COURSE HANDBOOK 2020 COURSE HANDBOOK 2020 · 2019-08-09 · COURSE HANDBOOK 2020 COURSE HANDBOOK...
Transcript of COURSE HANDBOOK 2020 COURSE HANDBOOK 2020 · 2019-08-09 · COURSE HANDBOOK 2020 COURSE HANDBOOK...
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THE ESSINGTON INTERNATIONAL
SENIOR COLLEGE
CHARLES DARWIN UNIVERSITY
THE ESSINGTON INTERNATIONAL
SENIOR COLLEGE
CHARLES DARWIN UNIVERSITY
COURSE HANDBOOK
2020
COURSE HANDBOOK
2020
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To the best of our knowledge, the information within The Essington International Senior College, Charles Darwin
University Course Handbook is correct. The Course Handbook was last updated Friday 24th May 2019 but is subject
to change without notice. Any variations or updates will be made on our school website:
< www.essington.nt.edu.au >.
If in doubt, students and parents are urged to verify the accuracy of this information with relevant authorities.
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Contents.................................................................................................................................................................................................................. 3 Ntcet Program Comparison ..................................................................................................................................................................................... 5 Achieving The Ntcet ................................................................................................................................................................................................ 6 First Year Of Ntcet Senior Program ......................................................................................................................................................................... 8 Second Year Of Ntcet Senior Program .................................................................................................................................................................... 9 Third Year Of Ntcet Senior Program ...................................................................................................................................................................... 10 Vocational Education & Training For Secondary Students (Vss) ............................................................................................................................ 10 Community-Developed Programs/ Languages ...................................................................................................................................................... 10 First, Second And Third Year Ntcet Subjects. ........................................................................................................................................................ 11 First Year Subject Information ............................................................................................................................................................................... 13 Cambridge Igcse Mathematics (0580) ................................................................................................................................................................... 14 Cambridge Igcse World Literature (0408) .............................................................................................................................................................. 15 First & Second Year Subject Information ............................................................................................................................................................... 16 Accounting ............................................................................................................................................................................................................ 17 Biology .................................................................................................................................................................................................................. 18 Business Innovation .............................................................................................................................................................................................. 19 Chemistry .............................................................................................................................................................................................................. 20 Child Studies ......................................................................................................................................................................................................... 21 Dance ................................................................................................................................................................................................................... 22 Design And Technology: Communication Products ............................................................................................................................................... 23 Digital Technologies .............................................................................................................................................................................................. 24 Drama ................................................................................................................................................................................................................... 25 English .................................................................................................................................................................................................................. 26 English Literary Studies ......................................................................................................................................................................................... 27 Health ................................................................................................................................................................................................................... 28 Information Processing And Publishing ................................................................................................................................................................. 29 Legal Studies ........................................................................................................................................................................................................ 30 Essential Mathematics .......................................................................................................................................................................................... 31 General Mathematics ............................................................................................................................................................................................ 32 Mathematical Methods .......................................................................................................................................................................................... 33 Specialist Mathematics .......................................................................................................................................................................................... 34 Media Studies ....................................................................................................................................................................................................... 35 Modern History ...................................................................................................................................................................................................... 36 Music .................................................................................................................................................................................................................... 37 Nutrition................................................................................................................................................................................................................. 38 Outdoor Education ................................................................................................................................................................................................ 39 Personal Learning Plan ......................................................................................................................................................................................... 40 Physical Education ................................................................................................................................................................................................ 41 Physics ................................................................................................................................................................................................................. 42 Psychology ............................................................................................................................................................................................................ 43 Society & Culture .................................................................................................................................................................................................. 44 Visual Arts ‐ Art / Visual Arts ‐ Design ................................................................................................................................................................... 45 Second & Third Year Subject Information .............................................................................................................................................................. 46 Accounting ............................................................................................................................................................................................................ 47 Biology .................................................................................................................................................................................................................. 48 Business Innovation .............................................................................................................................................................................................. 49 Chemistry .............................................................................................................................................................................................................. 50 Child Studies ......................................................................................................................................................................................................... 51 Dance ................................................................................................................................................................................................................... 52 Dance: Creative Arts ............................................................................................................................................................................................. 53 Design, Technology And Engineering .................................................................................................................................................................... 54 Digital Technologies .............................................................................................................................................................................................. 55 Drama ................................................................................................................................................................................................................... 56 English .................................................................................................................................................................................................................. 57 English Literary Studies ......................................................................................................................................................................................... 58 Health ................................................................................................................................................................................................................... 59 Information Processing And Publishing ................................................................................................................................................................. 60 Legal Studies ........................................................................................................................................................................................................ 61 Essential Mathematics .......................................................................................................................................................................................... 62 General Mathematics ............................................................................................................................................................................................ 63 Mathematical Methods .......................................................................................................................................................................................... 64 Specialist Mathematics .......................................................................................................................................................................................... 65 Media Studies ....................................................................................................................................................................................................... 66 Modern History ...................................................................................................................................................................................................... 67 Music: Ensemble Performance .............................................................................................................................................................................. 68 Music: Solo Performance ...................................................................................................................................................................................... 69 Nutrition................................................................................................................................................................................................................. 70 Outdoor Education ................................................................................................................................................................................................ 71 Physical Education ................................................................................................................................................................................................ 72 Physics ................................................................................................................................................................................................................. 73 Visual Arts: Art And Visual Arts: Design ................................................................................................................................................................. 76
CONTENTS
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The 2020 Senior College Course Handbook outlines the study programs and subjects offered at The Essington
International Senior College, Charles Darwin University. It is intended to assist students and families in the subject
selection process.
The senior secondary years are of great importance. Preparation for either further education or the workforce is a major
focus of the Northern Territory Certificate of Education and Training (NTCET). In many cases, students have not yet
decided on future plans or courses of study, and this makes subject choice a challenging task.
We encourage students to select a range of subjects which reflect their interests, abilities and possible future career
directions. At The Essington International Senior College, students are given a Student Timetable detailing the daily
scheduling of the subjects they have expressed an interest in. The Senior College is dedicated to meeting the needs of all
students as closely as possible.
At The Essington International Senior College, Charles Darwin University, we cater for three years of senior secondary
schooling.
The Northern Territory Certificate of Education and Training (NTCET)
Students who successfully complete their 200 credits of senior secondary education are awarded the Northern Territory
Certificate of Education and Training (NTCET). The NTCET is an internationally recognised qualification that paves the way
for young people to move from school to work or further study. It is almost the same as the South Australian Year 12
certificate, the South Australian Certificate of Education (SACE). The Certificate is based on three stages of achievement
as outlined on the following chart.
The Essington International Senior College and Charles Darwin University offers a unique senior
secondary program to Northern Territory students promising a high quality, planned transition into
university and post-secondary studies.
At The Essington International Senior College, Charles Darwin University, we look forward to
providing our students with the best passport for a better future.
INTRODUCTION
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NTCET PROGRAM COMPARISON
Normal NTCET Program
ESSINGTON SENIOR COLLEGE NTCET EXTENDED PROGRAM
Year 10 First Year: Extended Negotiated Program - All students undertake an individually negotiated program:
10 credits (PLP) Compulsory Components
- English and Mathematics (compulsory)
- Stage 1 Personal Learning Plan (PLP) (10 credits) Breadth Subject - Stage 1 Biology, or Chemistry or Nutrition or Physics or Psychology (10 credits per semester)
- Stage 1 Society and Culture, Legal Studies or Modern History or Business (10 credits per semester)
- Stage 1 Physical Education or Outdoor Education or Dance or Drama or Health or Child Studies (10 credits per semester)
Certificate II One Vocational Education and Training For Secondary Students (VSS) (30/50 credits) course where places are available: Certificate II Aquaculture, Automotive Vehicle Preparation, Construction Pathways, Hospitality, Information, Digital Media & Technology Retail and Sport & Recreation.
Year 11
(Stage 1)
120 credits
Second Year:
Second Year Studies – All students undertake an individually negotiated Second Year program:
- Stage 1 English and Stage 1 Mathematics (compulsory)
- Two Stage 2 Subjects (compulsory)
- One Stage 1 Subject or Stage 2 Subject
Year 12
(Stage 2)
80/90 credits
Third Year:
plus
1st Year CDU Study/ies
Third Year Studies – All students undertake an individually negotiated Third Year program that may include selected CDU undergraduate subjects:
- Three to five Stage 2 Third Year subjects (this may include a VSS Course)
- Charles Darwin University Undergraduate Unit Academic Literacies
- Third Year students have the opportunity to sit in on lectures in undergraduate programs at the University of interest to them. These include lectures in the Health Sciences, Engineering, Science, Design and Law
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ACHIEVING THE NTCET
To gain the NTCET, students must earn at least 200 credits over three years of study.
Some elements of the NTCET are compulsory. These are:
A Personal Learning Plan (Stage 1 PLP) at Stage 1 (Second Year) which is normally completed in our first year of senior secondary.
At least 20 credits towards Literacy from English at Stage 1 (Second Year) or Stage 2 (Third Year).
At least 10 credits towards Numeracy from Mathematics at Stage 1 (Second Year) or Stage 2 (Third Year).
Completion of at least 60 credits in Stage 2 in second and third year of senior secondary.
The importance of the compulsory elements is reflected in the requirement that students must achieve an “A”, “B”, “C”
or equivalent grade in these subjects to complete the NTCET successfully.
In addition to the compulsory elements, students choose from a range of subjects and courses to earn the remaining 100
credits to gain the NTCET. These include subjects and courses from either Stage 1 or Stage 2.
First Year
Compulsory Components
Subject 1: English
Subject 2: Mathematics
Subject 3: Science
Subject 4: Physical Education
Subject 5: Personal Learning Plan
Breadth Subject
Subject 6: Free Choice
Vocational Education and Training for Secondary Students (VETFSS)
Subject 7: Free Choice
Note: History is a compulsory subject that is delivered throughout Year 9 at the Essington International School Darwin.
Second Year
Compulsory Components
Subject 1: English (Stage 1 Subject)
Subject 2: Mathematics (Stage 1 Subject)
Subject 3: Stage 2 Subject
Subject 4: Stage 2 Subject
Subject 5: Stage 1 Subject OR Stage 2 Subject
Third Year +
Academic Literacies (CDU Semester 1)
Option 1 = Stage 2 Subject
Option 2 = Stage 2 Subject
Option 3 = Stage 2 Subject
Option 4 = Stage 2 Subject
Possible Reserve Option (to be negotiated) or optional first year undergraduate study/ies
UNIVERSITY ENTRY
Students who complete the NTCET are eligible for university entry, provided they meet certain additional requirements.
For university entry, students need to achieve at least 90 credit units of Stage 2 subjects.
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DESIGNING A COURSE
Before making final decisions about subjects to be taken for NT Certificate of Education and Training (NTCET), students
and parents should talk together, consult the Senior College Dean of Studies, and consider carefully the following:
The interest, ability and possible career paths the student
Information from reports, assessments, examination results and vocational guidance testing which indicate the student’s strengths and weaknesses.
The compulsory NTCET subjects.
The compulsory Essington International Senior College requirements including enrolment in Charles Darwin University studies in the senior secondary years.
A good balance of subjects.
Many courses of further study do have certain school subjects as pre-requisites. If a student is considering a future
application for entry into tertiary study or further training, it is essential that enquiries be made to discover the precise
subjects and levels that are expected as pre-requisites or are recommended by such organisations.
While the School will give all assistance and information that it can in these matters, the onus lies on the
students and their parents to secure the precise, authoritative details they require.
Note: Subject offerings are dependent on teacher availability and student interest.
