stage 2 English Literary Studies Contact Teacher Ms A Forster

EAL English General 1

LEVEL Stage 1 LENGTH Semester 2 (10 credits) PRE-REQUISITE Passes at Year 10 English Content The study of English provides stu-dents with a focus for informed and effective participation in education, training, the workplace and their personal environment. In Stage 1 English, students read, view, write and compose, listen and speak, and use information and communication technologies in ap-propriate ways for different purpos-es. Stage 1 English allows students to achieve the literacy requirement in the SACE. Students who achieve a C grade or better in 20-credits of this subject meet the literacy require-ment. NOTE: For both 10-credit and 20-credit subjects, students are re-quired to read and respond to texts as well as produce texts.

Assessment: (centrally moderated)

Students demonstrate evidence of their learning in Stage 1 English through the following Assessment

types:Responding to Texts, Cre-

ating Texts, Intertextual Study. Future Study/ Career Options TAFE Apprenticeships or train-eeships, Stage 2 English, Stage 2 English Literary Studies Contact Teacher Ms A Forster

English General 2

LEVEL Stage 1 LENGTH 2 Semesters (20 credits) PRE-REQUISITE Pass in Year 10 EALD. Stu-dents are automatically eligible for EALD if they have had 5 years or less education in English. If a student has had more than 5 years education in English, their EALD level must be 11 or below. An eligibility form will need to be completed on enrolment. New students will need to complete a levelling task before being fully enrolled in this sub-ject. Content This subject is for students who may wish to study Stage 2 Essential EALD. It is appropri-ate for those wish to pursue a tertiary study pathway, or complete TAFE study or seek employment following Year 12. Students develop skills and strategies in communication, comprehension, language and text analysis, and creating texts. Students develop an understanding of text structures and language features through studying a variety of oral, written and multi-modal texts, for example, a newspaper arti-cle, a podcast, a short story or a scene from a film. Students explore the relationship between the text structures and language features, and how these relate to the context, pur-pose, and audience of texts. Students will identify and interpret information, ideas, and opinions in these texts. Students develop confidence in creating texts ,broaden their understanding of social and cultural aspects of English, and develop skills for research and academic study. Assessment: Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types: Responding to Texts, Interactive Study, Language Study. Stage 1 EAL allows students to achieve the litera-cy requirement in the SACE. Students who achieve a C grade or better in 20 credits of this subject meet the literacy requirement. Future Study Stage 2 Essential EAL Contact Teacher Ms J Mee

74

English & EALD

LEVEL Stage 1 LENGTH 2 Semesters (20 credits) PRE-REQUISITE Passes at Year 10 Eng-lish Content This subject is suitable for students who may find English challenging. The content of the teaching and learn-ing program will centre on ways in which students use language to estab-lish and maintain connections with peo-ple in different contexts. The specific contexts chosen for study may be so-cial, cultural, community or workplace. Teachers work with students in plan-ning the learning program to support the achievement of students’ goals. This subject develops the student’s skills in communication, comprehen-sion, language and text analysis, and creating texts. There are two Assess-ment types: Responding to Texts, and Creating Texts. Responding to Texts Students read a wide range of texts to locate, comprehend and interpret infor-mation, ideas, and perspectives in texts. Students examine and respond to how language is used in various social, cul-tural, community and workplace con-texts. They identify and develop an under-standing of ways in which language is used and composed for different pur-poses, audiences, and contexts. They consider how structural and language features are used to create meaning.

Creating Texts By examining the links between lan-guage and the context in which texts are produced, students are supported to create their own texts. Students develop their skills in using appropriate vocabulary, accurate spelling, punctua-tion, and grammar to enable effective communication. They create a range of texts using appropriate language fea-tures, content, and mediums for differ-ent purposes, audiences, and contexts. Assessment: Assessment is school based and central-ly moderated. Future Study/ Career Options TAFE Apprenticeships or traineeships Contact Teacher Ms A Forster

Essential English

LEVEL Stage 2

LENGTH Essential English is a 20-credit subject at Stage 2.

CONTENT

In this subject students respond to and create texts in and for a range of personal, social, cultural, community, and/or work-place contexts. Students understand and interpret information, ideas, and perspec-tives in texts and consider ways in which language choices are used to create mean-ing.

Assessment

Students who complete this subject with a C- grade or better will meet the literacy requirement of the SACE.

School Assessment (70%) Assessment Type 1: Responding to Texts (30%) Assessment Type 2: Creating Texts (40%) External Assessment (30%) Assessment Type 3: Language Study (30%) Students provide evidence of their learning through seven assessments, including the external assessment component. Students complete: three assessments for responding to texts three assessments for creating texts one language study. Future Study/ Career options Professional training Contact Teacher Ms A Forster

Essential English

75

English & EALD

LEVEL Stage 2

LENGTH 20-credits/ one full year

PRE-REQUISITE

pass at A or B level in (current Stage 1 English)

CONTENT

Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opin-ions about texts, have opportunities to exchange and develop ideas, find evi-dence to support a personal view, learn to construct logical and convincing ar-guments, and consider a range of critical interpretations of texts. English Literary Studies focuses on ways in which literary texts represent culture and identity, and on the dynamic relationship between authors, texts, audiences, and contexts. Students develop an understanding of the power of language to represent ide-as, events, and people in particular ways and of how texts challenge or support cultural perceptions. Students who complete this subject with a C– grade or better will meet the literacy requirement of the SACE.

Assessment

School Assessment (70%)

Assessment Type 1: Responding to Texts (50%)

Assessment Type 2: Creating Texts (20%)

External Assessment (30%) Assessment Type 3: Text Study:

Part A: Comparative Text Study (15%)

Part B: Critical Reading exam (15%)

Students provide evidence of their learn-ing through up to nine assessments, including the external assessment com-ponent. Students complete:: up to five responses to texts two created texts two tasks for the text study (one com-parative text study, one critical reading).

Future Study/ Career options University Studies / professional learning Contact Teacher

A Forster

LEVEL Stage 2

LENGTH 20-credit subject

PRE-REQUISITE

Successful completion of Stage 1 English at C+ or higher

CONTENT

In English students analyse the interrela-tionship of author, text, and audience, with an emphasis on how language and stylistic features shape ideas and per-spectives in a range of contexts. They consider social, cultural, economic, his-torical, and/or political perspectives in texts and their representation of human experience and the world. Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to posi-tion the audience to respond to ideas and perspectives. They have opportuni-ties to reflect on their personal values and those of other people by respond-ing to aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Assessment

Students who complete this subject with a C– grade or better will meet the litera-cy requirement of the SACE.

School Assessment (70%) Assessment Type 1: Responding to Texts (30%) Assessment Type 2: Creating Texts (40%)External Assessment (30%) Assessment Type 3: Comparative Analy-sis (30%). For a 20-credit subject, students should provide evidence of their learning through eight assessments, including the external assessment component. Students complete: three responses to texts four created texts (one of which is a writ-er’s statement) one comparative analysis.

Future Study/ Career options

Professional training and university stud-ies

Contact Teacher

Ms A Forster

English Literary Studies

LEVEL Stage 2 LENGTH 2 Semesters (20 credits) PRE-REQUISITE Students for whom Eng-lish is an additional language. Students who have selected Essential EAL will be referred by subject counsellors to the EAL faculty to have their eligibility verified. Content The course develops communicative competence in spoken and written Eng-lish. Students will discuss and write about various topics and issues, partici-pate in oral presentations and respond to literary works from a range of social, cultural, community or workplace con-texts. They will listen to and read, un-derstand and interpret information, ideas and perspectives and consider ways that language choices are used to create meaning. In addition, students will be required to carry out a major language study and present their findings in written form. Study skills are integrated throughout the course. Assessment School Assessment: Responding to Texts 30%, Creating Texts 40% External Assessment: Language Study 30% Future Study/ Career Options The course aims to prepare students for post-secondary study and the work-force, with an emphasis on preparation for tertiary study. Contact Teachers Ms J Mee

English Essential EAL

76

Health & Physical Education

The Health and Physical Education Learning Area aims to de-

velop in all students an understanding of the way in which

people function physically, socially, emotionally and spiritually

as individuals and members of groups.

Students develop the ability to make informed decisions

about health and wellbeing and how it relates to themselves

and their relationships with others.

Students are encouraged to develop a positive disposition

towards lifelong participation in regular physical activity and a

wide range of skills which promote healthy active practices.

Study in this Learning Area fosters safe and respectful behav-

iours and responsibility to maintain safe environments with a

commitment to promoting equity, valuing diversity and jus-

tice, and establishing supportive learning Environments.

Subjects include an exploration of future work in the health,

education and training, food and hospitality, fitness, sport and

recreation industries.

Within the core curriculum are opportunities provided for stu-

dents to address the general capabilities and cross curricular

priorities as outlined in the Australian Curriculum.

.

The Health and Physical Education curriculum for 2019 in Years

8, 9 and 10 is aligned to the Australian Curriculum

requirements. The content of the health and physical education

curriculum is organised into the following strands and sub-

strands:

Personal, Social & Community Health

Sub-strands:

• being healthy, safe and active

• communicating and interacting for health and wellbeing

contributing to healthy and active communities.

Movement & Physical Activity

Sub-strands:

• moving our body

• understanding movement

• learning through movement.

The SACE

The Health and Physical Education options in Years 11 and 12

are aligned to the SACE requirements

Learning in Health and Physical Education

promotes the integration of physical, social,

emotional, environmental and spiritual

dimensions of living, and includes such areas

as Health Education, Physical Education,

Home Economics, Outdoor Education

and Sport Education.

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OUTDOOR/ PHYSICAL EDUCATION/RECREATION PATH-WAY

Health & PE

Health & PE PE—Elective

PE—Soccer

PE—Compulsory PE—Elective

Outdoor Education

PE A & B

Outdoor education A

Bushwalking Outdoor Education B

Aquatics

Physical Education

Sports & Recreation(Integrated Learning)

COMMUNITY HEALTH & INDUSTRY PATHWAY

Child Studies Children's Health

Early Childhood Studies Services (VET) Health Education

Child Studies: Community Service

(see in VET) Health Education Cert 3 Health Services (VET)

FOOD & HOSPITALITY PATHWAY

Home Economics

Home Economics

Home Economics (extension)

Sewing

Safety & Healthy eating (Sem 1) Food Presentation & Hospitality Industry (Sem 2)

Sewing

Food & Hospitality A Food & Hospitality B

Food & Hospitality Studies Nutrition

Note that Health & Physical Education pathways can lead on to many Industry Pathways Programs.

Refer to pages 38 to 44 in this booklet.

78


LEVEL Year 8 LENGTH Compulsory - 1 term PRE-REQUISITE None Content This course follows the Australian Curriculum with a focus on - Introduction to safety and hygiene in

the kitchen Development of kitchen routines Safe use of kitchen appliances Skill development Students will undertake practical tasks

that support the curriculum content. Assessment: Students will complete 1 Common As-sessment tasks during this course. Contact Teacher Ms C Bushby

Home Economics

LEVEL Year 9 LENGTH 1 Semester compulsory PRE-REQUISITE None Content This course follows the HPE Australian Curriculum with a focus on – Nutrition and Dietary Guidelines The five food groups Safety, Practical and Evaluation skills Students will undertake practical tasks

associated with the 5 food groups and dietary guidelines

Assessment: Students will complete 2 Common As-sessment tasks. Contact Teacher Ms C Bushby

Home Economics Home Economics:

Extension

LEVEL Year 9 LENGTH 1 Semester (sem 2 only) PRE-REQUISITE None Content This course will follow the Technology Australian Curriculum with a focus on – Use of technology – (Freezer) The design process including evalua-

tion in serving food for a small func-tion and assessment in food produc-tion

Sustainability Students will undertake practical tasks

associated with a technology focus. Assessment: Students will complete 2 Common As-sessment tasks. Contact Teacher Ms C Bushby

79


LEVEL Year 9 LENGTH 1 Semester course PRE-REQUISITE Basic knowledge of the sewing machine an advantage. Content This course integrates both the HPE & Technology Australian Curriculums with a focus on – Design, make and appraise (The De-

sign Cycle) Safe work practices in using the sew-

ing machine and over-locking ma-chine, including machine parts and functions

Basic applique Students will design and construct

practical items using a variety of materials.

Construction techniques will be taught as needed.

Emphasis will be on woven and knit fabrics

Note: All patterns and fabrics will need to be supplied by students for garment construction. Assessment: Students will complete 2 Common As-sessment tasks. Contact Teacher Ms C Bushby

Sewing

LEVEL Year 10 LENGTH 1 Semester PRE-REQUISITE None Content This course will follow the HPE Australi-an Curriculum with a focus on – Decision making in relation to being a

parent. Safety in pregnancy. Preparing for birth. Safety of children from birth to 3 years

of age. Nutrition options for babies to 3 years

of age. Note: Cost of materials associated with the course (toy making), possible occa-sional travel expenses. Assessment: Students will complete 3 Common Assessment tasks. Future Study/ Career Options Stage 1 in Early Childhood Studies, a one year VET course Certificate II in Chil-dren’s Services, Diploma and Advanced Diploma course in Community Health Service Industry, Degrees in Early Childhood Education. Contact Teacher Ms C Bushby

Child Studies Safety & Healthy Eating

LEVEL Year 10 LENGTH 1 Semester (Sem. 1) PRE-REQUISITE None Content This course integrates both the HPE and Technology Australian Curriculum with a focus on – Food preservation and storage prin-

ciples Health and diet-related disorders Focus on food options for a diabetic Convenience food, nutrition & label-

ling Compare a home-made version of a

frozen meal Assessment: Students will complete 3 Common As-sessment tasks. Future Study/ Career Options SACE stage 1 Food and catering. Stage 2 Food and Hospitality, entrance to TAFE, University, and Career Pathways in related Tourism and Hospitality fields. Contact Teacher Ms C Bushby

Food Presentation &

The Hospitality Industry LEVEL Year 10 LENGTH 1 Semester (Sem. 2) PRE-REQUISITE None Content This course integrates both the HPE and Technology Australian Curriculum with a focus on – Evolution of Australian food from In-

digenous to Multicultural Investigate a cultural group and typi-

cal food Diets with special nutritional needs Vegetarian dietary decisions Analyse commercial cakes against

home-made Develop a “signature” cake Assessment: Students will complete 3 Common As-sessment tasks. Future Study/ Career Options SACE stage 1 Food and catering. Stage 2 Food and Hospitality, entrance to TAFE, University, and Career Pathways in related Tourism and Hospitality fields. Contact Teacher Ms C Bushby

80


LEVEL Year 10 LENGTH 1 Semester course PRE-REQUISITE This is a compulsory subject Content This course will follow the HPE Australian Curriculum with a focus on- Alcohol and other drugs Mental health and well being Relationships and sexual health

(including respectful relationships) Identity and wellbeing Assessment: Students will undertake 4 Common As-sessment tasks during the semester. Future Study/ Career Options Stage I and II Health, Community Stud-ies, Child Studies, Food and Hospitality, study in the health and social work areas. Contact Teachers Ms C Bushby

Health

LEVEL Year 10 LENGTH 1 Semester PRE-REQUISITE Completed Year 9 sewing Content This course will follow the HPE & Tech-nology Australian Curriculum with a fo-cus on – Design, Make and Appraise Emphasis will be on woven and knit fab-rics. This course provides an opportunity for students to design and construct practi-cal items in a variety of fabrics. Students will use both the sewing ma-chine and the over-locker. Students will need to develop innovative and self-reliant attributes. Note: All patterns, fabrics and notions will need to be supplied by the student at their own cost. Assessment: Students will complete 2 Common As-sessment tasks. Future Study/ Career Options SACE Stage 1 Costume Design and Con-struction, Manufacturing and Fashion Industry (some skills may be helpful in theatre costume design, upholstery, sail making, tailoring), TAFE courses. Contact Teachers Ms C Bushby

Sewing Health Education

LEVEL Stage 1 LENGTH 10 credits PRE-REQUISITE An interest in the subject and a C grade or better in English or ESL This is available only after consultation with Ms Hutton & Mrs Bushby. Students are to complete an Interview slip to do Stage 1 health, which is to be discussed with and signed by Ms Hutton or Ms Bushby before or on the day of subject selection. Students will need to select a full range of subjects and if chosen into this sub-ject will drop one of their choices. NOTE: This subject will be delivered off-line so it is accessible to those students interested in wellbeing issues within the school such as peer leadership and stu-dent voice and students interested in doing Stage 2 Health. Content Following SACE requirements, students complete 3 Assessment tasks in the fol-lowing areas:- Assessment Type 1: Group Task (1 task - 60%), based on a Wellbeing initiative that supports the school. Type 2: Issues Response (1 task - 20%): Type 3: Investigation: A 1000 word in-vestigation on mental and emotional health. (1 task - 20%). Assessment is continuous Contact Teachers Ms C Hutton

81


LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE A pass in Year 10 Food in the Community or a C grade in Eng-lish General or higher. Content Hygiene standards and food

contamination Healthy food production and man-

agement of time and resources Catering to customers’ needs and

food presentation Hospitality industry standards and

expectations Additional Information: Students will have some practical work out of lesson times. There may be a small cost involved with student choice practicals. Assessment During the semester, students will com-plete a series of Assessment tasks in-cluding both practical and theoretical tasks. A high standard of hygiene must be demonstrated at all times. Assess-ment in this subject will be referenced to SACE Board of South Aus-tralia accredited performance standards. Future Study/ Career Options Food and Hospitality 1 & 2, Nutrition 1 & 2. Contact Teachers Ms S Gent

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE C grade or higher in Year 10 Food in the Community or Year 11 Catering and Food Skills A. Goals Investigate aspects of social diversity and develop an updated knowledge of the hospitality industry. Content Hospitality health and safety

procedures Australian food and cultural influences

Cultural awareness and customer service

Develop and update hospitality industry knowledge.

