Mount Compass Area School Senior School Course Information …compassas.sa.edu.au/wp/wp-content/uploads/2019/08/2020... · 2019-08-08 · SACE Stage 2 ... Stage 2 Food & Hospitality

Mount Compass Area School – Senior School Course Information Booklet

Contents and Introduction

SACE ................................................................................................................................................... 6

The requirements to achieve the SACE ....................................................................................................................6

What is the Personal Learning Plan? ........................................................................................................................6

SACE and achieving the SACE ...................................................................................................................................7

SACE Compulsory Subjects .......................................................................................................................................8

SACE Stage 1 .............................................................................................................................................................8

SACE Stage 2 .............................................................................................................................................................8

Pathways ..................................................................................................................................................................8

What is community learning? ..................................................................................................................................8

University entry ........................................................................................................................................................9

TAFE entry ............................................................................................................................................................. 10

Southern Adelaide & Fleurieu Trade School ...................................................................................... 11

What is VET? .......................................................................................................................................................... 11

Structured workplace learning (SWL) ................................................................................................................... 11

What is an Australian School Based Apprenticeship (ASBA)? ............................................................................... 12

VET Recognition in the SACE ................................................................................................................................. 13

Southern Adelaide & Fleurieu Trade School Courses Offered .............................................................................. 15

Senior School Information ................................................................................................................ 21

Promotion ............................................................................................................................................................. 21

Subject Choices from Year 11 – Year 12 ................................................................................................................ 21

Year 11 Structured Workplace Learning (SWL) ..................................................................................................... 21

End of year Arrangements for Senior School ........................................................................................................ 21

Care Groups in the Senior School .......................................................................................................................... 21

Senior School Care Group Program ....................................................................................................................... 22

Punctuality and Attendance .................................................................................................................................. 22

Year 12 Attendance ............................................................................................................................................... 22

Compulsory Education Age ................................................................................................................................... 23

Entitlements and Allowances ................................................................................................................................ 23

Inter- School Sport/ Sports Competitions ............................................................................................................. 23

Committees ........................................................................................................................................................... 23

School Captains and Vice - Captains ..................................................................................................................... 23

Study Period/Non Instructional Time .................................................................................................................... 23

Additional subject fees for Stage 1 & Stage 2 subjects ......................................................................................... 25

Printing costs ......................................................................................................................................................... 25

Other Additional Charges ...................................................................................................................................... 25

The SACE .......................................................................................................................................... 26

A Guide for Parents and Students ..................................................................................................... 27

Choices… Decisions… Pathways… Careers... ......................................................................................................... 27

Enjoyment…. Interests…. Abilities…. Selecting…. .................................................................................................. 27

Personal Learning Plan (Compulsory Year 10) .................................................................................... 28

Agriculture & Horticulture ................................................................................................................ 30

Stage 1 Agriculture & Horticulture ........................................................................................................................ 30

Stage 2 Agriculture & Horticulture ........................................................................................................................ 31

Biology ............................................................................................................................................. 32

Stage 1 Biology ...................................................................................................................................................... 32

Stage 2 Biology ...................................................................................................................................................... 33

Chemistry ......................................................................................................................................... 34

Stage 1 Chemistry .................................................................................................................................................. 34

Stage 2 Chemistry .................................................................................................................................................. 35

Community Studies .......................................................................................................................... 36

Design and Technology Materials Products ....................................................................................... 37

Design and Technology Communication Products (Photography) ...................................................... 38

English (Compulsory Subject) ............................................................................................................ 40

Stage 1 Essential English ....................................................................................................................................... 41

Stage 2 English ....................................................................................................................................................... 42

Stage 2 English Literary Studies ............................................................................................................................. 42

Food & Hospitality ............................................................................................................................ 43

Stage 1 Food & Hospitality .................................................................................................................................... 43

Stage 2 Food & Hospitality .................................................................................................................................... 44

History ............................................................................................................................................. 45

Stage 1 Modern History ........................................................................................................................................ 45

Stage 2 Modern History ........................................................................................................................................ 45

Stage 2 Integrated Learning (Arts Focus) .............................................................................................................. 47

Stage 1 Integrated Learning (Design & Technology) ............................................................................................. 48

Stage 2 Integrated Learning (Design & Technology) ............................................................................................. 49

Stage 2 Integrated Learning (Sport & Fitness Focus) ............................................................................................ 50

Mathematics .................................................................................................................................... 52

Stage 1 Essential Mathematics .............................................................................................................................. 52

Stage 2 Essential Mathematics .............................................................................................................................. 52

Stage 1 General Mathematics ............................................................................................................................... 53

Stage 2 General Mathematics ............................................................................................................................... 53

Stage 1 Pre-Mathematical Methods ..................................................................................................................... 53

Stage 1 Pre-Specialist Mathematics ...................................................................................................................... 54

Stage 2 Mathematical Methods ............................................................................................................................ 54

Stage 2 Specialist Mathematics ............................................................................................................................ 55

Physical Education ............................................................................................................................ 56

Stage 1 Physical Education ........................................................................................ Error! Bookmark not defined.

Stage 2 Physical Education ........................................................................................ Error! Bookmark not defined.

Physics ............................................................................................................................................. 56

Stage 1 Physics ...................................................................................................................................................... 58

Stage 2 Physics ...................................................................................................................................................... 59

Stage 2 Research Project ....................................................................................................................................... 60

Visual Art ......................................................................................................................................... 61

Stage 1 Visual Art .................................................................................................................................................. 61

The Senior School Curriculum at Mount Compass aims to provide students with a range of flexible learning opportunities. The emphasis of teaching and learning in the Senior School is to provide opportunities for students to develop independent learning skills and to engage in and experience authentic learning environments. Individual research, critical analysis, investigations and issues studies are a major part of the curriculum across all courses.

Courses also support students to gain and develop understanding of personal and team responsibility. Whilst there is emphasis on teamwork and communication skills, the importance of a strong work ethic and personal excellence is also a key focus. Students in Years 10, 11, 12, and 13 are offered a comprehensive program of pathways through the South Australian Certificate of Education (SACE). Year 10 students start their SACE curriculum with the development of a Personal Learning Plan (PLP). This plan is developed by the student in

consultation with their Care Group teacher and other teaching staff relevant to each student’s program of learning and their identified career goals. The focus for all students is on personal pathways planning, which the school supports through a range of accredited programs. These programmes develop skills, knowledge and attitudes to prepare students for employability, active citizenship and lifelong learning. Across years the Senior Years Vocational Education Training (VET) and School-Based Apprenticeships provide students with a range of specific industry-related pathways as part of the school curriculum. Students in the Senior School have the opportunity to apply for selection into one of the Southern Adelaide & Fleurieu Trade School courses. These courses are offered through a collaborative partnership arrangement between the schools across the Southern region including Kangaroo Island. The courses have been developed across the region in order to provide a wider range of options for all students. A Trade School brochure outlining the details of courses being offered, the costs, location etc are provided to students across years 11 and 12 prior to the course counselling process. Students will need to register their expression of interest for any Trade School Courses and complete an application form. As part of the Senior School strategic direction in line with the SACE, MCAS recognises that learning for our young people takes place in a range of environments and that our school is just one venue where this learning takes place.

This concept of “Learning Space” is the understanding and recognition that learning can occur for students through:

Involvement and participation in community activities such as sport, volunteering and as family carers.

The opportunity to access other schools in the region for learning

Participation in TAFE courses and other learning programs offered outside of the school

Through involvement in paid part-time work and through work experience

Through a formal school based apprenticeship This concept of ‘Learning Space’ is the understanding and recognition that learning can occur for students outside of MCAS and is acknowledged and can be accredited as part of the student’s individualised program of learning. As a student in the Senior School there are many educational decisions and choices to make that will impact on future career direction and pathways. It is important that you and your parent/guardian spend time looking through the course selection booklet and discuss what you are interested in, your current skills, talents and experiences and what you are hoping to work towards as a career/future employment.

Once the formal counselling process has taken place and the student has made their subject selections any changes the student requests after this point can only be carried out after an appointment with either the School Counsellor or the Senior School Coordinator. The student will be advised and their SACE credits checked to see if the change can be accommodated. In addition, the parent/guardian of the student will need to complete a permission slip that will advise them of the change the student has requested. Only in exceptional circumstances will changes to a student’s subject choices occur without written parent/guardian permission being received by the school.

The Senior Years are both challenging and rewarding for students. The expectation of teachers is that students produce work to a high standard and use their time productively. Independent study time and homework feature strongly in Years 10, 11 and 12. There are also a range of social activities and leadership opportunities that students can get involved in at the school and this is a good way for students to work towards a life/work balance within these significant and exciting years of schooling. We look forward to working in partnership with you as parents/caregivers and in supporting your son/daughter to work towards their personal goals and achieve successful learning outcomes. Sam Blake Coordinator Senior School / SACE / VET / Careers

SACE As part of the SACE students will:

receive credits for many different forms of education and training (such as academic subjects, learning a trade, TAFE, vocational training and community service) provided they are recognised by the SACE Board

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

receive A – E grades in every Stage 1 and Stage 2 SACE subject

be expected to gain and demonstrate essential skills and knowledge for their future, focusing on communication, citizenship, personal development, work and learning

have 30 per cent of their work in every Stage 2 subject externally assessed. This will be done in various ways, including exams, practical performances and presentations

have outside moderators check the school – assessed parts of Stage 2 subjects to ensure consistent grading across the State.

The requirements to achieve the SACE To gain the certificate students must earn 200 credits. Ten credits are equivalent to one semester or six months’ study in a particular subject or course. Some elements of the SACE are compulsory. These are:

A Personal Learning Plan at Stage 1 (usually undertaken in Year 10), worth 10 credits

at least 20 credits towards literacy from a range of English/English as a Second Language studies at Stage 1

at least 10 credits towards numeracy from a range of Mathematics Studies at Stage 1

a Research Project at Stage 2 worth 10 credits

*completion of at least 60 additional credits in Stage 2 subjects and courses. The importance of the compulsory elements is reflected in the requirement that students must achieve either an A, B, C or equivalent in these subjects to complete the SACE successfully. In addition to the compulsory elements, students will choose from a wide range of subjects and courses to earn the remaining 90 credits to gain the SACE. These include subjects and courses from either Stage 1 or Stage 2.

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

identify and research career paths and options, including further education, training and work

choose appropriate SACE subjects and courses based on plans for future work and study

consider and access subjects and courses available in and beyond school

review their strengths and areas they need to work on, including literacy, numeracy, and information and communication technology skills

gain skills for future employment

identify their goals and plans for improvement and review and adjust their plans to achieve their goals. The Personal Learning Plan contributes 10 credits towards the SACE. Because it is compulsory, students need to achieve a C grade or above.

