COURSE HANDBOOK 2021 COURSE HANDBOOK 2020 · Territory students promising a high quality, planned transition into university and post-secondary ... and possible career paths the student

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THE ESSINGTON INTERNATIONAL

SENIOR COLLEGE

CHARLES DARWIN UNIVERSITY

THE ESSINGTON INTERNATIONAL

SENIOR COLLEGE

CHARLES DARWIN UNIVERSITY

COURSE HANDBOOK

2021

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 15th June 2020 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.

http://www.essington.nt.edu.au/

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CONTENTS ......................................................................................................................................................................................................................................... 3 INTRODUCTION ................................................................................................................................................................................................................................. 4 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 ........................................................................................................................................................................................ 9 VOCATIONAL EDUCATION & TRAINING FOR SECONDARY STUDENTS (VETFSS) ................................................................................................................................ 9 COMMUNITY-DEVELOPED PROGRAMS/ LANGUAGES ....................................................................................................................................................................... 9 FIRST, SECOND AND THIRD YEAR NTCET SUBJECTS. ........................................................................................................................................................................ 10 FIRST YEAR SUBJECT INFORMATION ................................................................................................................................................................................................ 12 YEAR 10 GENERAL MATHEMATICS .................................................................................................................................................................................................. 13 Year 10 MATHEMATICAL METHODS ................................................................................................................................................................................................ 14 YEAR 10 ENGLISH ............................................................................................................................................................................................................................. 15 FIRST & SECOND YEAR SUBJECT INFORMATION .............................................................................................................................................................................. 16 ACCOUNTING .................................................................................................................................................................................................................................. 17 BIOLOGY .......................................................................................................................................................................................................................................... 18 BUSINESS INNOVATION ................................................................................................................................................................................................................... 19 CHEMISTRY ...................................................................................................................................................................................................................................... 20 CHILD STUDIES ................................................................................................................................................................................................................................. 21 DANCE ............................................................................................................................................................................................................................................. 22 DIGITAL COMMUNICATION SOLUTIONS .......................................................................................................................................................................................... 23 DRAMA ............................................................................................................................................................................................................................................ 24 ECONOMICS .................................................................................................................................................................................................................................... 25 ENGLISH ........................................................................................................................................................................................................................................... 26 ENGLISH LITERARY STUDIES ............................................................................................................................................................................................................. 27 HEALTH ............................................................................................................................................................................................................................................ 28 LEGAL STUDIES ................................................................................................................................................................................................................................ 29 GENERAL MATHEMATICS ................................................................................................................................................................................................................ 30 MATHEMATICAL METHODS ............................................................................................................................................................................................................. 31 SPECIALIST MATHEMATICS .............................................................................................................................................................................................................. 32 MEDIA STUDIES ............................................................................................................................................................................................................................... 33 MODERN HISTORY ........................................................................................................................................................................................................................... 34 MUSIC .............................................................................................................................................................................................................................................. 35 NUTRITION ...................................................................................................................................................................................................................................... 36 OUTDOOR EDUCATION.................................................................................................................................................................................................................... 37 PERSONAL LEARNING PLAN ............................................................................................................................................................................................................. 38 PHYSICAL EDUCATION ..................................................................................................................................................................................................................... 39 PHYSICS ........................................................................................................................................................................................................................................... 40 PSYCHOLOGY ................................................................................................................................................................................................................................... 41 VISUAL ART ...................................................................................................................................................................................................................................... 42 SECOND & THIRD YEAR SUBJECT INFORMATION............................................................................................................................................................................. 43 ACCOUNTING .................................................................................................................................................................................................................................. 44 BIOLOGY .......................................................................................................................................................................................................................................... 45 BUSINESS INNOVATION ................................................................................................................................................................................................................... 46 CHEMISTRY ...................................................................................................................................................................................................................................... 47 CHILD STUDIES ................................................................................................................................................................................................................................. 48 DANCE ............................................................................................................................................................................................................................................. 49 DIGITAL COMMUNICATION SOLUTIONS .......................................................................................................................................................................................... 50 DRAMA ............................................................................................................................................................................................................................................ 51 ECONOMICS .................................................................................................................................................................................................................................... 52 ENGLISH ........................................................................................................................................................................................................................................... 53 ENGLISH LITERARY STUDIES ............................................................................................................................................................................................................. 54 HEALTH ............................................................................................................................................................................................................................................ 55 LEGAL STUDIES ................................................................................................................................................................................................................................ 56 GENERAL MATHEMATICS ................................................................................................................................................................................................................ 57 MATHEMATICAL METHODS ............................................................................................................................................................................................................. 58 MEDIA STUDIES ............................................................................................................................................................................................................................... 60 MODERN HISTORY ........................................................................................................................................................................................................................... 61 MUSIC STUDIES ............................................................................................................................................................................................................................... 62 NUTRITION ...................................................................................................................................................................................................................................... 63 OUTDOOR EDUCATION.................................................................................................................................................................................................................... 64 PHYSICAL EDUCATION ..................................................................................................................................................................................................................... 65 PHYSICS ........................................................................................................................................................................................................................................... 66 VISUAL ART ...................................................................................................................................................................................................................................... 68