Additional Information: Students will have some practical work out of lesson times. There may be costs involved with student choice practicals. Assessment: During the semester, students will com-plete a series of Assessment tasks in-cluding both practical and theoretical tasks. A high standard of hygiene must be demonstrated at all times. Assess-ment in this subject will be referenced to SACE Board of South Aus-tralia accredited performance standards. Future Study/ Career Options Food and Hospitality 1 & 2 and Nutrition Contact Teachers Ms S Gent & Ms C Bushby

LEVEL Stage 1 LENGTH 2 Semesters. SACE Credits: 40 credits Stage 1. All day every Friday.

PRE-REQUISITE Open to all students who show a genuine interest in exploring their career options in the Community Services industry ie. Children’s Services. To be successful they need to be competent in both written and oral language skills with a C grade in English General or higher. Selection process interview.

Content

The subject requires the students to demonstrate a responsible and mature attitude towards working as part of a team and with young children. To meet the national and industry standards and hours they will need to commit to a 100% attendance. Students must be prepared to find their own approved work placement and complete a History Screening plus a Senior First Aid course. Students must be 16 years of age as of 1st of January 2019 to be eligible for compulsory screenings.

Assessment

This is a VET accredited subject and therefore assessment is competency based. For more information, please visit www.wats.sa.edu.a

Fee

$100 administration fee at the time of enrolment as set by the Western Adelaide Region.

$45 for a Polo Shirt

$58.30 for criminal history screening.

Future Study/ Career Options

This course can lead to Certificate III, IV, Diploma, Advanced Diploma and Degree pathways to social work, disability work, children’s services community sector management psychology and social sciences.

Contact Teachers Ms B Oakley & Ms A Probert

Cert 2: Community

Services (Children’s Services)

Food & Hospitality

Studies - A

Food & Hospitality

Studies - B

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LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE An interest in children. Satisfactory literacy and research skills. Content Students will investigate the skills of parenting and develop an understanding of the understanding of the stages of development of a child from 3 – 8 years of age. Students will gain an insight into the responsibilities of caring for a child and the importance of a safe environment. They will also look at the importance of play for the developing child and appro-priate nutritional the various stages of development Note: The practical components require students to supply their own materials. Assessment: Practical demonstrations including ac-tion plans and evaluations research as-signment (includes one oral). Future Study/ Career Options Foods and the Community (Community Studies) and Vocational Education and Training pathways (VET) through TAFE. Contact Teacher Mrs B Darley

LEVEL Stage 2 LENGTH Stage 2 Child Studies is de-signed to be undertaken in either 1 se-mester (10 credits) or 2 semesters (20 credits). PRE-REQUISITE C grade or higher in Stage 1 Early Childhood Studies satisfac-tory literacy and research skills Content Stage 2 Child Studies focuses on chil-dren’s growth and development from conception to 8 years. Students critically examine attitudes and values about par-enting/care-giving and gain an under-standing of the growth and develop-ment of children. The subject enables students to develop a variety of re-search, management, and practical skills. In this subject, students are expected to: Apply knowledge and problem-

solving skills to practical activities and concepts related to the study of chil-dren and their development from conception to year 8

Apply management and organization-al skills, and problem-solving skills that demonstrate an understanding of issues related to health and well-being of children

Make and justify decisions about is-sues related to child development

Select and use appropriate technolo-gy to prepare learning activities for children in a culturally diverse society

Investigate, critically analyse, and evaluate contemporary trends and/or issues related to the health and well-being of children

Work individually and collaboratively to support the health and well-being of children, and evaluate processes and outcomes

Evaluate the impact of technology on the health and well-being of children

Assessment: At least one Practical Activity (50%) A group activity (20%) An Investigation (external 30%)

Contact Teachers

Mrs B Oakley & Ms C Bushby

LEVEL Stage 2 LENGTH Stage 2 Home Economics is designed to be undertaken in either a 1 (10 credits) or 2 semesters (20 credits). PRE-REQUISITE A C grade or higher in Stage 1 Food & Hospitality Content This subject is designed to develop stu-dents: Understanding of the interrelated

nature of the socio-cultural, techno-logical, economic, environmental, political and legal influences on indi-viduals, families and communities.

Ability to be creative, enterprising and self-reliant people who work in-dependently and in groups within their communities.

Awareness of contemporary issues related to the well-being of them-selves and others.

Recognition of the dynamic nature of the future and their responsibilities as global citizens.

Knowledge, skills and attitudes that enhance employability, enjoyment of life and preparedness for lifelong learning.

Ability to use critically and evaluate new and emerging technologies and communication media

This subject focuses on the impact of the food and hospitality industry on Austral-ian society. Students will develop rele-vant knowledge and skills as consumers and/or as future industry workers. The food and hospitality industry influ-ences, and is influenced by, socio-cultural, technological, economic, envi-ronmental, political and legal factors at local, national and international levels NOTE: Some after-hours work may be required for functions. Industry hygiene and safety requirements are adhered to which includes personal presentation. Costs are covered by fee paying guests Continued on next page

Food & Hospitality

Studies

Early Childhood

Studies

Child Studies

83

Health & Physical Education . Assessment: Practical Activity (50%) Students undertake at least one practical activity independently. The remaining practical activity or activities may be undertaken independently, in pairs, in groups, or as a whole class. Each practi-cal activity must consist of an action plan or research task, a practical application and an individual evaluation report. Group Activity (20%) Students work in groups to plan, organ-ise and implement action to meet a teacher directed challenge. A group ac-tivity must consist of group decision making, a group practical application and an individual evaluation report. External Assessment (30%) Investigation (External 30%) This is presented as a written report of a maximum of 1000 words for a 10 credit subject and a maximum of 2000 words for a 20 credit subject. For a 10 credit subject, students should provide evidence of their learning through four or five Assessments, including the external Assessment com-ponent. Students undertake: At least two practical activities At least one group activity One investigation. For a 20 credit subject, students should provide evidence of their learning through seven to nine Assessments including the external Assessment com-ponent. Students undertake: At least four practical activities At least one group activity One investigation. Contact Teachers Mrs B Oakley & Ms C Bushby

LEVEL Stage 2 LENGTH 20 credits PRE-REQUISITE An interest in the subject and a C grade or better in English or ESL. Content Following SACE requirements, students complete 7 Assessment tasks in the fol-lowing areas:- Assessment Type 1: Practical Task (2 tasks 10% for each task, total 20%): one Personal Health promotion and one Community Health Promotion. Type 2: Group Task (2 tasks, total 30%): Topic – Risks & Challenges, and Sexuali-ty & Health Type 3: Issues Analysis (2 tasks 10% for each task, total 20%): Topics – Sugar, Youth & Drugs, Type 4: Investigation: A 2000 word in-vestigation on a Health topic of choice. (worth 30% of the marks). This is also externally marked. Assessment Assessment is continuous. Future Study/ Career Options TAFE and University courses related to health, social work & nursing. Contact Teachers Ms Cherie Hutton & Ms C Bushby

Health Education Cert 3: Health

Services Assistance

LEVEL Stage 2

LENGTH 18 months of study will be required. 2 semesters year 1 and 1 semester year 2. SACE credits: 50 credits in Year 1 & 30 credits Year 2. Total 80 SACE credits. Once completed it can be used towards an ATAR score and com-pletion of SACE) All day every Friday.

PRE-REQUISITE C grade or better in Year 10 English

Selection Process: Interview and basic numeracy and literacy testing.

Content

This course is provided for students who have an interest in working in the health industry. The delivery of the program is at the Australian Nursing and Midwifery Education Centre.

Fee

$100 administration fee at the time of enrolment as set by the Western Adelaide Region.

$45 for a Polo Shirt

$58.30 for criminal history screening.

Assessment

This is a VET accredited subject and therefore assessment is competency based. For more information please visit www.wats.sa.edu.au


This course can lead to a certificate III in Health Services Assistance, a Diploma of Nursing and Certificate courses in Disability.

Contact Teacher Mr A Probert

84

85


LEVEL Year 8 LENGTH 1 Semester PRE-REQUISITE None Content The course design reflects the Australian Curriculum and will include the following topics: Theory Fitness components (2 weeks) Addictive behaviours (2 weeks) Shine - Relationship and Sexual Health

(5 weeks) Mental Health (2 weeks) Practical Fitness testing (2 weeks) Athletics (2 weeks) Basketball (2 weeks) Cricket (2 weeks) Co-operative games (2 weeks) Assessment: Assessment is continuous, based on satisfactory completion of practical work, classroom work and homework. Summative Assessment for Year 8 includes; practical performance checklists, drugs assignment and self-Assessment. Note: Some local excursion/s may incur a small fee. Physical activity requires students to change into suitable cloth-ing. At Year 8 the school PE top is com-pulsory. Contact Teachers Ms W Gawne

LEVEL Year 9

LENGTH 1 Semester Course - elective

PRE-REQUISITE None

Content A course designed to encourage students to participate in a range of team and individual sports. Theory 25% Muscular and Skeletal system Sport and nutrition Practical 75% Netball Hockey Futsal Tennis Frisbee Students are encouraged to play a role in the organisation of activities under the Sport Education model. Fitness components for each of the sports are also studied. Note: In order to participate in practical activities, students must change into suitable PE clothing including a compulsory school PE top. Some local excursions or activities may incur a small fee. Contact Teacher Ms W Gawne

LEVEL Year 9 LENGTH 1 Semester compulsory PRE-REQUISITE None Content The course design reflects the Australian Curriculum. Theory 30% Shine- Relationship and sexual health (4 weeks) Rethinking Drinking- Alcohol

presentation (3 weeks) Mental health (2 weeks) Practical 70% Touch Football Badminton Fitness Indigenous games Assessment: Assessment is continuous, based on satisfactory completion of practical work, classroom work and homework. Note: If students choose to participate in community-based activities or use outside facilities, a small fee may be incurred. Physical activity requires students to change into suitable clothing. At Year 9 the school PE top is compulsory. Contact Teacher Ms W Gawne

Physical Education

Elective

Health & Physical Education Health & Physical Education

86


LEVEL Year 9 LENGTH 1 Semester- elective PRE-REQUISITE Selection from successful application made in year 8. Content An elite soccer program for boys/girls who have demonstrated ability in both indoor and outdoor soccer. To be considered for selection, students must complete a written application and attend all trials. Students are expected to maintain a high standard of academic performance. Failure to do so may result in the student being asked to leave the program. Theory 25% Player profile Game Strategies & Reflection Sport and nutrition Practical 75% Practical lessons have an emphasis on: skill development game / match play fitness development Note: In order to participate in practical activities, students must change into suitable soccer clothing including a compulsory school sports top. Students will be required to partake in Wednesday after school competition and soccer carnivals. This program will cost each participating student $80.00. This fee covers the cost of transport, uniform, registration and competition. Contact Teacher Mr M Bayani

LEVEL Year 10 LENGTH 1 Semester compulsory PRE-REQUISITE None Content The course design reflects the Australian Curriculum and will include the following topics: Theory (30 %) Sports Injuries and prevention Community clubs & facilities Lifesaving (Surf lifesaving) Practical (70%) Archery Basketball Golf Flag football Aquatics (1 day) Assessment Assessment is continuous, based on satisfactory completion of practical work, classroom work and homework. Note: The compulsory aquatics compo-nent will require a small fee as well as some local excursions. Physical activity requires students to change into suitable clothing. At Year 10 the PE top is compulsory. Contact Teachers Ms C Bushby

LEVEL Year 10 LENGTH 1 Semester- elective PRE-REQUISITE None Content Students will develop skills in: Physical preparation for hiking and

bushwalking Lightweight camping and hygiene Minimum environmental impact Team work and personal development Navigation Risk and safety procedures Maintaining a temporary or overnight

site Maintenance of and storage of

equipment Students will need to participate in a camp and 4 full day activities Cost: An $80 course fee is to be paid at the same time as school fees. The fee is re-fundable only if the student withdraws in the first two weeks of the course. Assessment 60% - of the Assessment is practical from the day trips and camp 20% - Camp Report 20% - Outdoor Folio Future Study/ Career Options Stage 1 Outdoor Education Contact Teachers Ms W Gawne & Mr B Collins

Outdoor Education:

Physical Education:

Specialist Soccer

Physical Education

Compulsory

87


LEVEL Year 10 LENGTH 1 Semester- elective PRE-REQUISITE None Content The course design reflects the Australian Curriculum and will include the following topics: Theory (30 %) Training Program Exercise physiology Skill Acquisition Practical (70%) International Sports Volleyball Soccer Badminton Assessment Assessment is continuous, based on satisfactory completion of practical work, classroom work and homework. Note: Some local excursions may incur a small fee. Physical activity requires students to change into suitable clothing. At Year 10 the PE top is compulsory. Contact Teachers Ms W Gawne

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE None Content Students will develop skills in: Physical preparation Lightweight camping and hygiene Minimum environmental impact Team work and personal development Navigation Risk and safety procedures Maintaining a temporary or overnight

site Maintenance and storage of

equipment Students will need to participate in 4 full day activities and a 3 day bushwalking camp. Bushwalking Journey A 3 day journey that is human powered. Students develop skills that demon-strate responsibility for themselves and other members of a group. They will identify and apply appropriate risk re-duction and safety skills to themselves and the group. Assessment: 60%- of the Assessment is practical from the day trips and camps. 20%- Camp report 20% Environmental sustainability study Cost: $80 to be paid at the same time as school fees at the start of the year. Re-fundable only if student withdraws in the first 2 weeks of the course. Maximum class size: 15 Contact Teachers Ms W Gawne & Mr B Collins

Physical Education

Elective

Students gain an understanding of ecology, environmental sustainability, cultural perspectives, and physical and emotional health through participating in outdoor activities. Students reflect on environmental practices and are introduced to employment options in outdoor and environmental fields. Semester 1: Bushwalking camp Semester 2: Aquatics camp

Outdoor Education

Stage 1

Outdoor Education A

Bushwalking

88


LEVEL Stage 1 LENGTH 1 Semester 10 credits in se-mester 2 PRE-REQUISITE None Content Environment and Conservation in which students develop an appreciation of the natural history and culture of natural environments, including indigenous perspectives on the local environment Planning and management in which students develop basic skills in planning toward implementing outdoor activities and lightweight journeys. Aquatic outdoor activities focusing on senior first aid and emergency response the appropriate use and care of equip-ment, leadership and group skills appropriate environmental behaviour the application of risk management practices. The types of aquatic activities may include water safety, swimming, fishing, kayaking, snorkelling, sailing, or surfing. Aquatic Journey a 3-day journey that is human powered or uses natural forces. The emphasis is on safe travel, minimum impact on the environment, group skills and personal growth. The nature of this journey will be based on student interest, staff skills, and cost, but will typically take the form of a kayaking journey. Content the aquatic environment and conservation planning and management aquatic outdoor activity Cost: An $80 fee per semester to be paid at the same time as school fees at the start of the year. Refundable only if student withdraws in the first 2 weeks of the course. Focus capabilities: communication citizenship personal development Assessment: practical activities and outdoor journey 60% folio 20% journal 20% Contact Teachers Ms W Gawne & Mr B Collins

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE C grade or higher at Year 10PE Content This course is a pre-requisite for stage two physical education and is designed as a lead in subject to prepare students for the course. It follows on from Semester one PE. Theory The course is 40% theory which will include two lessons a week and be made up with tests and short assignments with the following components being covered. Energy system Biomechanics Issues in physical activity Practical The practical component is worth 60% with the following sports: Tennis Touch football Basketball Assessment: Students will demonstrate evidence of their learning through the following Assessment Types; Practical 60% Folio 40% Contact Teachers Ms W Gawne & M Bayani

Outdoor education B

Aquatics LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE C grade or higher at Year 10PE Content This course is a pre-requisite for stage two physical education and is designed as a lead in subject to prepare students for the course. It is followed by PE two. Theory The course is 40% theory which will be made up with tests and short assignments with the following components being covered. Circulatory system Respiratory system Issues in physical activity Practical The practical component is worth 60% with the following sports: Badminton Volleyball Soccer Assessment: Students will demonstrate evidence of their learning through the following Assessment Types; Practical 60% Folio 40% Contact Teachers Mr M Bayani & Ms W Gawne

Physical Education A Physical Education B

Stage 1 Physical education is currently under review by the SACE Board. Please note that there may be some changes to the curriculum.