In 2020 Year 10 students study the Personal Learning Plan Year 11 students study SACE Stage 1 subjects Year 12 students study SACE Stage 2 subjects and the Research Project

SACE = 200 CREDITS

SACE and achieving the SACE To gain the SACE, students complete about two years of full-time study which most students spread over three years. There are two stages to the SACE: Stage 1, which most students do in Year 11, apart from the Personal Learning Plan, which most students are likely to do in Year 10. Stage 2, which most students do in Year 12. Each subject or course successfully completed earns ‘credits’ towards the SACE. At least 200 credits are required for students to gain the certificate. Ten credits are equal to one semester, or two terms, of study in a subject, and 20 credits are equal to a full-year subject. Students will receive a grade – from A+ to E- – for each subject. For compulsory subjects, they will need to achieve a C grade or better.

SACE Compulsory Subjects

SACE Stage 1 Year 11 is the first full year of SACE study. Students are able to choose from the range of SACE Stage 1 subjects offered by the school. In addition to the Personal Learning Plan, there are two other compulsory requirements to complete in Stage 1 - a full year of English subjects and a semester of Maths. Again, as these subjects are compulsory, students need to achieve a C grade or better. Stage 1 subjects are 100 per cent assessed by teachers at the school and cross-checked by external experts.

SACE Stage 2 In Year 12 students also undertake the only compulsory subject in Stage 2, the Research Project. This is a one semester (or 10 credit) subject which everyone has to complete. As with all compulsory subjects, students will need to achieve a C grade or better. The Research Project will allow students to explore something in which they are deeply interested – it could be a scientific study, an art project, a community-based project, an historical investigation, or any number of other options Teachers will mark 70 per cent of work, while the remaining 30 per cent will be assessed by experts outside of the school. These experts will also double-check the marks students get from their teachers, to make sure everyone is marked according to the same standards. In Year 12, most students will do four, full-year subjects. Students interested in applying for University or TAFE entry will need to meet certain requirements.

Pathways The SACE is designed to give students the skills they need for work and life, whether they aim to study at university, TAFE, get a trade or go straight into a job. Students explore these options in the Personal Learning Plan subject, which ensures each student has a clear idea about the pathways they might want to take and how to get there. Each student’s Personal Learning Plan can change as they move through the SACE, as their ideas about the future develop.

What is community learning? Students are able to earn SACE credits for community learning in two ways – Community-developed Programs and Self-directed Community Learning. Community-developed Programs include, for example, the Australian Music Examinations Board, the Duke of Edinburgh’s Award and the SA Country Fire Service. Program details are updated as new information becomes available. Self-directed Community Learning is gained through informal community activities such as coaching a sports team, being the primary carer of a family member, or leading an environmental project in the community. Students will need to provide evidence of their learning for assessment so that the SACE Board can recognise these other kinds of community learning. For more information on community learning, visit: http://www.sace.sa.edu.au/community-learning

https://www.sace.sa.edu.au/web/research-project

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

https://www.sace.sa.edu.au/web/personal-learning-plan

University entry As well as gaining the SACE your study has to meet certain requirements for university entry

Student need to achieve 80 credits at Stage 2. Of the 80 credits, at least 60 must be from the Tertiary Admissions Subjects (TAS) and the other 20 credits from either TAS subjects, Recognised Studies or a mix of the two;

Complete any prerequisite requirements for your chosen university courses;

Comply with rules regarding subject combinations;

Obtain an Australian Tertiary Admission Rank (ATAR) Applications for university courses are handled by the South Australian Tertiary Admissions Centre (SATAC). Go to the SATAC website for more information: www.satac.edu.au South Australian Tertiary Admissions Centre 1300 138 440 (local call charge) Universities Flinders University (08) 8201 3074 1300 657 671 (local call charge) The University of Adelaide (08) 8303 7335 1300 061 459 (freecall from country and interstate) University of South Australia (08) 8302 2376 1300 UNINOW (local call charge)

Tertiary Admission Subjects A Tertiary Admissions Subject (TAS) is a SACE Stage 2 subject which is recognised by the universities as providing appropriate preparation for tertiary studies. Students are required to study a minimum number of credits of TAS to be eligible to receive an ATAR. While most subjects in the SACE are recognised as TAS, there are some that won’t be recognised by the universities for the purposes of calculating your ATAR. These non-TAS subjects include Community Studies, Modified Subjects, Local Programs and Research Project A.

Australian Tertiary Admissions Rank (ATAR). The ATAR is: a measure of a student’s academic achievement compared to other students

used by universities to select students who have completed the SACE

given to students on a range from 0 to 99.95 (students receiving a ATAR of 99.95 are the highest ranked in the State).

Scaling All results for SACE subjects contributing to a student’s ATAR will continue to be scaled. Scaling is a process which converts students’ subject scores into tertiary admission points in each of their SACE Stage 2 (Year 12) subjects. This means that when different subjects are used to calculate an ATAR, the ATAR produced is comparable from student to student, regardless of the subjects they have studied. SATAC has more information on scaling.

http://www.satac.edu.au/



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

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

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


Are all subject combinations allowed? Some combinations of subjects are not allowed to count towards the SACE and university entrance, generally because the subjects are similar. These are called ‘precluded combinations’. Also there are limits on how many subjects in the same discipline can count towards university entrance, even if the subjects aren’t precluded combinations. These are called ‘counting restrictions’. Precluded combinations and counting restrictions are listed each year in SATAC’s Tertiary Entrance booklet.

TAFE entry Certificate I, II and III (unless competitive) have no entry requirements, however, if students wish to access WorkReady funding they will be required to demonstrate satisfactory reading, writing and numeracy skills as part of course counselling before enrolling. Most Certificate IV and above courses do not have entry requirements, however, if students wish to access WorkReady funding (or VET FEE-HELP for Diploma and above courses) they will be required to demonstrate satisfactory reading, writing and numeracy skills as part of course counselling before enrolling. Entry requirements for competitive courses are either

Satisfactory demonstration of reading, writing and numeracy skills by undertaking the CSPA, or

Satisfactory demonstration of reading, writing and numeracy skills by undertaking the CSPA and satisfactory performance in an audition/written assessment/portfolio

Offers made for courses based on course admission requirements

CSPA only – based on CSPA score

CSPA and an internal assessment – based on internal assessment score Some Certificate IV and above courses require a lower level Certificate Offers made for courses without course admission requirements Where there are less places than applicants – based on date of application Achieving your SACE is important if you want to study at TAFE. Completing the SACE meets the Course Admissions Requirements for most of TAFE SA’s courses, but there are some details you may need to know. For full details and for the most up to date information on course admissions requirements go to: www.tafesa.edu.au Applications for TAFE SA course are processed by the South Australian Tertiary Admissions Centre (SATAC). Se the SATAC tertiary entrance booklet for further details.

http://www.satac.edu.au/satac-publications

http://www.tafesa.edu.au/

Southern Adelaide & Fleurieu Trade School The Southern Adelaide & Fleurieu Trade School (SAFTS) is a consortium of schools in the Southern Adelaide, Fleurieu Peninsula and Kangaroo Island regions of the Department of Education and Child Development (DECD) in the south of Adelaide. The SAFTS consists of the following schools: Aberfoyle Park High School Reynella East College Christies Beach High School Seaford 6-12 School Hallett Cove School Victor Harbor High School Eastern Fleurieu School Willunga High School Kangaroo Island Community Education- Wirreanda High School Mount Compass Area School Yankalilla Area School Students access a range of vocational courses across the region hosted by local schools working with the local community and industry. At the same time, young people will be able to achieve their South Australian Certificate of Education (SACE) while learning skills and working toward industry-accredited qualifications. They will be better prepared to take on apprenticeships and skilled jobs in areas that have identified skill shortages. ‘School to Work’ Apprenticeship Brokers help connect students with local industry and employers. The Apprenticeship Brokers also make sure that contracts of training for young people are fair and reasonable for everyone involved. Trade School students can do an apprenticeship or training while still at school, spending their week days involved in a combination of school, working at a business and skills training at a TAFE or other training provider. For more information about the Southern Adelaide and Fleurieu Trade School contact the VET coordinator in your school.

What is VET? VET refers to national vocational qualifications that are endorsed by industry. VET courses deliver industry-endorsed units of competency from nationally endorsed training packages. VET qualifications are recognised across Australia. Studying a VET program while still at school can: Provide you with a head start in your chosen career Make your senior school studies more relevant and interesting Enable you to work towards completing your SACE as well as gaining a training qualification Enable you to combine your school studies with part-time or casual employment Provide opportunities to learn “on the job” while undertaking work placement

Structured workplace learning (SWL) SWL is an opportunity for you to experience a real or simulated workplace opportunity relevant to your VET program. The benefits of SWL includes: learning new skills, working as part of a team, experiencing the workplace environment and becoming better informed for further career choices.

Costs The vocational courses comply with Industry Training Packages which stipulate required tools, materials and context. Consequently, many of the courses include an additional financial fee to cover these demands. There is a variation of costs between similar courses due to differences in agreements with Registered Training Organisations and host schools. This may be due to training, assessment or the competencies selected. Whilst staffing costs or equivalent are covered by the host school as part of the partnership arrangements, costs listed against courses are additional costs related to materials and services.

Public schools charge fees which are governed by legislation and can be varied by governing councils under certain circumstances. These fees allow all students at public schools to access the general curriculum offered by their home school. Non-SAFTS School students will be charged a fee to cover staffing costs on top of the materials and services fee listed.

Travel Arrangements Students will be required to arrange their own transport to training and work placements. In certain circumstances, where students are able to demonstrate special needs, support for transport arrangements may be available (contact the student support services in your home school).

Selection Guidelines Selection for entry to regional courses will be based on the following guidelines: • Identified relevant interest and/or previous work experience • Demonstrated capacity for independent learning • Identified career pathway For further information contact your VET Coordinator or School Counsellor. Details of all courses for 2019 can be found on the Southern Adelaide and Fleurieu Trade School Website: www.safts.sa.edu.au

What is an Australian School Based Apprenticeship (ASBA)? ASBA's allow senior secondary students to combine training and work in an industry area to achieve a nationally recognised vocational qualification that contributes their final secondary qualification. Features of ASBA's are:

Attendance at school and work (8 hours per week minimum at work)

A training agreement which links to an industrial award

Attainment of a senior secondary qualification (e.g. SACE, VCE, [Qld]Senior Certificate etc) and a vocational education and training qualification

Access to a wide variety of vocations provided applicable awards have been varied to accommodate part-time hours

Who is involved in an ASBA? Student:

Must be committed to work and study in order to obtain qualification

Must fulfil all obligations as defined on the Contract of Training

Must meet with the regional Apprenticeship Broker and complete an Australian School Based Apprenticeship enrolment form with the school (Must be obtained from the VET Coordinator)

Employer: Needs to be flexible with working hours, provide adequate training and supervision, fulfil obligations as

defined on the Contract and negotiate Training Plan with RTO upfront

Registered Training Organisation (RTO): Delivers competency-based training in accordance with the Negotiated Training Plan

School Principals, Careers Advisors & Teachers: Must endorse the Australian School Based Apprenticeship and make the student aware of all the

implications of signing the contract of training.

Parents/Guardians: Must agree to terms and conditions and co-sign the Contract of Training if the student is less than 18

years old

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

If further information is required about Australian School Based Apprenticeships, please contact the VET/Work Experience Coordinator at your school or the Apprenticeship Broker.

