Select Your language

Courses

lfhs button select my subjects

Print

Subject

Arts: Art, Dance, Drama, Music

DANCE - PERFORMING ARTS

Introduction to the study of Dance as a Performing Art: technique, performance, composition and appreciation as an audience.

If you have ever wanted to learn how to dance, this is your opportunity! By the end of year 8, students will have the chance to learn various styles of dance including Hip Hop, Contemporary and Cultural Dance. Through practical workshops and theoretical lessons students will:

  • Apply the “Elements of Dance” and choreographic devices to create their own compositions in groups
  • Evaluate how different cultures from around the world and throughout time communicate and express themselves through Dance
  • Analyse Dance company performances to identify how technical and production elements create aesthetic appeal
  • Perform their own choreographed sequences and learn the technical and expressive skills appropriate to various dance styles

 

ASSESSMENT

Participation in workshops, group composition tasks, performance, process journal and written reports using IBMYP criteria aligned with the Australian curriculum.

NOTE: This subject is chosen as 1 Term elective.  Two Terms of Arts Electives build a Semester of Art in Year 8. Students must choose two different electives with two reserve choices.

Dance

 

 

 

 

 

Course
Semester Elective

DRAMA - PERFORMING ARTS*

By the end of Year 8, students will have explored mime, voice, improvisation and movement in a practical learning environment. They will also be introduced to the technical side of theatre and gain a basic insight into stagecraft elements such as lighting, sound, costume and set design. Students will have the opportunity to apply this knowledge in drama to make and perform. They will also explore different cultures, times and places and communicate their understandings through drama. Students will collaborate with one another to devise, interpret and perform drama. Students will manipulate the elements of drama, narrative and structure to express and communicate meaning. They will apply different performance styles and conventions to convey status, relationships and intention. Performance skills and design elements will be applied to shape and focus theatrical effect for an audience.

ASSESSMENT

Workshops, mime, improvisation, performance, written reviews, reflective journals and written reports using IBMYP criteria aligned with the Australian curriculum.

NOTE: This subject is chosen as 1 Term elective.  Two Terms of Arts Electives build a Semester of Art in Year 8. Students must choose two different electives with two reserve choices.

DSC_0857

 

 

 

 

 

Course
Full Year and Semester Elective
Compulsory
Yes

MUSIC - PERFORMING ARTS

In Year 8, students study:

Theory Grade 1: i.e. how to identify, analyse and notate music;

Music General Knowledge: This includes topics such as the history and development of various musical instruments; styles of music; and the science of how sound is produced;

Ensemble: Students interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills;

Process Journal: Students reflect on the development of their musical skills and knowledge in written form.

Advice to students: If possible, students are advised to learn an instrument from a specialist instrumental teacher for half an hour per week if they wish to enhance their progress and undertake Music in Year 9.

ASSESSMENT

Performances, tests and written assignments using IBMYP criteria and aligned with the Australian curriculum.

NOTE: This subject is chosen as 1 Term elective.  Two Terms of Arts Electives build a Semester of Art in Year 8. Students must choose two different electives with two reserve choices.

music

 

 

 

 

 

Course
Semester Elective

VISUAL ART*

Students explore how Artists communicate.

Knowing: the Elements of Art, artworks from different cultures/times/places, communication techniques.

Developing Skills: using a range of media- painting, drawing, mixed media, printing. Exploring techniques and processes.

Thinking Creatively: plan their art making in response to exploration of techniques, and creating meaning.

Reflecting: responding to artist’s works, and their own works.

ASSESSMENT

Finished art pieces, written and oral responses that demonstrate a student’s specialized vocabulary, IBMYP process journal.

NOTE: This subject is chosen as 1 Term elective.  Two Terms of Arts Electives build a Semester of Art in Year 8. Students must choose two different electives with two reserve choices.

Course
Semester Elective
Compulsory
Yes

Design & Technology : Health & Home Economics

DESIGN: DIGITAL TECHNOLOGY*

This subject is an integrated approach to teaching technology. The following programs are introduced:

  • Scratch/Game Maker – a graphical user programming tool
  • Internet safety.

Students use these programs to develop specific Information Technology (IT) skills and to present their projects to an audience.

ASSESSMENT

Students will be assessed using the ‘Design cycle’ approach to projects, design, make, appraise and evaluate using IB criteria

Course
Full Year and Semester Elective
Compulsory
Yes

DESIGN: HOME ECONOMICS*

The main two areas of study are:

Food: Students are introduced to issues related to safety and hygiene in the food area. Fundamental food preparation techniques are used during practical lessons to design, plan and produce quality healthy food and incorporate principles of the Australian Dietary Guidelines.