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FIRST YEAR OF NTCET SENIOR PROGRAM Students completing a normal First Year curriculum program usually complete all or part of the compulsory NT Certificate
of Education and Training (NTCET) subject, Personal Learning Plan (PLP). This will count as 10 points towards the 200
points required for an NTCET.
At The Essington International Senior College, Charles Darwin University, First Year students complete the following
subjects:
First Year: Summary
Compulsory Components
Subject 1: English
Subject 2: Mathematics
Subject 3: Science
Subject 4: Physical Education
Subject 5: Personal Learning Plan
Breadth Subject
Subject 6: Free Choice
Vocational Education and Training for Secondary Students (VETFSS)
Subject 7: Free Choice
Note: History is a compulsory subject that is delivered throughout Year 9 at the Essington International School Darwin.
As a result our First Year students are completing an accelerated senior secondary NTCET program.
Compulsory Components
1 ENGLISH - (Cambridge IGCSE) English
2 MATHEMATICS Subject to teacher recommendation - (Cambridge IGCSE) Essential Mathematics, General
Mathematics and Mathematical Methods
3 SCIENCE - (Stage 1) Biology, Chemistry, Nutrition, Physics and Psychology
4 PHYSICAL EDUCATION - (Stage 1) Child Studies, Dance, Drama, Health, Outdoor Education and Physical Education
5 PERSONAL LEARNING PLAN (PLP) - (Stage 1) Personal Learning Plan
6 Breadth Subject - (Stage 1) Business Innovation, Digital Technologies, Legal Studies, Media Studies, Modern History,
Music, Society and Culture, Visual Art: Arts and Visual Art: Design
*Breadth Subject can include an additional Science or Physical Education subject. Subject offerings are dependent on
teacher availability and student interest.
7 Vocational Education and Training for Secondary Students (VETFSS)
Proposed Courses Offered by Charles Darwin University:
Certificate II Aquaculture
Certificate II Automotive Vehicle Preparation
Certificate II Construction Pathways
Certificate II Hospitality
Certificate II Information, Digital Media & Technology
Certificate II Retail
Certificate II Sport & Recreation
Arrangements may be able to be made for individual students to complete other VSS Cert II courses offered by Charles
Darwin University. These, however, need to be negotiated with the University by the Senior College.
First Year students also participate in the Duke of Edinburgh’s International Award Program with the aim of completing a
Bronze Award by the end of First Year.
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INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION (IGCSE)
Background: Cambridge Education is a not for profit organisation and part of the University of Cambridge. Cambridge
Education offers international education programs and qualifications for 5 to 19 year olds. At the secondary and advanced
years, students can obtain globally recognized qualifications such as the International General Certificate of Secondary
Education (IGCSE).
The Essington International School Darwin was the sixth school in Australia to receive accreditation as a Cambridge
International School after a rigorous review in 2012/2013.
The Cambridge IGCSE is an international passport to progression, recognised by leading universities and
employers worldwide as evidence of academic ability.
The Cambridge International General Certificate of Secondary Education (IGCSE) in the Senior College
IGCSE is not intended to replace the Australian Curriculum or NTCET qualifications; instead it augments and extends on
already successful programs.
The outcome for Essington students is an academic edge in an increasingly competitive global market and the opportunity
to gain educational credentials without sacrificing any aspect of their learning experience. This curriculum model is unique
in the Northern Territory and these qualifications are offered by no other school in the Territory.
Students at the Essington Senior College in Years 10 and 11 will have the opportunity to submit coursework and sit
examinations to receive IGCSE qualifications in:
English World Literature
Mathematics
Unique offer to Senior Secondary students at Essington
Students can choose to complete these examinations and coursework requirements as stand-alone study or alongside
the standard NTCET courses, resulting in dual certification at the end of each course. Please speak with the NTCET
Coordinator.
SECOND YEAR OF NTCET SENIOR PROGRAM
Second Year NTCET at The Essington International Senior College includes Stage 1 and Stage 2 subjects
Students completing a normal Year 11 curriculum program usually complete six NTCET subjects and gain 120 points
towards the 200 points required for an NTCET.
At The Essington International Senior College, Charles Darwin University, Second Year students complete Stage 1
subjects plus approved Stage 2 subjects. This program is negotiated with individual students to meet their post-
secondary study requirements.
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THIRD YEAR OF NTCET SENIOR PROGRAM
Third Year NTCET at The Essington International Senior College includes Stage 2 subjects and undergraduate
CDU university subjects (as approved and negotiated with individual students)
Students completing a normal Year 12 curriculum program usually complete three to five Stage 2 NTCET subjects and
gain 60 points (three subjects) towards the 200 points required for an NTCET and (five) 90 points towards an ATAR for
university entrance.
Third year students also complete the Charles Darwin University undergraduate subject, Academic Literacies.
At The Essington International Senior College, Charles Darwin University, Third Year students complete Stage 2 subjects
plus approved and negotiated CDU undergraduate subjects. These subjects are identified by the university as pathway
subjects for their undergraduate degree programs. This program is negotiated with individual students to meet their
post-secondary study requirements.
VOCATIONAL EDUCATION & TRAINING FOR SECONDARY
STUDENTS (VSS)
The Vocational Education and Training for Secondary Students (VSS) Program gives students the opportunity to
experience, first-hand, a chosen profession and develop employability skills while still at school. The student takes part
in VET studies at school that can contribute towards achieving their NTCET.
As a Registered Training Organisation (RTO), Charles Darwin University (CDU), in partnership with The Essington
International Senior College, Charles Darwin University, offers a variety of Vocational Education and Training For
Secondary Students (VSS) programs for our senior secondary school students.
The Essington International Senior College, Charles Darwin University, will offer specific VETFSS programs. Students will
also be able to choose from the range of programs offered to make up their own VET program. The following web site
provides information on the programs offered through CDU: https://www.cdu.edu.au/cdu-vet/vss
COMMUNITY-DEVELOPED PROGRAMS/ LANGUAGES
Many community organisations develop and accredit their own programs, and many of these are eligible for recognition
towards the NTCET. Examples of such programs include Australian Music Examination Board and the Duke of Edinburgh
International Award.
Students, who have received an award or certificate from one of the organisations detailed on the NTCET Board web site,
may be eligible for NTCET Credits.
Students at The Essington International Senior College, Charles Darwin University, are encouraged to complete the Duke
of Edinburgh International Award Scheme’s Bronze, Silver and Gold Awards.
Students interested in Stage 1 or Stage 2 Languages have a range of options available to them. These include programs
through the Open Access College in South Australia.
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FIRST, SECOND AND THIRD YEAR NTCET SUBJECTS.
At The Essington International Senior College, Charles Darwin University, the following subjects will be offered to students
at the Casuarina Campus of Charles Darwin University, and by dual enrolment with other educational institutions
(including Charles Darwin University). Some subjects are compulsory and others are available for students to choose for
their course program.
First and Second Year Subjects Second and Third Year Subjects
Arts Arts
Dance Dance
Drama Drama
Music Music
Visual Arts: Art Visual Arts: Art
Visual Arts: Design Visual Arts: Design
Business, Enterprise and Technology Business, Enterprise and Technology
Business Innovation Accounting
Digital Technologies Business Innovation
Cross-Disciplinary COMPULSORY Design and Technology Communication Product
Personal Learning Plan Digital Technologies
Information Processing and Publishing
English COMPULSORY English COMPULSORY SECOND YEAR ONLY
English English
English Literary Studies English Literary Studies
Health and Physical Education Health and Physical Education
Child Studies Child Studies
Health Health
Outdoor Education Outdoor Education
Physical Education Physical Education
Humanities, Social Sciences Humanities, Social Sciences
Media Studies Media Studies
Modern History Modern History
Legal Studies Legal Studies
Society and Culture Society and Culture
Mathematics COMPULSORY Mathematics COMPULSORY SECOND YEAR ONLY
Essential Mathematics Essential Mathematics
General Mathematics General Mathematics
Mathematical Methods Mathematical Methods
Specialist Mathematics*
*Available to Stage 1 Mathematical Methods students only. Specialist Mathematics
Sciences Sciences
Biology Biology
Chemistry Chemistry
Nutrition Nutrition
Physics Physics
Psychology Psychology
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NORTHERN TERRITORY SCHOOL OF DISTANCE EDUCATION
NTSDE provides senior secondary education to students in Years 10, 11 and 12. Our teaching and learning programs are
provided to students through a blended distance education delivery model that incorporates online courses, weekly
interactive web conferencing lessons and regular support by teachers via phone, email and contact visits either to your
home location or at NTSDE.
PLANNING YOUR NTCET PROGRAM
10
Credits
10
Credits
10
Credits
10
Credits 10 Credits
10
Credits
10
Credits
10
Credits
10
Credits 10 Credits
10
Credits
10
Credits
10
Credits
10
Credits
10
Credits
10
Credits
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FIRST YEAR SUBJECT
INFORMATION
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1ST
YEAR Cambridge IGCSE MATHEMATICS (0580)
Subject IGCSE Mathematics Credits IGCSE Qualification
Learning Area Mathematics
Prerequisites Nil
Course Outline
The IGCSE in Mathematics develops student’s Mathematical skills across a broad area of
mathematical topics. Cambridge IGCSE Mathematics is recognized internationally by universities and
employers as proof of mathematical knowledge and understanding.
Successful Cambridge IGCSE Mathematics students gain lifelong skills, including:
the development of their mathematical knowledge;
confidence by developing a feel for numbers, patterns and relationships;
an ability to consider and solve problems and present and interpret results;
communication and reason using mathematical concepts; and
a solid foundation for further study.
Content
There are two options in syllabus: Core syllabus and Extended syllabus.
All candidates will study the following topics:
Number
Algebra and graphs
Geometry
Mensuration
Co-ordinate geometry
Trigonometry
Matrices and transformations
Probability
Statistics
Assessment
Cambridge Assessment is internationally benchmarked and therefore recognised around the world
as an authentic and rigorous qualification. All candidates take two papers.
External Assessment Duration Weighting
Assessment Type 1: Short-Answer Examination Paper 1 hour 35%
Assessment Type 2: Structured/Longer Question Examination Paper 2 hours 65%
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1ST
YEAR Cambridge IGCSE WORLD LITERATURE (0408)
Subject IGCSE World Literature Credits IGCSE Qualification
Learning Area English
Prerequisites Nil
Course Outline
The syllabus enables learners to read, interpret and evaluate texts through the study of literature in
English. Students study a range of literary texts and respond emphatically, analytically and creatively.
Cambridge IGCSE Literature (English) is recognised internationally by universities and employers as
proof of real knowledge and understanding.
Students gain lifelong skills, including the ability to:
read, interpret and evaluate literary texts from different countries and cultures;
develop an understanding of literal and implicit meaning, relevant contexts and of the deeper
themes or attitudes that may be expressed;
present an informed, personal response to literary texts they have studied; and
explore wider and universal issues and gain skills of empathy, promoting students’ better
understanding of themselves and of the world around them.
Assessment
Cambridge Assessment is internationally benchmarked and therefore recognised around the world
as an authentic and rigorous qualification.
School-based Assessment Duration Weighting
Assessment Type 1: Portfolio of Coursework - 50%
External Assessment Duration Weighting
Assessment Type 2: Written Examination (Unseen) 75 minutes 25%
Assessment Type 3: Written Examination (Set Text) 90 minutes 25%
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FIRST & SECOND YEAR
SUBJECT INFORMATION
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1st & 2nd
YEAR ACCOUNTING
Subject Stage 1 Accounting Credits 10 (per semester)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
In Stage 1 Accounting, students develop their understanding of accounting, including selected
concepts and conventions that underpin and inform the practice of accounting. They apply this
understanding to create and interpret accounting information. Students explore and analyse the ways
in which qualitative and quantitative information can be used in the decision-making process and they
explore the different reporting needs of a range of stakeholders.