VET Recognition in the SACE

Completion of the SACE Using VET To complete the SACE, students must achieve at least 200 SACE credits, 180 of which can be gained through the recognition arrangements for VET in the SACE. Within these 180 VET-based credits, students must also fulfil the literacy and numeracy requirements of the SACE. The Personal Learning Plan and the Research Project are awarded the remaining 20 SACE credits. Students can use a vocational context in completing these subjects.

Number of VET Qualifications Students can use a maximum of two qualifications at Certificate I level to gain credits towards the completion of the SACE. There is no limit to the number of qualifications at Certificate II level or higher that students can use to gain credits towards the completion of the SACE.

SACE Credits In considering the nature, scope and complexity of learning, two categories for the recognition of foundation-type qualifications have been identified: Category A, defined as having a focus on developing literacy skills, and/or numeracy skills, and/or language skills, and/or skills and knowledge that underpin general vocational performance (general education); and Category B, defined as having a focus on the development of a specific skill as a basis for further vocational and/or community participation (skills development). The SACE Board has also approved new maximum SACE credits that can be granted to SACE students for successful completion of units of competency towards foundation-type qualifications in categories A and B. Recognition of foundation-type qualifications listed in Category A and Category B is not granted against the Personal Learning Plan (Stage 1), the literacy and numeracy requirements, the Research Project (Stage 2), or the compulsory 60 credits at C- or better at Stage 2. Foundation-type qualifications listed in Category A will be recognised for a maximum of 20 credits at Stage 2. These changes will commence from 1 January 2016. Students can gain SACE credits for the successful completion of VET qualifications or units of competency that make up a qualification. The VET Recognition Register lists the maximum and minimum number of SACE credits allocated to each qualification.

Recognition at SACE Stage 1 and/or Stage 2 All VET qualifications or units of competency that make up a qualification, in the Australian Qualifications Framework (AQF) can contribute to the completion requirements of the SACE. The SACE Board determines the SACE stage at which qualifications will be granted recognition in the SACE. In most cases a VET qualification (i.e. all the units of competency that make up the qualification) will be recognised at either Stage 1 or Stage 2. However, specific units of competency from some Certificate II or Certificate III qualifications will be recognised at Stage 1, whereas other units of competency from the same qualifications will be recognised at Stage 2. For details of how specific VET qualifications can earn SACE credits at Stage 1 and/or Stage 2, refer to the VET Recognition Register on the SACE Board website (www.sace.sa.edu.au) or contact the Project Officer, VET in SACE (telephone 8372 7461).

VET Recognition Register The SACE Board will publish the VET Recognition Register. The VET Recognition Register is derived from the VET qualifications listed on the NTIS website. The register lists qualifications that:

Are most commonly undertaken by students.

Have been recommended for delivery by key stakeholders. The VET Recognition Register shows, for each qualification, the:

Maximum and minimum number of SACE credits that students can earn by completing the qualification.

SACE stage(s) at which SACE credits earned for the qualification will be recognised for SACE purposes.

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

Southern Adelaide & Fleurieu Trade School Courses Offered As part of the curriculum offered at Mount Compass Area School, students in Year 11 and 12 are able to undertake a Vocational Education Training Certificate. Most of these certificate courses are run on Wednesdays across regional schools and students select and apply for entry into these courses in Term 3 for the following year. The following courses are offered by the Southern Adelaide and Fleurieu Trade School, for more information please see the 2020 course brochure, visit the Trade School website – www.safts.sa.edu.au or your school VET Coordinator. Please note, courses are subject to change at any time - information is current at the time of printing.

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

Senior School Information

Promotion The promotion from one year level to the next is based on the individual student meeting the requirements of the minimum grade pass (at the C grade level). Students who do not meet this minimum requirement will remain in their current year level for a further year. Research clearly shows that students who struggle at a particular year level and do not meet the academic requirements for that year are unlikely to reach successful outcomes if they are transitioned into a higher year level. Promotion to the next year level will be based on:

Minimum C grade achieved in Mathematics and English at Year 10 and 11

Minimum C grade achieved in PLP at Year 10

Overall C grade average in the remaining subjects

Subject Choices from Year 11 – Year 12 All students choosing Year 12 subjects must have achieved a minimum C grade level in those subjects they are planning to study in Year 12. Students need to be aware that study in Year 12 is significantly more demanding; high levels of commitment, effort, attendance and organisation are required if you are to succeed.

Year 11 Structured Workplace Learning (SWL) Many of the Year 11 students take part in SWL related to their individual Trade School Course at some point during the year, which is determined by the school running the Trade Course. There is a legal requirement that students complete the formal workplace learning agreement form and the workplace section is filled out by the workplace. This document provides the DECD insurance cover for the student and the student is not covered if the paperwork has not been completed or has been completed incorrectly prior to the student being involved in a work placement. The original copy of the agreement form is kept at the student’s home school. Year 11/12 Transition Program A transition into Year 12 for all Year 11 students takes place in week 1 of Term 1. The students are involved in a range of tasks and activities aimed at supporting their understanding and the expectations of study required in year 12. This is also an opportunity for the students to bond as a group and a range of social activities are planned to foster this amongst the students.

End of year Arrangements for Senior School

Year 12 – Formal classes finish at the end of Week 2 Term 4 Year 12 SACE exams begin in week 4 and finish at the end of week 5. Not all subjects have a formal exam at the end of the year and each subject has its own completion date. Information about exams and individual subject requirements at this time of the year will be posted out to parents at the end of Term 3.

Year 11- Finish end of week6 Term 4 *Please note this only applies if the student has no outstanding work due and compulsory subject grades have been achieved. Otherwise, they will be required at school every day until all work is finalised.

Year 10- Finish end of week 7 Term 4 *Please note this only applies if the student has no outstanding work due and compulsory subject grades have been achieved. Otherwise, they will be required at school every day until all work is finalised.

Care Groups in the Senior School The Care Group teacher is the first point of contact between the student’s home and the school and we require diary notes from parents/caregivers if a student:

has been absent from school

needs to leave early or during part of the day (unless the student has a pre-arranged schedule as part of their school-based traineeship)

is unable to wear uniform on a particular day

does not have a hat on a particular day

please sign all notes sent home and return the tear off slip to your student’s Care Group teacher If you have any concerns to raise or information to share please contact your student’s Care Group teacher. Whilst teachers are not always available, as they may be in class your call will be returned as soon as possible. At year 12 the students are together in one Care Group and wherever possible will have teachers mentoring and supporting them throughout the year. At year 11 there are two Care Groups (unless there is a small cohort) and decisions about the cohort within each Care Group are based on subject choice and aiming for a gender balance wherever possible. Throughout the year the Care Groups combine at various times to take part in a range of tasks and activities. At year 10 there are two Care Groups (unless there is a small cohort) and decisions about the cohort within each Care Group are based on information from their previous Yr 9 Care Group teachers, student subject choices and gender balance. Throughout the year the Care Groups combine to take part in a range of tasks and activities.

Senior School Care Group Program All students in the senior school have a comprehensive Care Group program that has been developed to provide mentor support to students in addition to the life and career-coaching model that underpins all of the learning activities across years 10, 11 and 12. In recognising the different developmental and learning needs of each year level the programs are targeted as follows: Care Group lesson time is a formal part of the curriculum within the senior school and students are required to attend all Care Group lessons as they form an integral part of each student's SACE studies. During this time they are involved in teamwork activities as well as developing their individual learning plans, planning and goal setting for their future career and attending workshops related to personal development and wellbeing.

Punctuality and Attendance Care Group is compulsory in the morning from 8.45am until 9.15am. Punctuality is an essential workplace habit and an important social skill, and so we expect senior students to be generally punctual to school and class. It is most important on any occasion when students do arrive late to school that they check in at the front office. An "Unexplained Absence” will be recorded and may have an effect on Austudy or Youth allowance entitlements if they fail to check in. Students who may be on a part-time program or school-based traineeship must also sign in and out on arriving or leaving the school grounds. Students must also have a note if they need to leave the school grounds during the day. This note must be approved by the school administration. There are obvious legal and “duty of care” reasons for this.

Year 12 Attendance Depending on their individual program the majority of year 12 students will have some non-contact time as part of their workload. These periods have been allocated for private study and revision of work not as free time. The TTC Conference room and library are generally available for student use when not in class. Students in Year 12 negotiate with their Care Group teacher if they have a program of study that will allow them to leave the school during non-contact time. Parents need to sign a release form to give permission for their Year 12 student to leave the school when they have non-contact periods. Some students will have a part-time study load and will combine school study with paid work or an apprenticeship.

Compulsory Education Age From July 2009, all young people must stay in some form of education or training until they turn 17. If a student is offered full-time employment it is defined as greater than 30 permanent hours work per week for 15 year olds and greater than 25 permanent hours per week for 16 year olds. The student must apply for exemption and they must attend school regularly until exemption is approved. Students who are 16 do not require an exemption from school to participate in vocational training such as TAFE, apprenticeships or traineeships.

Entitlements and Allowances For Austudy/Youth Allowance entitlement purposes, after 5 days unapproved absence per term, Centrelink deducts a fortnight’s entitlement. After this, each day’s unapproved absence will lead to the loss of one day’s payment. Acceptable/approved reasons for absence are basically those that would be acceptable to an employer – e.g. illness and family crisis. Students must provide an explanatory note within three days of their return to school. This will allow us time to alter computer records. School excursions and activities are counted as attendance. If your child is absent from school for any reason please contact the front office to inform the school. All students are legally required to attend school up until they are 17 unless they have full-time paid employment, have a full-time apprenticeship or attend a full-time approved institute of education such as TAFE or a private college.

Inter- School Sport/ Sports Competitions Involvement in sport is to be balanced with study commitments. Students must negotiate with all subject teachers if their sport will clash with lessons or work due and participation may be denied where a student is behind in their work/ assignments. Individual students are responsible to ‘plan ahead’ if they want to be involved in sporting activities and ensure their subject teachers or Care Group teacher are well aware of an intended absence related to school sport.

Committees There are a number of events, privileges and activities that need to be undertaken throughout the year. All students are involved in student voice through ‘Student Forum’ whereby each Care Group votes on two members from their group to represent their class on the senior school forum. Students take their ideas, suggestions and concerns about school matters to the forum where they are discussed and voted on. The school leadership team discuss, make recommendations and provide approval as required.

School Captains and Vice - Captains All students are encouraged to undertake leadership roles throughout their time at Mount Compass Area School. In year 12 the students can nominate for the role of School Captain. There are two School Captains at Year 12 and nomination for these positions can be by self –nomination, nomination by other year 12 students or by a staff member. Being an effective leader requires students to develop qualities and skills in themselves and to nurture those of others. The role of School Captains is:

to be role models in the school community and reflect the values of Mount Compass Area School

to represent the students of the school at official school functions

to act as a point of reference for the School Principal and administration on school matters

to raise student issues with Principal and school administration

to set a positive example in terms of uniform, behaviour and attitude to work

At Years 10 and 11 students can also nominate as Captain of their year level, the process for nomination is the same as for School Captain.