For those students continuing on to Stage 2 PE, it is highly recommended that students select two semesters of PE.

89


LEVEL Stage 2 LENGTH 2 Semesters 20 credits PRE-REQUISITE Successful completion (C grade or higher) of at two semesters of Stage One physical education Content In physical education, students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity. Students explore their own physical capabilities and analyse performance, health and lifestyle issues. They develop skills in communication, investigation and the ability to apply knowledge to practical situations. The focus capabilities for this subject are communication, learning and personal development. Stage 2 physical education consists of two key areas of study and related key concepts: Practical Skills and Application Principals and Issues Practical Skills and Application Students complete at least three practical’s that are balanced across a range of individual, team, fitness, racket, aquatic and outdoor activities that cater for the different skills and interests of the students. Practical Activities Kayaking Badminton Volleyball/Touch Principles and Issues Exercise Physiology and Physical Activity The Acquisition of Skills and the

Biomechanics of Movement Issues Analysis

LEVEL Stage 2 LENGTH 2 Semester 20 credits PRE-REQUISITE Successful completion (C grade or higher) of at least one semester of Stage One physical education. Content The subject is designed for students to develop and apply knowledge, concepts and activities in: Coaching sports and activities Jobs in sports and activities Providing and maintaining equipment Fitness development The focus capabilities for this subject are learning and personal development. Assessment School based Assessment: Practical 30% Group Activity 20% Folio and Discussion 20% External Assessment: Project 30% Course Fee There will be a course fee of $80.00 (minimum) to cover the cost of some practical activities including the use of outside facilities; this will be invoiced at the start of the year. Future Study/ Career Options TAFE pathways for example: Cert III/IV in

Sport and Recreation /Fitness Or Diploma in Sport and Recreation/

Fitness Contact Teachers Ms Gawne

Physical Education

Assessment Students demonstrate evidence of their learning through the following Assess-ment types: Practical 50% Folio 20% Examination 30% Cost $80 to be paid at the same time as school fees at the start of the year. Refund only if student withdraws in the first 2 weeks of the course. This is to cover student work book and 3 day aquatics practical. Future Study/ Career Options University – Sports Science, Teaching,

Human Movement, Health Science, Health professionals

TAFE – Sport and Recreation Fitness and Sport Contact Teacher Mr B Collins

Integrated Learning:

Sport & Recreation

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Humanities & Social Sciences (HASS)

The Humanities and Social Sciences curriculum for 2019 in Years 8-10 is aligned to the Australian Curriculum requirements. HASS (formerly known as SOSE) is based on a critical inquiry and issues based approach to the world around us now and in the past, examining the forces that have shaped societies and the environments. In essence, HASS promotes critical investi-gations of issues which shaped humanity and the world we live in. It challenges assumptions and the mainstream conven-tional view of societies and environments. HASS at Woodville High School follows the guidelines of the Australian History and Geography curricula. HASS is a full year course in Year 8 consisting of 1 semester of History and 1 se-mester of Geography. The Australian Curriculum Civics and Citizenship, Business and Enterprise requirements are embed-ded in the Geography and History courses at Woodville High School. In Years 9 and 10 all students undertake 1 semester of History at each of these year levels and have the option of studying a semester of Geography.

The History Curriculum History is about the forces, peoples, ideas, movements and events that have shaped our contemporary world. The History curriculum in Years 8, 9 and 10 is organised into two main strands these being: Historical Knowledge and Understanding and Historical skills. These two strands define the content of the course and the skills of Historical Inquiry. At each year level (8-10) the course work revolves around 3 Depth Studies (topic study areas). The Depth Studies are guided by key Inquiry questions specific to each year level. Each Depth study also has specific links to 1 or more of the 7 general capabilities and the 3 cross curriculum priorities. In History the curriculum is guided by the key concepts and skills. These are using evidence (primary and secondary), continuity and change, cause and effect, perspectives, empa-thy, significance and contestability.

The Geography Curriculum Geography is the study of places, people, the environment and the interactions between these. In each year level there are broadly 2 units of study and a ma-jor student directed investigation based on inquiry and chal-lenge based approaches to learning. In Year 8 the 2 units are Landforms and Changing nations. In Year 9 the 2 units are Biomes and Food Security, and Inter-connections. In Year 10 the 2 units are Environmental Change and manage-ment and Wellbeing. In HASS research and critical inquiry are essential components of the curriculum with all students producing at least 1 piece of work in each of the 4 key Literacies (Visual, Written, Oral and ICT) each semester. Students will be given the opportunity of working individually and in groups for particular formative and summative Assessment tasks, as prescribed in the semester Assessment plans distributed to students early in each semester.

The SACE The Humanities and Social Sciences curriculum options in Years 11 and 12 are aligned to the SACE requirements.

Using Inquiry-based learning and critical think-

ing, HASS encourages students to examine

and delve deeper into issues, ideas and

events which have shaped our world. HASS

encourages students to critically challenge

ideas and assumptions in order to participate

positively in our community.

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Humanities & Social Sciences


HUMANITIES & SO-CIAL SCIENCES

History Geography

History (1 semester) Geography

History Geography

Geography Society & Culture Legal Studies Modern History

Aboriginal Studies

Society & Culture Legal Studies

Aboriginal Studies

Business & Enterprise

(2-week course)

Civics & Citizenship

(2-week course)

Accounting


A&B

Workplace Practices

A&B

Accounting Studies


Workplace Practices

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LEVEL Year 8 LENGTH 1 Semester Course PRE-REQUISITE None Content The Ancient to Modern World The Year 8 curriculum provides a study of history from the end of the Ancient period to the beginning of the Modern period, C.650 AD (CE) – 1750. The Overview content for the Ancient to Modern World includes the following cultures: Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca Students will examine: the transformation of the Roman

world and the spread of Christianity and Islam

key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict)

the emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment)

There are 2 Depth Studies of 5 weeks each in year 8: The Western and Islamic World : Me-

dieval Europe (c.590 – c.1500) Expanding contacts: The Black Death

in Asia, Europe & Africa (14th century plague)

Contact Teacher Ms A McLennan

History

LEVEL Year 8 LENGTH 2 Weeks PRE-REQUISITE None Content In this course, students study the re-sponsibilities and freedoms of citizens in Australia and how Australians can active-ly participate in our democracy. Students consider how laws are made and the types of laws used in Australia. Students also examine what it means to “be Australian” by identifying the rea-sons for and influences that shape na-tional identity. Contact Teacher Ms L El Assaad

Civics &

Citizenship

LEVEL Year 8 LENGTH 2 Weeks PRE-REQUISITE None Content In this course, students develop their understanding of economics and busi-ness concepts by exploring the ways that markets work within Australia. The rights, responsibilities and opportunities that arise for businesses, consumers, and governments are considered along with the influences on the ways individ-uals work now and in the future. Contact Teacher Ms A McLennan

Business &

Enterprise

LEVEL Year 8 LENGTH 1 Semester Course PRE-REQUISITE None Content Landforms and landscapes focuses on in-vestigating geomorphology through a study of landscapes and their and forms. This unit examines the processes that shape individu-al landforms, the values and meanings placed on landforms and landscapes by diverse cultures hazards with landscapes, and management of landscapes. Landforms and landscapes develop stu-dents’ understanding of the concept of ena-ble them to explore the significance of landscapes to people, including Aboriginal and Torres Strait Islander Peoples. These distinctive aspects of landforms and land-scapes are investigated using studies drawn from Australia and throughout the world. Changing nations investigates the changing human geography of countries, as revealed by shifts in population distribution. The spatial distribution population is a sensitive indicator of economic and social, and has significant environmental, economic and social effects, both negative and positive. The unit explores the process of drawing on a study of a country of the Asia how urbani-sation the economies and societies of low and middle-income countries. It investi-gates the reasons for the high level of con-centration Australia, one of the distinctive Australia’s human geography, and com-pares Australia with the United States of America. The redistribution of population resulting from migration is examined through case studies of Australia and China, and is con-trasted with the way international migration reinforces concentration Australia. The unit then examines issues related to the man-agement and future of Australia’s urban areas. Contact Teacher Ms M Moore

Geography

93


LEVEL Year 9 LENGTH Compulsory 1 Semester PRE-REQUISITE None Content The Making of the Modern World The Year 9 curriculum provides a study of the history of the making of the mod-ern world from 1750 to 1918. Overview content for the making of the modern world includes the following: the nature and significance of the

Industrial Revolution and how it af-fected living and working conditions, including within Australia.

the nature and extent of the move-ment of peoples in the period (slaves, convicts and settlers)

the extent of European imperial ex-pansion and different responses, in-cluding in the Asian region

the emergence and nature of signifi-cant economic, social and political ideas in the period, including nation-alism

There are 3 In-depth Studies in year 9: Making a Better World?

Movement of peoples (1750 – 1901)

Australia and Asia Making a nation

World War I Contact Teacher Mr E Frangos

LEVEL Year 9 LENGTH Elective 1 Semester course PRE-REQUISITE None Content Biomes and food security focuses on investigating the role of the biotic its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the envi-ronmental challenges and constraints of food production in the future. These distinctive aspects of biomes, food pro-duction and food security are investigat-ed using studies drawn from Australia and across the world. Geographies of interconnections focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connec-tions help to make their environments. This unit examines the interconnections between people and places, through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and commu-nication technologies have made it pos-sible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects are investigated using studies drawn from Australia and across the world. Contact Teacher Ms M Moore

Geography

LEVEL Year 10 LENGTH 1 Semester PRE-REQUISITE A "C" grade or better in Year 9 Humanities and Social Science Content The Year 10 curriculum provides a study of the history of Australia from 1918 to the present, with an emphasis on Aus-tralia in its global context. Overview content for the Modern World and Australia includes the following: the inter-war years between World

War I and World War II, including the Treaty of Versailles, the Roaring Twenties and the Great Depression

continuing efforts post-World War II to achieve lasting peace and security in the world, including Australia’s involvement in UN peacekeeping

the major movements for rights and freedom in the world and the achievement of independence by former colonies

the nature of the Cold War and Aus-tralia’s involvement in Cold War and post-Cold War conflicts (Korea, Vi-etnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War

developments in technology, public health, longevity and standard of living during the twentieth century, and concern for the environment.

There are 4 Depth Studies in year 10: World War II Rights and freedoms The globalising world Popular culture (1945 – present) Future Study/ Career Options History, Geography, Tourism, Legal Studies, Australian Studies, Accounting Studies, Business Studies, Aboriginal Studies, Studies of Religions, Classics., Society & Culture subjects Contact Teacher Ms M Place

History History

94


LEVEL Year 10 LENGTH Elective 1 Semester course PRE-REQUISITE A "C" grade or better in Year 9 Humanities and Social Science Content There are two units of study in the Year 10 Geography curriculum. Environmental Change focuses on inves-tigating environmental Geography through an in-depth study of Coastal Environments. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environ-mental world-views (including those of Aboriginal & Torres Strait Islander peo-ples) that influence how people perceive and respond to these challenges. Students investigate specific kind of environments and environmental change in Australia and one other coun-try. They apply human-environment sys-tems-thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change. Geographies of Human Well-being fo-cuses on investigating global, national, and local differences in human well-being between places. This unit exam-ines the different concepts and measures in human well-being, and the causes of global differences in these measures between countries. Students explore spatial differences in well-being within and between countries, and eval-uate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in well-being. Thee distinc-tive aspects of human well-being are investigated using studies drawn from Australia, India, and across the world as appropriate. Contact Teacher Ms M Moore

Geography Society & Culture

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of Year 10 SOSE with a ‘C’ grade in History recommended. Content Students learn how social, political, his-torical, environmental, economic and cultural factors affect different societies, and how people function and communi-cate in and across cultural groups. Through their study of Society and Cul-ture, students develop the ability to influence their own futures, by develop-ing skills, values and understandings that enable effective participation in contemporary society. The focus capabilities in this subject area are citizenship, communication, and learning. Students will investigate and analyse the following topics: Popular culture/ youth, Refugee and migrant experiences Contributions and the social impact of

environmentally sustainable practices (global focus)

Investigation on topic of choice Assessment During the semester, students will complete a series of Assessment tasks including: a group activity (20%) which involves

a social activity a Folio of evidence (50%) and an Investigation (30%). Assessment in this subject will be refer-enced to SACE Board of South Australia accredited performance standards. Future Study/ Career Options Stage 2 Society and Culture, Tourism, Aboriginal Studies, History and Legal Studies Contact Teacher Ms L El Assaad

Geography

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE A “B” grade or better in Year 10 History or Geography. Content Will be based on a selection from the following topics: Development Issues and variations in

the Quality of Life Water Resources and Management Extremes of weather and climate in a

changing atmosphere Land degradation Tourism in Developing Countries Agriculture Urbanisation Fieldwork trips on urban consolidation

in the Western suburbs. Assessment Assessment in this subject will be refer-enced to SACE Board of South Australia accredited performance standards. Future Study/ Career Options This course leads to Stage 2 Geography Contact Teacher Ms M Moore

95


LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of year 10 English or EALD. Content Students apply their knowledge and skills to investigate and document the most important events of the Twentieth century. Students identify major events that they are interested in and work col-laboratively as a group to research and report on these events using primary and secondary sources. Students as a group will then produce a multimedia product to educate younger students and their own families about major events in the Twentieth century. The subject draws links between aspects of students’ lives and their learning. Students develop and demonstrate their collaboration, teamwork and self-awareness and evaluate their learning. This course is designed to support stu-dents who prefer group based activity and multimodal assessment tasks. Assessment Practical 20% Group Activity 40% Folio and Discussion 40% Future Study/Career Options Not applicable Contact Teacher Mr Zigoronikos

LEVEL Stage 1 LENGTH one semester (10-credits) PRE-REQUISITE none Content a maximum of 3 topics select-ed from the following: Coexistence and Reconciliation Aboriginal Cultures Aboriginal Languages Aboriginal Lands Aboriginal Sites Cultural Tourism Aboriginal People and Law Aboriginal Arts and Literature Aboriginal Film Aboriginal People in Media Assessment 4 assessment tasks of 25% each; Practical Group activity Folio Written reflection Assessment will be referenced to SACE Board of SA accredited performance standards. Future study Stage 2 Society & Culture; Stage 2 Abo-riginal Studies; University studies; Contact Ms C Woud & Ms J Armitage

Modern History Legal Studies

LEVEL Stage 1

LENGTH semester (10 credits) or 2 semesters (20 credits)

PRE-REQUISITE A “C” grade or better in Year 10 History or Geography.

Content Stage 1 Legal Studies may be taken as a 10 credit subject or 20 credit subjects. It consists of the following topics Law and Society People, Structures and Processes Law-making Justice and Society Young People and the Law Victims and the Law Motorists and the Law Young Workers and the Law Relationships and the Law A 10 credit subject consist of Topic 1 Law and Society and a minimum of two other topics A 20 credit subject consists of Topic 1 Law and Society and five other topics. Assessment Assignments, essays, tests, mock trials, projects, debates and an examination. An assessment in this subject will be referenced to SACE Board of South Aus-tralia accredited performance standards. Future Study/ Career Options Stage 2 Legal Studies, leading to Univer-sity/TAFE courses. Contact Teacher Mr D Flint

Aboriginal Studies

96


LEVEL Stage 1

LENGTH can be studied as a 1 semester subject (10 credits) or 2 semester sub-ject (20 credits)

PRE-REQUISITE a “C” grade or better in any Yr 10 mathematics subject and

English

Content

Stage 1 Accounting gives students practical skills and knowledge in managing financial information for a business. Topics may include:

• The Environment of Accounting

• Personal Financial Management

• Business Documents

• Keeping Cash Records

• Double-entry Bookkeeping

• Financial Reports

• Analysis and Interpretation of

Financial Reports.