Textiles:  Students will have the opportunity to use appropriate techniques and sewing machine equipment to create a textile item. They will learn compare and evaluate similar textile products, draw patterns, concepts and design as well as an appreciation of textiles and its uses.

ASSESSMENT
Assessment in each area is based on the Design Cycle using IB Criteria:

  • Inquiring and analysing
  • Developing Ideas
  • Creating the solution
  • Evaluating

Assessment Types – Assessment tasks, practical work and analysis of work completed.

Course
Semester Elective
Compulsory
Yes

DESIGN: MATERIALS TECHNOLOGY*

The course develops familiarity with a range of materials, tools, machines and processes as well as skills in design, problem solving, decision-making, researching and the application of information.

Students are given experience in working with various materials and systems (wood, metal, plastics, electrical circuits and Computer Aided Design). Students design and make projects as well as learning about tools, processes, materials and electricity. Working cooperatively and safely is emphasised.

ASSESSMENT

Students are assessed in the areas of the design cycle, practical skills and knowledge as well as environmental concerns and safety.

Course
Semester Elective
Compulsory
Yes

English

ENGLISH*

In Year 8 English, students will read, view and analyse a range of texts eg Poetry, Prose, Drama, Visual, Short Pieces, Multimedia and Electronic texts

Listen to, evaluate and produce a range of spoken texts, eg Anecdotes, Debates, Multimedia Presentations, Poetry Performances, Formal Speeches and Social Issue Reports

Compose a range of texts – written and multimedia for particular audiences, purposes and contexts.

The nature of the texts students study and produce will become more complex from Year 8 to Year 9. There will always be an emphasis on exploring issues relevant to adolescents and an approach that allows students to engage with aspects of our society including its diverse cultural aspects. At each year level, students will develop skills in understanding the language of different texts and acquire strategies to help them compose their own texts.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will:

  • Listen to spoken texts, examine spoken texts and produce spoken texts
  • Read and view texts
  • Compose written and multimedia texts
  • Engage in associated language activities.

 

Course
Full Year
Compulsory
Yes

Individuals and Societies

INDIVIDUALS AND SOCIETIES*

Students will study one Semester of History and one semester of Geography:

History: The course consists of an overview and 3 in-depth studies. Students will study the Ancient to the Modern World (c.650 – c.1750) including Medieval History, Feudal Japan and the Spanish Conquest of the Aztecs.

Geography: The course adopts an inquiry based approach to Landscapes and Personal and Community Geographies.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

 
Course
Full Year
Compulsory
Yes

Indonesian

LANGUAGE ACQUISITION*

Previous knowledge of the language is valued but certainly not essential. The aim of this course is to give students a chance to use Indonesian for basic communication on topics relevant to them like greetings, leisure time, transport, school, family and being a responsible tourist.

Through developing their ability to speak, listen, read, and write in Indonesian they grow in confidence as they discover it is possible to learn another language, while strengthening their understanding of English.

They also journey through Indonesia’s culture via the arts, food and many other learning experiences made available to them.

ASSESSMENT

Students will be assessed using the IBMYP Criteria in the following areas:

  •    Comprehending spoken and visual text
  •    Comprehending written and visual text
  •    Communicating in response to spoken, written and visual text
  •    Using language in spoken and written form

 

indo 2

 

 

 

 

 

Course
Full Year
Compulsory
Yes

Mathematics

MATHEMATICS*

All students undertake a Mathematics course based around the topics below.

  • Number and Place Value
  • Real Numbers
  • Money and Financial Mathematics
  • Patterns and Algebra
  • Linear and Non-linear relationships
  • Using units of Measurement
  • Geometric Reasoning
  • Chance
  • Data Representation and Interpretation

A scientific calculator is essential.

ASSESSMENT

Students will be assessed against the IB MYP Criteria:

  • Knowing and understanding
  • Investigating patterns
  • Communicating
  • Applying mathematics in real-life contexts. Evidence of student achievement in these areas will be gathered through tests, investigations and other assignment tasks.

 

Course
Full Year
Compulsory
Yes

Physical Education and Specialist Football - Soccer

HEALTH AND PHYSICAL EDUCATION*

This unit of Physical and Health Education is the first unit students have in engaging with the compulsory Physical and Health Education curriculum at Le Fevre High School. Students will continue to build on their knowledge, understanding and movement skills throughout compulsory semesters in years 9 & 10 as well as have the opportunity for further experience in additional elective semesters in years 9 & 10.