Study Period/Non Instructional Time As young adults within our school community we want to support students continued learning and maturity. There may be times when students in Year 11 have non- contact time or are required to study independently

within the school. Therefore, these lessons are to be spent in Supervised Study lessons. Students are not allowed to wander the school during study periods or during non-instructional time or leave the school grounds without permission.

Additional subject fees for Stage 1 & Stage 2 subjects Compulsory Subject Charge: A number of subjects at Stage 1 and 2 have a set fee which is part of the Materials & Services Charge. This fee is to pay for the raw materials the student will use in relation to studying this subject, a significant cost at this level. A summary of the subject fees for 2020 will include: *Stage 1 Subjects

Physical Education 20 credits (full year) $130

*Stage 2 Subjects

Physical Education 20 credits $180

*These levies will be finalised in the Materials & Services Charge Notice, which will be sent to parents in Term 4, 2019. Please Note: The Materials & Services Charge will be invoiced in January 2020.

Printing costs There may be a need for students to pay extra printing costs. Students can increase their printing balance through Student Services prior to Care Group in the mornings.

Other Additional Charges The following subjects have additional expenses (not part of the M&S Charge) that can be anticipated during the year. These will include:

STAGE 1: SUBJECT / PURPOSE FOR FUNDING

Chemistry: Cost of revision guide: approx $30

Design & Technology: Cost of extra material for major projects if required

RAPP Program – RAA Car Accident Prevention Program: TBA

STAGE 2: SUBJECT / PURPOSE FOR FUNDING

Biology: Practical book and revision guide: combined cost approx. $45

Chemistry: Practical book & revision guide: combined cost approx $30

Mathematics Subjects: Revision book: approx cost $30

The SACE

Curriculum Learning Areas A subject or group of subjects as defined in the South Australian Curriculum, Standards & Accountability Framework

Stage 1 The 1st stage of two stages of the SACE. Studies at this level are usually, but not necessarily, taken by students in their eleventh year of school.

Stage 2 The 2nd of the two stages of the SACE Studies at this level are usually, but not necessarily, taken by students in their twelfth year of schooling.

Semester / Unit Many subjects are studied in semesters. A semester is half the school year.

Semester 1 is from February to June.

Semester 2 is from late June to December.

Two semesters are the equivalent of one full-year subject.

In SACE a unit of work is usually taken over 1 semester.

A Guide for Parents and Students

Choices… Decisions… Pathways… Careers... As a student in the Senior School there are many life decisions and choices to make that will impact on your future direction and pathways. It is important that you and your parent/caregiver spend time looking through the course selection handbook and discuss what you are passionate about, what your strengths are, your current skills, talents and experiences and what you are hoping to work towards in relation to future careers and possible employment options. As parents/caregiver you can…..

Encourage your son/daughter to talk with you about the people that you know who have interesting jobs and the sort of work that they do

Discuss the variety of jobs – encourage them to explore beyond what they know about a particular industry or career area through looking at the TAFE and University books at school and in visiting website such as myfuture.edu.au

Talk about the types of jobs that have opportunities to travel interstate and/or overseas

Encourage your son/daughter to read the Career One Supplement in the Advertiser to see the vast range of jobs and the types of careers that are out there (also the skills and abilities etc that are required in these jobs)

Discuss the employment and career areas that are on the increase, why others are in decline and the geographic nature of some forms of employment such as the mining industry. A good website for information is the Department of Education and Training and the Department of Employment. Formal training whilst still at school through an Australian School-based Apprenticeship (ASBA) is a further option that your son/daughter may want to consider. Students across years 10, 11 and 12 can apply and gain nationally recognized qualifications prior to leaving school; this can opens up further career and employment options for their post school future.

Encourage your son/daughter to talk to the teachers of subjects they are interested in

Read the course content sections of the handbook to become aware of what the course involves and the types of tasks and assessments involved

Enjoyment…. Interests…. Abilities…. Selecting…. The most important thing to consider when choosing subjects is that your sons and daughters select subjects that they enjoy. These are often the subjects they are motivated in, they are enthusiastic about, and do well in; this is because those subjects suit their abilities. It is also important to be realistic about the chances of meeting the qualification levels required by employers or tertiary institutions. Also, you need to be realistic about the level and type of work they are able to succeed in. If your son/daughter is in paid part-time employment this also needs to be considered when selecting subjects particularly at Year 12 as subject workloads and homework requirements are significant at the Stage 2 level of study. Teacher recommendations are made to give students and their parents a guide as to their potential in a particular subject. Once the formal counselling process has taken place and the student has made their subject selections any changes the student requests after this point can only be carried out after an appointment with either the Senior School Coordinator or the School Counsellor. The student will be advised and their SACE pattern checked to see if the change can be accommodated. Keep in mind… Allow your son or daughter to make the final decisions about subject selection, as they are the ones that will need to commit to and complete the work and study.

http://education.gov.au/

http://employment.gov.au/

Personal Learning Plan (Compulsory Year 10) The PLP has been developed at the school for students in year 10. It is based on a Life and Career Coaching framework and Care Group teachers in the senior school have carried out training and development in the delivery of the program. Each student is supported in the development of their personalised plan through a collaborative approach from teachers, parents, friends and others who might be significant in their decision-making. It includes curriculum choices, recognises the student’s skills and attributes, and identifies areas of possible improvement and development. It also identifies each student’s career pathways and choices for further training and possible employment opportunities. Whilst the PLP has a significant focus in year 10 it also extends into year 11 and year 12 with students continuing to develop their career and transition goals in conjunction with their Care Group teacher working through further elements of the coaching program ‘Steps To My Success’ and ‘My Top Performance Plan’. Students will be required to complete a week of Work Experience in order to complete this subject, usually held in Week 8 of Term 2.

Subjects Personal Learning Plan (Stage 1) Credits 10 (half year)

Learning Area Cross-disciplinary

Teacher Mr Blake

Content The content includes capabilities and specific content.

Capabilities The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. They are central to learning in the Personal Learning Plan and are incorporated in the assessment of the subject. The capabilities are:

communication

citizenship

personal development

work

learning.

Specific Content (suggested topics) Teachers, together with their students, choose areas for detailed study to support the development, implementation, review, and adjustment of each student’s plan, based on his or her particular needs and interests. Examples of topics include:

Learning Skills Social Living and Responsibility Thinking Skills and Techniques Culture and Knowledge Research Skills Personal Characteristics Planning and Decision-making Skills Interpersonal and Relationship Skills Communication Health and Well-being Work Skills

Assessment Assessment at Stage 1 is school-based and then moderated by the SACE Teachers design a set of assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the PLP. Teachers use performance

standards to decide how well each student has demonstrated his or her learning, based on the evidence provided through the set of assessments. Students provide evidence of their learning through a set of four to five assessments. These may be presented in an integrated format, such as a portfolio and discussion, or in a number of formats, for example:

a plan (in chart, table, or map format) and discussion

a portfolio, which may be electronic

a discussion of evidence

a personal web page

a résumé

a round-table presentation

an interview

an oral presentation

a diary

a multimedia presentation.

Performance Standards The Personal Learning Plan Subject Outline includes performance standards, which describe five levels of achievement that are reported with the grades A to E at the student’s completion of the subject.

Agriculture & Horticulture Pathway Agriculture & Horticulture

(Stage 1) 1AHG10 1AHG20

Credits 10 (half year) 20 (full year)

Agriculture & Horticulture Studies (Stage 2)

2AHD20 Credits 20 (full year)

Learning Area

Sciences

Teacher Mrs Edwards

The study of agriculture and horticulture provides students with the opportunity to develop skills in investigation design, practical techniques, communication, analysis and evaluation of information, and to obtain knowledge and understanding relevant to primary industries. Students investigate issues through topics related to animals, plants, fungi, micro-organisms, soils, climate, water, and/or technology, and in a local, national, and/or global context. Experiments are a part of practical investigations in the study of Agriculture and Horticulture and may take place on farms, in vineyards, orchards, gardens, laboratories, or other relevant locations, and may use a variety of data-collecting procedures, e.g. soil water or grape sugar estimations. The focus capabilities for this subject are communication and learning.

Stage 1 Agriculture & Horticulture Stage 1 Agriculture and Horticulture is studied as either a 10-credit subject or 20 credit subject

Content Students study topics within one, or a combination of, the following themes:

Theme 1: Scientific Principles of Plant and/or Animal Production

Theme 2: The Management of Plant and/or Animal Production

Theme 3: Enterprise Agriculture and Horticulture

Theme 4: Practical and Applied Technologies

Theme 5: Contemporary Issues in Agriculture and Horticulture. Examples of topics:

Plant anatomy and physiology

Soil science

Animal science.

Sheep management

Livestock assessment

Crop husbandry.

Designing and setting up a community enterprise

The operation of agricultural and horticultural machinery.

The effects of soil salinity on horticulture

The effects of genetic modification.

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

Investigations Folio

Skills and Applications Tasks

Stage 2 Agriculture & Horticulture

Stage 2 Agriculture & Horticulture Studies 2AHD20 Credits 20(full year)

Learning Area Sciences

Teacher Mrs Edwards

This subject focuses on the scientific and technological principles on which agricultural and horticultural management, practice, and production are based. The fundamental questions and processes that are common and/or relevant to agricultural and horticultural production are examined. It provides opportunities for students to construct knowledge and understanding of the specific and general relationships within and between soils, water, and plant and animal production. For example, animal production might involve a study of breeding and genetics, digestion and nutrition, and disease and treatments. Agricultural and Horticultural Principles is an integrative area of study that has strong links with the physical and biological sciences, mathematics, the applications of technology, and socio-cultural contexts. Students are encouraged to draw on the key concepts of these subjects and apply them in an agricultural and horticultural context. This course will be useful for students wishing to complete further Tertiary Study in Agriculture. Rural Operations at Cert I or Cert II level would be an advantage.

Content Pastures

Led steers

Beef Management

Dairy Management

Animal Health

Assessment The following assessment types enable students to demonstrate their learning in Stage 2 Agriculture and Horticulture:

School-based Assessment Weighting

Practical Skills 35%

Skills and Applications Tasks 35%

External Assessment

Investigation 30%

Information on the External Assessment

Investigation The investigation is a report of up to a maximum of 2000 words. Students design and conduct investigations based on questions related to agriculture and horticulture The investigation is double marked, firstly by the student’s teacher, and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to performance standards.

Biology Pathway Biology (Stage1) 1BIG10

1BIG20 Credits 10(half year)

20 (full year)

Biology (Stage2) 2BIG20 Credits 20 (full year)


Teacher Ms Farquhar and Mr Gramola

Biology is a 10-credit subject or a 20-credit subject at Stage 1 and a 20-credit subject at Stage 2.

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 things, 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. They apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world.

In their study of Biology, students inquire into and explain biological phenomena and draw evidence-based conclusions from their investigations into biology-related issues, developments, and innovations.

Students explore the dynamic nature of biological science and the complex ways in which science interacts with society, to think critically and creatively about possible scientific approaches to solving everyday and complex problems and challenges. They explore how biologists work with other scientists to develop new understanding and insights, and produce innovative solutions to problems and challenges in local, national, and global contexts, and apply their learning from these approaches to their own scientific thinking.