Tasks students undertake during this

course include:

• Transaction analysis

• General and Cash Journals

• Recording Financial Transactions in

Ledger Accounts

• Profit and Loss Statements

• Balance Sheets

• Career Investigation.

Assessment

Skills and Application Task 80%, Investigation 20%


Stage 2 Accounting

Contact Teacher Ms N Cargo

Accounting

LEVEL Stage 1

LENGTH can be studied as a 1 semester (10 credits) or 2 semester (20 credits) subject

PRE-REQUISITE a “C” grade or better in language rich subjects such as Yr 10 English

Content

Students will study 1 of the following core topics: • Introduction to Business and

Enterprise • Business Enterprise in Practice

Students will also undertake a study of 2 to 3 option topics:

• Establishing a Business • Business Plans • Business Management and

Communication • Financial Planning and Marketing • Technology for Business • Marketing • Employment Relations • Entrepreneurship: The Enterprising

Person • Global Business

Assessment

Each assessment component will have a weighting of at least 20%.

The components consist of:

• Folio 60%

• Practical 20%

• Issues Study 20%


Stage 2 Business & Enterprise, Stage 2 Accounting

Contact Teacher

Ms N Cargo


A&B

Workplace Practices

A&B

LEVEL Stage 1

LENGTH studied as a 1 semester (10 credit) subject in semester 1 or 2

PRE-REQUISITE It is preferable that stu-dents are already undertaking a VET course or are working in 2019, otherwise work experience will be required

Content

Focus areas of study (compulsory) – Industry and Work Knowledge Vocational Learning and/or Vocational Education and Training

(VET) Topics (two for a 10-credit subject) Future Trends in the World of Work The Value of Unpaid Work to Society Workers’ Rights and Responsibilities Career Planning

Assessment

Folio 40%

Work Performance 40%

Reflection 20%

Future Studt / Career Options

Stage 2 Workplace Practices

Contact Teacher Ms N cargo

97


LEVEL Stage 2 LENGTH 2 Semester 20 credits PRE-REQUISITE “B” grade or better in Stage 1 Social and Cultural subjects and Stage 1 English/ESL., Stage 1 History Content The content is divided into four topics: The Australian Legal System Constitutional Government Law Making Justice System. Students must demonstrate understand-

ing of the following concepts: The functions of law Diversity of lawmaking powers Reacstion of legislation in parliament The adversary and jury systems Assessment Folio (consisting of tests, essays, etc. as per descriptor) 50%, Inquiry 20%, Exam-ination 30%. Future Study/ Career Options University Studies Contact Teacher Mr D Flint

Legal Studies Society & Culture

LEVEL Stage 2 LENGTH 2 Semester 20 credits PRE-REQUISITE At least a “C” grade in a Stage 1 Humanities subject. Content The focus is on social issues that affect contemporary society. In Society and Culture, for a 20-credit subject, students study three topics. Youth Culture Social Ethics A Question of Rights The key skills of social inquiry are incor-porated in the study of topics. Students also undertake an investigation on a negotiated topic. The social inquiry approach to learning forms the core of the study of Society and Culture. Through the study of a top-ic, students develop skills in various ap-proaches to, and methods of, investigat-ing and analysing contemporary social issues. They become familiar with the limits and potential of these approaches and methods and with the ethical issues associated with them. The choice of topics reflects the variety of experiences, backgrounds, and inter-ests that students bring to their studies. Students also have the opportunity to participate in a social action of their choice. Students must also complete an Investi-gative Assignment, one Group Task and one Oral Task. Students enjoy the op-portunity to explore social issues of their choice in the Investigative Assignment. Assessment School-based Assessment: Folio 50%, Interaction (Group work and Oral) 20%, External Assessment, Investigation 30% Future Study/ Career Options University Studies Contact Teacher Ms L El Assaad

Aboriginal Studies

LEVEL Stage 2 LENGTH 2 Semester 20 credits PRE-REQUISITE A pass in Stage 1 Aboriginal Studies or History or Society & Culture Content Students study the following 4 topics; Histories Aboriginal Cultures and Identities Contemporary Issues Aboriginal Arts Students identify Aboriginal achievements while considering past, present, and future cultural survival. Texts and other sources written or recommended by Aboriginal authors are preferred for Aboriginal Studies. Students learn from Aboriginal people through personal contact and secondary sources such as film, video, narrative, and performance. Students learn appropriate skills and intercultural communication in an atmosphere in which support and advice are available from educators and Aboriginal people in schools, education sectors, and other organizations. Sensitive issues and terms are considered from historical and contemporary perspectives in order to encourage positive communication. Assessment School-based Assessment: Response 30%, Report 20%, Text production (20%), External Assessment, Investigation 30% Future Study/ Career Options University Studies Contact Teacher Ms C Woud, Ms J Armitage

98


LEVEL Stage 2


PRE-REQUISITE A “C” grade or better in Stage 1 Mathematics and a “C” grade or better in Stage 1 English

Content

This subject provides students with an in-depth study of the theoretical and practical applications of accounting.

Topics covered fit into the following sections:

• The Environment of Accounting

• Financial Accounting

• Management Accounting.


• prepare financial reports

• undertake the double entry

recording process

• complete balance day adjustments

• control inventories, fixed assets,

debtors and cash flows

• prepare a report on analysing financial

information

prepare budgets.

Assessment

School Assessment

Skills & Applications Tasks 50%

Analytical Report 20%

External Assessment

2 hour exam 30%


Further studies in business, finance, marketing, accounting, management, economics, commerce or business ownership at TAFE or University level

Contact Teacher Ms N Cargo

LEVEL Stage 2


PRE-REQUISITE Good grades in Stage 1 language rich subjects

Content

Students gain an understanding of business operations and practice, develop an awareness of business, financial, and technological skills, participate in planning, developing, and controlling business activities, and evaluate decisions on business practices.

The content of the course consists of a core topic and 2 option topics:

Core topic: The Business Environment which includes:

• Business in Australia

• The Nature and Structure of Business

• The Business Enterprise.

2 option topics are chosen from the fol-lowing:

• People, Business and Work

• Business and the Global Environment

• Business, Law and Government

• Business and Technology

• Business and Marketing.

Assessment

School based Assessment:

Folio (4 tasks) 30%

Practical task 20%

Issues Study 20%.

Situation Analysis Report (external assessment) 30%


Stage 2 Business and Enterprise is a useful stepping stone (but not a pre-requisite) for any student interesting in pursuing tertiary studies in the area of economics / business and commerce.

Contact Teachers Mr Damon Flint and Ms A McLennan

LEVEL Stage 2 LENGTH a 2 semester (20 credits) sub-ject.

PRE-REQUISITE It is preferable that stu-dents are already undertaking a VET course or are working in 2019

Content

Workplace Practices students develop knowledge skills and understandings of the nature, type and structure of the workplace. They learn about the changing nature of work, industrial relations, legislation, safe and sustainable workplace practices, and local, national and global issues in an industry and workplace context.

Students can undertake learning in the workplace and develop and reflect on their capabilities, interests and aspirations. The subject may include the undertaking of vocational education and training (VET) as provided under the Australian Qualifications Framework (AQF).

The subject comprises 3 focus areas of study:

Industry and Work Knowledge

Vocational Learning

Vocational Education and Training.

Assessment

Students demonstrate evidence of their learning through 3 types of assessment::

Folio

Performance

Reflection

School Assessment 70% External Assessment 30%

Contact Teacher Mr S Bracci

Business & Enterprise Accounting Workplace Practices

99

Languages

The Languages curriculum in Years 8-10 is aligned to the Australian Curriculum requirements. The key concepts of language, culture, and learning underpin the learning area and provide the basis for a common ra-tionale and set of aims that apply to all languages. Languages is designed to enable students to engage in learning a lan-guage in addition to English. Language is organised by two interrelated strands: Communicating Using language for communicative purposes in interpreting, creating, and exchanging meaning; and Understanding Using language for communicative purposes in interpreting, creating and exchanging meaning. Content descriptions aim to ensure that students develop the skills, knowledge, and understanding required to com-municate in the target language, to understand language and culture and to develop an intercultural capability in communication. Achievement standards describe what students are expected to achieve and their level of achievement. The Languages curriculum content and achievement stand-ards is organised in bands for each sequence of learning. The study of languages contributes to the general education of all students. It operates from the fundamental principle that for all students, learning to communicate in two or more languages is a rich, challenging experience of engaging with and participating in the linguistic and cultural diversity of our interconnected world.

The Australian Curriculum recognises Australia’s distinctive and dynamic migration history. Language learning builds upon students’ intercultural understanding and sense of identity as they are encouraged to explore and recognise their own linguistic, social, and cultural practices and identities as well as those associated with speakers of the language being learnt. Learning languages also develops students’ overall literacy, strengthening literacy-related capabilities that are transferable across learning areas. The SACE The Languages curriculum options in Years 11 and 12 are aligned to the SACE requirements.

Language education is an investment in

Australia’s future. It has cognitive, social,

political and economic advantages both for

the individual and for society as a whole.

100

Languages


LANGUAGES PATHWAY

Indonesian

Vietnamese

Aboriginal Language & Culture

Indonesian Vietnamese Aboriginal Language & Culture

Indonesian Vietnamese

Indonesian Vietnamese (background learners) Vietnamese (continuers)

Indonesian Vietnamese (background learners) Vietnamese (continuers)

101

Languages

LEVEL Year 8 LENGTH 2 Semester course compulsory PRE-REQUISITE None Content Students are introduced to spoken and written Vietnamese through a variety of topics, such as greeting and introducing people, the home, time, leisure, sport and daily activities. Students participate in a number of activities in order to develop their skills in speaking, listen-ing, reading and writing Vietnamese. Students will be introduced to basic grammatical structures as well as devel-oping their knowledge about Vietnam-ese culture. Contact Teachers Ms K Dao & Mr P Nguyen

Vietnamese

LEVEL Year 8 LENGTH 2 Semester course compulsory PRE-REQUISITE None Content Students are introduced to the spoken language and the culture of Indonesia including cooking and music, how to be polite and show respect, how to count and be more successful as a tourist, a chef or a business person. Grammar as well as vocabulary acquisition are stud-ied along with the geography of Indo-nesia. This is the language of Australia’s nearest neighbour. Contact Teacher Ms R Wilson

Indonesian Aboriginal Language &

Culture

LEVEL Year 8 LENGTH 1 Semester Course Compulsory, 1 Semester course option-al PRE-REQUISITE None Content This program has been developed for Indigenous and non-Indigenous stu-dents who have some background knowledge in an Aboriginal language and culture. The program provides students with a general perspective on the history of Aboriginal people, culture and lan-guage. Students will: Develop and use Kaurna language

skills relevant to tour guiding Gain an understanding and apply

knowledge of Aboriginal culture and history in a tourism context

Acquire, use and interpret infor-mation from a range of sources, particularly Aboriginal people

Communicate using a range of IT skills, including digital cameras, digi-tal video cameras, and music and iMovie

Interact constructively and appro-priately with a range of people in-cluding peers, cultural instructors and tourists

Reflect on and evaluate their learn-ing through developing portfolios and discussions.

Contact Teacher Ms M Place

102

Languages

LEVEL Year 9 LENGTH 2 Semester course PRE-REQUISITE Assumed knowledge of Year 8 Vietnamese; but new students are eligible provided their knowledge of Vietnamese language and culture is appropriate. Content This course is designed to further devel-op the skills that the students devel-oped in year 8. The four skills of lan-guage: listening, speaking, reading and writing, as well as understanding Viet-namese culture and the Vietnamese language structure, are studied. Stu-dents participate in a number of learn-ing activities including personal re-search. Contact Teachers Ms K Dao & Mr P Nguyen

Vietnamese

LEVEL Year 9 LENGTH 2 Semester course PRE-REQUISITE None Content This program has been developed for Indigenous and non-Indigenous stu-dents who have some background knowledge in an Aboriginal Language and Culture. Aboriginal Language and Culture provides students with a gen-eral perspective on the history of Abo-riginal people, culture and language. Students will: Develop and use Kaurna language

skills relevant to tour guiding. Gain an understanding and apply

knowledge of Aboriginal culture and history in a tourism context.

Acquire, use and interpret infor-mation from a range of sources, particularly Aboriginal people.

Communicate using a range of IT skills, including digital cameras, digital video cameras, and music and moviemaker computer pro-gram.

Interact constructively and appro-priately with a range of people in-cluding peers, cultural instructors and tourists.

Reflect on and evaluate their learn-ing through developing portfolios and discussions.

Contact Teacher Ms M Place

Indonesian Aboriginal Language &

Culture

LEVEL Year 9 LENGTH 2 Semester course PRE-REQUISITE A pass in Year 8 Indo-nesian Content Students will build on skills that they have developed in Year 8. Skills in lis-tening, speaking, reading and writing will be taught. Students will learn more about Indonesian cooking and music and in Year 9 they will also focus on Indonesian geography and culture. Contact Teacher Ms C Anderson, Ms R Wilson

103

Languages

LEVEL Year 10 LENGTH 2 Semester course PRE-REQUISITE Full Year 9 Vietnamese Content Students will learn to communicate in Vietnamese in more complex situa-tions. They engage with a range of text types including authentic texts. Stu-dents participate in class discussions about the features of the language evi-dent in texts and apply these features to their own speech and writing. Assessment A number of assessment tasks including personal research, formal tests and class work will be included in the course. Future Study/Career Options Stage 1 & 2 Vietnamese, Interpreting, Community Work Contact Teachers Ms K Dao & Mr P Nguyen

Vietnamese

LEVEL Year 10 LENGTH 2 Semester course PRE-REQUISITE A pass in Year 9 Indonesian Content Students will build on skills that they have developed in Year 9. Skills in listening, speaking, reading and writing will be taught. Students will learn more about Indonesian cooking and music and in Year 10 they will also focus on Indonesian geography and culture. Future Study/Career Options Further studies in Indonesian. Contact Teacher Ms R Wilson

Indonesian

LEVEL Stage 1 Continuers Level LENGTH 2 Semester course (20 credits) PRE-REQUISITE Assumed knowledge of Year 10 Indonesian Content This course focuses on developing skills in confidence in communicating in both spoken and written Indonesian. Stu-dents extend their vocabulary and knowledge of grammatical structure through a range of language activities in order to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine rela-tionships between language, culture and identity, and reflect on the ways in which culture influences communica-tion. Assessment Assessment is school based and is in accordance with SACE Board of South Australia accredited performance standards. Students demonstrate evi-dence of their learning through the following assessment types: Interaction Text- Production Text Analysis Investigation. Themes will focus on: The Individual The Language-speaking Communities The Changing World. Future Study/Career Options Stage 2 Indonesian Continuers Level. International Law, International Busi-ness, Interpreting, Teaching, Tourism Contact Teacher Ms R Wilson

Indonesian

104

Languages

Assessment Assessment is school based and is in accordance with SACE Board of South Australia accredited performance standards. Students demonstrate evi-dence of their learning through the following assessment types: Interac-

tion,Text Production, Text Analysis,

Investigation. Future Study/Career Options Stage 2 Vietnamese Continuers or Back-ground Level, International Law, Inter-national Business, Interpreting. Contact Teachers Ms K Dao & Mr P Nguyen

LEVEL Stage 1

LENGTH 2 Semester course (20 credits)

PRE-REQUISITE Assumed knowledge of

Year 10 Vietnamese

Content The Background Speakers Level lan-guages are designed for students who have a background in the language and who have had more than one year’s education in a country where the lan-guage is spoken. In this subject, students develop inter-cultural communication skills through examining relationships between lan-guage, culture and identity and re-flecting on the ways in which culture is created, expressed and communicated through language. They develop their capability to com-municate, interact, and negotiate meanings within and across languages and cultures. Students clarify, extend, and develop their ideas and opinions on the pre-scribed themes and contemporary is-sues, and reach reasoned conclusions through critical engagement with a di-versity of sources and perspectives. Stage 1 languages at Background Speakers Level consist of themes and/or a number of prescribed contempo-rary issues. The focus capabilities for this subject are communication and citizenship. Stage 1 languages at Background Speakers Level can be studied as a 10-credit subject or a 20-credit subject.