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. This course will provide students with opportunities to learn about and experience aspects of health and physical activity. The focus is on developing skills and improving performance in Games and sports, Fundamental movement skills, Challenge and adventure activities, Active play and minor games, Rhythmic and expressive activities and Lifelong physical activity. Topics covered in this course include:

  • Active/Minor Games
  • Striking/Fielding Games
  • Net/Wall Games
  • Rhythmic & Expressive Movement
  • Benefits of Physical Activity
  • Alcohol & Other Drugs
  • Relationships & Sexuality (SHine Program)

 

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

Course
Semester Elective
Compulsory
Yes

SPECIALIST FOOTBALL - SOCCER

This semester incorporates the compulsory elements of the Australian Curriculum and is an alternative to the compulsory Physical and Health Education course at year 8.

CONTENT

The Specialist Soccer Program enables students with a passion for soccer to develop knowledge, understanding and skills in all aspects of football including playing, rules, and fitness components and training principles. Students within the program are given the opportunity to receive specialist skills coaching, fitness development and access to quality training facilities. Topics covered in this course include:

  • Skill and performance development
  • Performance Analysis
  • Fitness
  • Alcohol & Other Drugs
  • Relationships & Sexuality (Shine Program)

 

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher. Students wanting to represent the school are also encouraged to pay the addition Sports Program Fee ($80 in 2019), otherwise individual competition fees will apply.

IMG_9942 (Medium)

 

 

 

 

 

Course
Semester Elective

Science

SCIENCE*

Students are introduced to cells as the basic unit of living things. From investigating structures and function at the microscopic level, we move to study the macroscopic; organs in multicellular organisms and how the structure of organs in body systems is related to their function. Similarly, students will explore the differences between elements, compounds and mixtures at a particle level. The properties of different states of matter can be explained in terms of the motion and arrangement of particles in the substance. Students will distinguish between chemical and physical change. In our investigation of Energy students will study the different forms of energy, such as kinetic, heat and potential energy, and energy transformations and transfers. The rock cycle will be investigated and students will learn how sedimentary, igneous and metamorphic rocks are formed within Earth. They will learn the role heat and kinetic energy plays in the rock cycle.

CONTENT

The following topics provide the framework for learning in Year 8 Science:

  • Life under a microscope
  • Functioning organisms
  • Making things happen
  • The nature of matter
  • Making new substances
  • The changing Earth

 

ASSESSMENT

IBMYP science assessment:

  • Criteria A: Knowledge and understanding
  • Criteria B: Inquiring and designing
  • Criteria C: Processing and evaluating
  • Criteria D: Reflection on Impact of science.

 

Course
Full Year
Compulsory
Yes
Print

Subject

Arts: Art, Dance, Drama, Music

DANCE

By the end of year 9, students develop knowledge, understanding and skills of dance as an art form through choreography and performance. They make and respond to dance works, working in small groups to manipulate the elements of dance to communicate intent. They discover new movement possibilities and develop proficiency as they refine technical and expressive skills to convey different dance techniques, such as Hip Hop, Jazz and Contemporary.

Technique: Developing skills in jazz, contemporary/traditional and hip hop dance styles.

Composition: Students learn skills to create their own dance choreography pieces by exploring movement through a variety of tasks based on themes, ideas and choreographic devices.

Performance: Students have the opportunity to perform at various school and community events, as well as ongoing presentations in class.

Appreciation: students develop evaluative skills as they reflect on their own and other choreographers’’ use of the elements of dance to communicate intent. They investigate dance in Australia and make connections to international contexts.

 

ASSESSMENT

Participation in workshops, technique execution, composition tasks, performance or presentation, process journal and written responses using IBMYP criteria aligned with the Australian curriculum

 

 

 

 

 

Course
Semester Elective

DRAMA - PERFORMING ARTS

By the end of Year 9 students will be familiar with various styles of theatre and theatre conventions. They will have undertaken practical workshop activities to develop their understanding of theatre styles. Students will collaborate with one another to apply this knowledge to devise, interpret and create performances to share in class. Students will attend live theatre and analyse the various stage craft and performance elements both in verbal discussion and in written reviews. This greater understanding will be applied to their performances of scripted drama in the development of various roles and characters and in the manipulation of the performance space.

Students will collaborate with others to plan, direct, produce, rehearse and refine performances. They will select and use the elements of drama, narrative and structure in directing, blocking and acting in order to engage audiences. They will refine performance and expressive skills in voice and movement to convey dramatic action.