CONTENTS

https://essingtonschooldarwin-my.sharepoint.com/personal/clio_marah_essington_nt_edu_au/Documents/2_OD_Administration/EssingtonAdministration/2_2020_NTCET/6_SubjectSelection/2021_Handbook1st_2nd_3rd_YearCombined.docx#_Toc43803962





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The 2021 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 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, 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)

Credits are dependent on choices

- Stage 1 Accounting or Business or Economics or Legal Studies or Modern History (10 credits per semester)

- Stage 1 Physical Education or Outdoor Education or Dance or Drama or Health or Child Studies (10 credits per semester)

- Stage 1 Art or Music (10 credits per semester)

Certificate II One Vocational Education and Training For Secondary Students (VETFSS) (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)

100 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

Year 12

(Stage 2)

80 - 100 credits

Third Year:

Third Year Studies – All students undertake an individually negotiated Third Year program

Four or five Stage 2 subjects (this may include a VETFSS Course)

- Stage 2 English and Mathematics recommended

- University prerequisites

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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)


Second Year


Subject 1: English (Stage 1 Subject)

Subject 2: Mathematics (Stage 1 Subject)

Subject 3: Stage 2 Subject



Third Year +



ATAR Prerequisite




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 a ‘C’ Grade in 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 NTCET Coordinator, and carefully consider 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.

• 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.

• Subjects may have scheduled lessons from 3pm - 4.30pm due to operational requirements.

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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


Subject 1: English

Subject 2: Mathematics

Subject 3: Science

Subject 4: Physical Education

Subject 5: Personal Learning Plan

Breadth Subject

Subject 6: Free Choice from any category

Vocational Education and Training for Secondary Students (VETFSS)


Our First Year students are completing an accelerated senior secondary NTCET program.


1 ENGLISH - English

2 MATHEMATICS Subject to teacher recommendation - 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) Accounting, Business Innovation, Economics, Legal Studies, Media Studies, Modern

History, Music, Visual Art.

*Breadth Subject can include an additional Science or Physical Education subject. Subject offerings are dependent on

teacher availability and student interest. Subjects may have scheduled lessons from 3pm - 4.30pm due to operational

requirements.

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 VETFSS 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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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 five NTCET subjects and gain 100 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.

THIRD YEAR OF NTCET SENIOR PROGRAM

Third Year NTCET at The Essington International Senior College includes Stage 2 subjects.

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 four Stage 2

subjects. These subjects are identified by the universities as pathway subjects for their undergraduate degree programs.

VOCATIONAL EDUCATION & TRAINING FOR SECONDARY

STUDENTS (VETFSS)

The Vocational Education and Training for Secondary Students (VETFSS) 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 (VETFSS) 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/VETFSS

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 Visual Art

Business, Enterprise and Technology Business, Enterprise and Technology

Accounting Accounting

Business Innovation Business Innovation

Digital Communication Solutions Digital Communication Solutions

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

Physical Education Physical Education

Outdoor Education Outdoor Education

Humanities, Social Sciences Humanities, Social Sciences

Economics Economics

Legal Studies Legal Studies

Media Studies Media Studies

Modern History Modern History

Mathematics COMPULSORY Mathematics COMPULSORY SECOND YEAR ONLY

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

Cross-Disciplinary COMPULSORY

Personal Learning Plan

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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

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FIRST YEAR SUBJECT

INFORMATION

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1ST

YEAR YEAR 10 GENERAL MATHEMATICS

Subject Year 10 General Mathematics

Learning Area Mathematics

Prerequisites Nil

Course Outline

Year 10 General Mathematics allows students to achieve the numeracy requirement of the Australian

Curriculum. 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 1.

Students recognise the connection between simple and compound interest. They solve problems

involving linear equations and inequalities. They make the connections between algebraic and

graphical representations of relations. Students solve surface area and volume problems relating to

composite solids. They recognise the relationships between parallel and perpendicular lines. Students

apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare

data sets by referring to the shapes of the various data displays. They describe bivariate data where

the independent variable is time. Students describe statistical relationships between two continuous

variables. They evaluate statistical reports.

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

• Applications of Percentages

• Measurement

• Statistics

• Measurement investigation

Semester 2

• Linear and Exponential Functions

• Trigonometry

• Probability

• Exponential Investigation

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%

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1ST

YEAR YEAR 10 MATHEMATICAL METHODS

Subject Year 10 Mathematical Methods


Prerequisites Year 9 Mathematics recommended

Course Outline

Year 10 Mathematical Methods allows students to achieve the numeracy requirement of the

Australian Curriculum. 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 1.