Students explore the changing forms of accounting information and examine the use of digital and
emerging technologies. They develop critical thinking and problem-solving skills to devise accounting
solutions in a range of familiar and unfamiliar contexts. Students apply communication skills to collect
and analyse financial and non-financial information for a range of stakeholders.
The focus capabilities for this subject are literacy, numeracy, information and communication
technology (ICT) capability, critical and creative thinking, personal and social capability, ethical
understanding, intercultural understanding.
Semester 1
Understanding Accounting: Financial literacy
Understanding Accounting: Stakeholder information and decision-making
Understanding Accounting: Innovation
Semester 2
Perspectives in Accounting: Financial literacy
Perspectives in Accounting: Stakeholder information and decision-making
Perspectives in Accounting: Innovation
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1 : Accounting Skills 80%
Assessment Type 2 : Accounting Inquiry 20%
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1st & 2nd
YEAR BIOLOGY
Subject Stage 1 Biology Credits 10 (per semester)
Learning Area Sciences
Prerequisites Nil
Course Outline
In Biology, students investigate biological systems and their interactions, from the perspectives of
energy, control, structure and function, change, and exchange in microscopic cellular structures and
processes, through to macroscopic ecosystem dynamic. These investigations allow students to
extend the skills, knowledge, and understanding that enable them to explore and explain everyday
observations, find solutions to biological issues and problems, and understand how biological science
impacts on their lives, society, and the environment. They apply their understanding of the
interconnectedness of biological systems to evaluate the impact of human activity on the natural
world.
Biology students integrate and apply a range of understanding, inquiry, and scientific thinking skills
that encourage and inspire them to contribute their own solutions to current and future problems and
challenges. Students also pursue scientific pathways, for example in medical research, veterinary
science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation,
biosecurity, quarantine, conservation, and ecotourism
The learning requirements summarise the knowledge, skills, and understanding that students are
expected to develop and demonstrate through their learning in Stage 1 Biology.
Semester 1
Cells and Microorganisms
Infectious Disease
Semester 2
Multi-Cellular Organisms
Biodiversity and Ecosystems
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigations Folio 50%
Assessment Type 2: Skills and Application Tasks 50%
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1st & 2nd
YEAR BUSINESS INNOVATION
Subject Stage 1 Business Innovation Credits 10 (per semester)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
In Stage 1 Business Innovation, students begin to develop the knowledge, skills, and understandings
to engage in business contexts in the modern world. In a time when design-led companies outperform
other companies, students are immersed in the process of finding and solving customer problems or
needs through design thinking and using assumption-based planning tools. The customer is at the
centre of the innovation process and the generation of viable business products, services, and
processes.
Initially, students may be guided through structured processes to develop their understanding of
underlying problems or needs, and begin to propose and test hypotheses relating to the customer,
problem, and solution. As students develop these skills, they will anticipate, find, and solve their own
problems. These structured processes create a learning environment where risk is encouraged and
provide an opportunity to pivot during the iterative process of proposing, developing, testing, and
refining solutions.
The focus capabilities for this subject are literacy, numeracy, information and communication
technology (ICT) capability, critical and creative thinking, personal and social capability, ethical
understanding, intercultural understanding.
Semester 1
Existing Business: Finding and solving problems
Existing Business: Financial awareness and decision-making
Existing Business: Global, local, and digital connections
Semester 2
Start-up Business: Finding and solving problems
Start-up Business: Financial awareness and decision-making
Start-up Business: Global, local, and digital connections
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Business Skills 60%
Assessment Type 2: Business Pitch 40%
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1st & 2nd
YEAR CHEMISTRY
Subject Stage 1 Chemistry Credits 10 (per semester)
Learning Area Sciences
Prerequisites Enrolment in IGCSE Mathematical Methods or Stage1 Methods is required
Course Outline
The study of chemistry includes an overview of the matter that makes up materials, and the properties,
uses, means of production, and reactions of these materials. It also includes a critical study of the
social and environmental impact of materials and chemical processes. Students consider how human
beings make use of the earth's resources and the impact of human activities on the environment.
Through practical investigations students develop investigation skills, and an understanding of the
physical world that enables them to be questioning, reflective, and critical thinkers
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 the three
strands of science.
The three strands of science to be integrated throughout student learning are:
science inquiry skills
science as a human endeavor
science understanding.
Semester 1:
Science inquiry skills
Materials and their atoms
Combining atoms
Molecules
Semester 2:
Mixtures and solutions
Acids and bases
Redox Reactions
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigation Folio 50%
Assessment Type 2: Skills and Applications Tasks 50%
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1st & 2nd
YEAR CHILD STUDIES
Subject Stage 1 Child Studies Credits 10 (per semester)
Learning Area Humanities
Prerequisites Nil
Course Outline
Child Studies focuses on children and their development from conception to 8 years. Students have
the opportunity to develop knowledge and understanding of young children through individual,
collaborative, and practical learning. They explore concepts such as the development, needs, and
rights of children, the value of play, concepts of childhood and families, and the roles of parents and
care-givers. They also consider the importance of behavior management, child nutrition, and the
health and well-being of children.
Students explore and critically evaluate the role of government legislation and social structures, and
the ways in which these influence the growth and development of children. They understand and
apply occupational health and safety requirements for working with children.
Students investigate contemporary issues that are relevant to children and their development. They
may consider broad themes such as those related to children who are migrants or refugees,
displacement, health issues for children in Indigenous communities, access to education, the
exploitation of children, literacy and numeracy, disability and equity, child protection, gender
stereotyping in play, clothing, textiles, and merchandising, and children’s television. Students analyse
current trends in relation to children, and critique government and global initiatives and strategies for
the well-being and protection of children.
Semester 1:
Contemporary childhood issues
Roles and responsibilities of family members towards children
The implications of technology for childhood health and well-being
Sociocultural issues related to children and families
Semester 2:
Safety issues for children (e.g. Sun and water safety, poisons, and medicines)
Child protection legislation
Government policies and their implications for children
The rights of the child
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Practical Activity 50%
Assessment Type: Group Activity 30%
Assessment Type 3: Investigation 20%
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1st & 2nd
YEAR DANCE
Subject Stage 1 Dance Credits 10 (per semester)
Learning Area Arts
Prerequisites A background in Dance is desirable. There are no prerequisites or auditions to enter the course
Course Outline
Through the study of Dance, students develop a creative, technical, and physical understanding and
appreciation of dance as an art form. Dance has its own specific language and processes that
students learn in theory and practice through the study of technique, composition, choreography,
performance, and critical analysis. Dance offers opportunities for the development of students’
creativity, self-discipline, self-esteem, personal identity, and confidence. This is achieved through
experiences that encourage collaboration and creative problem-solving, the acquisition of skills,
knowledge, and understanding, and the development of aesthetic awareness.
In the dance studio, students develop their own technical and physical skills through undertaking
systematic training that enables the safe execution of a diverse range of movement. Students explore
and develop their personal vocabulary of movement, and learn the application of choreographic and
compositional principles in the creation of independent and collaborative dance works. Students
undergo the disciplined process of rehearsing dance work to performance level, as well as studying
the choreography of dance artists, both local and global, through attendance at, and analysis of, dance
theatre performances.
Dance allows students the opportunity to explore a range of global dance traditions, influences, and
perspectives, and to examine dance in social, political, and cultural contexts, both past and present.
Dance values the exploration of different ways of learning and integrates the creative with the physical
and the intellectual.
Semester 1
Technique:
Composition
Performance or Presentation:
Response:
Semester 2
The tasks are the same as Semester 1 but the theme will change.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Practical Technique Exam 25%
Assessment Type 2: Composition Presentation 30%
Assessment Type 3: Group Performance 25%
Assessment Type 4: Written Response 20%
Page 23
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YEAR DESIGN AND TECHNOLOGY: COMMUNICATION PRODUCTS
Subject Stage 1 Communication Products Credits 10 (per semester)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
In Design and Technology, students apply their knowledge and understanding of technological
concepts to the investigation, analysis, development, and communication of ideas for product or
systems design, production, and evaluation. This involves a model of learning that incorporates
knowledge, skills, design principles, and production techniques in problem-solving contexts.
Students design and create products or systems that meet a design brief, and develop the knowledge
and skills associated with using different processes and production techniques. They combine their
designing and creating skills with knowledge and understanding of materials, information, and
equipment to make high-quality products or systems for intended purposes. They analyse the impact
of technological practices, products, or systems on individuals, society, and/or the environment now.
Students investigate and analyse a range of products or systems and use the information gained to
create original solutions. They use appropriate technical language and graphic, written, and oral
techniques that incorporate information and communication technologies to create and communicate
design proposals.
Communication Products
Examples of contexts for communication products include:
computer-aided design
graphics
multimedia
photography
web design.
Semester 1:
Processes and techniques
Materials application
Product creation
Semester 2:
The tasks are the same as Semester 1 but the theme will change.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills and Application Tasks 50%
Assessment Type 2: Folio 20%
Assessment Type 3: Product 30%
Page 24
1st & 2nd
YEAR DIGITAL TECHNOLOGIES
Subject Stage 1 Digital Technologies Credits 10 (per semester)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
The subject consists of the following focus areas:
Focus area 1: Programming
Focus area 2: Advanced programming
Focus area 3: Data analytics
Focus area 4: Exploring innovations.
Students develop and apply their critical and creative thinking in Digital Technologies through
visualising possibilities, exploring innovations, and creating digital solutions. They engage with
innovators and centres of innovation as they explore how to be creative and innovative in their own
work. Collaboratively and individually students generate, develop, and refine their ideas, exploring
and investigating possible solutions before developing a product, prototype, or proof of concept.
Students make connections in their learning and use their initiative to design and create innovative
digital solutions.
Students work collaboratively to problem-solve and create digital solutions to problems of interest.
Collaboration enables students to develop their social and cognitive skills and ways of combining the
knowledge and skills of group members to identify and solve problems effectively as a team. Students
build their personal and social capability as they work together in interconnected ways, with their
activities reliant on contributions from others and building on activities begun by others. Through
collaboration students extend and apply their critical and creative thinking, decision-making, and
problem-solving skills and capabilities.
Semester 1:
Data Analytics:
Programming
Semester 2:
Programming
Advanced Programming
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Project Skills 70%
Assessment Type 2: Digital Solutions 30%
Page 25
1st & 2nd
YEAR DRAMA
Subject Stage 1 Drama Credits 10 (per semester)
Learning Area Arts
Prerequisites An interest in and dedication to Drama is desirable. There are no prerequisites, tests or auditions to enter the course
Course Outline
In Drama, students participate in the development, rehearsal and performance of dramatic work in
class and for public performance. Students participate in creative problem solving; they generate,
analyse and evaluate their own group presentations and the theories and performances of others.
They research, develop and present in an area of their own personal interest. Students develop their
curiosity and imagination, creativity, individuality, self‐identity, self‐esteem and confidence. The
course is a mix of group and individual work. Students will be assessed on class contribution and on
completed products. Class work will include discussion, improvisation, formal lessons, rehearsal,
attending live performances, film analysis, designing and making properties and sets, technical work
in lighting, sound and projected images.
The focus capabilities for this subject are Communication, Citizenship, Personal Development, work
and Learning.