Vietnamese

(Background Speakers)

LEVEL Stage 1 LENGTH 2 Semester course (20 credits) PRE-REQUISITE Assumed knowledge of Year 10 Vietnamese Content This course focuses on developing skills in confidence in communicating in both spoken and written Vietnamese. Students extend their vocabulary and knowledge of grammatical structure through a range of language activities in order to express information, feelings, ideas and opinions. They analyse texts to interpret meaning, and examine rela-tionships between language, culture and identity, and reflect on the ways in which culture influences communica-tion. Assessment Assessment is school based and is in accordance with SACE Board of South Australia accredited performance standards. Students demonstrate evi-dence of their learning through the following assessment types: Interac-

tion,Text Production, Text Analysis,

Investigation. Themes will focus on:

The Individual

The Language-speaking Communities The Changing World Future Study/Career Options Stage 2 Vietnamese Continuers Level. International Law, International Busi-ness, Interpreting, Teaching, Tourism. Contact Teachers Ms K Dao & Mr P Nguyen

Vietnamese

(Continuers)

105

Languages

LEVEL Stage 2: Continuers level LENGTH 2 Semesters (20 credits) PRE-REQUISITE Completion of Stage 1 with at least a “C” grade. Content Students develop their competence in the skills of listening, speaking, reading and writing in Vietnamese, and extend their understanding of Vietnamese cul-ture and language structure. To achieve these purposes students integrate the study of the function and structure of the language with the exploration of the following themes: “The Individual”, “The Changing World” and “The Viet-namese-speaking Communities Around the World”. Assessment School based assessment: Folio 50%, In-depth Study 20%, External Assessment: Examination 30%. Future Study/Career Options International Law, International Busi-ness, Interpreting, Travel Agent, Social Worker, Teacher. Contact Teachers Ms K Dao & Mr P Nguyen

LEVEL Stage 2: Continuers level LENGTH 2 Semesters (20 credits) PRE-REQUISITE Completion of Stage 1 with at least a “C” grade. Content Students develop their competence in the skills of listening, speaking, reading and writing in Indonesian, and extend their understanding of Indonesian cul-ture and language structure. To achieve these purposes students integrate the study of the function and structure of the language with the exploration of the following themes: “The Individual”, “The Changing World” and “The Indo-nesian-speaking Communities Around the World”. Assessment School based assessment: Folio 50%, In-depth Study 20%, External Assessment: Examination 30%. Future Study/Career Options International Law, International Busi-ness, Interpreting, Travel Agent, Social Worker, Teacher. Contact Teacher Ms R Wilson

Indonesian

(Continuers)

LEVEL Stage 2: Background Speakers LENGTH 2 Semesters (20 credits) PRE-REQUISITE Completion of Stage 1 with at least a "C" grade. Content Similar to Stage 1 Background Speakers with more in-depth studies Assessment School based assessment: Folio 50%, In-depth Study 20%, External Assessment: Examination 30%. Future Study/Career Options International Law, International Busi-ness, Interpreting, Travel Agent, Social Worker, Teacher. Contact Teachers Ms K Dao & Mr P Nguyen

Vietnamese

(Continuers)

Vietnamese

(Background Speakers)

106

Mathematics

The Mathematics curriculum for Years 8 to 10 in 2019 will be aligned to the interaction of three content strands and four proficiency strands of the Australian Curriculum. The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe how content is explored or developed, that is, the thinking and doing of mathematics. The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. They describe what is to be taught and learnt. Number & Algebra Number and Algebra are developed together, as each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognise patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning.

Measurement & Geometry Measurement and Geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of 2-dimensional figures in the plane and 3-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density. Statistics & Probability Statistics and Probability initially develop in parallel and the curriculum then progressively builds the links between them. Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data. They assess likelihood and assign probabilities using experimental and theoretical approaches. They develop an increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data. The SACE The Mathematics subject options in Years 11 and 12 are aligned to the SACE.

Mathematics learning is the ability to

understand, critically respond to and

use mathematics in different social,

cultural and work contexts.

107

Mathematics


MATHEMATICS PATHWAY

Mathematics

Mathematics

Math Standard

Maths Advanced

(Sem 1) Essential Mathematics A (Sem 2) Essential Mathematics B (Sem 1) General Mathematics A (Sem 2) General Mathematics B Math Methods 1 Math Methods 2 PLUS Specialist Maths 1 Specialist Maths 2

General Mathematics

Mathematical Methods

Specialist Mathematics

NOTE:

It is a compulsory SACE requirement that all students must successfully complete at least one semester of a Mathematical subject at Year 11 (Stage 1 level)

Specialist Mathematics can NOT BE STUDIED ALONE and must be studied with Mathematical Methods

108

Mathematics

LEVEL Year 8 LENGTH 2 Semester compulsory PRE-REQUISITE None Content Year 8 MATHEMATICS consolidates and builds upon proficiency skills of understanding, fluency, problem-solving and reasoning skills by following the Australian Curriculum which includes: Number and Algebra Measurement and Geometry Statistics and Probability Contact Teachers Mr B Hains

Mathematics

LEVEL Year 9

LENGTH 2 Semester compulsory PRE-REQUISITE A “C” grade or better in two semesters of Year 8 Mathematics Content Year 9 mathematics consolidates and builds upon proficiency skills of understanding, fluency, problem-solving and reasoning skills by following the Australian Curriculum which includes the following strands: Number and Algebra Measurement and Geometry Statistics and Probability Contact Teachers Mr B Hains

Mathematics

LEVEL Year 10 LENGTH 2 Semesters PRE-REQUISITE A “C” grade or better in two semesters of Year 9 Mathematics Content This is a general mathematics course that provides a sound basis for the study of Stage 1 General Mathematics or Es-sential Mathematics, This course involves studies in arithme-tic, algebra, measurement, statistics, geometry and graphs. Assessment Assessment is based on: Directed Investigations Problem-based learning Topic tests Future Study/Career Options Stage 1 General Mathematics or Essen-tial Mathematics Contact Teachers Mr B Hains

Math Standard

109

Mathematics

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of year 10 mathematics with a “B” grade or better. Although not compulsory, the study of Advanced Mathematics at Year 10 is desirable. Students studying this Maths course are required to purchase a Texas Instru-ments graphics calculator. Content Functions & Graphs Polynomials

Trigonometry. Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. The relative weighting of these modes will be determined at the beginning of the course, and may vary from unit to unit. Future Study/Career Options Stage 1 Math Methods 2 (semester 2) Contact Teachers Mr B Hains

Mathematics Methods 1

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Stage 1 Mathematical Methods 1. Students studying this Maths course are required to purchase a Texas Instruments graphics calculator. Content Counting & Statistics Growth & Decay Introduction to Differentiated Calculus Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. The relative weighting of these modes will be determined at the beginning of the course, and may vary from unit to unit. Future Study/Career Options This unit is intended as a subsequent unit to mathematics Stage 1 for students who want to proceed to Stage 2 Mathematical Methods. Contact Teachers Mr B Hains

Maths Advanced

LEVEL Year 10 LENGTH 1 Semester—elective studied in addition to Year 10 Mathematics PRE-REQUISITE Recommended B grade or better in Year 9 mathematics and a desire to succeed in Senior School math Content This mathematics course provides a sound basis for the study of any SACE stage 1 mathematics course, in particular Specialist Mathematics and Methods. It develops skills necessary for coping with stage 1 Specialist Mathematics and Methods through the investigation of the mathematics of analysing and modelling change, numbers, measurement, patterns and algebraic reasoning, exploring and analysing and modelling data, spatial sense and geometric reasoning. Students at this level will be utilising Graphic Technology and there will be a focus on problem solving skills. Note: Advanced Math is not a compulsory unit before doing Stage 1 methods or Specialist, however a C grade or better in this course ensures a recommendation and the knowledge needed for these subjects. Assessment Assessment is based on tests, directed investigations and projects. Future Study/Career Options Any SACE Stage 1 mathematics course. Contact Teachers Mr B Hains

Mathematics Methods 2

110

Mathematics

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of Year 10 standard or advanced mathematics with a “C” grade or better. Other students require subject co-ordinator approval. Content Investing & Borrowing Measurement Statistical Investigation Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. The relative weighting of these modes will be determined at the onset of the course, and may vary from unit to unit. Future Study/Career Options This unit is intended for students who plan to study 1 semester (10 credits) of Stage 1 mathematics or who intend to continue with General Mathematics B in semester 2. Contact Teachers Mr B Hains

General Mathematics A Specialist

Mathematics 2

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of Stage 1 Mathematical Methods and Specialist Mathematics with a “C” grade or better. Students studying this Maths course are required to purchase a Texas Instruments graphics calculator. Content Real & Complex Numbers Further Trigonometry Matrices Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. The relative weighting of these modes will be determined at the beginning of the course, and may vary from unit to unit. Future Study/Career Options This unit is intended as a fourth unit to students who want to proceed to Stage 2 Mathematical Methods and Stage 1 Specialist Mathematics Contact Teachers Mr B Hains

General Mathematics A Specialist

Mathematics 1

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of Year 10 Advanced Mathe-matics 1 with a “B” grade or better. This course is designed to be studied with Stage 1 Mathematical Methods. Students studying this Maths course are required to purchase a Texas Instruments graphics calculator. Content Arithmetic and Geometric sequences Planar Geometry & Vectors in the

Plane Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. The relative weighting of these modes will be determined at the beginning of the course, and may vary from unit to unit. Future Study/Career Options Stage 2 Mathematical Methods Contact Teachers Mr B Hains

111

Mathematics Essential Mathematics A

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Passes at Year 10 math-ematics (Both Semesters) Content This course is intended to prepare students for: Calculations Time & Ratio Earning & Spending Geometry Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. Use of technology is recommended to develop conceptual understanding and to be integrated in the learning tasks where appropriate. However students will be expected to calculate mentally, on paper as well as by calculator. Basic number skills will be assessed without access to calculator. Future Study/Career Options This course leads to the study of Stage 1 Essential Mathematics B in the second semester. This course may lead on to TAFE apprenticeships and traineeships. Contact Teachers Mr B Hains

General Mathematics B

LEVEL Stage 1 LENGTH 1 Semester 10 credits PRE-REQUISITE Satisfactory completion of Stage General Mathemat-ics A with a “C” grade or better. Content Applications of Trigonometry Linear & Exponential Functions &

Graphs, Matrices and Networks or Open Top-ic.

Assessment This will be made in accordance with the SACE assessment framework for Stage 1 Mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. The relative weighting of these modes will be determined at the onset of the course, and may vary from unit to unit. Future Study/Career Options This unit is intended as a subsequent unit to General Mathematics A and is a PRE-REQUISITE for General Mathematics in Stage 2. Contact Teachers Mr B Hains

Essential Mathematics B

LEVEL Stage 1 LENGTH Semester 2, 10 credits PRE-REQUISITE Satisfactory achieve-ment of Essential Mathematics A Content This course is intended to prepare students for: Data in Context Measurement Investing Open Topic Assessment This will be made in accordance with the SACE assessment framework for Stage 1 mathematics courses and will be centrally moderated. Students who gain a C grade or better in this subject can count the credits towards the numeracy requirements of SACE. For each 10 credit subject there will be assessment activities spanning the two assessment types: Skills Assessment Tasks Folio Tasks. Use of technology is recommended to develop conceptual understanding and to be integrated in the learning tasks where appropriate. However students will be expected to calculate mentally, on paper as well as by calculator. Basic number skills will be assessed without access to calculator. Future Study/Career Options This unit is intended for students who plan to study Stage 2 Essential Mathematics. Contact Teachers Mr B Hains

112

Mathematics

Level: Stage 2 Length: 20 credits Pre-requisite: 2 semesters of Stage 1 Mathematical Methods and 1 semester of Stage 1 Specialist Mathematics with a B grade or better Content: Mathematical Methods develops an in-creasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and integrals, and by mathematically modeling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyze phenomena that involve uncertainty and variation. The skills and outcomes expected to be demonstrated by students are determined by the SACE and its supporting documentation. Topics: Further Differentiation and Applications Discrete Random Variables Integral Calculus Logarithmic Functions Continuous Random Variables

and the Normal Distribution Sampling and Confidence Inter-

vals. Assessment: Student’s learning will be assessed using the following assessment types:

Investigations Skills and Application Tasks External Exam

Note : Students who complete this subject with a C– or better will meet the numeracy requirement of the SACE. Students studying this subject must have their own Graphics Calculator.

Level: Stage 2 Length: two semesters 20 credits Pre-requisite: 2 semesters of Stage 1 General Mathematics with a B grade or better Content: General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. A problem-based approach is integral to the devel-opment of mathematical models and the associated key concepts in the topics. Topics cover a diverse range of applica-tions of mathematics, including personal financial management, the statistical investigation process, modeling using linear and non-linear functions, and dis-crete modeling using networks and ma-trices. The skills and outcomes expected to be demonstrated by students are determined by the SACE and its support-ing documentation. Topics will be chosen from the following: Modeling with Linear Relation-

ships Modeling with Matrices Statistical Models Financial Models Discrete Models Assessment: Student’s learning will be assessed using the following assessment types:


Future study/career options: Successful completion of General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialized background in mathematics. Notes: Students who complete this sub-ject with a C– or better will meet the numeracy requirement of the SACE. Contact Teachers Mr B Hains

General Mathematics Mathematical

Methods

Future career/study options: Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, physical science, and laser physics. Contact Teachers Mr B Hains

113

Mathematics

Notes: Students who complete this subject with a C– or better will meet the numeracy requirement of the SACE. Students studying this Math course are required to purchase a graphics calcula-tor Contact Teachers Mr B Hains

Level: Stage 2 Length: 2 Semesters 20 credits Pre-requisite: 2 semesters of Stage 1 Mathematical Methods and 2 semesters of Stage 1 Specialist Mathematics with a B grade or better. Content: Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models. It includes the study of functions and calculus. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods. The skills and outcomes expected to be demonstrated by students are determined by the SACE and its support-ing documentation. Topics: Mathematical Induction Complex Numbers Functions and Sketching Graphs Vectors in Three Dimensions Integration Techniques and Ap-

plications Rates of Change and Differential

Equations Assessment: Student’s learning will be assessed using the following assessment types:


Future study/career options: The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisag-ing careers in related fields will benefit from studying this subject.

Specialist Mathematics

114

Science

The science curriculum for 2019 in Years 8 to 10 is aligned to the Australian Curriculum. .

The Australian Curriculum for Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.

As well as the specific science strands there are General Capabilities and Cross-curriculum Priorities which apply in all subject areas.

Together, the three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.

The Science Understanding strand comprises four sub-strands.

Chemical Sciences

The Chemical sciences sub-strand is concerned with understanding the composition and behaviour of substances.

Students learn that chemical and physical properties of substances are determined by atomic structure and that substances change and new substances are produced by rearranging atoms - chemical reactions.

They classify substances based on their properties, such as solids, liquids and gases and identify elements, compounds and mixtures.

Students explore the relationship between the way in which atoms are arranged and the properties of substances, and the effect of energy transfers on these arrangements.

Earth & Space Sciences

The Earth and Space sciences sub-strand is concerned with Earth’s dynamic structure and its place in the cosmos.

Students learn about the Earth as part of a solar system is a larger universe. Earth is subject to change within and on its surface, through natural processes and human use of resources.

There is a focus on the solar system. Changes on Earth, such as day and night and the seasons, and on the Evolution of Earth over 4.5 billion years. Students consider human use of resources from the Earth and the influence of human activity on Earth.

The SACE

The Science subject options in Years 11 and 12 are aligned to the SACE requirements.

Science education contributes to

developing scientifically literate global

citizens who will better be able to make

informed decisions about their personal

lives and how environments

can be sustained.

Biological Sciences

The Biological sciences sub-strand is concerned with understanding living things. Students learn that a diverse range of living things have evolved on Earth over hundreds of millions of years, that are interdependent and interact with each other and their environment.

They investigate the form and features of living things are related to the functions that their body systems perform, including life cycles, body systems, adaptations and survival.