Students expand binomial expressions and factorise monic quadratic expressions. They find unknown

values after substitution into formulas. They perform the four operations with simple algebraic

fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use

triangle and angle properties to prove congruence and similarity. Students use trigonometry to

calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance

experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile

ranges.

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.

• Algebraic Fractions

• Statistics.

• Transformations of Functions.

Semester 2

• Exponential Functions and Logarithms

• Trigonometry

• Probability

• Functions Investigation

Assessment





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1ST

YEAR YEAR 10 ENGLISH

Subject Year 10 English

Learning Area English

Prerequisites Nil

Course Outline

The Year 10 English curriculum is built around the three interrelated strands of language, literature

and literacy. Together, the strands focus on developing students’ knowledge, understanding and skills

in listening, reading, viewing, speaking, writing and creating.

Students gain lifelong skills, including the ability to:

• read, interpret, and evaluate literary texts from the contemporary world, from the past, and from

Australian and other 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

The Performance Standards are used for the assessment of student learning. For English, the

assessment design criteria are:

• Knowledge and Understanding

• Analysis

• Application

The following assessment types enable students to demonstrate their learning in Year 10 English:

School-based Assessment Duration Weighting

Assessment Type 1: Responding to texts - 25%

Assessment Type 2: Creating texts - 50%

Assessment Type 3: Extended study - 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



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



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)


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.


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



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)


Prerequisites Enrolment in Mathematical Methods is recommended. Completion of Year 9 Extension Science recommended.

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. 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. 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.

Stage 1 Chemistry is focused on giving students a firm understanding of the fundamentals of

chemistry and the application of it in the real world as well as a firm grounding in hands-on laboratory

skills and analytical procedures. Students will be introduced to deconstructing a problem and

designing a solution from a scientific and chemical perspective, writing a comprehensive practical

report and researching the impact of chemical sciences on society. The end state of Stage 1

Chemistry is to allow students to seamlessly progress into Stage 2 with confidence in their

fundamental knowledge and the capacity to achieve.

Semester 1:

• Atoms, molecules, bonding and the periodic table

• Reduction-Oxidation reactions and electrochemistry

• Chemical calculations and the beginnings of analytical chemistry

Semester 2:

• Analytical chemistry and titration

• Organic chemistry and synthesis

• Industrial applications of chemistry

Assessment



Assessment Type 1: Investigation Folio 50%


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1st & 2nd

YEAR CHILD STUDIES

Subject Stage 1 Child Studies Credits 10 (per semester)

Learning Area Health and Physical Education

Prerequisites Nil

Course Outline

Child Studies focuses on children and their development from conception to 8 years. Students can

develop knowledge and understanding of young children through individual, collaborative, and

practical learning. They explore concepts such as the development, needs, and rights of children, the

value of play, concepts of childhood and families, and the roles of parents and caregivers. They also

consider the importance of 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



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.

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 and movement memory.

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

• Understanding Dance

• Creating Dance

• Responding to Dance

Semester 2

The content is the same as Semester 1 but the theme will change.

Assessment



Assessment Type 1: Skill Development 30%

Assessment Type 2: Creative Exploration 40%

Assessment Type 3: Dance Contexts 30%

Page 23

1st & 2nd

YEAR DIGITAL COMMUNICATION SOLUTIONS

Subject Stage 1 Digital Communication Solutions

Credits 10 (per semester)


Prerequisites Nil

Course Outline

The subject consists of the following focus areas:

• Focus area 1: Photography

• Focus area 2: Desktop Publishing

• Focus area 3: Game Making

• Focus area 4: Film

In Stage 1 students use the design and realisation process. They learn to create a design brief that

provides the basis for the development of potential solutions to design problems and challenges, and

review design features, processes, materials, and production techniques to assist with the realisation

of the solution.

In this subject, a ‘solution’ is an outcome of the design and realisation process in relation to the chosen

context. A solution could be fully realised or a model, prototype, system, part, process (i.e. procedures

to output a product), or product.

Students analyse influences on a product or system including ethical, legal, economic, and/or

sustainability issues. They consider the practical implications of these issues on society or on design

solutions.

Semester 1:

• Student Choice

Semester 2:

• Student Choice

Assessment



Assessment Type 1: Specialised Skills Task 60%

Assessment Type 2: Design Process and Solution 40%

Page 24

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.

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.