Content
Semester 1
Presentation of Dramatic Works
Dramatic Theory and Practice
Individual Investigation and Presentation
Semester 2
Presentation of Dramatic Works
Dramatic Theory and Practice
Individual Investigation and Presentation
Assessment
Students demonstrate evidence of their learning through the following assessment type:
School Assessment Weighting
Assessment Type 1: Written Folio 30%
Assessment Type 2: Group Performance 40%
Assessment Type 3: Individual Investigation and Presentation 30%
Page 26
1st & 2nd
YEAR ENGLISH
Subject Stage 1 English Credits 10 (per semester)
Learning Area English
Prerequisites Nil
Course Outline
In English students analyse the interrelationship of author, text, and audience with an emphasis on
how language and stylistic features shape ideas and perspectives in a range of contexts. They
consider social, cultural, economic, historical, 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 position the audience to respond to ideas and perspectives. An understanding of
purpose, audience, and context is applied in students’ own creation of imaginative, interpretive,
analytical, and persuasive texts that may be written, oral, and/or multimodal.
Students have opportunities to reflect on their personal values and those of other people by
responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and
from Australian and other cultures.
Semester 1
Responding to Texts
Creating Texts
Intertextual Study
Semester 2
Responding to Texts
Creating Texts
Intertextual Study
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Responding to Texts 25%
Assessment Type 2: Creating Texts 50%
Assessment Type 3: Intertextual Study 25%
Page 27
1st & 2nd
YEAR ENGLISH LITERARY STUDIES
Subject Stage 1 English Literary Studies Credits 10 (per semester)
Learning Area English
Prerequisites Nil
Course Outline
In English Literary Studies students analyse the interrelationship of author, text, and audience with an
emphasis on how language and stylistic features shape ideas and perspectives in a range of contexts.
They consider social, cultural, economic, historical, 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 position the audience to respond to ideas and perspectives. An understanding of
purpose, audience, and context is applied in students’ own creation of imaginative, interpretive,
analytical, and persuasive texts that may be written, oral, and/or multimodal.
Students have opportunities to reflect on their personal values and those of other people by
responding to aesthetic and cultural aspects of texts from the contemporary world, from the past, and
from Australian and other cultures.
Semester 1
Responding to Texts
Creating Texts
Intertextual Study
Semester 2
Responding to Texts
Creating Texts
Intertextual Study
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Responding to Texts 50%
Assessment Type 2: Creating Texts 25%
Assessment Type 3: Intertextual Study 25%
Page 28
1st & 2nd
YEAR HEALTH
Subject Stage 1 Health Credits 10 (per semester)
Learning Area Health and Physical Education
Prerequisites Nil
Course Outline
In Health, students examine the interrelationship of lifestyle, physical activity, social behaviour, health
care, and health care systems, and the challenges of maintaining and promoting healthy
environments and healthy living in society. They examine the impact of interactions between the
individual, the family, the wider community, and the environment on the health of populations.
Students recognise the important role of governments and other agencies in addressing health
priorities as well as the need to allocate resources to build health and well-being at local, state,
national, and global levels.
Semester 1
Ways of Defining Health
The Effects of Alcohol, Tobacco, and Other Drugs on Health
Individual Choice: Youth Health Issue
Semester 2
Mental and Emotional Health
Negative Behaviours
Individual Choice: Youth Health Issue
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Issues Response 30%
Assessment Type 2: Group Activity 30%
Assessment Type 3: Investigation 40%
Page 29
1st & 2nd
YEAR INFORMATION PROCESSING AND PUBLISHING
Subject Stage 1 Information Processing and Publishing
Credits 10 (per semester)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
Information Processing and Publishing focuses on the use of technology to design and implement
information-processing solutions. The subject emphasises the acquisition and development of
practical skills in identifying, choosing, and using the appropriate computer hardware and software for
communicating in a range of contexts. It focuses on the application of practical skills to provide
creative solutions to text-based communication tasks.
Students develop solutions to text-based problems in information processing and publishing, using
imagination and creativity to make proposals and choices. They use the design process to apply
problem-solving, critical-thinking, and decision-making skills. They learn a variety of strategies for
meeting identified needs. They generate, synthesise, and realise ideas, using a wide range of
techniques to communicate their thinking and design proposals.
Semester 1
Business Publishing
Semester 2
Personal Publishing
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Practical Skills 50%
Assessment Type 2: Product and Documentation 30%
Assessment Type 3: Issues Analysis 20%
Page 30
1st & 2nd
YEAR LEGAL STUDIES
Subject Stage 1 Legal Studies Credits 10 (per semester)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Course Outline
Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal
system within a global context. Students are provided with an understanding of the structures of the
Australian legal system and how that system responds and contributes to social change while
acknowledging tradition.
The study of Legal Studies provides insight into law‐making and the processes of dispute resolution
and the administration of justice. Students investigate legal perspectives on contemporary issues in
society. They reflect on and make informed judgments about strengths and weaknesses of the
Australian legal system. Students consider how and to what degree, these weaknesses may be
remedied.
Students examine the Australian legal system. They read, write about, discuss, analyse and debate
issues. They use a variety of methods to investigate legal issues, including observing the law in action
in courts and through various media.
Semester 1:
Law and Society
People, Structures and Processes
The Australian Constitution
Semester 2:
Law and Society
Law-making
Justice and Society
Young Workers and the Law
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 50%
Assessment Type 2: Issues Study 30%
Assessment Type 3: Presentation 20%
Page 31
1st & 2nd
YEAR ESSENTIAL MATHEMATICS
Subject Essential Mathematics Stage 1 Credits 10 (per semester)
Learning Area Mathematics
Prerequisites Nil
Course Outline
Stage 1 Essential Mathematics allows students to achieve the numeracy requirement of the NTCET.
Students who achieve a C grade or better in this subject meet the compulsory numeracy
requirement.
This is a course designed to prepare students to meet the requirements of Essential Mathematics at
Stage 2.
Essential Mathematics enables students to appreciate experience and understand mathematics as a
growing body of knowledge in contemporary situations. It gives relevance and meaning to their world
and the world of enterprise. The subject provides opportunities for students to experience and learn
the mathematical processes associated with investigating, modeling and solving problems drawn from
real or realistic contexts
The successful study of this subject can provide pathways into careers pertaining to Retail, Office
Management, Small Business, Tourism and Hospitality, Nursing and Paramedical areas.
Semester 1
Calculations
Time and Ratio
Earning and Spending
Geometry
Semester 2
Data in Context
Measurement
Investing
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills Folio Tasks 75%
Assessment Type 2: Practical Report 25%
Page 32
1st & 2nd
YEAR GENERAL MATHEMATICS
Subject General Mathematics Stage 1 Credits 10 (per semester)
Learning Area Mathematics
Prerequisites First Year General Mathematics recommended
Course Outline
Stage 1 General Mathematics allows students to achieve the numeracy requirement of the NTCET.
Students who achieve a C grade or better in this subject meet the compulsory numeracy
requirement.
This is a course designed to prepare students to meet the requirements of General Mathematics at
Stage 2.
General mathematics enables students to appreciate experience and understand mathematics as a
growing body of knowledge in contemporary situations. It gives relevance and meaning to their world
and the world of enterprise. The subject provides opportunities for students to experience and learn
the mathematical processes associated with investigating, modelling and solving problems drawn
from real or realistic contexts.
The successful study of this subject can provide pathways into careers pertaining to Retail, Office
Management, Small Business, Tourism and Hospitality, Nursing and Paramedical areas.
Semester 1
Investments and Borrowing
Measurement
Statistical Investigation
Semester 2
Applications of Trigonometry
Linear and Exponential Functions and their graphs
Matrices
Networks
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills and Applications Tasks 75%
Assessment Type 2: Mathematical Investigation 25%
Page 33
1st & 2nd
YEAR MATHEMATICAL METHODS
Subject Stage 1 Mathematical Methods Credits 10 (per semester)
Learning Area Mathematics
Prerequisites First Year Mathematical Methods recommended
Course Outline
Stage 1 Mathematical Methods allows students to achieve the numeracy requirement of the NTCET.
Students who achieve a C grade or better in this subject meet the compulsory numeracy requirement.
This is a course designed to prepare students to meet the requirements of Mathematical Methods at
Stage 2.
Through the study of Mathematical Methods students explore, describe and explain aspects of the
world around them in a mathematical way. Students understand fundamental concepts, demonstrate
mathematical skills and apply routine mathematical procedures, making informed and critical use of
electronic technology.
The successful study of this subject can provide pathways into university courses in Accounting,
Economics, Management, Computer Studies, Biological, Environmental, Geological, Agricultural and
Health Sciences, Business, Commerce and Psychology.
Semester 1
Functions and Graphs
Trigonometry
Quadratics Calculations
Semester 2
Counting and Statistics
Growth and Decay
Introduction to Differential Calculus
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills Counting and Statistics Tasks 75%
Assessment Type 2: Mathematical Investigation 25%
Page 34
1st & 2nd
YEAR SPECIALIST MATHEMATICS
Subject Stage 1 Specialist Mathematics Credits 10 (per semester)
Learning Area Mathematics
Prerequisites Enrolment in Stage 1 Mathematical Methods
Course Outline
Stage 1 Specialist Mathematics allows students to achieve the numeracy requirement of the
NTCET. Students who achieve a C grade or better in this subject meet the compulsory numeracy
requirement.
This course is designed to prepare students to meet the requirements of Mathematical Methods and
Specialist Mathematics at Stage 2.
Through the study of Specialist Mathematics students gain the insight, understanding, knowledge and
skills to follow pathways that will lead them to become designers and makers of technology.
The successful study of this subject can provide pathways into university courses in Mathematical
Sciences, Engineering, Computer Science, Physical Sciences and Surveying. Students envisaging
careers in other related fields, including Economics and Commerce, may also benefit from studying
this subject.
Semester 1
Arithmetic and Geometric Sequences and Series
Geometry
Vectors in the Plane
Semester 2
Trigonometry
Matrices
Real and Complex Numbers
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills Assessment Tasks 75%
Assessment Type 2: Mathematical Investigation 25%
Page 35
1st & 2nd
YEAR MEDIA STUDIES
Subject Stage 1 Media Studies Credits 10 (per semester)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Course Outline
The focus of Media Studies is on exploring the dynamic role of media in Australian and global
contexts. Students develop an understanding of the ways in which media provide views of world
events, interpretations of the world, and entertainment. Students consider how media can exert a
significant influence on the ways in which people receive and interpret information about the world,
explore their own culture and that of others, construct their identity, make economic choices, develop
political ideas, and spend their leisure time. Media contribute to the formation of cultural identity
because they are central to everyday life.
Students develop media literacy and production skills by critically observing media practice, critically
analysing media texts, and creating media products. By developing sensitivity to trends in media
content, students learn about their own culture and that of others, and the effect of media on individual
and group identity.
The focus and capabilities for this subject are Communication, Citizenship, Personal Development,
Work, and Learning.
Semester 1
Images of Youth in the Media
Making of the News
Representations in Media
Semester 2
Media Audiences
Media and the Music Industry
Skills: productions, interactions, media technologies (filming and editing)
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 50%
Assessment Type 2: Interaction Study 20%
Assessment Type 3: Production 30%
Page 36
1st & 2nd
YEAR MODERN HISTORY
Subject Stage 1 History Credits 10 (per semester)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Course Outline
In the study of Modern History at Stage 1, students explore changes within the world since 1750,
examining developments and movements, the ideas that inspired them, and their short-term and long-
term consequences for societies, systems, and individuals.
Students explore the impacts of these developments and movements on people’s ideas, perspectives,
circumstances, and lives. They investigate ways in which people, groups, and institutions challenge
political structures, social organisation, and economic models to transform societies.
The developments and movements have been subject to political debate. Students consider the
dynamic processes of imperialism, revolution, and decolonisation, and how these have reconfigured
political, economic, social, and cultural systems. Students also look at how recognition of the rights of
individuals and societies has created challenges and responses.
The focus capabilities for this subject are Literacy, Numeracy, ICT, Communication, Citizenship and
Personal Development.