115

Science


SCIENCE PATHWAY

Science

Science

Science

Horticulture Cert 2

(Sem 1) Scientific Studies (Sem 1) Psychology A (Sem 2) Psychology B (Sem 1) Physics A (Sem 2) Physics B (Sem 1) Chemistry A (Sem 2) Chemistry B (Sem 1) Biology A (Sem 2) Biology B (Sem 1)Nutrition A (Sem 2) Nutrition B Horticulture Cert 2

Scientific Studies (10 or 20 credits) Psychology Physics Chemistry Biology Nutrition

116

Science

LEVEL Year 8

LENGTH 2 Semester compulsory

PRE-REQUISITE None

Content

Science at year 8 involves an introduc-tion to laboratory skills and the scientific method for all students in the beginning weeks. These skills are reinforced and expanded upon during the year. The curriculum is aligned to the Australian Curriculum and involves the following strands:

Science inquiry skills

Science as a human endeavour

Science understanding:

Biological Science: Cells to systems

Chemical Science: Matter

Earth and space Science: Rock cycle

Physical Science: Energy and transfor-mations

STEM: Introduction to Robotics

In all the above areas, students will de-velop skills in Scientific Literacy. Assess-ment involves theory tests, practical, research projects, assignments and homework.

Contact Teacher Ms F Pettinau

Science

LEVEL Year 9

LENGTH 2 Semester Compulsory

PRE-REQUISITE None

Content

Year 9 science is part of an integrated middle school science program across years 8-10. The curriculum is aligned to the Australian curriculum and involves the following strands:




Biological science: Organisms and eco-systems

Chemical science: Acids and bases

Earth and space science: Plate tectonics

Physical science: Light and sound



Science Science

LEVEL Year 10

LENGTH 2 Semester compulsory

PRE-REQUISITE Year 9 Science is assumed

Content

Year 10 science is part of an integrated middle school science program across years 8-10. the curriculum is aligned to the Australian curriculum and involves the following strands:




Biological science: Genetics and evolu-tion

Chemical science: Elements and chemi-cal reactions

Earth and space science: Origin of the universe and natural cycles

Physical science: Energy transformation and motion.


Assessment

Assessment is based on practical work, tests, assignments and written work (including computer/oral/written presentations) and homework.

Future Study/Career Pathways

SACE Stage 1 Chemistry, Physics, Psychology, Nutrition, Biology, Horticul-ture and Scientific studies.


117

Science

LEVEL Year 10/11

LENGTH 2 Semesters every Friday

PRE-REQUISITE None

SACE: 60 Stage 1 Credits

COST: $135 includes equipment

Content

This subject will give students a basic understanding of organic sustainable garden management. There is an em-phasis on team work, safe work practices and a respect for healthy soil, plant, in-sect and animal ecosystems. This will be delivered in the Woodville High School mul t i -award winn ing garden .

Competencies :

Participate in OHS process

Participate in environmentally sustaina-ble work practices

Recognise plants

Pot up plants

Tend nursery plants

Undertake propagation activities

Plant trees and shrubs

Prune shrubs and small trees

Maintain properties and structures

Assist with the operation of pressurised irrigation

Operate basic machinery and equipment

Treat weeds

Treat plant pest, disease and disorders

Determine basic properties of soil and/or growing media

Prepare and maintain plant displays

Bee keeping

Assessment

This is a VET accredited subject and therefore assessment is competency based. Students must attend 80% of practical lessons (or be prepared to catch up these lessons) and maintain a record of evidence of achievements to complete a full Certificate, as well as achieve the required standards of practical competency. Students must be prepared to wear Personal Protective Equipment including hats and boots: this is part of achieving the compulsory competency, Prepare for Work. Students must also successfully complete 5 days work placement.

Future Study/Career Pathways

Agricultural and Horticultural Primary Industries requiring year 12, and/or apprenticeships, and/or university: Natural Resource Management, Livestock enterprises, Cropping and market gardening enterprises, Tourism, Winemaking and/or vine growing, Bee keeping.

Contact Teachers Ms M Place

Psychology

LEVEL Stage 1 LENGTH 10 or 20 credits PRE-REQUISITE Successful completion of Year 10 Science, Mathematics and EALD/English.

Content The study of psychology enables stu-dents to understand their own behav-iours and the behaviours of others. This has direct relevance to their personal lives. Psychological knowledge can be applied to improve outcomes and the quality of experience in various areas of life, such as education, intimate relation-ships, child rearing, employment and leisure.

The following eight topics are offered in Stage 1 Psychology:

Compulsory Topic, Introduction to Psy-chology Social Behaviour, Intelligence, Cognition, Brain and Behaviour, Human Psychological Development, Emotion, Negotiated Topic (this may expand an existing topic or introduce a new area of study).

A 10-credit subject at Stage 1 consists of the compulsory topic ‘Introduction to Psychology’ and two option topics cho-sen to introduce students to the differ-ent levels of explanation of behaviour.

A 20-credit subject at Stage 1 consists of the compulsory topic ‘Introduction to Psychology’ and five option topics designed to allow students to study ex-amples of each level of explanation, as well as to see how the four levels of explanation can be integrated in a single topic

Assessment Assessment at Stage 1 is school-based and separated into two types. The investigations folio includes assessments such as practical investigations and issues-based research assignments. Skills and applications tasks include assessments such as extended responses, tests and exams.

Future Career/Study Options

Stage 2 Psychology

Contact Teachers Ms Pettinau & Mrs Portellos

Certificate 2:

Horticulture VET

118

Science

LEVEL Stage 1

LENGTH 10 or 20 credits

PRE-REQUISITE Satisfactory completion

of Year 10 science, EALD/English and

mathematics.

Content

Stage 1 Biology will be taught for the first time in 2019 as the senior subjects become aligned to the Australian Curric-ulum.

Science inquiry skills and science as a human endeavour are integral to stu-dents’ learning in this subject and are interwoven through their study of sci-ence understanding, which is organised into four topics. Through the study of these topics, students extend their un-derstanding of the nature of living things, as well as of the interactions of those living things with members of the same species, members of other species and the environment.

Stage 1 Biology is comprised of the fol-lowing areas of study:

Area of Study 1: Cells and Microorgan-isms

Area of Study 2: Infectious Disease

Area of Study 3: Multicellular Organisms

Area od Study 4: Biodiversity and Ecosystem Dynamics

For a 10-credit subject, students will study topics from at least two of the areas of study.

For a 20-credit subject, students will study topics from all three areas of study.

A program based on the areas of study allows students to develop an under-standing of the nature of living things, as cell as of the interactions of those living things with members of the same species, with members of other species, and with the physical environment.

Biology

Assessment

Assessment at Stage 1 is school-based and separated into two types:

Investigations folio which includes as-sessments such as practical investiga-tions and research based investigations

Skills and applications tasks includes assessments such as extended respons-es, tests and exams.


Students who intend on studying Biolo-gy at Stage 2 would certainly benefit from studying Biology for 20 credits at Stage 1.

Contact Teachers Ms F Pettinau & Mr. H Bhatti

LEVEL Stage 1

LENGTH 10 or 20 credit

PRE-REQUISITE B grade or better in Year 10 science.

Students studying 20 credits of stage 1 Chemistry must achieve a “C’ grade or better to study Stage 1 Chemistry in the second semester.

Content

The three strands of science inquiry skills, science as a human endeavour, and science understanding are integrated throughout student learning in this subject. The topics in Stage 1 Chemistry provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of these three strands of science.

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

· Topic 1: Materials and their Atoms

· Topic 2: Combinations of Atoms

· Topic 3: Molecules

· Topic 4: Mixtures and Solutions

· Topic 5: Acid and Bases

· Topic 6: Redox Reactions

For a 10-credit subject, students study a selection of aspect of at least three of these topics. For a 20-credit subject, students study a selection of aspects of all six topics.


Stage 2 Chemistry

Contact Teachers Mrs P Joshi

Chemistry

119

Science

LEVEL Stage 1


PRE-REQUISITE Satisfactory completion of Year 10 Science, EALD/English and Mathematics

Content

For a 10-credit subject, students under-take the study of two or three topics.

For a 20-credit subject, students under-take the study of five or six topics.

The following list is presented as a guide to the scope of topics considered appro-priate at Stage 1:

Macronutrients and micronutrients

Fresh versus processed foods

Australian dietary guidelines and nutrition in the life cycle

The psychology of food marketing

Indigenous Australians: food chang-es from the traditional to the contemporary

Contaminated food

Safe food handling

Organic food versus genetically modified food

Sustainable food futures

Water

Assessment

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

Investigations Folio

Skills and Applications Tasks

Tasks may be in varying forms, including theory and practical tests, research as-signments and communication tasks.


Stage 2 Nutrition

Contact Teachers Ms F Pettinau

Nutrition

LEVEL Stage 1


PRE-REQUISITE B grade or better of Year 10 Science and a satisfactory com-pletion of Mathematics is required.

For students who wish to study Physics for 20 credits they must achieve a C grade in Stage 1 Physics semester 1.

Content

The three strands of science inquiry skills, science as a human endeavour, and science understanding are integrat-ed throughout student learning in this subject. The topics in Stage 1 Physics provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of these three strands of science.

Programming The following topics pro-vide the framework for learning in Stage 1 Physics:

· Topic 1: Linear Motion and Forces

· Topic 2: Electric Circuits

· Topic 3: Heat

· Topic 4: Energy and

Momentum

· Topic 5: Waves

· Topic 6: Nuclear Models and Radioactivity

For a 10-credit subject, students study a selection of aspects of at least three of these topics. For a 20-credit subject, students study a selection of aspects of all six topics.

Assessment

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

Investigations Folio

Skills and Applications Tasks

Tasks may be in varying forms, including theory and practical tests, research as-signments and communication tasks.


Stage 2 Physics.

Completion of the course would also help students to be successful in pre-selection entry into mid-year TAFE courses and trade apprenticeships in mechanical engineering and a wide range of apprenticeships.

Contact Teachers Mr M Tatla

Physics

120

Science

LEVEL Stage 1 LENGTH 10 credits for a Semester 1 course PRE-REQUISITE C grade or better in Year 10 Science, math and English/EALD

Content

At Woodville High School Scientific Stud-ies has a Health Pathway focus and will assist students to further their understanding of careers in the Health Industry. Areas of study will be issues based and could include topics like IVF, Disease Pre-vention and Programs such as Immunisa-tion. The student cohort will have the opportunity to choose their topics ac-cording to the needs of the group. S c i e n t i f i c S t u d i e s s t u d e n t s develop knowledge of scientific principles and concepts through their own investigations. They develop the skills and abilities to explain scientific p h e n o m e n a , a n d t o d r a w evidence-based conclusions from investigations of science-related issues. In this way, students develop scientific knowledge and skills to support them in their future career pathways, including those that are science -related and everyday life in a world shaped by science and technology.

Assessment

The following assessment types enable students to demonstrate their learning in Stage 1 Scientific Studies: Assessment Type 1: Investigations Folio. This includes experimental work and an issues investigation. Assessment Type 2: Skills and Applications Tasks. This includes written assignments and tests.


Scientific career options could include: Health and Fitness Instructor, Nursing Support, Aged and Disabled Carer, Dental Assistant, Health Worker, Laboratory Assistant and many more.

Contact Teachers Mr J Forward & Ms F Pettinau

Scientific Studies

LEVEL Stage 2 LENGTH 2 Semesters 20 credits PRE-REQUISITE A ‘C’ grade in a Stage 1 Biology is strongly recommended.

Content

The topics in Stage 2 Biology provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science. The three strands of science to be inte-grated throughout student learning are:

science inquiry skills

science as a human endeavor

science understanding.

The topics for Stage 2 Biology are:

Topic 1: DNA and Proteins

Topic 2: Cells as the Basis of Life

Topic 3: Homeostasis

Topic 4: Evolution

Assessment

The following assessment types enable students to demonstrate their learning in Stage 2 Biology:

School Assessment (70%) Assessment Type 1: Investigations Folio (30%)

Assessment Type 2: Skills and Applica-tions Tasks (40%).

External Assessment (30%) Assessment Type 3: Examination (30%).


Biology gives students the opportunity to gain a range of employment and life skills, such as the ability to work collaboratively to produce a successful outcome, and skills in organising and processing information.

Biology provides a pathway to further study in tertiary institutions.


LEVEL Stage 2 LENGTH 2 Semesters 20 credits PRE-REQUISITE Satisfactory Completion of 20 credits at Stage 1 Chemistry

Content

The topics in Stage 2 Chemistry provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science.

The three strands of science to be inte-grated throughout student learning are:


science as a human endeavor


The topics for Stage 2 Chemistry are:

Topic 1: Monitoring the Environment

Topic 2: Managing Chemical Processes

Topic 3: Organic and Biological Chemis-try

Topic 4: Managing Resources.

Assessment

The following assessment types enable students to demonstrate their learning in Stage 2 Chemistry:


Assessment Type 2: Skills and Applica-tions Tasks (40%)



Chemistry provides a pathway to a range of nationally accredited training packag-es, as well as a number of university courses and associated careers, in areas such as: biotechnology, engineering, environmental studies, medicine, nurs-ing, science and soil science.

Contact Teacher Mrs P Joshi

Chemistry Biology

121

Science

LEVEL Stage 2

LENGTH For a 10-credit subject, students undertake the study of three topics, including at least two core topics.

For a 20-credit subject, students under-take the study of all four core topics and one option topic.

PRE-REQUISITE Satisfactory completion of Stage 1 EALD/English and Science (successful completion of 20 credits of Stage1 Nutrition is highly recommended).

Content Students of Nutrition are presented with up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutri-tion. Students explore the links between food, health, and diet-related diseases. This subject requires students to com-prehend and respond to texts, perform mathematical calculations, undertake scientific analysis of practical experi-ments and analyse and interpret data.

Core Topics The Fundamentals of Human Nutrition Diet, Lifestyle, and Health Food Selection and Dietary Evaluation Food, Nutrition, and the Consumer. Option Topics Option Topic 1: Global Nutrition and Ecological Sustainability Option Topic 2: Global Hunger. Assessment

Students demonstrate evidence of their learning through the following assess-ment types:

School-based Assessment: Practical In-vestigations 40%, Skills & Applications Tasks 30% External Assessment: Issues Investigation 30%


This subject is considered for entry to TAFE and University courses. Possible career pathways may include childcare, community health work, dietetics, fitness leadership, food technology, health sci-ence, hospitality, naturopathy, nursing, nutrition research, small busi-ness, sports science, and teaching.

Contact Teachers Ms F Pettinau

Nutrition

LEVEL Stage 2

LENGTH 2 Semesters 20 credits.

PRE-REQUISITE Successful completion of 20 credits of Stage 1 Physics and Mathematics

Content

The topics in Stage 2 Physics provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science.

The three strands of science to be inte-grated throughout student learning are:


science as a human endeavour


The topics for Stage 2 Physics are:

Topic 1: Motion and Relativity

Topic 2: Electricity and Magnetism

Topic 3: Light and Atoms.

Students study all three topics. The top-ics can be sequenced and structured to suit individual groups of students.

The following assessment types enable students to demonstrate their learning in Stage 2 Physics:


Assessment Type 2: Skills and Applica-tions Tasks (40%).



This course is a pre-requisite for entry into some university courses and is a valuable preparation for any science course including engineering, science and medical sciences.

Contact Teachers Mr M Tatla

Physics

LEVEL Stage 2 LENGTH 2 Semesters 20 credits PRE-REQUISITE Satisfactory Achievement of a Stage 1 science and in at least 10 credits of Stage 1 Mathematics 1, Maths Applications or Mathematical Pathways. A ‘C’ or better in English is also recommended. It is recommended that ESL students have achieved a ‘B’ or better in both semesters at Stage 1.

Content

This evidence based subject is designed around four levels of explanation of behaviour. These levels are Biological processes Basic psychological processes The attributes of the person enacting

the behaviour Sociocultural processes. Each level is associated with different research methods and different ethical issues. These are explored through the following topics; Introduction to Psychology Social Cognition Learning Personality Psychobiology of Altered States of

Awareness Healthy Minds.

Assessment During the year, students will complete a series of assessment tasks. These include collaborative investigation/s and an individual investigation that collectively make up 30% of the assessment, skills and applications tasks (40%) and an externally assessed examination (30%). Future Study/Career Options This is a useful subject for any career that involves interpersonal relationships. In particular, it assists with the Study of Psychology, Psychological Science, Social Sciences, Social Work, Youth Work, Counselling, Human Resource Development, Medical Sciences, Nursing and Teaching.