Content

Semester 1

• Company Performance

• Understanding and Responding to Drama

• Drama and Technology

Semester 2

The Content is the same as Semester one, but the theme will vary

Assessment

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


Assessment Type 1: Performance 40%

Assessment Type 2: Responding to Drama 30%

Assessment Type 3: Creative Synthesis 30%

Page 25

1st & 2nd

YEAR ECONOMICS

Subject Stage 1 Economics Credits 10 (per semester)

Learning Area Humanities

Prerequisites Nil

Course Outline

Students explore and analyse a variety of authentic economic contexts to develop, extend, and apply

their skills, knowledge, understanding, and capabilities. By studying Economics, students develop an

understanding of different economic systems and institutions and learn to assess the degree to which

these systems and institutions satisfy people’s needs and wants.

Students study the four economics concepts of scarcity, choice, opportunity cost, and the cause and

effect of economic decisions. They apply their learning of these concepts to authentic economic

contexts to develop their understanding of the economic principles that underpin decision-making.

Semester 1

• Thinking Like an Economist

• Markets in Action

• Trade in the Global Economy

Semester 2

• Economic Decision Making

• Government Involvement in the Economy

Assessment



Assessment Type 1: Folio 60%

Assessment Type 2: Economic Project 40%

Page 26

1st & 2nd

YEAR ENGLISH

Subject Stage 1 English Credits 10 (per semester)


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


• Creating Texts


Assessment



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)


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



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


• Creating Texts


Semester 2


• Creating Texts


Assessment





Assessment Type 3: Intertextual Study 25%

Page 28

1st & 2nd

YEAR HEALTH

Subject Stage 1 Health Credits 10 (per semester)


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



Assessment Type 1: Issues Response 30%

Assessment Type 2: Group Activity 30%


Page 29

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




Assessment Type 2: Issues Study 30%

Assessment Type 3: Presentation 20%

Page 30

1st & 2nd

YEAR GENERAL MATHEMATICS

Subject General Mathematics Stage 1 Credits 10 (per semester)


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





Page 31

1st & 2nd

YEAR MATHEMATICAL METHODS

Subject Stage 1 Mathematical Methods Credits 10 (per semester)


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



Assessment Type 1: Skills Counting and Statistics Tasks 75%


Page 32

1st & 2nd

YEAR SPECIALIST MATHEMATICS

Subject Stage 1 Specialist Mathematics Credits 10 (per semester)


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



Assessment Type 1: Skills Assessment Tasks 75%


Page 33

1st & 2nd

YEAR MEDIA STUDIES

Subject Stage 1 Media Studies Credits 10 (per semester)


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




Assessment Type 2: Interaction Study 20%

Assessment Type 3: Production 30%

Page 34

1st & 2nd

YEAR MODERN HISTORY

Subject Stage 1 History Credits 10 (per semester)


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



Assessment Type 1: Historical Skills 75%

Assessment Type 2: Historical Study 25%

Page 35

1st & 2nd

YEAR MUSIC

Subject Stage 1 Music Credits 10 (per semester)

Learning Area Arts

Prerequisites Some knowledge of music theory is an advantage

Course Outline

Through the study of music students can 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



Assessment Type 1: Creative Works 60%

Assessment Type 2: Musical Literacy 40%

Page 36

1st & 2nd

YEAR NUTRITION

Subject Stage 1 Nutrition Credits 10 (per semester)


Prerequisites Nil

Course Outline

Nutrition is a contemporary science which immerses students in the fundamentals of human nutrition,

physiology and health and promotes investigation of current and emerging trends. It is the study of

dietary, lifestyle, and healthy eating patterns with specific focus on nutrients in food, how the body

uses nutrients, and the relationship between diet, health and disease. Students will investigate the

factors that influence food choices and the influences these decisions can have on health and well-

being. Students will learn to critically evaluate the marketing of food and the information found on food

labels. Students explore the link between food systems, environmental impacts, climate change, and

food sustainability. They suggest solutions to complex issues informed by current research and

Australian consumer protection practices. Students will have opportunities to investigate global and

local food trends, advancement in technology, and development of new foods and food packaging.

Students will apply knowledge and understanding of nutrition to conduct investigations and examine

scenarios. Students use technologies, scientific evidence and research to critically analyse

information and make informed decisions or recommendations.

Semester 1

• Fundamentals of human nutrition

• Nutrition through the lifecycle

• Influence of culture on diet and nutrition

• The psychology of food marketing

Semester 2

• Fad diets & the influence of social media

• Food marketing and Sensory Evaluation

• Food Processing & Safety

• Sustainable food futures

Assessment




Assessment Type 2: Skills and Applications Task 40%

Page 37

1st & 2nd

YEAR OUTDOOR EDUCATION

Subject Stage 1 Outdoor Education Credits 10 (per semester)


Prerequisites Nil

Course Outline

Outdoor Education is the study of the human connection to natural environments through outdoor

activities. The three focus area include – environment and conservation; planning and management;

and personal and social growth and development. Students develop skills and understanding in

preparation and planning for outdoor experiences, risk management, and conservation practices, and

develop their teamwork and practical outdoor skills.