Semester 1
Indigenous Peoples of America
Age of Imperialism
Semester 2
Revolution
Stalin’s Russia
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Historical Skills 75%
Assessment Type 2: Historical Study 25%
Page 37
1st & 2nd
YEAR MUSIC
Subject Stage 1 Music Credits 10 (per semester)
Learning Area Arts
Prerequisites Nil
Course Outline
Through the study of music students have the opportunity to engage in musical activities such as
performing, composing, arranging, researching and developing and applying music technologies.
Students benefit from the opportunity to develop their practical and creative potential, oral and written
skills and their capacity to make informed interpretative and aesthetic judgments. Study and
participation in Music draws together students’ cognitive, affective and psychomotor skills,
strengthening their ability to manage work and learning and to communicate effectively and
sensitively.
The focus capabilities for this subject are Personal Development, Citizenship, Communication and
Learning.
Students develop an understanding of the elements of music and apply this understanding to create
their own music as performances, arrangements, or compositions. They develop their musical literacy
through responding to and reflecting on their own and others’ musical works.
Semester 1
Understanding music
Creating music
Responding to music
Semester 2
Understanding music
Creating music
Responding to music
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Creative Works 60%
Assessment Type 2: Musical Literacy 40%
Page 38
1st & 2nd
YEAR NUTRITION
Subject Stage 1 Nutrition Credits 10 (per semester)
Learning Area Sciences
Prerequisites Nil
Course Outline
Good nutrition is integral to a healthy and active life, and it is important that accurate information on
nutrition is made available to individuals and communities. Students of Nutrition are presented with
up-to-date scientific information on the role of nutrients in the body as well as on social and
environmental issues related to nutrition.
Students integrate scientific knowledge and skills gained in their study of nutrition and apply them to
designing and carrying out investigations that explore the links between food, health, and diet-related
diseases. In practical investigations, students formulate and test hypotheses by collecting, presenting,
analysing, and evaluating empirical data in order to describe trends and clarify theoretical concepts
related to nutrition. This acquired knowledge helps students to reinforce or modify their own diets and
lifestyle habits to maximise their health outcomes, so that they may participate fully in their
communities.
Using the literature on nutrition, students critically examine factors that influence food choices and
reflect on local, national, Indigenous, and/or global issues related to the study of nutrition. The
exploration of short-term and long-term strategies to address these issues should allow students to
become more discriminating and informed as consumers who are aware of their rights and
responsibilities.
Semester 1
Fundamentals of human nutrition
Food safety
Food processing
The psychology of food marketing
Semester 2
Fad diets & the influence of social media
Indigenous Australians: food changes from the traditional to the contemporary
Organic vs inorganic or genetically modified food
Sustainable food futures
Influence of culture on diet and nutrition
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 50%
Assessment Type 2: Skills and Applications Task 50%
Page 39
1st & 2nd
YEAR OUTDOOR EDUCATION
Subject Stage 1 Outdoor Education Credits 10 (per semester)
Learning Area Health and Physical Education
Prerequisites Nil
Course Outline
Outdoor Education is the study of the human connection to natural environments through outdoor
activities. Students critically reflect upon their learnings in the context of themselves, others, and the
natural environment. Outdoor Education focuses on the development of environmental awareness
through participation, observation, and critical evaluation within natural environments.
By participating in outdoor activities, students develop skills in leadership, self-reliance, risk
identification and mitigation in complex situations, expedition planning, personal reflection, and
minimising environmental impacts. Students use theoretical concepts introduced in class, and apply
them into practical settings to develop effective leadership and decision making within a secure and
supported learning environment. Outdoor Education gives students opportunities to promote personal
understanding and cultivate lifelong learning skills for a vast range of future pathways.
Semester 1
Environmental and Conservational studies
Planning and Management Practices
Outdoor Journeys
Outdoor Activities
Semester 2
Environmental and Conservational studies
Planning and Management Practices
Outdoor Journeys
Outdoor Activities
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 20%
Assessment Type 2: Group Practical 60%
Assessment Type 3: Report 20%
Page 40
1st & 2nd
YEAR PERSONAL LEARNING PLAN
Subject Stage 1 Personal Learning Plan Credits 10 (Full Year))
Learning Area Cross Disciplinary
Prerequisites Nil
Course Outline
The Personal Learning Plan (PLP) is a compulsory 10-credit subject undertaken at Stage 1. Students
must achieve a C grade or better to complete the subject successfully and gain their NTCST.
The PLP helps students to:
Plan their personal ad learning goals for the future
Make informed decisions about their personal development, education, and training.
Developing goals for the future will engage students in activities such as:
Selecting subjects, courses, and other learning relevant to pathways through and beyond
school
Investigating possible career choices
Exploring personal and learning goals.
Semester 1
Capabilities
Goal setting and Decision Making
Semester 2
Career Investigation
Work Experience
Assessment
Students demonstrate evidence of their learning through the following assessment types:
Assessment Weighting
Folio Task One: Multi Modal Presentation - Understanding Capabilities 25%
Review Task One: Assignment - Goal Setting, Decision Making and Developing Capabilities
25%
Folio Task Two: Multi Modal Presentation - Career Investigation and Planning
25%
Review Task Two: Assignment - Work Place Learning and Personal Review
25%
Page 41
1st & 2nd
YEAR PHYSICAL EDUCATION
Subject Stage 1 Physical Education Credits 10 (per semester)
Learning Area Health and Physical Education
Prerequisites Nil
Course Outline
Physical Education students study human physical activity and its place in the lives of individuals and
groups of people. Students examine the practical application of human physical skills and analyse the
personal, community and global issues that surround the role of human physical activity in society.
Students learn mainly through physical activity in a way that promotes immediate as well as long term
benefits to them and to society. Physical Education is an experiential subject in which students explore
their physical capacities and investigate the factors that influence performance. They also explore
and analyse associated performance, health and lifestyle issues.
Students acquire an understanding of human functioning and physical activity and an awareness of
the community structures and practices that influence participation in physical activity. They develop
skills in communication and investigation and the ability to apply knowledge to practical situations.
Students gain enjoyment from skilled performance in individual and group activities.
Semester 1
Exercise Physiology
Physical Activities
Energy Systems - Aerobic / Anaerobic Pathways - Interplay of Energy Systems - Training Principles and Methods - Fitness
Semester 2
Practical and Coaching Unit
Principles and Issues
The Acquisition of Skill and Biomechanics
- How a Skill is Acquired - Biomechanics, Fitness and Stages of Learning
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio Tasks 20%
Assessment Type 2: Practical Checklist 60%
Assessment Type 3: Issues Study 20%
Page 42
1st & 2nd
YEAR PHYSICS
Subject Stage 1 Physics Credits 10 (per semester)
Learning Area Sciences
Prerequisites Enrolment in IGCSE Mathematical Methods or Stage1 Methods is required
Course Outline
Physics is constructed around using qualitative and quantitative models, laws and theories to better
understand matter, forces, energy and the interaction among them.
Through developing skills in gathering, analysing, and interpreting primary and secondary data to
investigate a range of phenomena and technologies, students increase their understanding of physics
concepts and the impact that physics has on many aspects of contemporary life.
Students integrate, apply, develop and extend a range of understanding, inquiry and scientific skills
that prepare them to contribute their own solutions and encourage and inspire them to pursue future
pathways, including engineering, renewable energy generation, communications, materials
innovation, transport and vehicle safety, medical science, scientific research, and the exploration of
the universe.
Semester 1
Linear motion and forces
Energy and momentum
Nuclear models and radioactivity.
Semester 2
Electric circuits
Heat
Waves
Assessment
Students demonstrate evidence of their learning through the following assessment types:
Assessment Weighting
Assessment Type 1: Investigations Folio 50%
Assessment Type 2: Skills and Applications Tasks 50%
Page 43
1st & 2nd
YEAR PSYCHOLOGY
Subject Stage 1 Psychology Credits 10 (per semester)
Learning Area Sciences
Prerequisites Nil
Course Outline
The study of Psychology enables students to understand their own behaviours and the behaviours of
others. It has direct relevance to their personal lives. Psychological knowledge can be applied to
improve outcomes and the quality of experience in various areas of life, such as education, intimate
relationships, child rearing, employment and leisure.
Stage 1 Psychology builds on the scientific method by involving students in the collection and analysis
of qualitative and quantitative data. By emphasising evidence‐based procedures (i.e. observation,
experimentation and experience) the subject allows students to develop useful skills in analytical and
critical thinking and in making inferences.
Semester 1
Introduction to Psychology
Social Behaviour
Human Psychological Development
Semester 2
Brain and Behaviour
Emotion
Intelligence
Assessment
Students demonstrate evidence of their learning through the following assessment types:
Assessment Weighting
Assessment Type 1: Investigations Folio 60%
Assessment Type 2: Skills and Application Task 40%
Page 44
1st & 2nd
YEAR SOCIETY & CULTURE
Subject Stage 1 Society and Culture Credits 10 (per semester)
Learning Area Humanities
Prerequisites Nil
Course Outline
In Society and Culture, students explore and analyse the interactions of people, societies, cultures,
and environments. Using an interdisciplinary approach, they analyse the structures and systems of
contemporary societies and cultures.
Students learn about the ways in which societies constantly change and are affected by social,
political, historical, environmental, economic, and cultural factors. They investigate the ways in which
people function in groups and communicate within and across cultural groups. They develop the skills
and experience to understand how individual and group involvement can influence change, and to
consider the consequences of a range of possible social actions. Through their study of Society and
Culture, students develop the ability to influence their own future by acquiring skills, values, and
understanding that enable them to participate effectively in contemporary society.
Semester 1
The media
Popular culture
Power and authority in society
Semester 2
Cultures and subcultures in Australian society
Australia’s relationships with the Asia–Pacific region
The diversity of the Asia–Pacific region
Sources Analysis
Assessment Type 2: Group Activity
Assessment Type 3: Investigation.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
Assessment Weighting
Assessment Type 1: Sources Analysis 20%
Assessment Type 2: Group Activity 50%
Assessment Type 3: Investigation 30%
Page 45
1st & 2nd
YEAR VISUAL ARTS ‐ ART / VISUAL ARTS ‐ DESIGN
Subject Stage 1 Visual Arts Credits 10 (per semester)
Learning Area Arts
Prerequisites Nil
Course Outline
The broad area of Art encompasses both artistic and crafting methods and outcomes. The processes
of creation in both art and craft include the initiation and development of ideas, research, analysis,
and exploration, experimentation with media and technique, and resolution and production of practical
work.
The broad area of Design encompasses communication and graphic design, environmental design,
and product design. It emphasises a problem-solving approach to the generation of ideas or concepts,
and the development of visual representation skills to communicate resolutions.
Visual Arts engages students in conceptual, practical, analytical, and contextual aspects of creative
human endeavour. It emphasises visual thinking and investigation and the ability to develop ideas
and concepts, refine technical skills, and produce imaginative solutions. An integral part of Visual Arts
is the documentation of visual thinking. Students learn to communicate personal ideas, beliefs, values,
thoughts, feelings, concepts, and opinions, provide observations of their lived or imagined
experiences, and represent these in visual form.
Semester 1
Visual Thinking
Practical Resolution
Visual Arts in Context.
Semester 2
The tasks are the same as Semester 1 but the theme will change.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 30%
Assessment Type 2 : Practical 40%
Assessment Type 3: Visual Study 30%
Page 46
SECOND & THIRD YEAR
SUBJECT INFORMATION
Page 47
2nd & 3rd
YEAR ACCOUNTING
Subject Stage 2 Accounting Credits 20 (full year)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
Accounting is the language of business and is used to tell the financial story of an entity. Accounting
helps business owners to understand their business so that they can make informed decisions. The
practice of accounting is used to record, report, analyse, and communicate past events, current
activities, and potential challenges and opportunities.