ASSESSMENT

Workshops, improvisation, performance and small group production, written reviews, reflective journals and written reports using IBMYP criteria aligned with the Australian curriculum.

 

 

 

 

 

Course
Full Year and Semester Elective

GRAPHIC DESIGN & DIGITAL MEDIA

This subject is for students who enjoy being creative and would like to explore the exciting and varied world of Design in the context of Graphics and Digital Media.

  • Students use the Design Process to produce a range of products like logos, posters, and packaging
  • Students explore creative thinking processes and the elements and principles of design
  • Students develop skills with Photoshop and other digital technologies

 

ASSESSMENT

Finished Design works and process journal, folio of skill development on Photoshop, and written reviews using IBMYP criteria aligned with the Australian curriculum.

Course
Semester Elective

MUSIC - PERFORMING ARTS

In Year 9, students study:

Theory Grade 1 & 2: i.e. how to identify, analyse and notate music

Music Project: Semester 1: Students produce a research paper on the Traditional music from another country and/or culture.

Semester 2: Students produce a Biographical paper on a composer from either the Baroque or Classical era

Ensemble: Students interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills.

Process Journal: Students reflect on the development of their musical skills and knowledge in written form.

Advice to students: Ideally, students should have their own instrument; have studied music in Semester 1 prior to undertaking Music in Semester 2, and be prepared to perform publicly at events such as school assemblies if required.

ASSESSMENT

Performances, tests and written assignments using IBMYP criteria aligned with the Australian curriculum.

music

 

 

 

 

 

Course
Full Year and Semester Elective

VISUAL ART

In year 9, students evaluate how visual art form communicates artistic intentions in artworks that the students make and view. They evaluate artworks and displays from different cultures, times and places. Students analyse connections between visual conventions, practices and viewpoints that represent their own and others ideas. They identify influences of other artists’ on their own artworks.

Students manipulate materials, techniques and processes to develop and refine these to represent ideas and subject matter in their artworks.

ASSESSMENT

Finished Art pieces, written and oral responses that demonstrate a student’s specialized vocabulary, IBMYP Process journal.

Course
Semester Elective

Design & Technology : Health & Home Economics

DESIGN: DIGITAL TECHNOLOGY

This semester course continues to develop skills learnt in the Year 8 Digital Tech course.

The course focuses on computer programming concepts through two main studies.

  • Complex Game Maker programming with complex program loops and use of flow diagrams
  • Databases-Analysing data, designing queries and entry methods.

 

ASSESSMENT

Students will be assessed on the design cycle against IB criteria.

 

Course
Semester Elective

DESIGN: HOME ECONOMICS

The main two areas of study are:

  • Food Preparationenables students to extend their skills introduced in Year 8. Students will work in a team environment and share equipment and resources. Simple nutritious meals are the focus at the beginning of the course, followed by baked products in the second half of the course. Health risks associated with take away, high fat, sugar and low fibre diets are also researched and discussed
  • Textiles, design and construction enables students to extend their knowledge of textiles and practical skills developed in Year 8. Use of commercial patterns and construction of a simple garment are the main focus. A major research assignment on a man-made fibre of choice is undertaken to extend the student’s understanding of construction and design concepts.

 

ASSESSMENT

Students are assessed on the design cycle using IB criteria- A: Inquiring and analyzing, B: Developing Ideas, C: Creating the solution, D: Evaluating; assessment tasks, practical work and evaluations.

Course
Semester Elective

DESIGN: MATERIALS TECHNOLOGY - METAL FOCUS

This involves students in the areas of:

  • Gas welding – fusion and braze welding
  • Metal machining using lathes
  • CAD (Computer Aided Design).
  • Integration of modern and traditional construction methodology.

 

Engineering and STEM skills are an emphasis of this course. Practical projects will incorporate skill development exercises combined with design based project that will demonstrate an understanding of the design cycle process. Students are made aware of the implications of technology in our society. Safety and the correct use of equipment are stressed.

ASSESSMENT

Students are assessed on the design cycle against IB criteria.

Course
Semester Elective

DESIGN: MATERIALS TECHNOLOGY- TIMBER FOCUS

This involves students in an integrated program using a range of materials and technologies to produce solutions to design problems:

  • Woodwork
  • Plastics
  • Electronics and control technology
  • Computer Aided Design.
  • Laser and 3D printing.

 

The development of 21st century skills and an understanding of STEM are a key component of this course. The course continues to emphasise the development of practical skills, machine operation as well as safety and the safe use of equipment.

ASSESSMENT

Students are assessed in the areas of design, construction skills and appraisal of work.