Contact Teacher Mr J Mitchell

Psychology

122

Science

LEVEL Stage 2 LENGTH 10 credits for 1 semester course or 20 credits for a full year course. PRE-REQUISITE A Passing grade in any Stage 1 Science subject

Content

At Woodville High School Scientific Studies has a Health Pathway focus and will assist students to further their understanding of careers in the Health Industry. Students who choose this course will have the opportunity to select ‘Themes of Study’ and from there identify topics of their own interest. For example a central theme could be – ‘The implications of human intervention through science’. Topics selected from this theme can include – Recycling, Genetic modification of plants, Genetic modification of animals, Nuclear power, The Human Genome Project and Alternative energy. Scientific Studies students develop knowledge of scientific principles and concepts through their own investigations. They develop the skills and abilities to explain scientific p h e n o m e n a , a n d t o d r a w evidence-based conclusions from investigations of science-related issues. In this way, students develop scientific knowledge and skills to support them in their future career pathways, including those that are science -related, and everyday life in a world shaped by science and technology.

Assessment

Students demonstrate evidence of their learning through the following assessment types: School-based Assessment: Investigation Folio 40%, Skills & Applications Tasks 30%, External Investigation: Practical Investigation 30%.


Health worker, Veterinary Nurse, Dietician, Ambulance Officer, Personal Trainer and many more.

Contact Teachers Mr J Forward & Ms F Pettinau

Scientific Studies

123

Technology

Technologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collabo-ratively develop solutions to complex challenges and contrib-ute to sustainable patterns of living. Technologies can play an important role in transforming, re-storing and sustaining societies and natural, managed and constructed environments. Technologies describes two distinct but related subjects: Design and Technologies, in which students use design

thinking and technologies to generate and produce designed solutions for authentic needs and opportuni-ties.

Digital Technologies, in which students use computa-

tional thinking and information systems to define, de-sign and implement digital solutions.

Technologies will ensure that all students benefit from learn-ing about and working with traditional, contemporary and emerging technologies that shape the world in which we live. The Learning Area encourages students to apply their knowledge and practical skills and processes when using tech-nologies and other resources to create innovative solutions, independently and collaboratively, that meet current and fu-ture needs.

Studies in Design Technologies and

Digital Technologies provide students

with the opportunities to develop

technological capabilities, through

planning, developing and refining design

concepts, selecting appropriate

materials, analysing and providing the

correct information, carrying designs

through systems to completion and

appraising the outcome.

124

Technology


ICT PATHWAY

Information Technology


Information Technology A

Information Technology B

Information Processing & Publishing A Information Processing & Publishing B

Information Technology A

Information Technology B

Information Processing & Publishing (Business Documents) & Desktop Publishing)


TECHNOLOGY PATHWAY

Technology

Digital Technology

Design & Technology

Digital Technology

Media Studies Woodwork Metalwork

Construction Futures Auto Technology See also Digital Art (Gaming) in Arts learning Area

Engineering Media Studies A & B Material Products: Furniture Construction Material Products: Metalwork D2C (VET) Automotive Technology

Media Studies Material Products: Furniture Construction D2C Plus (VET) Automotive Industries (see VET section)

The computing component of technology education is listed under ICT pathway. Some technology components can lead into The Arts and ICT pathways (Digital Imaging & Video Systems)

125

Technology

LEVEL Year 8 LENGTH 1 Term Course PRE-REQUISITE None

Content

This course is designed to develop students’ capability to critique, design and evaluate technology, whilst broadening their awareness of the impact of past, present and emerging technologies on society and the environment.

As students engage in the design process, they will be provided with opportunities to practice construction skills in the areas of Woodwork, Metal-work and Plastics. They will also be skilled in the safe operation of workshop machinery and learn to visualise their projects using Computer Aided Design software.


Digital Technology,

Design & Technology

Contact Teachers Mr D Mace, Mr D Lee-Justine,

Ms S Fleming, Mr A Terminelli

Technology

LEVEL Year 8

LENGTH 1 Term Course

a compulsory subject

PRE-REQUISITE None

Content

This course begins by developing

students “soft” computing skills.

Students will develop typing skills, file

management, keyboard shortcuts as well

as learn to navigate Apple OSX

(operating system). Students will be in-

troduced to the school’s intranet and

learn to use the full range of systems

available at Woodville High School.

The Year 8 course also provides students

with an introduction to computer

programming using Scratch, Sphero or

Ev3 robots software. Students will design

and create animations and games, which

will be integrate with robotic hardware

to produce solutions to real world

problems.


Information Technology, Media Studies,

Digital Technology

Contact Teacher

Mr A Terminelli

Information Technology Information Technology

LEVEL Year 9


PRE-REQUISITE None

Content

Year 9 Information technology reintro-

duces students to coding using block

coding. Using these skills, students

begin to explore the coding languages

“C” and “Javascript”, using Arduino cir-

cuit boards as a tool for learning and

prototyping.

Students will also be exposed to digital

imaging topics. Exploring photography

through Adobe Photoshop and

Videography through iMovie.

The course is not only designed to teach

computer skills, but to introduce

students to problem solving and

computational thinking.


Information Technology, Media Studies

Contact Teacher

Mr A Terminelli

126

Technology

LEVEL Year 9

LENGTH 1 term minimum compulsory for every student

CHOICE: Students choose between Digi-tal Technology, and Design & Technolo-gy

PRE-REQUISITE None

Content

The emphasis for the one semester course is study through critiquing, mak-ing and appraising. Areas studied can include experiences involving wood, metal, computer-assisted graphics (CAD) and plastics mediums.

As students engage in the design process they will be provided with the opportunities to:

Develop skills in critiquing and problem solving as they generate and reflect on solutions to identify problems.

Develop skills in using Computer Aided Design and 3D Printing software to plan and visualise their ideas.

Practice the safe operation of workshop machinery and hand tools as they manufacture their own designs.


Digital Technology

Design & Technology

Contact Teachers Mr D Mace, Mr D Lee-Justine,

Design & Technology

LEVEL Year 9

LENGTH 1 term minimum compulsory for every student

CHOICE: Students choose between Digi-tal Technology, and Design & Technolo-gy

PRE-REQUISITE none

Content

This course will introduce students to the design and construction process through a digital perspective.

Students will develop skills in Computer Aided design (CAD) by working to solve problems that are 3D printed and evalu-ated and redeveloped accordingly. Stu-dents will also experiment in the area of Electronics by creating Printed Circuit Boards as well as developing soldering techniques.


Digital Technology

Design & Technology

Contact Teachers

Mr D Mace, Mr D Lee-Justine,

Ms S Fleming, Mr A Terminelli

Digital Technology

127

Technology

LEVEL Year 10


PRE-REQUISITE None

Content

In this course, students will learn about and use tools, machines and processes to maintain and repair engines and motor vehicles. Students will work as a team to disassemble, diagnose and repair 4-stroke engines and other internal combustion engines. They will also explore the impact of the motor vehicle on society by looking at the history and development of transport, environmental impacts, and present and future developments. Students will visit the Clipsal 500, Birdwood Museum and MTA. Other topics include an Online Learners’ Test and aspects of Road Safety and motor vehicle ownership. Assessment

Practical exercises, assignments, and some competency based exercises.


Stage 1, VET pathways into the Automotive Industry.

Contact Teacher Mr D Mace

Automotive Technology

LEVEL Year 10


PRE-REQUISITE Demonstrated interest and achievement in Year 9 Technology.

Content

This course is provided for students with an interest in a career pathway in the building and construction industry. It is a PRE- REQUISITE for Doorways to Con-struction (D2C) Stage 1.

The units covered include:

OH&S to provide an understanding of the safety requirements of working in workshops and building sites

Power tools the correct use, care and maintenance of a wide range of power tools used in workshops, home maintenance and industry

Hand tools to develop students skills, knowledge and understanding of the correct use, care and maintenance of a wide variety of hand tools used in the building and construction industry

Building trade pathways

This module covers a wide variety of trades in the building and construction industry and examines the specific skills required to work in these fields to provide students the opportunity to develop an understanding and the type of work performed in each trade. The trade areas covered could include Wall lining, Plumbing, Carpentry & Joinery; Wet Trades (cement work, tiling & bricklaying). Basic trade related practical tasks would be undertaken in each of these areas.

Assessment Practical exercises and tests, reports & Trade related competency units.


Stage 1 & Stage 2 D2C, TAFE, Construction related trades.

Contact Teachers Mr D Mace

Digital Technology

LEVEL Year 10

LENGTH 1 semester course

PRE-REQUISITE Pass grade for Year 9 Digital Technology.

Content

The course will re-introduce students to the design process through a digital perspective. Student will work to define a problem that they will need to solve using CAD and 3D Printing technology. They will also produce working drawings (technical) that can be used at industry level.

Students will develop complex electronic circuit boards in which they will design, investigate and manufacture solutions to problems. They will learn basic coding techniques which will allow students to integrate developed circuit boards with prototyping systems such as Arduino and RaspberryPi

Assessment

Assessment involves skills and applica-tions tasks, folio development, and ex-ploring issue around the manufacture of products.

Future Study / Career Options

Engineering

Contact Teachers Mr A Terminelli

Construction Futures

128

Technology

LEVEL Year 10 LENGTH 1 semester course PRE-REQUISITE C grade or better in Year 9 Information Technology Content The course will allow students to build their computational thinking capacity. They will learn how to design computer solutions to problems that influence a user experience. Students will strengthen their under-standing of coding principles and apply their understanding to building a web-site using HTML and CSS coding lan-guages. Students will also explore database con-cepts by creating a database in Filemak-er Pro that solves a relevant problem. Future Study/ Career Options Stage 1 Information Technology A&B Contact Teacher Mr A Terminelli

LEVEL Year 10 LENGTH 1 semester course PRE-REQUISITE C grade or better in Year 9 Information Technology Content The emphasis in this semester is to un-derstand the role of the computer in society as well as network systems. Fur-ther focus will be made on making deci-sions that solve problems using compu-tational thinking. Students will continue to grow their un-derstanding of coding through web-based interfaces. However, there will be a stronger emphasis on coding in game development. Students will also be in-troduced to the Unity game engine and be required to build and modify a game using these skills. Future Study/ Career Options Stage 1 Information Technology A&B Contact Teacher Mr A Terminelli

Information Technology B Information Technology A

LEVEL Year 10


PRE-REQUISITE none

Content

This course is designed to introduce students into the world of photography and film.

Students will explore concepts related to digital photography such as pixels and resolution as well as traditional photo-graphic principles. They will use these skills in conjunction with Adobe Pho-toshop and Adobe Lightroom to gener-ate creative solutions to tasks.

Students will then adapt skills learned in the photography part of the course to video productions and compare the dif-ferences between the two media. They will also begin to transition into profes-sional editing software such as Adobe Premiere Pro and learn to use the media room and green screen effectively.


Stage 1 Media Studies A&B

Contact Teacher

Mr J Mitroussis, Mr A Terminelli

Media Studies

129

Technology

LEVEL Year 10

LENGTH 1 Semester

PRE-REQUISITE None

Content

This course introduces students to gas welding & basic machining of metal

Module one consists of the introduction and experience in a variety of welding & fabricating processes. The second module involves basic lathe machining processes & techniques.

Students then undertake design briefs to produce articles that involve a combination of welding, fabricating & machining skills.

Assessment

Assessment involves, practical exercises, technical reports & design briefs.

Future Study / Career Options

Material Products: Metalwork

Contact Teacher

Mr D Mace

Metalwork Woodwork

LEVEL Year 10

LENGTH 1 semester

PRE-REQUISITE Year 9 Technology

Content

This course provides an introduction to furniture construction. Students undertake exercises in solid timber and panel construction, as well as between centre turnings, through the manufacture of a small pedestal table.

Emphasis is placed on environmental, sustainability, workshop procedures, and relevant Occupational Health & Safety issues

Assessment

Practical Exercises, technical Reports design brief & issues.

Contact Teachers Mr D Lee-Justine

130

Technology

LEVEL Stage 1

SACE Category Stage 1 System and Con-trol Products LENGTH 1 Semester (10 credits) PRE-REQUISITE Year 10 Automotive Technology preferred but not essential. Interview if number of applicants exceeds placements.

Content

This unit extends and builds on content and practical skills gained in Yr 10 Technology subjects. Students at the end of the course are expected to demonstrate competency in tool selection and use related to automotive maintenance and repair. Such tools and machines include Vehicle hoists, wheel dollies, basic welding, panel repair, pneumatic tools, measuring devices and service manual interpretation etc.

Students will be able to identify automotive systems, their operation and basic fault diagnosis and repair and conduct basic servicing schedules. The course will also include visits to work places and venues to expose students to facets of the automotive industry.

The students will also look at the history of motor vehicle development and the implications of finite resources and sustainability of the industry and technological developments that are shaping the motor vehicle today and into the future.

There is scope in the course for students to apply their knowledge and skill development to a major practical project. Project Design Brief development will depend on time, resources availability and skill level. Projects may include; automotive system demos, go kart assembly, mini bike, motorized trike, or a specific product selected by the teacher. The emphasis being on the application of a motor to power a vehicle.

Assessment

2 Skills and Applications Tasks, a Product and a Folio. Formative Assessment will be ongoing throughout the course.

Contact Teacher

Mr D Mace

Automotive Technology

L

Cert 1: Construction

Doorways to Construction

LEVEL Stage 1 LENGTH 2 Semesters. All day every Friday. 40 SACE credits PRE-REQUISITE C Grade or better in Year 10 English Year 10 Technology Construction Futures.

Selection process: interview.

Content

D2C is a joint initiative of the Construction Industry Training Board and D e p a r t m e n t o f E d u c a t i o n & Child Development (DECD). It provides the opportunity to combine construction indus-try practical tasks with theory to give stu-dents a strong foundation of knowledge and experience in building and construction.

The program s imulates a work environment, where students undertake con-struction tasks (including carpentry, bricklay-i n g , c e m e n t w o r k , t i l i n g & plastering) to gain VET approved skills & competencies at school and in the local community. All students must undertake compulsory work placement, organised and c o - o r d i n a t e d b y t h e C I T B t o satisfactorily complete this course. All stu-d e n t s m u s t u n d e r t a k e w e e k s compulsory work placement.

Assessment

This is a VET accredited subject and there-fore assessment is competency based. For more information visit www.wats.sa.edu.au

Fees: $100 administration fee at the time of enrolment as set by Western Adelaide Re-gional VET.

Note: Successful applicants must purchase safety boots (all other personal protective equipment is supplied).


Stage 2 D2C / TAFE /Construction Industry (apprenticeships, traineeships, trade assistant).

Contact Teachers Ms A Probert, Mr C Webber

131

Technology

Engineering

(Mechatronics)

LEVEL Stage 1

LENGTH 1 semester

PRE-REQUISITE Passing grade in Digital Technologies (Year 10) or counselling by the Technology Coordinator

Content

Engineering is an advanced Design & Technologies subject. Students use available technologies to solve real-world, challenge-based problems. Using the Design Process, students will work in teams to design the best solution to the problem. Students will develop skills in manufacturing using equipment such as laser-cutters, 3D printers, and CAD/CAM software.

Assessment

Combining manufacture with electronic prototyping systems, students will create working systems that incorporate both electronic and mechanical engineering.

Students will be assessed on the effec-tiveness of their final design as well as the individual stages of the Design Pro-cess. Self and peer evaluation is an im-portant part of the course and students are encouraged to experiment and con-tinuously innovate elements of their final project.

Contact Teachers Mr A Terminelli, Mr D Mace

Furniture Construction

LEVEL Stage 1

SACE Category Materials & Design (10 credits)

LENGTH 1 Semester

PRE-REQUISITE Successful completion of year 10 Wood Work, or teacher recommendation.

Content

Students will construct a Timber Prod-uct utilising a range of traditional and contemporary construction methods. Program focus is to further develop student’s ability to use and operate a wide range of tools and machinery and the development of knowledge of materials associated with furniture construction.

Students will be required to design a selected feature of the product, utilise research skills, work through the design brief process, develop a cost analysis, critique a variety of construction methods and materials.

Assessment

Skills and applications 20% Folio 40%Product 40%


Stage 2 Construction Technology: Material products

Contact Teachers

Mr D Lee-Justine

Information Processing

& Publishing A & B

LEVEL Stage 1

LENGTH Can be studied as a 1 semester (10 credits) or a 2 semester (20 credits).

PRE-REQUISITE None

Content

This subject focuses on the application of practical skills to provide creative solutions to text-based communication tasks. Students will:

Create professional level desktop pub-lishing publications

Use technology to design and apply in-formation processing solutions

Learn industry standard software: Adobe P h o t o s h o p , W I X , P a g e s , OneNote & Word

Build and design a website Incorporate Photography and digital im-

aging skills

This subject runs in semester 1 and semester 2 (10 & 20 credits);

Business Publishing (semester 1)

Digital Publishing (semester 2)

Assessment

Practical Skills (50%), Product Development & Documentation (30%), Is-sues Analysis (20%)


Stage 2 Information Processing & Publish-ing

Contact Teacher Mr J Mitroussis

132

Technology

LEVEL Stage 1


PRE-REQUISITE A “C” grade or better in Year 10 Information technology

Content

Students will draw from coding skills in previous years to develop a deeper un-derstanding of Information technology Systems and how each system interacts with data. They will use computational thinking to break down and solve prob-lems in an ICT-rich world.