In Stage 2 Accounting, students develop and extend their understanding of the underpinning
accounting concepts and conventions used to understand and classify financial transactions within a
business. Through the learning in the focus area of managing financial sustainability, students
develop and apply their knowledge of accounting processes to prepare and report accounting
information to meet stakeholder needs. Students transfer this knowledge to scenarios and consider
the influence of local and global perspectives on accounting practices.
Content
Understanding accounting concepts and conventions
Managing financial sustainability
Providing accounting advice
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Accounting Concepts and Solutions 40%
Assessment Type 2: Accounting Advice 30%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 48
2nd & 3rd
YEAR BIOLOGY
Subject Stage 2 Biology Credits 20 (full year)
Learning Area Sciences
Prerequisites No previous study of Stage 1 Biology is required but would be of advantage.
Course Outline
The study of Biology is constructed around inquiry into and application of understanding the diversity
of life as it has evolved, the structure and function of living organisms, and how they interact with their
own and other species and their environments.
Students investigate biological systems and their interactions, from the perspectives of energy,
control, structure and function, change, and exchange in microscopic cellular structures and
processes, through to macroscopic ecosystem dynamics. These investigations allow students to
extend the skills, knowledge, and understanding that enable them to explore and explain everyday
observations, find solutions to biological issues and problems, and understand how biological science
impacts on their lives, society, and the environment.
Students explore the dynamic nature of biological science and the complex ways in which science
interacts with society, to think critically and creatively about possible scientific approaches to solving
every day and complex problems and challenges. They explore how biologists work with other
scientists to develop new understanding and insights, and produce innovative solutions to problems
and challenges in local, national, and global contexts, and apply their learning from these approaches
to their own scientific thinking.
In Biology, students integrate and apply a range of understanding, inquiry, and scientific thinking skills
that encourage and inspire them to contribute their own solutions to current and future problems and
challenges. Students also pursue scientific pathways, for example in medical research, veterinary
science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation,
biosecurity, quarantine, conservation, and ecotourism.
Content
DNA & Protein Synthesis
Cells as the basis of life
Homeostasis
Evolution
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigations Folio 30%
Assessment Type 2: Skills and Applications Tasks 40%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 49
2nd & 3rd
YEAR BUSINESS INNOVATION
Subject Stage 2 Business Innovation Credits 20 (full year)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
In Stage 2 Business Innovation students are equipped with the knowledge, skills, and understandings
to engage in designing, sustaining, and transforming business in the modern world. In a time when
design-driven companies consistently outperform other stock market companies, Business Innovation
foregrounds design thinking and assumption-based business planning tools to promote an iterative,
human-centred approach to innovation and the transformation of business products, services, and
processes.
Students ‘learn through doing’ in Business Innovation, using design thinking and assumption-based
planning processes to anticipate, find, and solve problems. They learn in an environment in which risk
is encouraged, where ideas are built up rather than broken down, and fear of failure is replaced with
the opportunity to iterate as initial assumptions about problems, customers, or solutions are refined.
Integral to this is the opportunity for students to work collaboratively in uncertain environments to
identify problems or customer needs, generate and explore ideas and solutions, and make decisions
based on incomplete information.
Content
Designing business
Sustaining business
Transforming business
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Business Skills 40%
Assessment Type 2: Business Model 30%
External Assessment Weighting
Assessment Type 3: Business Plan and Pitch 30%
Page 50
2nd & 3rd
YEAR CHEMISTRY
Course Outline
In their study of Chemistry, students develop and extend their understanding of how the physical world
is chemically constructed, the interaction between human activities and the environment, and the use
that human beings make of the planet’s resources. They explore examples of how scientific
understanding is dynamic and develops with new evidence, which may involve the application of new
technologies.
Students consider examples of benefits and risks of chemical knowledge to the wider community,
along with the capacity of chemical knowledge to inform public debate on social and environmental
issues. The study of Chemistry helps students to make informed decisions about interacting with and
modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce
the environmental impact of chemical products and processes.
Through the study of Chemistry, students develop the skills that enable them to be questioning,
reflective, and critical thinkers; investigate and explain phenomena around them; and explore
strategies and possible solutions to address major challenges now and in the future (for example, in
energy use, global food supply, and sustainable food production).
Students integrate and apply a range of understanding, inquiry, and scientific thinking skills that
encourage and inspire them to contribute their own solutions to current and future problems and
challenges, and pursue future pathways, including in medical or pharmaceutical research, pharmacy,
chemical engineering, and innovative product design.
Content
Monitoring the Environment
Managing Chemical Processes
Organic and Biological Chemistry
Managing Resources.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigations Folio 30%
Assessment Type 2: Skills and Applications Tasks 40%
External Assessment Weighting
Assessment Type 1: Examination 30%
Subject Stage 2 Chemistry Credits 20 (full year)
Learning Area Sciences
Prerequisites Completion of Stage 1 Chemistry would be an advantage
Page 51
2nd & 3rd
YEAR CHILD STUDIES
Subject Stage 2 Business Innovation Credits 20 (full year)
Learning Area Health and PE
Prerequisites Nil
Course Outline
Child Studies focuses on children and their development from conception to 8 years. Students have
the opportunity to develop knowledge and understanding of young children through individual,
collaborative, and practical learning. They explore concepts such as the development, needs, and
rights of children, the value of play, concepts of childhood and families, and the roles of parents and
care-givers. They also consider the importance of behaviour management, child nutrition, and the
health and well-being of children.
Students explore and critically evaluate the role of government legislation and social structures, and
the ways in which these influence the growth and development of children. They understand and
apply occupational health and safety requirements for working with children.
Students investigate contemporary issues that are relevant to children and their development. They
may consider broad themes such as those related to children who are migrants or refugees,
displacement, health issues for children in Indigenous communities, access to education, the
exploitation of children, literacy and numeracy, disability and equity, child protection, gender
stereotyping in play, clothing, textiles, and merchandising, and children’s television. Students analyse
current trends in relation to children, and critique government and global initiatives and strategies for
the well-being and protection of children.
Content
Contemporary and Future Issues
Economic and Environmental Influences
Political and Legal Influences
Sociocultural Influences
Technological Influences
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Practical Activity 50%
Assessment Type 2: Group Activity 20%
External Assessment Weighting
Assessment Type 3: Investigation 30%
Page 52
2nd & 3rd
YEAR DANCE
Subject Stage 2 Dance Credits 20 (full year)
Learning Area Arts
Prerequisites Completion of Stage 1 Dance would be an advantage
Course Outline
Dance is the language of movement. It is the realisation of the body’s potential as an instrument of
expression. Throughout history and in different cultures, people have explored the dancer’s ability to
communicate and give expression to social, cultural, and personal experience. In Dance, students
develop creative, technical, and physical understanding, and an appreciation of dance as an art form.
Dance has its own specific language and processes that students learn in theory and practice through
the study of technique, composition, choreography, performance, and critical analysis. Dance offers
opportunities for the development of students’ creativity, self-discipline, self-esteem, personal identity,
and confidence. This is achieved through experiences that encourage collaboration and creative
problem-solving, the acquisition of skills, knowledge, and understanding, and the development of
aesthetic awareness.
Content
Skills development (choreography, technique)
Dance Perspectives.
Group Production.
Assessment
Students demonstrate evidence of their learning through the following assessment types
School Assessment Weighting
Assessment Type 1: Skills Development 50%
Assessment Type 2: Response 20%
External Assessment Weighting
Assessment Type 1: Performance 30%
Page 53
2nd & 3rd
YEAR DANCE: CREATIVE ARTS
Subject Stage 2 Creative Arts – Art or Design Credits 20 (full year)
Learning Area Arts
Prerequisites Completion of Stage 1 and Stage 2 Dance would be an advantage
Course Outline
This subject gives students the opportunity for specialized study within and across arts disciplines.
They actively participate in the development and presentation of creative arts products. Students
analyse and evaluate creative arts products in different contexts and from various perspectives. They
gain an understanding and appreciation of the ways in which creative arts contribute to and shape
the intellectual, social and cultural life of individuals and communities.
Content
Creative Arts Process
Development and Production
Concepts in Creative Arts Disciplines
Creative Arts in Practice
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Products 50%
Assessment Type 2: Investigation 20%
External Assessment Weighting
Assessment Type 3: Practical Skills 30%
Page 54
2nd & 3rd
YEAR DESIGN, TECHNOLOGY AND ENGINEERING
Subject Stage 2 Design, Technology and Engineering
Credits 20 (full year)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
In Design, Technology and Engineering students use design thinking to engineer solutions for the
development of products or systems. Design, Technology and Engineering has four contexts: digital
communication solutions, Industry and entrepreneurial solutions, materials solutions and robotic and
electronic systems. The subject provides a flexible framework that encourages students to be
creative, innovative and enterprising in their chosen context. They apply critical problem solving skills
and incorporate technologies to address design problems and challenges. This subject incorporates
the transfer of interdisciplinary skills and knowledge and promotes individualised and inquiry based
learning.
Design, Technology and Engineering provides opportunities for students to apply engineering
processes and use new and evolving technologies. In Stage 2 Students use an iterative design
process to explore possible solutions to a problem or opportunity. They investigate and analyse the
purpose, design features, materials and production techniques used in diverse situations including
industry, community and tertiary organisations. This information is used to create a design brief that
provides the basis for the development of potential solutions. The importance of the design process
as a preliminary to the realisation process is emphasised, as is ongoing evaluation of the solution and
vice versa.
Content
Digital Communication Solutions can include graphics
multimedia
photography
web design
film making
digital animation
App development.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1:Specialised Skills Tasks 20%
Assessment Type 2: Design Process and Solution 50%
External Assessment Weighting
Assessment Type 3: Resource Study 30%
Page 55
2nd & 3rd
YEAR DIGITAL TECHNOLOGIES
Subject Stage 2 Digital Technologies Credits 20 (full year)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
The study of Digital Technologies provides a platform for deep interdisciplinary learning. Students
make connections with innovation in other fields and across other learning areas.
In Digital Technologies students create practical, innovative solutions to problems of interest. By
extracting, interpreting, and modelling real-world data sets, students identify trends and examine
sustainable solutions to problems in, for example, business, industry, the environment, and the
community. They investigate how potential solutions are influenced by current and projected social,
economic, environmental, scientific, and ethical considerations, including relevance, originality,
appropriateness, and sustainability.
Innovation in Digital Technologies involves students creating new ways of doing things, generating
their own ideas and creating digital solutions to problems of interest. Solutions may take the form of
a product, prototype, and/or proof of concept. Students are encouraged to experiment and learn from
what does not work as planned, as well as from what does work. Innovation may also include students
designing solutions that improve existing processes or products.
Contents
Computational thinking
Design and programming
Data analytics
Iterative project development.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1:Project Skills 50%
Assessment Type 2: Collaborative Project 20%
External Assessment Weighting
Assessment Type 3: Individual Digital Solution 30%
Page 56
2nd & 3rd
YEAR DRAMA
Subject Stage 2 Drama Credits 20 (full year)
Learning Area Arts
Prerequisites Nil
Course Outline
The course aims for Drama are
to develop the range of skills and knowledge that are needed to understand, interpret and present dramatic works
to work onstage or offstage in a Group Performance
to discuss and reflect on the process of developing this performance
to visit live performance and critically discuss and appraise it
to develop an understanding of the central role that Drama can play in the development and transmission of any culture and/or set of beliefs
to undertake individual research and show creativity and presentation.