Students develop an understanding of ecosystems and the impacts of human actions and decisions

through the study of natural environments and wilderness areas. They develop knowledge and

understanding of environmental systems and their conservation.

The learning experiences take place in a variety of locations are intended to enable students to

develop an appreciation of their place in, and their impact on, environments. As they spend time

learning in natural environments, students develop knowledge and apply planning and risk

management skills for outdoor journeys that ensures they travel safely. They also apply these skills

to plan for minimal impact as they move through natural environments.

Outdoor Education provides students with the opportunities to experience personal growth and to

develop social skills, self-confidence, and teamwork skills. They evaluate and reflect on their own

learning progression and skills development, working with others in groups, as well as their

relationship with and connection to nature

Content

Semester 1

• Human Impact on a local waterway – Rapid Creek

• Understanding, Developing and Utilising Outdoor Skills – Kubara Bushwalk, Kakadu NP

• Introduces Species into the Natural Environment

Semester 2

• Conservation Strategies to support and endangered species

• Understanding, Developing and Utilising Outdoor Skills – Ord River Canoe Journey

• Risk Case Study

Assessment



Assessment Type 1: About Natural Environments 40%

Assessment Type 2: Experiences in Natural Environments 60%

Page 38

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


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 39

1st & 2nd

YEAR PHYSICAL EDUCATION

Subject Stage 1 Physical Education Credits 10 (per semester)


Prerequisites Nil

Course Outline

Through Physical Education, students explore the participation in and performance of human physical

activities. It is an experiential subject in which students explore their physical capacities and

investigate the factors that influence and improve participation and performance outcomes, which

lead to greater movement confidence and competence. An integrated approach to learning in Physical

Education supports an Arnoldian educational framework that promotes deep learning ‘in, though, and

about’ physical activity. Ensuring students make meaning of the cognitive and psychomotor processes

fundamental to the learning of physical activity.

Education ‘in’ physical activity involves students making meaning of personal movement experiences.

Through these movement experiences, students engage in thoughtful participation where skills of

internal reflection and articulation of learning progress are developed.

Education ‘through’ physical activity involves students using movement to strengthen their personal,

intellectual, and social skill development. Such skill development allows students to engage more

purposefully in physical activity. Students use physical activity contexts as the vehicle for developing

the capabilities and skills necessary to reflect on and critique their learning.

Education ‘about’ physical activity involves students developing an understanding of biophysical,

psychological, and sociocultural domains through participation in physical activity. The biophysical

domain includes learning and applying exercise physiology and biomechanical concepts. The

psychological domain develops an understanding of skill acquisition and learning theory concepts.

Semester 1

• Biomechanical movement analysis of Squash

• Physical activity investigation analysis the positive aspects of sports participation

• Fitness analysis.

Semester 2

• Planning and implementing an effective sports session reflecting on different coaching styles.

• Analysis of two different sports, soccer and table tennis

Assessment



Assessment Type 1: Performance Improvement 50%

Assessment Type 2: Physical Activity Investigation 50%

Page 40

1st & 2nd

YEAR PHYSICS

Subject Stage 1 Physics Credits 10 (per semester)


Prerequisites Enrolment in Mathematical Methods is recommended. Completion of Year 9 Extension Science recommended.

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. Physics seeks to explain natural

phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The

models, laws, and theories in physics are based on evidence obtained from observations,

measurements, and active experimentation over thousands of years.

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.

Stage 1 Physics is focused on giving students a firm understanding of the fundamentals of physics

and the application of it in the real world as well as a firm grounding in hands-on laboratory skills and

analytical procedures. Students will be introduced to deconstructing a problem and designing a

solution from a scientific and physics perspective, writing a comprehensive practical report and

researching the impact of physics and physics research on society. The end state of Stage 1 Physics

is to allow students to seamlessly progress into Stage 2 with confidence in their fundamental

knowledge and the capacity to achieve.

Semester 1

• Nuclear physics, reactors, bombs, and nuclear waste

• Electricity, circuits, and electrical safety

• Heat, temperature, and thermal energy transfer

Semester 2

• Linear motion and forces, a Newtonian (and Einsteinian!) perspective

• Energy and momentum

• Light and waves (and just a touch of quantum mechanics)

Assessment





Page 41

1st & 2nd

YEAR PSYCHOLOGY

Subject Stage 1 Psychology Credits 10 (per semester)


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

• Lifespan Psychology

• Emotion

• Cognitive Psychology

Semester 2

• Neuropsychology

• Psychological Wellbeing

• Psychology in Context

Assessment




Assessment Type 2: Skills and Application Task 40%

Page 42

1st & 2nd

YEAR VISUAL ART

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 content remains the same as Semester 1 but the theme will vary.