Students will broaden skills in database and website development through building web-based applications in a server environment. Coding languages taught include: PHP, MYSQL, Javascript, HTML, and CSS.

Students will also have the opportunity to design, create and evaluate 3D com-puter games using the Unity engine.

As well as developing projects, students will need to produce a folio of their learning.


Information technology


LEVEL Stage 1


PRE-REQUISITE A “C” grade or better in Year 10 Information technology

Content

Students will continue to expand their knowledge of databases, user experi-ence and web coding languages to de-velop deeper solutions to problems.

They will experiment with integrating external hardware such as Arduino and RaspberryPii into projects to begin to understand the emerging relevance of “The Internet of Things” (TIoT).

Students will also explore the workings of ICT systems on multiple levels includ-ing computer, network, and server inter-actions.

As well as developing projects, students will need to produce a folio of their learning.




LEVEL Stage 1


PRE-REQUISITE Desire to understand and fabricate metal with electric and gas welding.

Content

This unit of work covers oxy/acetylene fusion and braze welding as well as electric mig-welding. The first component is skills based developing welding competence and an understanding of the safe use of the equipment. There is a product analysis skills task where product construction and material analysis is covered.

The final component is a design brief where a project is designed planed and constructed from the ground up.

Assessment

Skills tasks 60% Folio 20% Major project 20%

Contact Teachers Mr D Mace


A Information Technology

B

Material Products:

Metalwork

133

Technology

LEVEL Stage 1


PRE-REQUISITE C grade or better in Year 10 media Studies

Content

Students will continue to develop skills in photography and film. In doing so t hey will learn more about how cameras work and how this can be relation to creative interpretation of projects.

Tis course will be split into two defined topics; “Still Images” and “Moving Imag-es”.

Students will gain experience in the use of digital, single lens reflex, and digital cameras. They will learn how to make decisions that influence the viewer by learning to convey messages through visual images.

Assessment

Practical application tasks, Design brief folio and product.


Stage 21 media Studies B, Stage 2 media Studies

Contact Teachers Ms A Probert, Mr A Terminelli

LEVEL Stage 1


PRE-REQUISITE C grade or better in Year 10 media Studies

Content

The course consists of:

Creative camera and imaging techniques module (dealing with enhancement of images through the camera and computer)

Selection of a technical or thematic elective topic (to improve students analytical and problem solving skills).

A design brief (involving a major photographic exhibition).

Analysis of a product/issue related to the photographic industry.

Assessment

Design brief, practical application tasks, Folio and product


Stage 2 Media Studies

Contact Teacher Mr J Mitroussis, Mr A Terminelli

Media Studies A Media Studies B

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Technology

LEVEL Stage 2


PRE-REQUISITE A “C” grade or better in Stage 1 Information technology

Content This course will see students deepen their knowledge n Relational databases, Application programming, Multimedia programming, and Website program-ming. This will be achieved through a series of skills based tasks and projects, including PHP coding, C sharp and the Unity Gam-ing Engine. Students will be required to show their thinking by submitting thor-ough evidence of planning, develop-ment, evaluation and redevelopment of their projects. Students will have to develop systems that provide positive user experiences and help to solve relevant social and ethical problems. Future Study/ Career Options Computer Sciences Contact Teachers Mr A Terminelli

Information Processing &

Publishing

LENGTH 2 Semesters (20 credits) Note: Stage 1 Information Processing & Publishing is an advantage. Reasonable keyboard skills, understanding of software operations and sound knowledge of technological issues are essential. Goals Information Processing & Publishing focuses on the application of practical skills to provide creative solutions to text-based communication tasks. Students create both hardcopy and electronic text-based publications, and evaluate the development process. They use technology to design and implement information processing solutions, and identify, choose, and use the appropriate computer hardware and software to process, manage and communicate information in a range of contexts. Content Information Processing & Publishing will focus on two areas: Business Documents Desktop Publishing Business Documents: Business Documents involves the use of computer hardware and software to present and display material for the purpose of communication. This area focuses on the use of the computer as a communication tool for businesses. Tasks may include letters, reports, tables, forms, financial statements, newsletters and programs. Students use computer technology and apply the design process to develop and present solutions to communication tasks for business. They apply the principles of design and page-layout (e.g. the use of fonts, text enhancement, white space and the placement of text and graphics in completing tasks. (continued next page)

Cert 3: Carpentry

Doorways to

Construction Plus

LEVEL Stage 2: Partial VET Qualification LENGTH 2 semesters SACE credits: 40 credits Stage 2. (note this is only a partial certificate 3) All day every Monday. PRE-REQUISITE Successful completion of Cert 1 in Construction (D2C). Recommendation from Mr Rick Simusen & Craig Webber.

Content The doorway 2 construction plus (D2C+) program is designed by the Construction Industry training Board as a response to the demand for young skilled workers in the industry. Students that have completed the doorways 2 construction (cert 1 in construction are eligible to continue their construction pathway through D2C+ program at Woodville High School. The program is delivered through a one day a week model of contact, to simulate a work environment. Where students undertake construction tasks (including formwork, lining, panelling, moulding fixing, plasterboard, scaffolding, install and replace windows and doors. All students must undertake a compulsory work placement organised and coordinated by the CITB to satisfactorily complete the course. Assessment This is a VET accredited subject and therefore assessment is competency based. For more information visit www.wats.sa.edu.au Fee $100 administration fee at the time of enrolment as set by the Western Adelaide Region. Future Study/Career Options Students can continue training through conversion to school based or fulltime apprenticeships or continue their studies through ATEC or TAFE to complete the Cert 3 in Carpentry. This can also lead to further study at University in the area of Building Management.

Contact Teachers Rick Simusen & Ms A Probert


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Technology

Desk top Pub l i sh ing : Desktop Publishing involves the use of a computer and page-layout and other software to assemble text and graphics electronically for publishing on paper. Students use computer technology and apply the design process to develop and present desktop publishing solutions to design briefs. The tasks may require students to provide original composition, work from instructions and display provided material. Tasks may include programs, leaflets, stationery, posters, brochures and advertising material. Assessment:

Assessment Type 1: Practical Skills (40%), Assessment Type 2: Issues Analysis & Technical Operations (30%), External Assessment: 30%, Assessment Type 3: Product and Documentation (30%)


TAFE: Graphic Design, Printing & Graphic Arts. University: Computing skills & Visual Communication.

Contact Teacher Mr J Mitroussis

LEVEL Stage 2


PRE-REQUISITE Successful completion of Stage 1 Materials & Design, or teacher recommendation.

Content

Students will construct a Timber Product utilising a range of traditional and contemporary construction methods. Program focus is to further develop student’s ability to use and operate a wide range of tools and machinery and the development of knowledge of materials associated with furniture construction. Students will be required to design a selected feature of the product, utilise research skills, work through the design brief process, develop a cost analysis and critique a variety of construction methods and materials.

Assessment

Skills & Applications tasks 20% Practical 50% External Assessment Project 30%


TAFE Furniture industry

Contact Teacher Mr D Lee Justine, Mr D Mace

LEVEL Stage 2

LENGTH Full Year 20 credits

PRE-REQUISITE C grade or better in Stage 1 Media Studies

Content

A practical course dealing with the application, issues and exploration of photography th rough d ig i ta l photographic processes. This focus area involves the use of digital materials to design and make products that communicate information. Students produce outcomes that demonstrate the knowledge and skills associated with manipulation of communication media in both still and moving images.

Assessment:

School based Assessment

Assessment Type 1: 20%

Material Application Task

Skills Application 2 (Product & oral presentation)

Assessment Type 2: 50%

Minor Product (Product & work record)

Major Product (Product)

External Assessment: 30%

Evidence & documentation of the design process of the major product (Max 2000 words or 12 mins recorded oral information)

Investigation of the impact of technology on individuals & society (Max 1200 words as part of the folio)


Photography courses at University and TAFE.

Contact Teacher

Materials Products;

Furniture Construction

Information Processing &

Publishing Media Studies

136

Career Planning Resources

Planning your Career

STEP 1: SELF ASSESSMENT

Your interests

• What do you enjoy doing?

• What inspires and motivates you?

Skills and abilities you have developed

• Education

• Previous employment or work experience

• Voluntary or charity work

Extracurricular activities (e.g. sport, music, social clubs).

Caring for family members.

Values and Influences

• What aspects of work are important to you? e.g. respect,

recognition, security, achievement, status, money

• What influences are important to your decision making?

e.g. health, family, community.

• What working conditions are suitable for your lifestyle?

• Do you have health issues to consider when planning your

career path?

STEP 2 : CAREER ASSESSMENT

Once you have thought about a few different career paths

that may interest you, do some industry research to find out

what each career involves. Refer to the list of useful websites

on the following pagesto help you gather the following infor-

mation.

Job Outlook

• What are the employment prospects?

• What are the predictions for the future of the industry?

Will the industry grow?

• Can you further develop and progress in the career?

Education and Training

• Do you have the right qualifications, education or training?

• Can you do on the job training or study while you work in

the career?

• Are there opportunities for further education or training?

Duties and tasks

• What duties and tasks will you be required to perform?

• Can you perform these duties and tasks?

• Will the duties and tasks keep you motivated?

Making a decision about what type of career

you want can be hard, especially if you are

new to the workforce or looking to change

your career. Below are some simple steps to

help you through the decision making

process.

137


Industry knowledge

Talk to people who already work in the industry and ask

questions to help you with your career decision making.

• What does your typical work day involve?

• What do you most like about your job?

• What do you least like about your job?

• What training would you recommend to prepare for the job?

• Do you know of any alternative training pathways?

• Have you had the opportunity to progress in your career

and develop further skills?

STEP 3 : CAREER DECISION

When it comes to making a decision on what career path you

want to pursue, make sure you explore all the options

available to you.

• Make a decision that will suit your personality and the

working environment that you are interested in, as well as the

career goals that you have set for yourself.

• If you are uncertain about your career choices, don’t worry

too much. The average Australian will have between five and

seven career changes in their lifetime.

Remember that in each job you will develop new skills that you can apply in other jobs. You will also meet more people, which is ideal for career networking.

STEP 4 : TAKE ACTION

Now that you’ve gone through the decision making process,

it’s time to take action. Get your resume ready and apply for

any suitable jobs that you find. Keep in mind that things don’t

always work out the first time. You may even need to go

through the steps again to find what you’re looking for, but

don’t give up. Remember that having a job, even if it’s not the

one you want, can lead to getting the job you do want.

Online Job Searching

Www.jobjumpstart.gov.au tips and ideas about jobs and ca-

reers, whether you are looking for a job, a career, or at work.

www.jobsearch.gov.au – search for jobs by choosing your state,

local area and occupation category. Create a job match profile,

upload your resume and use the instant job list to find jobs

based on your skills and experience.

www.joboutlook.gov.au – search for a career that you are

interested in and find information on the trends and job

prospects for that career. Discover careers you enjoy by taking

s quiz, explore careers by industry, and the future outlook for

the labour market.

www.careerone.com.au – search for jobs that interest you.

www.adzuna.com.au – search for jobs that interest you.

www.seek.com.au – search for jobs that interest you.

Career & Recruitment

www.employmentguide.com.au – look for recruitment agencies relating to your chosen industry and find career advice and information.

www.myfuture.edu.au – identify your interests and skill areas, make career decisions and plan your career.

www.jobguide.thegoodguides.com.au – work out what occupations suit you best, based on your interests and abilities.

138


Government Information

Www.www.skills.sa.gov.au – find out how gaining new skills

can increase your job opportunities and find out about train-

ing options.

www.apsjobs.gov.au – look for job vacancies in the

Australian Public Service.

www.defencejobs.gov.au – find information about jobs in the

Navy, Army and Air Force.

For information about Public Service jobs in each state refer to

the relevant site https://iworkfor.sa.gov.au

Starting a Business

www.business.gov.au – find information to help you plan, start

and grow your business.

For state-based information about starting your own business

refer to the relevant site

https://business.sa.gov.au/start-your-business

Studying or Training

www.australianapprenticeships.gov.au – find out about

apprenticeships and combining employment and training.

www.gooduniversitiesguide.com.au – Australian degree and

university ratings guide.

www.humanservices.gov.au/students – payments and

services are available to support people who are studying or

planning to study. Families and carers of students and people

undertaking training or Australian apprenticeships.

www.studyassist.gov.au – find information about Australian

Government assistance for financing tertiary study.

www.training.gov.au – search for training organisations,

packages and courses in Australia.

Volunteering

www.volunteeringaustralia.org – find volunteer

opportunities Australia wide.

https://govolunteer.com.au – find volunteer opportunities

Australia wide.

www.australianvolunteers.com – find information about

volunteering for projects focusing on reducing poverty,

providing health and education services, promoting human

rights and gender equality, and protecting the environment.

www.volunteeringsa-nt.org.au – look for volunteering

opportunities in the Northern Territory and South Australia.

139


Relevant Websites

The following publications are made available to students at

various times to help in the course counselling process.

Information can also be found on the web sites listed.

DEPARTMENT FOR EDUCATION

www.education.sa.gov.au

FLINDERS UNIVERSITY

www.flinders.edu.au

UNIVERSITY OF ADELAIDE

www.adelaide.edu.au

UNIVERSITY OF SOUTH AUSTRALIA

www.unisa.edu.au

TAFE SUBJECT GUIDE

www.tafesa.edu.au

SACE Board

www.sace.sa.edu.au

SATAC GUIDE

www.satac.edu.au

YOUTH ALLOWANCE

www.humanservices.gov.au

Career Guidance

For more information please contact:

Alana Probert VET & Careers Coordinator on 8445 9833.

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Glossary

ACARA Australian Curriculum, Assessment & Reporting Authority

ASBA Australian School-based Apprenticeship

ATAR Australian Tertiary Admission Rank. The ATAR is derived from the university aggre-gate and is an indicator of how well a student has performed relative to others in the population, taking into account variations in student participation from year to year. The ATAR is used for university entrance purposes.

Australian Curriculum The Australian Curriculum is the national curriculum used from reception to year 10 developed by ACARA.

CAR Course Admission Requirements used for TAFE entry purposes. Counting restrictions are used where it is deemed desirable to limit the number of credits that can be counted towards a university aggregate and the ATAR in a specific subject area.

Curriculum Pattern A selection of subjects required in order to qualify for the SACE.

Credit Ten credits are equivalent to 1 semester or 6 months study in one subject or course.

DfE Department for Education

Flexible Option Flexible option refers to the final 30 credits of study contributing to the university aggregate and the TAFE Selection Score.

IPP Industry Pathways Program.

ISEC Intensive Secondary English Course.

PLP The Personal Learning Plan - a compulsory Stage 1 subject studied in Year 10.

Precluded Combination 2 subjects are a precluded combination if they are defined by the universities and TAFE SA as having significant overlap in content.

Prerequisite A formal requirement that is needed before proceeding to further study.

Recognised Studies Studies such as higher education studies or Vocational Education and Training (VET) awards approved by the SACE board as counting towards the SACE and deemed by the universities and TAFE SA as being eligible to be included in the calculation of the ATAR and TAFE SA Selection Score.

141

Glossary

Research Project A compulsory Stage 2 subject.

RTO Registered Training Organisation.

SACE The South Australian Certificate of Education.

SACE BOARD South Australian Certificate of Education Board.

SATAC South Australian Tertiary Admissions Centre

Semester .50 to 60 hours of programmed lesson time - subjects of 1 unit are usually one semester in length.

Stage 1 The first of 2 levels of the SACE - this will usually be a student’s 11th year of schooling.

Stage 2 The second of 2 levels of the SACE - this will usually be a student’s 12th year of schooling.

STAT Special Tertiary Admissions Test.

TAFE Technical and Further Education.

TGSS Training Guarantee for SACE Students.

TAS Tertiary Admission Subject – a SACE Stage 2 subject which has been approved by TAFE SA and the universities for tertiary admission.

UMAT Undergraduate Medical Admissions Test

Unit Half a year (50 to 60 hours of programmed time) of full-time study.

VET Vocational Education and Training.

Youth Allowance Youth Allowance is a means tested payment made to full time students aged between 16 and 24.

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