In Biology, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges. Students also pursue scientific pathways, for example in medical research, veterinary science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation, and ecotourism. The focus capabilities for this subject are communication and learning.

Stage 1 Biology Biology is a 10-credit or a 20-credit subject at Stage 1.

The topics in Stage 1 Biology provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science.

The three strands of science to be integrated throughout student learning are:

science inquiry skills

science as a human endeavour

science understanding.

The topics for Stage 1 Biology are:

Topic 1: Cells and Microorganisms

Topic 2: Infectious Disease

Topic 3: Multicellular Organisms

Topic 4: Biodiversity and Ecosystem Dynamics

For a 10-credit subject, students study a selection of concepts from at least two of these topics.

For a 20-credit subject, students study a selection of concepts from all four topics.




Stage 2 Biology Stage 2 Biology is a 20-credit subject.

The topics in Stage 2 Biology provide the framework for developing integrated programs of learning through which students extend their skills, knowledge, and understanding of the three strands of science.

The three strands of science to be integrated throughout student learning are:

science inquiry skills

science as a human endeavour

science understanding

The topics for Stage 2 Biology are:

Topic 1: DNA and Proteins

Topic 2: Cells as the Basis of Life

Topic 3: Homeostasis

Topic 4: Evolution

Assessment Students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake at least three practical investigations and at least one issues investigation for the folio at least three skills and applications tasks one examination.

At least one investigation or skills and applications task involves collaborative work.



40%


External Assessment

Examination 30%


Examination (3 hours) The examination consists of:

Multiple-choice questions

Short-answer questions

Extended response questions (two)

Questions will cover all themes and threads and will include experimental skills. The examination will be marked by external assessors with reference to performance standards.

Chemistry

Pathways Chemistry(Stage1) 1CME10

1CME20 Credits 10(half year)

20(full year)

Chemistry(Stage2) 2CME20 Credits 20(full year)


Teacher Mr Gramola

The study of chemistry includes an overview of the matter that makes up materials, and the properties, uses, means of production, and reactions of these materials. It also includes a critical study of the social and environmental impact of materials and chemical processes. Students consider how human beings make use of the earth’s resources and the impact of human activities on the environment. Through practical studies students develop investigation skills, and an understanding of the physical world that enables them to be questioning, reflective, and critical thinkers. The focus capabilities for this subject are communication and learning.

Stage 1 Chemistry Stage 1 Chemistry can be studied as a 10-credit subject or a 20-credit subject. Successful completion of two semesters of Stage 1 Chemistry to A-B standard is required background knowledge to be successful at Stage 2.

Content The design and content of the program is determined at the school level. Examples of areas of learning and topics include:

Area of Study Topics

Matter Particles

Reactions Physical properties

Carbon Chemistry Chemical changes

Chemical Calculations Equations

Hydrocarbons

Organic nomenclature

Mole concept

Significant figures

Experimental design




Stage 2 Chemistry

Stage 2 Chemistry 2CME20 Credits 20 (full year)


Teacher Flinders University

Successful completion of two semesters of Stage 1 Chemistry to A-B standard is required background knowledge to be successful at Stage 2.

Content Stage 2 Chemistry is organised so that each intended student learning outcome is related to a key chemical idea or concept within five topics. Through the study of these key ideas and concepts students develop their chemistry investigation skills.

Topics: Topic 1: Elemental and Environmental Chemistry

Topic 2: Analytical Techniques

Topic 3: Using and Controlling Reactions

Topic 4: Organic and Biological Chemistry

Topic 5: Materials.

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



40%


External Assessment

Examination 30%

Successful completion of this subject leads to tertiary studies in chemistry and related career pathways including Chemist, Ethnobotany, Pharmaceuticals, Oceanography, Forensic Science, Biotechnology, Metallurgy, Teaching, Chemical Engineering, Geochemistry, Agrochemistry and Military Systems.

Community Studies

Pathways

Community Studies (Stage 1)

1COM10 1COM20


Community Studies (Stage2)

Variety of course codes


Learning Area Cross Discipline

Teacher Andrew Cousins

Community Studies provides students with insights into the ways in which communities are shaped and operate. It offers students the opportunity to learn in a community context, both within and beyond the school environment. The community provides the framework in which students develop capabilities that enable them to contribute actively and successfully to community activities. In interacting with teachers, peers, and community members, students use their experiences as a means of achieving personal growth and gaining an awareness of social identity.

At Stage 1, and in Community Studies A, students complete a contract of work, including a community activity, and a reflection on their learning experiences. In Community Studies B, students complete a folio of evidence of their learning in a field of study, and they report and reflect on a community application activity.

An identifying feature of this subject is the autonomy it provides students in deciding the focus and direction of their community activity/community application activity. Students expand and enhance their skills and understanding in a guided and supported learning program, by beginning from a point of personal interest, skill, or knowledge, and setting challenging and achievable goals. Students develop their ability to work independently and to apply their knowledge and skills in practical ways in their communities.

At Stage 1 level, and in Stage 2 Community Studies A, areas of study include:

Arts and the Community

Communication and the Community

Foods and the Community

Health, Recreation and the Community

Science, Technology and the Community

Work and the Community School Assessment (70%)

Assessment Type 1: Folio External Assessment (30%)

Assessment Type 2: Reflection

Additionally, Stage 2 Community Studies B areas of study include: Humanities and the Community, Interdisciplinary Learning and the Community School Assessment (70%)

Assessment Type 1: Folio External Assessment (30%)

Assessment Type 2: Community Application Activity

Design and Technology Materials Products

Pathways

Stage 1 Design & Technology

1MMP10 1MMP20


Stage 2 Design & Technology

2MMA20 Credits 20 (full year)

Learning Area Business, Enterprise & Technology

Teacher Miss Bouveng

Students develop and apply knowledge and skills to design and create a product that meets a self-identified need, challenge or issue. There is an emphasis on developing skills and knowledge related to the design process, understanding the functional characteristics of materials, equipment, processes and techniques used to fabricate products from resistant materials.

Students will be required to:

Use the design process to clarify an identified need, challenge or issue.

Undertake investigations of existing products, materials, components, equipment, processes and techniques to help inform the development of a range of potential design ideas.

Communicate design thinking and problem solving through annotated hand and/or digital drawings.

Show planning and project management through generating production timelines, construction drawings via CAD, as well as cutting and costing documentation.

Use skills and knowledge to create their designed solution (major product) in line with their design folio.

Create their self-designed solution (major product) to meet the identified need, challenge or issue.

Undertake an evaluation of the completed product, along with the processes used to design and create it, as well as provide suggestions for possible modifications that could improve the product or processes used to create it.

Produce a record of production showing the sequenced creation of their major product, along with how they addressed any technological challenges experienced.

Students will learn to:

Use the design process to identify and investigate a need, challenge or issue.

Develop, communicate and refine innovative design ideas.

Consider sustainability, as well as investigate and address impacts of technological practices used, on individuals, the environment or society.

Plan for and manage the production of a project.

Select and prepare materials to minimise waste.

Make, form, shape and join appropriate materials and components to create their major product.

Select and use a range of tools, equipment, techniques and processes safely and efficiently.

Select and apply appropriate finishing processes and techniques.

Evaluate their completed product and the processes used to create it.

Stage 1 Assessment Tasks

10 Unit 20 Unit

2 x Skills & Application Tasks (20%) 3 x Skills & Application Tasks (20%)

1 x Design Folio (30%) 1 x Design Folio (30%)

1 x Major Product with accompanying Record of Production (50%)

1 x Major Product with accompanying Record of Production

50%

1 x Minor Product


20 Unit

3 x Skills & Application Tasks (20%)

1 x Design Folio (30%)


50% 1 x Minor Product with accompanying Record of Production

Please Note: A cost for consumables and materials levy is required for this subject. In addition, a student’s own design project may involve extra costs dependent on materials used.

Design and Technology Communication Products (Photography)

Pathways Stage 1 Design & Technology

1CCP10 1CCP20


Stage 2 Design & Technology 2CCA20 Credits 20 (full year)

Learning Area

Business, Enterprise & Technology

Teacher Miss Bouveng

Students develop and apply knowledge and skills to design and create a communication product that meets a self-identified need, challenge or issue. There is an emphasis on developing skills and knowledge related to the design process, understanding the functional characteristics of a digital SLR camera, photographic equipment, processes and techniques used to create and communicate a unifying theme.

Students will be required to:

Use the design process to clarify an identified need, challenge or issue.

Undertake investigations of existing photographs, creative techniques, image capture technology, lighting, equipment and post processing techniques, as well as presentation methods, to help inform the development of a range of potential design ideas.

Communicate design thinking and problem solving through annotated digital imagery or hand sketched outlines.

Show planning and project management through generating production timelines and detailed shot lists, as well as costing and layout of chosen presentation method.

Use skills and knowledge to create their designed solution (major product) in line with their design folio.

Create their self-designed solution (major product) to meet the identified need, challenge or issue.

Undertake an evaluation of the completed product, along with the processes used to design and create it, as well as provide suggestions for possible modifications that could improve the product or processes used to create it.

Produce a record of production showing the sequenced creation of their photographs including post production techniques, along with how they addressed any technological challenges experienced.

Students will learn to:

Use the design process to identify and investigate a need, challenge or issue that could be communicated as a unifying theme.

Develop, communicate and refine innovative photographic design ideas to convey a unifying theme.

Investigate and address impacts of imagery based technological practices used, on individuals, the environment or society.

Plan for and manage the production of a project.

Select and prepare equipment for taking photographs, e.g. lighting, props, camera aids, lenses etc.

Control a digital SLR camera to capture digital images, using sound compositional techniques.

Select and use camera settings to achieve a planned result, i.e. shutter speed, depth of field and exposure.

Select and use a range of post processing techniques appropriately and efficiently.

Select and apply appropriate processes and techniques to present their imagery.

Evaluate their completed product and the processes used to create it.


10 Unit 20 Unit

2 x Skills & Application Tasks (20%) 3 x Skills & Application Tasks (20%)

1 x Design Folio (30%) 1 x Design Folio (30%)

1 x Major Product with accompanying Record of Production (50%)

1 x Major Product with accompanying Record of Production 50%

1 x Minor Product


20 Unit

3 x Skills & Application Tasks (20%)

1 x Design Folio (30%)


50% 1 x Minor Product with accompanying Record of Production

Please Note: A cost for consumables and materials levy is required for this subject. In addition, a student’s own design project may involve extra costs dependent on materials used.

English (Compulsory Subject) The study of English involves more than just spelling, reading and writing. It’s an opportunity to develop skills essential for successful learning in the SACE, be exposed to unfamiliar concepts and ideas, and encounter literature which students would not normally discover. There is an emphasis also on using ICT wherever possible.

Stage 1 Stage 2

English English English Literary Studies

Stage 1 English Stage 1 English Subject Credits

1EGH10 10 (half year)

1EGH20 20 (full year)

Teacher Miss Roberts Mr Cousins

At Mount Compass Area School, Stage 1 English is offered over two semester-length 10 credit courses (20 credits in total); achieving a C or better in each semester will allow students to achieve the literacy requirement in the SACE.