Assessment




Assessment Type 2: Practical 40%

Assessment Type 3: Visual Study 30%

Page 43

SECOND & THIRD YEAR

SUBJECT INFORMATION

Page 44

2nd & 3rd

YEAR ACCOUNTING

Subject Stage 2 Accounting Credits 20 (full year)


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



Assessment Type 1: Accounting Concepts and Solutions 40%

Assessment Type 2: Accounting Advice 30%

External Assessment Weighting

Assessment Type 3: Examination 30%

Page 45

2nd & 3rd

YEAR BIOLOGY

Subject Stage 2 Biology Credits 20 (full year)


Prerequisites Stage 1 Biology is recommended

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


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







Page 46

2nd & 3rd

YEAR BUSINESS INNOVATION

Subject Stage 2 Business Innovation Credits 20 (full year)


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



Assessment Type 1: Business Skills 40%

Assessment Type 2: Business Model 30%


Assessment Type 3: Business Plan and Pitch 30%

Page 47

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

• Analytical chemistry and managing industrial chemical processes

• Organic and biological chemistry

• Environmental chemistry

• Resource extraction, mining and refining and materials chemistry

Assessment







Subject Stage 2 Chemistry Credits 20 (full year)


Prerequisites Stage 1 Chemistry is recommended

Page 48

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




Assessment Type 2: Group Activity 20%



Page 49

2nd & 3rd

YEAR DANCE

Subject Stage 2 Dance Credits 20 (full year)

Learning Area Arts

Prerequisites Dance training and/or 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 and acute movement memory.

Content

• Understanding Dance

• . Creating Dance

• Responding to Dance

Assessment

Students demonstrate evidence of their learning through the following assessment types


Assessment Type 1: Performance Portfolio 40%

Assessment Type 2: Dance Contexts 30%


Assessment Type 3: Skills Development Portfolio 30%

Page 50

2nd & 3rd

YEAR DIGITAL COMMUNICATION SOLUTIONS

Subject Stage 2 Design, Technology and Engineering

Credits 20 (full year)


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



Assessment Type 1: Specialised Skills Tasks 20%

Assessment Type 2: Design Process and Solution 50%


Assessment Type 3: Resource Study 30%

Page 51

2nd & 3rd

YEAR DRAMA

Subject Stage 2 Drama Credits 20 (full year)

Learning Area Arts

Prerequisites Nil

Course Outline

Telling stories and representing our humanity to each other are basic human activities. They are the

essence of drama. Students learn by participating in creative problem-solving; generating, analysing,

and evaluating ideas; developing personal interpretations of texts; learning to set goals and working

collaboratively to achieve them; rehearsing, workshopping, and improvising solutions; as well as

presenting their product or performance.

Students develop their curiosity and imagination, creativity, individuality, personal identity, self-

esteem, and confidence. They also have opportunities to improve their oral skills through

experimentation, communication, self-discipline, collaboration, teamwork, and leadership. Students

learn to acknowledge and respect diversity and different perspectives on the world.

Drama enables students to acquire the skills and understanding to generate creative and imaginative

solutions to the challenge of staging theatrical works. The exploration of drama through participating

in, viewing, and critiquing live theatre is also an important part of the learning process.

Content- The 20-credit subject consists of the following two areas of study

• Company and Production

• Exploration and Vision

Assessment



Assessment Type 1: Group Production 40%

Assessment Type 2: Evaluation and Creativity 30%


Assessment Type 3: Creative Presentation 30%

Page 52

2nd & 3rd

YEAR ECONOMICS

Subject Stage 2 Economics Credits 20 (full year)

Learning Area Humanities

Prerequisites Nil

Course Outline

The study of Economics enables students to understand how an economy operates, the structure of

economic systems, and the way in which economic systems function. Central to the study of

Economics is the economic problem and the related concepts of scarcity, opportunity cost, and

interdependence. Economic systems are continually evolving in response to the economic problem

to determine what goods and services to produce, how these goods and services are produced, and

for whom they are produced.

By studying Economics, students develop an understanding of different economic systems and

institutions and learn to assess the degree to which these systems and institutions help satisfy

people’s needs and wants. Students become aware that economic decisions are not value free and

have outcomes that may be inconsistent with social, moral, and ethical values.

Economics provides students with concepts, models, and skills to analyse and predict the workings

of an economic system and to evaluate the impact of interdependence at local, national, and global

levels. Knowledge of economics helps students assess when markets are best able to serve the public

interest and when collective or government action is necessary. The study of Economics helps

students make better choices as consumers of goods and services, as contributors to the economy,

and as well-informed citizens.