Content
Group Performance
Written Folio – Review and Reflection
Individual Interpretative Study
Group Devised Presentation
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Group Devised Presentation 20%
Assessment Type 2: Written 30%
Assessment Type 3: Individual Study 20%
External Assessment Weighting
Assessment Type 4: Group Performance 30%
Page 57
2nd & 3rd
YEAR ENGLISH
Subject Stage 2 English Credits 20 (full year)
Learning Area English
Prerequisites Stage 1 English or Stage 1 English Literary Studies
Course Outline
In English students analyse the interrelationship of author, text, and audience, with an emphasis on
how language and stylistic features shape ideas and perspectives in a range of contexts. They
consider social, cultural, economic, historical, 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 position the audience to respond to ideas and perspectives. They have
opportunities to reflect on their personal values and those of other people by responding to aesthetic
and cultural aspects of texts from the contemporary world, from the past, and from Australian and
other cultures.
Content
Students undertake tasks within the following:
Responding to Texts
- an extended text such as a novel or a collection of short stories
- a selection of poetry texts
- a drama
- a film
- media texts
Creating Texts
- creating three texts
- one writer’s statement
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1:Responding to Texts 30%
Assessment Type 2:Creating Texts 40%
External Assessment Weighting
Assessment Type 3: Comparative Analysis 30%
Page 58
2nd & 3rd
YEAR ENGLISH LITERARY STUDIES
Subject Stage 2 English Literary Studies Credits 20 (full year)
Learning Area English
Prerequisites Completion of Stage 1 English Literary Studies would be an advantage
Course Outline
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 opinions
about texts, have opportunities to exchange and develop ideas, find evidence to support a personal
view, learn to construct logical and convincing arguments, and consider a range of critical
interpretations of texts.
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 ideas, events, and people in particular ways and
of how texts challenge or support cultural perceptions.
Content
Students undertake tasks within the following:
Responding to Texts
- one extended prose text
- one film text
- one drama text
- study of poetry
- study of a range of short texts
Creating Texts
- Transforming texts
- Creating a written, oral, or multimodal text.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Responding to Texts 50%
Assessment Type 2: Creating Texts 20%
External Assessment Weighting
Assessment Type 3:
Part A: Comparative Text Study 15%
Part B: Critical Reading Examination 15%
Page 59
2nd & 3rd
YEAR HEALTH
Subject Stage 2 Health Credits 20 (full year)
Learning Area Health and Physical Education
Prerequisites Nil
Course Outline
In Health, students examine the interrelationship of lifestyle, physical activity, social behaviour, health
care, and health care systems, and the challenges of maintaining and promoting healthy
environments and healthy living in society. They examine the impact of interactions between the
individual, the family, the wider community, and the environment on the health of populations.
Students recognise the important role of governments and other agencies in addressing health
priorities as well as the need to allocate resources to build health and well-being at local, state,
national, and global levels.
Students learn to be proactive in promoting lifelong skills to improve health outcomes and quality of
life for themselves and their communities.
The five focus capabilities for this subject are Communication, Citizenship, Work, Learning, and
Personal Development.
Content
The Social and Economic Determinants of Health
Health Promotion in the Community
Sexuality and Health
Stress and Health
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Group Investigation and Presentation 30%
Assessment Type 2: Issues Analysis 20%
Assessment Type 3: Practical Activity 20%
External Assessment Weighting
Assessment Type 4: Investigation 30%
Page 60
2nd & 3rd
YEAR INFORMATION PROCESSING AND PUBLISHING
Subject Stage 2 Information Processing and Publishing
Credits 20 (full year)
Learning Area Business, Enterprise and Technology
Prerequisites Nil
Course Outline
Information Processing and Publishing focuses on the use of technology to design and implement
information-processing solutions. The subject emphasises the acquisition and development of
practical skills in identifying, choosing, and using the appropriate computer hardware and software
for communicating in a range of contexts. It focuses on the application of practical skills to provide
creative solutions to text-based communication tasks.
Students create both hard copy and electronic text-based publications, and critically evaluate the
development process. They choose and use appropriate hardware and software to process, manage,
and communicate information.
Students develop solutions to text-based problems in information processing and publishing, using
imagination and creativity to make proposals and choices. They use the design process to apply
problem-solving, critical-thinking, and decision-making skills. They learn a variety of strategies for
meeting identified needs. They generate, synthesise, and realise ideas, using a wide range of
techniques to communicate their thinking and design proposals.
Content
Desktop Publishing
Business Documents
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Practical Skills 40%
Assessment Type 2: Issues Analysis 30%
External Assessment Weighting
Assessment Type 3: Product and Documentation 30%
Page 61
2nd & 3rd
YEAR LEGAL STUDIES
Subject Stage 2 Legal Studies Credits 20 (full year)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Course Outline
Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal
system within a global context. Students are provided with an understanding of the structures of the
Australian legal system and how that system responds and contributes to social change while
acknowledging tradition.
The study of Legal Studies provides insight into law‐making and the processes of dispute resolution
and the administration of justice. Students investigate legal perspectives on contemporary issues in
society. They reflect on and make informed judgments about strengths and weaknesses of the
Australian legal system. Students consider how and to what degree, these weaknesses may be
remedied.
The focus capabilities for this subject are Citizenship, Personal Development and Learning, with
opportunities to develop the SACE capabilities of communication and work.
Content
The Australian Legal System
Constitutional Government
Law‐making
Justice Systems
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 50%
Assessment Type 2: Inquiry 20%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 62
2nd & 3rd
YEAR ESSENTIAL MATHEMATICS
Subject Stage 2 Essential Mathematics Credits 20 (full year)
Learning Area Mathematics
Prerequisites Nil
Course Outline
Essential Mathematics offers senior secondary students the opportunity to extend their mathematical
skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students
apply their mathematics to diverse settings, including everyday calculations, financial management,
business applications, measurement and geometry, and statistics in social contexts.
In Essential Mathematics there is an emphasis on developing students’ computational skills and
expanding their ability to apply their mathematical skills in flexible and resourceful ways.
This subject is intended for students planning to pursue a career in a range of trades or vocations.
The focus capabilities for this subject are literacy, numeracy, information and communication
technology, critical and creative thinking, personal and social capability, ethical understanding and
intercultural understanding
Content
Scales, Plans and Models
Measurement
Business Applications
Statistics
Investments and Loans
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills and Applications Tasks 30%
Assessment Type 2:Folio 40%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 63
2nd & 3rd
YEAR GENERAL MATHEMATICS
Subject Stage 2 General Mathematics Credits 20 (full year)
Learning Area Mathematics
Prerequisites Stage 1 Mathematics.
Course Outline
General Mathematics extends students’ mathematical skills in a way that apply to practical problem-
solving. A problem based approach in integral to the development of mathematical models and the
associated key ideas in the topics. These topics cover a diverse range of applications of mathematics,
including personal financial management, measurement and trigonometry, the statistical investigation
process, modelling using linear and non-linear functions and discrete modelling using networks and
matrices.
Successful completion of this subject at Stage 2 prepares students for entry to tertiary courses
requiring a non-specialised background in mathematics.
The focus capabilities for this subject are Literacy, Numeracy, Information and Communication
Technology, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding
and Intercultural Understanding.
Content
Modelling with Linear Relationships
Modelling with Matrices
Statistical Models
Financial Models
Discrete Models
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills and Applications Tasks 40%
Assessment Type 2: Mathematical Investigation 30%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 64
2nd & 3rd
YEAR MATHEMATICAL METHODS
Subject Stage 2 Mathematical Methods Credits 20 (full year)
Learning Area Mathematics
Prerequisites Stage 1 Mathematics
Course Outline
Mathematical Methods develops an increasingly complex and sophisticated understanding of calculus
and statistics. By using functions and their derivatives and integrals, and by mathematically modelling
physical processes, students develop a deep understanding of the physical world through a sound
knowledge of relationships involving rates of change. Students use statistics to describe and analyse
phenomena that involve uncertainty and variation.
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.
The focus capabilities for this subject are Literacy, Numeracy, Information and Communication
Technology, Critical and Creative Thinking, Personal and Social Capability, Ethical Understanding
and Intercultural Understanding.
Content
Further Differentiation and Applications
Discrete Random Variables
Integral Calculus
Logarithmic Functions
Continuous Random Variables and the Normal Distribution
Sampling and Confidence Intervals.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills and Applications Tasks 50%
Assessment Type 2: Mathematical Investigation 20%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 65
2nd & 3rd
YEAR SPECIALIST MATHEMATICS
Subject Stage 2 Specialist Mathematics Credits 20 (full year)
Learning Area Mathematics
Prerequisites Stage 1 Mathematical Methods
Course Outline
Stage 2 Specialist Mathematics is designed to be taken in conjunction with Stage 2
Mathematical Methods.
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.
Students can gain from Specialist Mathematics the insight, understanding, knowledge and skills to
follow pathways that will lead them to become designers and makers of technology. The subject
provides pathways into university courses in Mathematical Sciences, Engineering, Computer Science,
Physical Sciences and Surveying. Students envisaging careers in other related fields, including
Economics and Commerce, may also benefit from studying this subject.
The focus capabilities for this subject are literacy, numeracy, information and communication
technology, critical and creative thinking, personal and social capability, ethical understanding and
intercultural understanding
Content
Mathematical Induction
Complex Numbers
Functions and Sketching Graphs
Vectors in Three Dimensions
Integration Techniques and Applications
Rates of Change and Differential Equations
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Skills and Applications Tasks 50%
Assessment Type 2: Mathematical Investigation 20%
External Assessment Weighting
Assessment Type 3: Examination 30%
2nd & 3rd
YEAR
Page 66
2nd & 3rd
YEAR MEDIA STUDIES
Subject Stage 2 Media Studies Credits 20 (full year)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Course Outline
The focus of Media Studies is on exploring the dynamic role of media in Australian and global
contexts. Students develop an understanding of the ways in which media provide views of world
events, interpretations of the world, and entertainment. Students consider how media can exert a
significant influence on the ways in which people receive and interpret information about the world,
explore their own culture and that of others, construct their identity, make economic choices, develop
political ideas, and spend their leisure time. Media contribute to the formation of cultural identity
because they are central to everyday life.
The four key media concepts – media representations, media conventions, media organisations, and
media audiences – underpin the study of aspects of media and are essential to students’ critical
reading of media texts and products.
The key media concepts provide an investigative framework to support students’ research, analysis,
and production assessments. These key media concepts introduce students to, and support their
understanding of, contemporary media construction and dissemination, and the social impact of
media texts and products.
The focus and capabilities for this subject are Communication, Citizenship, Personal Development,
Work and Learning.
Content
Documentaries
Cult Film
Community Media
Skills: productions, interactions, media technologies (filming and editing)
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School-based Assessment Weighting
Assessment Type 1: Folio 30%
Assessment Type 2: Product 40%
External Assessment Weighting
Assessment Type 3: Investigation 30%
Page 67
2nd & 3rd
YEAR MODERN HISTORY
Subject Stage 2 History Credits 20 (full year)
Learning Area Humanities and Social Sciences
Prerequisites Nil
Course Outline
In the study of Modern History at Stage 2, students investigate the growth of modern nations at a time
of rapid global change. They engage in a study of one nation, and of interactions between or among
nations.
In their study of one nation, students investigate the social, political, and economic changes that
shaped the development of that nation. They develop insights into the characteristics of a modern
nation, and the crises and challenges that have confronted it. Students also consider the ways in
which the nation has dealt with internal divisions and external challenges, and the paths that it has
taken. Students explore relationships among nations and groups, examine some significant and
distinctive features of the world since 1945, and consider their impact on the contemporary world.
Through their studies, students build their skills in historical method through inquiry, by examining and
evaluating the nature of sources. This includes who wrote or recorded them, whose history they tell,
whose stories are not included and why, and how technology is creating new ways in which histories
can be conveyed. Students explore different interpretations, draw conclusions, and develop reasoned
historical arguments.
The focus capabilities for this subject are Literacy, Numeracy, ICT, Communication, Citizenship and
Personal Development.