The focus capabilities for this subject are: Communication Students read, view and compose a variety of texts (including novels, films, performances, advertising, print media, and online media) to develop knowledge and skills in communicating, especially in how communication varies according to the purpose, audience and medium. Citizenship Critical and creative thinking is a primary focus in this course, with students developing skills in critically analysing the purposes and motivations behind such texts as advertising and online media, as well as the social issues in literary texts such as classic novels. Personal Development Students are encouraged to engage with literature (both traditional and contemporary), reading, viewing and creating texts for pleasure. Learning With a focus on developing literacy beyond sentence structure and spelling, students develop academic skills in Stage 1 English that transfer into all areas of learning, especially in tertiary education settings. Stage 1 English caters for students with a range of learning styles and prepares students for successful study in Stage 2 English or Stage 2 Literary Studies.

Content Assessment at Stage 1 is school based. Students demonstrate evidence of their learning through eight assessments over the two semesters: Responding to Texts Students explore a range of texts composed for different purposes and in a range of forms, including novels, films, print media, drama performances and online media. Students complete three Responding to Text assessments over the two semesters. Creating texts Students provide evidence of the extent and quality of their learning in producing texts in written, oral or multimodal form. Students complete three Creating Texts assessments over the two semesters.

Intertextual Study Students connect two or more texts in relation to other texts, producing responses or creating texts to demonstrate their understanding. Students complete two Intertextual Studies.

Assessment Type Example Assignments Number of Tasks (over a year)

Weighting

Responding to Texts A variety of texts including a novel, and a choice from film, media, poetry and short story

3 30%

Creating Texts Imaginative, Persuasive and Informative 3 30%

Intertextuality Study 2 40%

Stage 1 Essential English

Stage 1 Essential English Subject Credits

1ETE10 10 (half year)

Teacher Miss Roberts Mr Cousins

Dependent on individual student needs and pathways, a limited number of students may be selected for Essential English.

In Essential English, the emphasis is on developing everyday literacy rather than critical evaluation of literature or developing academic skills. In this subject students respond to and create texts for personal, social, and workplace purposes. There is an emphasis also on using ICT wherever possible.

At Mount Compass Area School, Stage 1 Essential English is offered over two semester-length 10 credit courses (20 credits in total); achieving a C or better in each semester will allow students to achieve the literacy requirement in the SACE.

It is important to understand that Stage 1 Essential English does not prepare students for successful study in Stage 2 English or Stage 2 Literary Studies.

Content Students complete eight assessments over the two semesters. Responding to Texts Students read and view a variety of texts (including films, short stories, mass media, workplace texts and online media for how they communicate information, ideas, and perspectives. They explore how each text is constructed using different structures and language features to achieve specific purposes. For example, students may explore emotive language in speeches, how characters are constructed in films, how community texts like sports team newsletters are constructed, stereotyping in advertising, and vocabulary choices in workplace documents.

Depending on the needs of the cohort, students complete between two and four Responding to Texts assessments over the two semesters.

Creating Texts Students are supported to create a range of texts, developing skills in using appropriate vocabulary, accurate spelling, punctuation, and grammar to enable effective communication. Texts produced could target imaginative (e.g. narratives), informative (e.g. workplace documents or reports) and persuasive (e.g. opinion pieces) purposes.

Students develop strategies for planning, drafting, revising, proofreading, and, where necessary, appropriate referencing.

Depending on the needs of the cohort, students complete between two and four Creating Texts assessments over the two semesters.

Stage 2 English

Stage 2 English 2ESH20 Credits 20 (full year)

Teacher Miss Roberts

In Stage 2 English students continue to develop their skills, critical thinking, knowledge and interest in communication. There is an emphasis on exploring a variety of texts – including novels, films, advertising, online media and performances – and investigating how conventions and stylistic features are used to influence and entertain. Students also compose a variety of texts, including imaginative, persuasive and informative texts. The course also features exploring aesthetic and cultural aspects of texts from the contemporary world, from the past, and from Australian and other cultures.

Stage 2 English also focuses on skills that are essential for academic success in tertiary education, such as structuring academic text types, writing in a scholarly tone and referencing. How does Stage 2 English differ from Stage 2 English Literary Studies? The emphasis in Stage 2 English is on communication, and features a variety of texts from every day to contemporary literary contexts. Stage 2 English does not feature an exam; instead students prepare a Folio, weighted at 30%, for external marking.

Stage 2 English Literary Studies

Stage 2 English Literary Studies 2ELS20 Credits 20 (full year)

Teacher Miss Roberts

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. English Literary Studies also focuses on skills that are essential for academic success in tertiary education, such as critical thinking, writing in a scholarly tone and referencing. How does Stage 2 English differ from Stage 2 English Literary Studies? The emphasis in Stage 2 English Literary Studies is on exploring critical analysis and literary value. It is valuable especially for students aiming for university study. Stage 2 English Literary Studies features an exam weighted at 15%. Students also prepare a Folio for the remaining 15% of the external assessment component.

Food & Hospitality Pathway Food & Hospitality

(Stage1) 1FOH10 Credits 10 (half year)

Food & Hospitality (Stage2)

2FOH20 Credits 20 (Full Year)

Learning Area Health & Physical Education

Teacher Mr Mount

In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry in Australian society. They develop an understanding of contemporary approaches and issues related to food and hospitality.

Students work independently and collaboratively to achieve common goals. They develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation. Students investigate and debate contemporary food and hospitality issues and current management practices.

The focus capabilities for this subject are communication, learning, personal development, citizenship and work.

Stage 1 Food & Hospitality Stage 1 Food and Hospitality can be studied as a 10-credit subject. Students examine the factors that influence people’s food choices and the health implications of these choices. They understand the diverse purposes of the hospitality industry in meeting the needs of local people and visitors.

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

Food, the Individual and the Family

Local and Global Issues in Food and Hospitality

Trends in Food and Culture

Food and Safety

Food and Hospitality Careers


Practical Activity

Group Activity

Investigation

Please Note: A cost for consumables and materials is an additional levy for this subject.

Stage 2 Food & Hospitality

Stage 2 Food & Hospitality 2FOH20 Credits 20(Full Year)

Learning Area Health and Physical Education

Teacher Mr Mount

Students focus on the contemporary and changing nature of the food and hospitality industry. Students critically examine contemporary and future issues within the food and hospitality industry and the influences of economic, environmental, legal, political, sociocultural, and technological factors at local, national, and global levels

Content Students study topics within all of the following five areas:

Contemporary and Future Issues

Economic and Environmental Influences

Political and Legal Influences

Socio-cultural Influences

Technological Influences



Practical Activity 50%

Group Activity 20%

External Assessment

Investigation 30%

Please Note: A cost for consumables and materials is an additional levy for this subject


Investigation The Investigation is a piece of writing of up to a maximum of 2000 words. Students identify a relevant contemporary issue related to an area of study, which is stated as a research question or hypothesis. The Investigation is double marked, firstly by the student’s teacher and secondly by an external assessor appointed by the SACE Board. The teacher and the external assessor make a decision about the quality of the investigation with reference to the performance standards.

History Pathway History (Stage1) 1HSY10 Credits 10 (half year)

1HSY20 Credits 20 (full year)

History (Stage 2) 2MOH20 Credits 20 (full year)

Learning Area Humanities & Science

Teacher Mr. Ooseterwegel

In Modern History students explore changes within the world since 1750, examining developments and movements, the ideas that inspired them, and their short- and long-term consequences on societies, systems, and individuals. Students explore the impacts of these developments and movements on people’s ideas, perspectives, circumstances, and lives. They investigate ways in which people, groups, and institutions challenge political structures, social organisation, and economic models to transform societies.

Stage 1 Modern History Stage 1 History is studied as a 10-credit subject in both Semesters at Year 11. Students can choose to study the subject for a half year or full year. Topics are negotiated with the teacher and allow for significant student choice. They include:

Imperialism

Decolonisation

Indigenous Peoples

Social Movements

Revolution

Elective

Assessment Four assignments per semester focused on developing Historical Skills. Options include:

essays

source analysis

oral presentations

multimodal presentations

research assignments

debates

empathetic pieces

historical reports

excursion reports

obituaries

podcasts

time capsules

web pages

Stage 2 Modern History Stage 2 History is studied as a 20-credit subject at Year 12. Students study the subject for a full year. Topics are negotiated with the teacher and allow for significant student choice. They include:

Australia (1901-56)

USA (1914-45)

Germany (1918-48)

The Soviet Union & Russia (1945 – c.2004)

Indonesia (1942 – 2005)

China (1949 – c.2012)

The Changing World (1945- )

Australia’s Relationship with Asia (1945- )

National Self Determination (1945- )

The Struggle for Peace in the Middle East (1945- )

Challenges to Peace & Security (1945- )

The UN & Global Perspectives (1945- )

Assessment Seven assignments over the year focused on developing Historical Skills (70%). Options include:

essays

source analysis

oral presentations

multimodal presentations

research assignments

debates

empathetic pieces

historical reports

excursion reports

obituaries

podcasts

time capsules

web pages External Assessment (30%)

Assessment Type 3: Examination (30%) It is anticipated that from 2018 all school assessments will be submitted electronically.

Integrated Learning Please note: A maximum of 40 credits can be studied at Stage 2 in this subject. 2ILG20 – The Learning focus is on Personal Development and/or Citizenship Capabilities 2ILH20 The Learning focus is on Work and/or Communication Capabilities MCAS is offering Integrated Learning Arts Focus (Stage 2), Design & Technology (Stage 1 & Stage2), Health & Media Focus (Stage 2) and Sport & Fitness Focus (Stage 2).

Stage 2 Integrated Learning (Arts Focus) Stage 2 Integrated Learning (Arts Focus)

2ILG20 2ILH20

Credits 20 (Full Year)

Learning Area

Teacher Ms Ford

Integrated Learning (Arts Focus) endeavours to make links between aspects of students’ lives and their learning. Students develop and apply their knowledge and skills to a real-world task, event, learning opportunity, or situation, for a particular purpose, to create a product, or produce an outcome. Through the key areas of study in Integrated Learning, students develop and demonstrate their capabilities. Integrated Learning is undertaken as a class or group and may involve a community-based project. The general focus of this particular Integrated learning course will be within the general scope of ‘The Arts’. Students will be able to choose a particular focus of personal interest, in negotiation with the teacher.

Assessment This program will have between 6-8 assessment tasks. These must show evidence of application; communication and collaboration; evaluation and reflection; understanding; investigation and analysis. Assessment tasks will involve students demonstrating their development and application of investigating, applying learning, communicating & collaborating, reflecting and understanding. Some researching will be required. NOTE: Whilst this course is mainly aimed at learning by doing it does have theory components.

School based Assessment

(Practical – 30%) Students will be required to develop and apply their learning by undertaking and addressing real problems or challenges. Students apply their learning to create a product or service, or demonstrate a skill in a particular context related to the program focus.

(Group Activity - 20%)

Students work collaboratively in a group to plan, organise and implement a practical and/or theoretical task or project. Students must work together in decision-making and share responsibilities in responding constructively to the activity. This component requires evidence of investigation and analysis.