Content

• Microeconomics

• Macroeconomics

• Trade and Globalisation

• Wealth, Poverty, and Inequality

Assessment



Assessment Type 1: Skills and Application Tasks 30%




Page 53

2nd & 3rd

YEAR ENGLISH

Subject Stage 2 English Credits 20 (full year)


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



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:


- 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



Assessment Type 1:Responding to Texts 30%

Assessment Type 2:Creating Texts 40%


Assessment Type 3: Comparative Analysis 30%

Page 54

2nd & 3rd

YEAR ENGLISH LITERARY STUDIES

Subject Stage 2 English Literary Studies Credits 20 (full year)


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:


- 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






Assessment Type 3:

Part A: Comparative Text Study 15%

Part B: Critical Reading Examination 15%

Page 55

2nd & 3rd

YEAR HEALTH

Subject Stage 2 Health Credits 20 (full year)


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


Content

• The Social and Economic Determinants of Health

• Health Promotion in the Community

• Sexuality and Health

• Stress and Health

Assessment



Assessment Type 1: Group Investigation and Presentation 30%

Assessment Type 2: Issues Analysis 20%




Page 56

2nd & 3rd

YEAR LEGAL STUDIES

Subject Stage 2 Legal Studies Credits 20 (full year)


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




Assessment Type 2: Inquiry 20%



Page 57

2nd & 3rd

YEAR GENERAL MATHEMATICS

Subject Stage 2 General Mathematics Credits 20 (full year)


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







Page 58

2nd & 3rd

YEAR MATHEMATICAL METHODS

Subject Stage 2 Mathematical Methods Credits 20 (full year)


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







Page 59

2nd & 3rd

YEAR SPECIALIST MATHEMATICS

Subject Stage 2 Specialist Mathematics Credits 20 (full year)


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.


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







Page 60

2nd & 3rd

YEAR MEDIA STUDIES

Subject Stage 2 Media Studies Credits 20 (full year)


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


School-based Assessment Weighting


Assessment Type 2: Product 40%



Page 61

2nd & 3rd

YEAR MODERN HISTORY

Subject Stage 2 History Credits 20 (full year)


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


Content

• Modern Nations – Germany (1918-48)

• The World Since 1945 – The Changing World Order (1945-)

Assessment


School‐based Assessment Weighting


Assessment Type 2: Essay 20%



Page 62

2nd & 3rd

YEAR MUSIC STUDIES

Course Outline

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.

Students will learn how to apply knowledge and understanding of musical elements and cultivate skills

and technique in developing, refining, and presenting creative works for performance. Students need

to apply a range of musical literacy skills, including aural perception and notation as they deconstruct,

analyse, and interpret musical works and styles, and manipulate musical elements. Students will learn

how to synthesise findings and express musical ideas as well as reflect on musical influences in their

own creative works.

Content

• understanding music

• creating music

• responding to music

Assessment



Assessment Type 1: Creative Works 40%

Assessment Type 2: Musical Literacy 30%



Subject Stage 2 Music Studies Credits 20 (full year)

Learning Area Arts

Prerequisites An understanding of music theory and/or completion of Stage 1 Music is desirable.

Page 63

2nd & 3rd

YEAR NUTRITION

Subject Stage 2 Nutrition Credits 20 (full year)


Prerequisites Nil

Course Outline

Nutrition is a contemporary science which immerses students in the fundamentals of human nutrition,

physiology and health and promotes investigation of current and emerging trends. It is the study of

dietary, lifestyle, and healthy eating patterns with specific focus on nutrients in food, how the body

uses nutrients, and the relationship between diet, health, and disease.

Students will apply knowledge and understanding of nutrition to conduct investigations and analyse

case study scenarios. Students develop the skills to critically evaluate the nutritional value of diets

and the factors that influence food choices. Students will explore the different food processing

methods and safety. In terms of food availability, political, economic, cultural, and ethical influences

and ecological sustainability will be examined to recommend actions or develop arguments about

future food needs and food ethics.

Students will investigate, research, and explore the global factors that influence food choices, food

security and sustainability. They will explore the links between food and health and gain a wide

understanding of diet related diseases.

Content

• The Principles of Nutrition, Physiology and Health

• Health Promotion & Emerging Trends

• Sustainable Food Systems

Assessment







Page 64

2nd & 3rd

YEAR OUTDOOR EDUCATION

Subject Stage 2 Outdoor Education Credits 20 (full year)


Prerequisites Nil

Course Outline

Through the study of three focus areas: environment and conservation; planning and management;

and personal growth and development, students develop skills and understanding in preparation and

planning for outdoor journeys, consideration of risk management and conservation practices, and

develop team work and practical outdoor skills.

Students develop an understanding of ecosystems and the impacts of human actions and decisions

through the study of natural environments and wilderness areas. They develop knowledge and

understanding of environmental systems and their conservation.

The learning experiences that take place in a variety of locations is intended to enable students to

develop an appreciation of their place and their impact on environments. As they spend time learning

in natural environments students develop knowledge and apply planning and risk management skills

for outdoor living that ensures they travel safely. They also apply these skills to plan for minimal impact

as they move through natural environments.