Content
Modern Nations – Germany (1918-48)
The World Since 1945 – The Changing World Order (1945-)
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School‐based Assessment Weighting
Assessment Type 1: Folio 50%
Assessment Type 2: Essay 20%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 68
2nd & 3rd
YEAR MUSIC: ENSEMBLE PERFORMANCE
Course Outline
Ensemble Performance
This subject develops students’ skills on a chosen instrument or their voice and the application of
these skills and other musical knowledge in an ensemble.
A small ensemble of two or more performers
A band
A choir, vocal ensemble, or with a solo performer (as an accompanist)
A performing arts production (as a singer or an instrumentalist).
Content
understanding music
performing music
responding to music
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Performance 30%
Assessment Type 2: Performance and Discussion 40%
External Assessment Weighting
Assessment Type 3: Portfolio 30%
Subject Ensemble Performance Credits 10 (semester)
Learning Area Arts
Prerequisites Nil
Page 69
2nd & 3rd
YEAR MUSIC: SOLO PERFORMANCE
Course Outline
Solo Performance
Music is a creative and expressive response to experiences and feelings, using sound as a medium.
Music is the systematic organisation of sound patterns that have the potential to transform
perceptions, emotions, and thoughts.
The study of music enables students to appreciate the world in unique ways, through aesthetic
treatments of sound across cultures, times, places, and contexts. It forms a vital part of the
transmission of histories, knowledge, and stories among generations.
Through synthesising and applying their understanding of musical elements, students learn to
manipulate sound and create musical works that express their ideas and emotions.
Content
understanding music
performing music
responding to music
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Performance 30%
Assessment Type 2: Performance and Discussion 40%
External Assessment Weighting
Assessment Type 3: Portfolio 30%
Subject Solo Performance Credits 10 (semester)
Learning Area Arts
Prerequisites Nil
Page 70
2nd & 3rd
YEAR NUTRITION
Subject Stage 2 Nutrition Credits 20 (full year)
Learning Area Sciences
Prerequisites Nil
Course Outline
Students learn about the importance of achieving optimal nutrition. Students of Stage 2 Nutrition learn
the scientific background of nutrition and use up to date information to enhance their learning of how
nutrition, or lack of nutrition plays a role in society. They explore the links between food, health, and
diet-related diseases, and have the opportunity to examine factors that influence food choices and
reflect on local, national, Indigenous, and global concerns and associated issues.
Students investigate methods of food production and distribution that affect the quantity and quality
of food, and consider the ways in which these methods and associated technologies influence the
health of individuals and communities. The study of nutrition assists students to reinforce or modify
their own diets and lifestyle habits to maximise their health outcomes.
Content
The Fundamentals of Human Nutrition
Diet, Lifestyle, and Health
Food Selection and Dietary Evaluation
Food, Nutrition, and the Consumer
Global Nutrition and Ecological Sustainability
Global Hunger.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigations Folio 40%
Assessment Type 2: Skills and Applications Tasks 30%
External Assessment Weighting
Assessment Type 4: Examination 30%
Page 71
2nd & 3rd
YEAR OUTDOOR EDUCATION
Subject Stage 2 Outdoor Education Credits 20 (full year)
Learning Area Health and Physical Education
Prerequisites Nil
Course Outline
Outdoor Education students gain an understanding of ecology, environmental sustainability,
Indigenous cultural perspectives, and physical and emotional well-being. Students learn to develop
and apply risk and safety management strategies in a range of complex and dynamic contexts, and
cultivate personal responsibility for themselves, others, and the environment. Students reflect on their
personal, group, and environmental outcomes in relation to theoretical concepts introduced in class.
Semester One’s main focus of study relates to environmental perspectives towards nature, and
considers the history of our current environmental issues with a specific focus on traditional
Indigenous knowledge. Students are also introduced to camp craft skills such as cooking, packing
and carrying a pack, nutritional considerations, planning considerations, risk identification, and
minimum impact camping strategies. This culminates in a four-day bushwalking expedition in which
students apply and critically reflect upon their preparation and participation.
Semester Two focusses primarily on risk and leadership theories. Through the use of roping activities,
students learn to identify and mitigate risks to themselves and others in cliff environments, whilst
exploring the deeper nature of effective leadership through communication and decision making.
Students attend a four-day climbing and abseiling camp to demonstrate and apply the above
concepts.
Content
Environmental Studies
Planning and Management Practices
Outdoor Journeys
Sustainable Environmental Practices
Leadership and Planning
Self-reliant Expedition.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 20%
Assessment Type 2: Group Practical 30%
Assessment Type 3: Individual Practical 20%
External Assessment Weighting
Assessment Type 4: Investigation 30%
Page 72
2nd & 3rd
YEAR PHYSICAL EDUCATION
Subject Stage 2 Physical Education Credits 20 (full year)
Learning Area Health and Physical Education
Prerequisites Nil
Course Outline
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 capacities 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.
Content
Exercise Physiology & Physical Activity
- The sources of energy affecting physical performance
- The effects of training and evaluation on physical performance
- The specific physiological factors affecting performance
The Acquisition of Skills and the Biomechanics of Movement
- Skill Acquisition
- Specific factors affecting learning
- The effects of psychology or learning on the performance of the ways in which biomechanics improve skilled performance
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Practical 50%
Assessment Type 2: Folio 20%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 73
2nd & 3rd
YEAR PHYSICS
Subject Stage 2 Physics Credits 20 (full year)
Learning Area Sciences
Prerequisites Completion of Stage 1 Physics would be an advantage
Course Outline
The study of Physics is constructed around using qualitative and quantitative models, laws, and
theories to better understand matter, forces, energy, and the interaction among them.
Physics seeks to explain natural phenomena, from the subatomic world to the macro cosmos, and to
make predictions about them. As well as applying knowledge to solve problems, students develop
experimental, investigation design, information and communication skills through practical and other
learning activities. Students gather evidence from experiments and research and acquire new
knowledge through their own investigations
Content
Motion and relativity - Projectile motion - Forces and momentum - Circular motion and gravitation - Relativity
Electricity and magnetism - Electric fields - Motion of charged particles in electric fields - Magnetic fields - Motion of charged particles in magnetic fields - Electromagnetic induction
Light and atoms - Wave behaviour of light - Wave-particle duality - Structure of the atom - Standard Model
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigations Folio 30%
Assessment Type 2: Skills and Applications Tasks 40%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 74
2nd & 3rd
YEAR PSYCHOLOGY
Subject Stage 2 Psychology Credits 20 (full year)
Learning Area Sciences
Prerequisites Completion of Stage 1 Psychology would be an advantage
Course Outline
The study of Psychology enables students to understand their own behaviours and the behaviours of
others. It has direct relevance to their personal lives. Psychological knowledge can be applied to
improve outcomes and the quality of experience in various areas of life, such as education, intimate
relationships, child rearing, employment and leisure.
Stage 2 Psychology builds on the scientific method by involving students in the collection and analysis
of qualitative and quantitative data. By emphasising evidence‐based procedures (i.e. observation,
experimentation and experience) the subject allows students to develop useful skills in analytical and
critical thinking, and in making inferences.
Content
Introduction to Psychology (compulsory)
Social Cognition
Learning
Personality
Psychobiology of Altered States of Awareness
Healthy Minds
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Investigations Folio 30%
Assessment Type 2: Skills and Applications Tasks 40%
External Assessment Weighting
Assessment Type 3: Examination 30%
Page 75
2nd & 3rd
YEAR SOCIETY AND CULTURE
Subject Stage 2 Society and Culture Credits 20 (full year)
Learning Area Humanities
Prerequisites Nil
Course Outline
In Society and Culture, students explore and analyse the interactions of people, societies, cultures,
and environments. Using an interdisciplinary approach, they analyse the structures and systems of
contemporary societies and cultures.
Students learn about the ways in which societies constantly change and are affected by social,
political, historical, environmental, economic, and cultural factors. They investigate the ways in which
people function in groups and communicate within and across cultural groups. They develop the skills
and experience to understand how individual and group involvement can influence change, and to
consider the consequences of a range of possible social actions. Through their study of Society and
Culture, students develop the ability to influence their own future by acquiring skills, values, and
understanding that enable them to participate effectively in contemporary society.
Society and Culture gives students critical insight into the significance of factors such as gender,
ethnicity, racism, class, and power structures that affect the lives and identities of individuals and
groups. They develop the skills to critically analyse a range of viewpoints about peoples, societies,
and issues; understand diversity within and across societies; and extend their awareness of the
connections between, and the interdependence of, societies and cultures.
Content
Culture
Contemporary Challenges
Global Issues
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 50%
Assessment Type 2: Interaction 20%
External Assessment Weighting
Assessment Type 3: Investigation 30%
Page 76
2nd & 3rd
YEAR VISUAL ARTS: ART and VISUAL ARTS: DESIGN
Subject Stage 2 Visual Arts Credits 20 (full year)
Learning Area Arts
Prerequisites Nil
Course Outline
In Visual Arts – Art, students have the opportunity to develop ideas and skills with a variety of media.
These may include drawing, painting, printmaking, sculpture, digital art and mixed media. Students
express their ideas in their folios and develop ideas to create works of art in 2 and 3 dimensions.
In Visual Arts – Design, students have the opportunity to work in design area such as graphic design,
product design, illustration or fashion design. Design students express their ideas by using drawings,
diagrams, models, prototypes or digital techniques, leading to resolved design works.
Students research, understand and analyse artworks in a variety of cultural and historical contexts
through personal investigation. They communicate knowledge and understanding of their own work
and that of other practitioner’s works:
Content
Visual Thinking
Practical Resolution
Visual Arts in Context.
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Folio 40%
Assessment Type 2: Practical 30%
External Assessment Weighting
Assessment Type 3: Visual Study 30%
School‐based Assessment
Students create 2 folios that show their visual learning, investigation and development of ideas. Each
folio is linked to the final practical work which is accompanied by a 500 word practitioner’s statement.
External Assessment
Students produce one Visual Study for external assessment. This is an exploration of one or more Art
or Design styles, ideas, materials, media, techniques or technologies. Students base this exploration
and experimentation on the critical analysis of the work of other practitioners through individual
research and the development of visual thinking and/ or technical skills. Evidence of this work takes
the form of a maximum of 20 A3 pages with a maximum of 2000 words of relevant analytical written
text.
Page 77
2nd & 3rd
YEAR ART OR DESIGN CREATIVE ARTS
Subject Stage 2 Creative Arts – Art or Design
Credits 20 (full year)
Learning Area Arts
Prerequisites Nil
Course Outline
Creative Arts is offered as an extra Arts subject if students would like to study 2 Visual Arts subjects
at Stage 2. Students can study any of the Visual Arts topics under this subject.
In Creative Arts – Art, students have the opportunity to develop ideas and skills with a variety of media.
These may include drawing, painting, printmaking, sculpture, digital art and mixed media. Students
express their ideas in their folios and develop ideas to create works of Art in 2 and 3 dimensions.
In Creative Art – Design, students have the opportunity to work in the design areas such as graphic
design, product design, illustration or fashion design. Design students express their ideas by using
drawings, diagrams, models, prototypes or digital techniques, leading to resolved design works.
Student’s research, understand and analyse artworks in a variety of cultural and historical contexts
through personal investigation. They communicate knowledge and understanding of their own work
and that of other practitioner’s work.
Content
Creative Arts Process
Development and Production
Concepts in Creative Arts Disciplines
Creative Arts in Practice
Assessment
Students demonstrate evidence of their learning through the following assessment types:
School Assessment Weighting
Assessment Type 1: Products 50%
Assessment Type 2: Inquiry 20%
External Assessment Weighting
Assessment Type 3: Practical Skills 30%