(Folio & Discussion 20%)

Students collect a folio of evidence to demonstrate their learning throughout the course. This is used to support a round table discussion with the teacher and class group (or other designated group) at the end of the program. Students are required to articulate the depth, extent and focus of their learning through this program. Folios may be created using paper or multi-modal methods, i.e. video, digital presentation, voice recording and so on. This component requires evidence of investigation and analysis.

External assessment

(Project – 30%) Students will select an aspect of personal interest from this program for individual focused development. The project is likely to be research-based or practical project based, or a

combination of these. Students are able to present their project via a wide range of styles. Presentation for the project should be a maximum of 2000 words if written or 12 minutes for oral or the equivalent multimodal form.

Stage 1 Integrated Learning (Design & Technology) Stage 1 Integrated Learning (Design & Technology)

1ILG10 1ILH10

Credits 10 (half year)

Learning Area

Teacher Ms Bouveng

Integrated Learning (Design & Technology) endeavours to make links between aspects of students’ lives and their learning. Students develop and apply their knowledge and skills to a real-world task, event, learning opportunity, or situation, for a particular purpose, to create a product, or produce an outcome. Through the key areas of study in Integrated Learning, students develop and demonstrate their capabilities. Integrated Learning is undertaken as a class or group and may involve a community-based project. The general focus of this particular Integrated Learning course will be within the general scope of Design & Technology. Students will be able to choose a particular focus of personal interest, in negotiation with the teacher. Such choices could be for example:

Digital publishing Digital game creation Website design & creation

Digital animation Computer Aided Drawing Construction project/s

Junkyard Art Furniture making Metal engineering or welding

Photography Filmmaking

Assessment 10 unit course will have between 3-4 assessment tasks 20 unit course will have between 6-8 assessment tasks These must show evidence of application; communication and collaboration; reflection; understanding and investigation.

Practical Students develop and apply knowledge, concepts, skills and understandings.

Group Activity Students work collaboratively in a group to plan, organise and implement a negotiated activity or project. This component requires evidence of investigation.

Folio & Discussion: Students collect a folio of evidence to demonstrate their learning throughout the course. This is used to support their discussion with the teacher and class group, when answering questions about their learning. Folios may be created using multi-modal methods, i.e. video, digital presentation, voice recording and so on. This component requires evidence of investigation. Assessment tasks will involve students demonstrating their development and application of investigating, applying learning, communicating & collaborating, reflecting and understanding. Some researching will be required. NOTE: Whilst this course is mainly aimed at learning by doing it does have theory components.

Stage 2 Integrated Learning (Design & Technology)

Stage 2 Integrated Learning (Design & Technology)

2ILG20 2ILH20 Credits 20 (Full Year)

Learning Area

Teacher Ms Bouveng

Integrated Learning (Design & Technology) endeavours to make links between aspects of students’ lives and their learning. Students develop and apply their knowledge and skills to a real-world task, event, learning opportunity, or situation, for a particular purpose, to create a product, or produce an outcome. Through the key areas of study in Integrated Learning, students develop and demonstrate their capabilities. Integrated Learning is undertaken as a class or group and may involve a community-based project. The general focus of this particular Integrated Learning course will be within the general scope of Design & Technology. Students will be able to choose a particular focus of personal interest, in negotiation with the teacher. Such choices could be for example:

Digital publishing

Digital game creation

Website design & creation

Digital animation

Computer Aided Drawing

Construction project/s

Junkyard Art

Furniture making

Metal engineering or welding

Photography

Filmmaking

Assessment This program will have between 6-8 assessment tasks. These must show evidence of application; communication and collaboration; evaluation and reflection; understanding; investigation and analysis. Assessment tasks will involve students demonstrating their development and application of investigating, applying learning, communicating & collaborating, reflecting and understanding. Some researching will be required. NOTE: Whilst this course is mainly aimed at learning by doing, it does have theory components.


Practical – (30%)

Students will be required to develop and apply their learning by undertaking and addressing real problems or challenges. Students apply their learning to create a product or service, or demonstrate a skill in a particular context related to the program focus.

Group Activity - (20%)


Folio & Discussion (20%)

Students collect a folio of evidence to demonstrate their learning throughout the course. This is used to support a round table discussion with the teacher and class group (or other designated group) at the end of the program. Students are required to articulate the depth,

extent and focus of their learning through this program. Folios may be created using paper or multi-modal methods, i.e. video, digital presentation, voice recording and so on. This component requires evidence of investigation and analysis.

External assessment

(Project – 30%) Students will select an aspect of personal interest from this program for individual focused development. The project is likely to be research-based or practical project based, or a combination of these. Students are able to present their project via a wide range of styles. Presentation for the project should be a maximum of 2000 words if written or 12 minutes for oral or the equivalent multimodal form.

Stage 2 Integrated Learning (Sport & Fitness Focus)

Stage 2 Integrated Learning (Sport & Fitness Focus)

2ILG20 2ILH20

Credits 20 (Full Year)

Learning Area

Teacher Mr Nizzola/ Mr Blake

*Please note: a pre-requisite of this subject requires the student to be involved in sport outside of school either playing sport or coaching sport. Integrated Learning (Sport and Fitness Focus) endeavours to make links between aspects of students’ lives and their learning. Students develop and apply their knowledge and skills to a real-world task, event, learning opportunity, or situation, for a particular purpose, to create a product, or produce an outcome. Through the key areas of study in Integrated Learning, students develop and demonstrate their capabilities. Integrated Learning is undertaken as a class or group and may involve a community-based project. The general focus of this particular Integrated Learning course will be within the general scope of Sport and Fitness. Students will be able to choose a particular focus of personal interest, in negotiation with the teacher.

Assessment This program will have between 6-8 assessment tasks. These must show evidence of application; communication and collaboration; evaluation and reflection; understanding; investigation and analysis. Assessment tasks will involve students demonstrating their development and application of investigating, applying learning, communicating & collaborating, reflecting and understanding. Some researching will be required. NOTE: Whilst this course is mainly aimed at learning by doing, it does have theory components.


(Practical – 30%) Students will be required to develop and apply their learning by undertaking and addressing real problems or challenges. Students apply their learning to create a product or service, or demonstrate a skill in a particular context related to the program focus.

(Group Activity - 20%)


(Folio & Discussion 20%)

Students collect a folio of evidence to demonstrate their learning throughout the course. This is used to support a round table discussion with the teacher and class group (or other designated group) at the end of the program. Students are required to articulate the depth, extent and focus of their learning through this program. Folios may be created using paper or multi-modal methods, i.e. video, digital presentation, voice recording and so on. This component requires evidence of investigation and analysis.

External assessment

(Project – 30%) Students will select an aspect of personal interest from this program for individual focused development. The project is likely to be research-based or practical project based, or a combination of these. Students are able to present their project via a wide range of styles. Presentation for the project should be a maximum of 2000 words if written or 12 minutes for oral or the equivalent multimodal form.

Mathematics Mathematics is much more than a collection of concepts and skills; it is a way of approaching new challenges by investigating, modelling, reasoning, visualising, and problem-solving, with the goal of communicating to others the relationships observed and problems solved. Mathematics enables students to identify, describe, and investigate the patterns and challenges of everyday living. It helps students to analyse and understand the events that have occurred and to predict and prepare for events to come so they can more fully understand the world and be knowledgeable participants in it. Mathematics is a universal language that is communicated in all cultures. There are five Capabilities embedded in all Mathematics courses:

Communication: Students have opportunities to read about, represent, view, listen to, and discuss mathematical ideas and learn the formal language and symbols of mathematics.

Citizenship: In Mathematics the main emphasis is on developing students’ knowledge, understanding, and skills so that they may use their mathematics with confidence as informed citizens capable of making sound decisions at work and in their personal environments.

Personal Development: Students should be able to use mathematics as a tool to solve problems they encounter in their personal lives. Every student should acquire a repertoire of problem-solving strategies and develop the confidence needed to meet the challenges of a rapidly changing world.

Work: Mathematics is a fundamental component of the success, effectiveness, and growth of business enterprises. Employees at various levels and in many types of employment are required to use their mathematical skills.

Learning: Mathematics has a focus on problem solving, analyzing, reflecting on and interpreting results, predicting through conjecture, applying knowledge in new situations, using technology, and recognizing assumptions/limitations in the mathematical modeling process.

Stage 1 Essential Mathematics Course Length: This is a one or two semester course in Year 11 (10 credits each) Designed for a range of students, including those who are seeking to meet the SACE numeracy requirement, and students who are planning to pursue a career in a range of trades or vocational pathways. There is an emphasis on extending students’ mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts, in flexible and resourceful ways. Semester 1 Topics include calculations, earning and spending, shapes and geometry Semester 2 Topics have more of a trade focus looking at statistics, measurement and investing. Stage 1 Essentials Maths leads to stage 2 Essentials Maths.

Stage 2 Essential Mathematics Course Length: This is a full year course in Year 12 (20 credits) Essential Mathematics offers senior secondary students the opportunity to extend their mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts. Students apply their mathematics to diverse settings, including everyday calculations, financial management, business applications, measurement and geometry, and statistics in social contexts. In Essential Mathematics there is an emphasis on developing students’ computational skills and expanding their ability to apply their mathematical skills in flexible and resourceful ways. This subject is intended for students planning to pursue a career in a range of trades or vocations.

General Mathematics General Mathematics extends students’ mathematical skills in ways that apply to practical problem-solving. A problem-based approach is integral to the development of mathematical models and the associated key ideas in the topics. In this subject, students are expected to:

1. understand mathematical concepts and relationships 2. select and apply mathematical techniques and algorithms to analyse and solve problems, including

forming and testing predictions 3. investigate and analyse mathematical information in a variety of contexts 4. interpret results, draw conclusions, and consider the reasonableness of solutions in context 5. make discerning use of electronic technology 6. communicate mathematically and present mathematical information in a variety of ways.

Stage 1 General Mathematics This course is recommended for students preparing for entry to tertiary courses requiring a non-specialised background in mathematics. Course length: 1 semester (10 credits) or 2 semesters (20 credits). Essential background: Completion of Year 10 Mathematics to a C level. Topics: Stage 1 General Mathematics will cover six of the following seven topics (3 per semester):

1. Investing and Borrowing 2. Measurement 3. Statistical Investigation 4. Applications of Trigonometry 5. Linear and Exponential Functions and their Graphs 6. Matrices and Networks 7. Open Topic

Stage 2 General Mathematics Course Length: This is a full year course in Year 12 (20 credits) Essential Background: Completion of Stage 1 General Mathematics to at least a C level. Topics: Stage 2 General Mathematics will study five of the following six topics and will include a 2 hour end of year exam.

1. Modelling with linear relationships 2. Modelling with Matrices 3. Statistical Models 4. Financial Models 5. Discrete Models 6. Open Topic

Stage 1 Pre-Mathematical Methods Stage 1 Pre-Mathematical Methods is a 20 unit course that prepares students for Stage 2 Mathematical Methods. This course is aimed at students with an interest in mathematics and applying it to a range of contexts. This course provides the foundations for students wanting to continue studying mathematics related fields at a tertiary level. Students will be introduced to areas such as calculus, trigonometric identities and exponential functions which are essential in areas such as science, engineering, finance and commerce and computer science.