The study of Outdoor Education provides students with opportunities to experience personal growth;

to develop social skills, self-confidence, and teamwork skills. They evaluate and reflect on their own

learning progression and skills development, and on working with others in groups, as well as their

relationship with and connection to nature.

The development of a relationship with natural environments can impact positively on students’ health

and well-being and can foster a lifelong connection with nature and a commitment to responsible

activity when interacting with outdoor environments.

Content

• In the Outdoors – Preserving the Natural Environment

• Developing and Utilising Outdoor Skills

• Preparation, Planning and Participation – Maguk Bushwalk

• Connections with natural environments – Jatbula Dreaming (External)

Assessment



Assessment Type 1: About Natural Environments 20%

Assessment Type 2: Experiences in Natural Environments (2 tasks 25% each) 50%


Assessment Type 3: Connections with Natural Environments 30%

Page 65

2nd & 3rd

YEAR PHYSICAL EDUCATION

Subject Stage 2 Physical Education Credits 20 (full year)


Prerequisites Nil

Course Outline

Through Physical Education, students explore the participation in and performance of human physical

activities. It is an experiential subject in which students explore their physical capacities and

investigate the factors that influence and improve participation and performance outcomes, which

lead to greater movement confidence and competence. An integrated approach to learning in Physical

Education supports an Arnoldian educational framework that promotes deep learning ‘in, though, and

about’ physical activity. Ensuring students make meaning of the cognitive and psychomotor processes

fundamental to the learning of physical activity.

Education ‘in’ physical activity involves students making meaning of personal movement experiences.

Through these movement experiences, students engage in thoughtful participation where skills of

internal reflection and articulation of learning progress are developed.

Education ‘through’ physical activity involves students using movement to strengthen their personal,

intellectual, and social skill development. Such skill development allows students to engage more

purposefully in physical activity. Students use physical activity contexts as the vehicle for developing

the capabilities and skills necessary to reflect on and critique their learning.

Education ‘about’ physical activity involves students developing an understanding of biophysical,

psychological, and sociocultural domains through participation in physical activity. The biophysical

domain includes learning and applying exercise physiology and biomechanical concepts. The

psychological domain develops an understanding of skill acquisition and learning theory concepts.

Content

• Focus on Squash, to build a complete picture of the physiological demands of the activity.

• Prepare for and participate in a Touch Rugby competition, working collaboratively in groups.

• focus on Basketball, to gather and analyse data to develop a training plan with the goal of bringing about performance improvement.

• focus on Netball, students will analyse the playing ability and goals of the group. Students will then plan and coach two practical sessions, gathering and implementing feedback throughout the process.

Assessment



Assessment Type 1: Diagnostics (2 tasks 15% each) 30%

Assessment Type 2: Improvement Analysis 40%


Assessment Type 3: Group Dynamics 30%

Page 66

2nd & 3rd

YEAR PHYSICS

Subject Stage 2 Physics Credits 20 (full year)


Prerequisites Stage 1 Physics is recommended

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 macrocosms, and to make predictions

about them. The models, laws, and theories in physics are based on evidence obtained from

observations, measurements, and active experimentation over thousands of years.

By studying physics, students understand how new evidence can lead to the refinement of existing

models and theories and to the development of different, more complex ideas, technologies, and

innovations.

Through further developing skills in gathering, analysing, and interpreting primary and secondary data

to investigate a range of phenomena and technologies, students increase their understanding of

physics concepts and the impact that physics has on many aspects of contemporary life.

By exploring science as a human endeavour, students develop and apply their understanding of the

complex ways in which science interacts with society and investigate the dynamic nature of physics.

They explore how physicists develop new understanding and insights and produce innovative

solutions to everyday and complex problems and challenges in local, national, and global contexts.

In Physics, students integrate and apply a range of understanding, inquiry, and scientific thinking skills


challenges. Students also pursue scientific pathways, for example, in engineering, renewable energy

generation, communications, materials innovation, transport and vehicle safety, medical science,

scientific research, and the exploration of the universe.

Content

• Motion and relativity including projectile motion, circular motion, gravity and satellites

• Electricity and magnetic fields, charged particles in the fields, cyclotrons, magnetic induction, induction stovetops and magnetic breaking

• Light and atoms including the nucleus, electrons and their energy levels, the basics of particle-wave theory and the fundamental model of particle physics







Page 67

2nd & 3rd

YEAR PSYCHOLOGY

Subject Stage 2 Psychology Credits 20 (full year)


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

• Social Cognition

• Learning

• Personality

• Psychobiology of Altered States of Awareness

• Healthy Minds

Assessment







Page 68

2nd & 3rd

YEAR VISUAL ART

Subject Stage 2 Visual Art Credits 20 (full year)

Learning Area Arts

Prerequisites Completion of Stage 1 Visual Art would be an advantage

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




Assessment Type 2: Practical 30%


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.