This course is essential for students considering most Science, Mathematics, Engineering, Computer Science, Veterinary Science, Medical Science or Economics courses at a tertiary level. Course Length: 1 semester (10 units) or 2 semesters (20 units) (Note: to continue at Stage 2 two semester must be completed Essential Background: Completion of Year 10 and 10A mathematics to a B or A level Topics:

1. Functions and Graphs 2. Polynomials 3. Trigonometry 4. Counting and Statistics 5. Growth and Decay 6. Introduction to Differential Calculus

Assessment Each semester, students will complete;

Three Skills and Application Tasks

One Mathematical Investigation

Stage 1 Pre-Specialist Mathematics Stage 1 Pre-Specialist Mathematics is a 20 unit course that prepares students for Stage 2 Specialist Mathematics. In this course students will deepen their knowledge of mathematics through areas such as mathematical proofs, forming mathematical arguments and modelling mathematics in real world contexts. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods and cannot be selected as a stand-alone mathematics subject. This course is essential for students considering most Science, Mathematics, Engineering, Computer Science, Veterinary Science, Medical Science or Economics courses at a tertiary level. Course Length: 2 Semesters (20 units) Essential Background: Completion of Year 10 and 10A mathematics to a B or A level Topics:

1. Arithmetic and Geometric Sequences and Series 2. Geometry 3. Vectors in the Plane 4. Further Trigonometry 5. Matrices 6. Real and Complex Numbers

Assessment Each semester, students will complete;

Three Skills and Application Tasks

One Mathematical Investigation

Stage 2 Mathematical Methods In Stage 2 Mathematical Methods students will continue to expand their understanding of mathematics in the areas of calculus and statistical analysis. They will explore the fundamental mathematics required for

understanding both natural and human made phenomena. They will also expand their knowledge of the use of technology and application of concepts in mathematics. This course is essential for students considering most Science, Mathematics, Engineering, Computer Science, Veterinary Science, Medical Science or Economics courses at a tertiary level. Course Length: 1 Year (20 units) Essential Background: Completion of two semesters of Stage 1 Pre-Mathematical Methods to an A or B level. Topics:

1. Further Differentiation and Applications 2. Discrete Random Variables 3. Integral Calculus 4. Logarithmic Functions 5. Continuous Random Variables and Normal Distributions 6. Sampling and Confidence Intervals

Assessment Six Skills and Application Tasks covering the six topics within the course (50%)

A Mathematical Investigation (20%)

External Examination (30%)

Stage 2 Specialist Mathematics

This course should be undertaken by students who have an interest in mathematical ideas and their application to a broad range of endeavours important to a modern, dynamic society. These would include the areas of engineering, physics, optimization of industrial processes, finance and commerce and other related areas where the application of mathematics is important. Course Length: 1 Year (20 units) Essential Background: Completion of two semesters of Stage 1 Pre-Mathematical Methods and one semester of Pre-Specialist Mathematics to an A or B level. Topics:

1. Mathematical Induction 2. Complex Numbers 3. Functions and Sketching Graphs 4. Vectors in Three Dimensions 5. Integration Techniques and Applications 6. Rates of Change and Differential Equations

Assessment Six Skills and Application Tasks covering the six topics within the course (50%)

A Mathematical Investigation (20%)

External Examination (30%)

Physical Education Pathway Physical Education (Stage1) 1PHE10

1PHE20 Credits 10(half year)

20(full year)

Physical Education (Stage2) 2PHE20 Credits 20(full year)

Learning Area Health & Physical Education

Teacher Mr Nizzola

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 educational frameworks that promotes deep learning ‘in, through, and about’ physical activity. The application of this framework ensures students make meaning of the cognitive and psychomotor processes fundamental to the learning of physical activity.

Content:

Topics

Exercise Physiology

Acquisition of Skill

Biomechanics of Movement

Focus areas

Stage 1 Physical Education has three focus areas:

•Focus Area 1: In movement

•Focus Area 2: Through movement

•Focus Area 3: About movement.

The focus areas provide the narrative for the knowledge, skills, and capabilities that students develop. Learning is delivered through an integrated approach in which opportunities are provided for students to undertake, and learn through, a wide range of authentic physical activities (e.g. sports, theme-based games, laboratories, and fitness and recreational activities). Students explore movement concepts and strategies through these physical activities to promote participation and performance outcomes. These movement concepts and strategies include:

•body awareness

•movement quality

•spatial awareness

•relationships

•executing movement

•creating space

•interactions

•making decisions.

Students learn experientially, encouraging the development of their capabilities and skills, such as critical and creative thinking, communication, and collaboration. An integrated approach to learning supports a conceptual framework that promotes deep learning in, through, and about physical activity. The application of this

framework ensures students make meaning of the cognitive and psychomotor processes fundamental to the learning of physical activity.

Students investigate participation and performance in human physical activity. This flexibility enables sociocultural aspects such as inclusivity and equity to be integrated throughout learning activities. Students apply their understanding of movement concepts to evaluate aspects of their own or others’ physical activity and reflect on strategies to improve participation and performance. Opportunities for students to reflect on their own movement experiences allow them to make greater meaning of these experiences.

The use of technology is integral to the collection of data such as video footage, heart rates, fitness batteries, and game statistics. Students apply their understanding of movement concepts to evaluate the data and reflect on ways in which performance can be achieved.

Assessment: Stage 1 – The following assessment types enable students to demonstrate their learning in Stage 1 Physical Education: •Assessment Type 1: Performance Improvement •Assessment Type 2: Physical Activity Investigation. For a 10-credit subject, students should provide evidence of their learning through three assessments. Each assessment type should have a weighting of at least 20%. Students undertake: •at least one performance improvement task •at least one physical activity investigation. For a 20-credit subject, students should provide evidence of their learning through five assessments. Each assessment type should have a weighting of at least 20%. Students undertake: •three performance improvement tasks •two physical activity investigations.

Stage 2 - Stage 2 Physical Education is a 20-credit subject. All Stage 2 subjects have a school assessment component and an external assessment component. The following assessment types enable students to demonstrate their learning in Stage 2 Physical Education: School Assessment (70%) •Assessment Type 1: Diagnostics (30%) •Assessment Type 2: Improvement Analysis (40%) External Assessment (30%) •Assessment Type 3: Group Dynamics (30%). Students should provide evidence of their learning through four or five assessments, including the external assessment component. Students undertake: •two or three diagnostics tasks •one improvement analysis task •one group dynamics task.

Physics

Pathway Physics (Stage1) 1PYS10 1PYS20

Credits 10(half year) 20(full year)

Physics (Stage2) 2PYS20 20(full year)


Teacher Jak Haggett

The study of physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of motion and relativity, heat, electricity and magnetism, light and atomic theory. As well as applying knowledge to solve problems, students develop experimental, investigation design, information, and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations.

The focus capabilities for this subject are communication and learning.

Stage 1 Physics Stage 1 Physics can be studied as a 10-credit subject or a 20-credit subject. Successful completion of 2 semesters of Stage 1 Physics to A-B standard is required background knowledge to be successful at Stage 2.

Content The design and content of the program is determined at the school level. Examples of areas of study with possible topics and applications include:

Area of Study Topics / Applications

Linear Motion & Forces Transportation Physics, Rocket Science

Electric Circuits Simple electric circuits, ECG and EEG tests

Energy and Momentum Roller Coasters, Parachutes and Collisions

Waves Sound and Light, Medical Imaging

Nuclear Models and Radioactivity Medical Isotopes, Nuclear Medicine




Stage 2 Physics

Stage 2 Physics 2PYS20 Credits 20(full year)


Teacher Mr Haggett

Successful completion of 2 semesters of Stage 1 Physics to A-B standard is required background knowledge to be successful at Stage 2.

Content The study of physics offers opportunities for students to understand and appreciate the natural world. This subject requires the interpretation of physical phenomena through a study of motion in two dimensions, electricity and magnetism, light and matter, and atoms and nuclei. As well as applying knowledge to solve problems, students develop experimental, investigation design, information, and communication skills through practical and other learning activities. Students gather evidence from experiments and research and acquire new knowledge through their own investigations.



Investigations Folio 30%


External Assessment

Examination 30%

Successful completion of this subject leads to tertiary studies in physics and related career pathways including Engineering, Laboratory Technician, Researcher, Physicist, Aeronautics Engineers, Atmospheric Scientist, Bio-Physicists, Chemists, Civil Engineers, Computer Scientists, Cosmologists, Electrical Engineers, Environmental Engineers, Forensic scientist, Geochemists, Geologists, Veterinarian and Medical Ph.D.

Stage 2 Research Project

Stage 2 Research Project 2RPPA10 or 2RPB10 Credits 10 (half year)

Learning Area Cross-disciplinary

Teacher Mr Cousins

It's a compulsory SACE subject

It's worth 10 credits

Students need to achieve a C– grade or higher to gain their SACE

It's mostly undertaken by students in Year 12

A research project can be scientific, artistic, sporting, or historical; it can be a community-based project, or any number of other options

It's designed to help students develop knowledge and skills for further study, work, training, and community life.

Stage 2 Research Project A and Stage 2 Research Project B are 10-credit subjects. The content of Research Project A and Stage 2 Research Project B consists of:

developing the capabilities

applying the research framework In Research Project A and Stage 2 Research Project B students choose a research question that is based on an area of interest. They identify one or more capabilities that are relevant to their research. Students use the research framework as a guide to developing their research and applying knowledge, skills, and ideas specific to their research question. They choose one or more capabilities, explore the concept of the capability or capabilities, and how it or they can be developed in the context of their research. In Stage 2 Research Project A and Stage 2 Research Project B: Students synthesise their key findings to produce a Research Outcome, which is substantiated by evidence and examples from the research. In Stage 2 Research Project A: students review the knowledge and skills they have developed, and reflect on the quality of their Research Outcome. In Stage 2 Research Project B: Students evaluate the research processes used, and the quality of their Research Outcome.

Assessment Three bodies of work make up the final grade:

Folio (30% — school assessed)

Research Outcome (40% — school assessed)

Review / Evaluation (30% — externally assessed)

Visual Art

Pathways

1VAA10 (Stage1) 1VAA20 (Stage1)

Credits

10 (half year) 20 (full year)

2ILH20 (Stage2) Credits 20 (full year)

Learning Area Arts

Teacher Ms Ford

Stage 1 Visual Art Students participate in the processes of development and the presentation of finished or realised Visual arts products. The focus capabilities for this subject are communication, learning, and personal development.

Content For a 10-credit or 20-credit students complete tasks in the following areas of study:

Visual Art Process

Development and Production

Core Concepts in Arts Disciplines

Visual Art in Practice


Product

Folio

Documents

Mount Compass Area School Senior School Course Information …compassas.sa.edu.au/wp/wp-content/uploads/2019/08/2020... · 2019-08-08 · SACE Stage 2 ... Stage 2 Food & Hospitality