Course
Semester Elective

English

ENGLISH*

In Year 9 English, students will read, view and analyse a range of texts eg Poetry, Prose, Drama, Visual, Short Pieces, Multimedia and Electronic texts

Listen to, evaluate and produce a range of spoken texts, eg Anecdotes, Debates, Multimedia Presentations, Poetry Performances, Formal Speeches and Social Issue Reports

Compose a range of texts – written and multimedia for particular audiences, purposes and contexts.

The nature of the texts students study and produce will become more complex from Year 8 to Year 9. There will always be an emphasis on exploring issues relevant to adolescents and an approach that allows students to engage with aspects of our society including its diverse cultural aspects. At each year level, students will develop skills in understanding the language of different texts and acquire strategies to help them compose their own texts.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will:

  • Listen to spoken texts, examine spoken texts and produce spoken texts
  • Read and view texts
  • Compose written and multimedia texts
  • Engage in associated language activities

 

Course
Full Year
Compulsory
Yes

Individuals and Societies

INDIVIDUALS AND SOCIETIES*

Students will study 2 terms of History and 2 terms of Geography:

History: The course consists of an overview and 3 in depth studies. Students will study the Modern World (1750 -1918) including Making a Nation, Industrial Revolution and World War 1.

Geography: The course adopts an inquiry based approach to Biomes and Food Security and Global Connections.

 

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

Course
Full Year
Compulsory
Yes

Indonesian

LANGUAGE ACQUISITION*

Previous knowledge of the language is valued but certainly not essential. The aim of this course is to give students a chance to use Indonesian for basic communication on topics relevant to them like visual descriptions and individuality, eating out, home and giving directions. Through developing their ability to speak, listen, read, and write in Indonesian they grow in confidence as they discover it is possible to learn another language, while strengthening their understanding of English.

They also journey through Indonesia’s culture via the arts, food and many other learning experiences made available to them.

ASSESSMENT

Students will be assessed using the IBMYP Criteria in the following areas:

  • Comprehending spoken and visual text
  • Comprehending written and visual text
  • Communicating in response to spoken, written and visual text
  • Using language in spoken and written form

 

indo 1jpg

 

 

 

 

 

Course
Full Year
Compulsory
Yes

Mathematics

MATHEMATICS*

All students undertake a Mathematics course based around the topics below.

  • Real Numbers
  • Money and Financial Mathematics
  • Patterns and Algebra
  • Linear and Non-linear relationships
  • Using units of Measurement
  • Geometric Reasoning
  • Pythagoras and Trigonometry
  • Chance
  • Data Representation and Interpretation

A scientific calculator is essential.

ASSESSMENT

Students will be assessed against the IB MYP Criteria:

  • Knowing and understanding,
  • Investigating patterns,
  • Communicating
  • Applying mathematics in real-life contexts. Evidence of student achievement in these areas will be gathered through tests, investigations and other assignment tasks.

 

Course
Full Year
Compulsory
Yes

Physical Education and Specialist Football - Soccer

HEALTH AND PHYSICAL EDUCATION*

Students have the opportunity to extend their learning by choosing to study a 2nd unit of Physical Education Sports Focus. This course is designed to further extend the range of sports/activities that students have covered in the compulsory courses throughout years 8 and 9 and will give them the foundation to progress into senior Physical Education course in year 11 and 12.

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. Physical Education Sports Focus course will build on knowledge and understanding developed in semester one and include:

  • Court Invasion Games
  • Field Invasion Games
  • Net/Wall Games
  • SEPEP
  • Investigating fitness and training programs.
  • Intro to Body Systems

 

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

Course
Semester Elective
Compulsory
Yes

HEALTH AND PHYSICAL EDUCATION – SPORTS FOCUS

Students have the opportunity to extend their learning by choosing to study a 2nd unit of Physical Education Sports Focus. This course is designed to further extend the range of sports/activities that students have covered in the compulsory courses throughout years 8 and 9 and will give them the foundation to progress into senior Physical Education course in year 11 and 12.

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. Physical Education Sports Focus course will build on knowledge and understanding developed in semester one and include:

  • Court Invasion Games
  • Field Invasion Games
  • Net/Wall Games
  • SEPEP
  • Investigating fitness and training programs.
  • Intro to Body Systems

 

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

 

Course
Semester Elective

SPECIALIST FOOTBALL - SOCCER

This semester incorporates the compulsory elements of the Australian Curriculum and is an alternative to the compulsory Physical and Health Education course. Students have the opportunity to extend their learning by also choosing to study a 2nd unit of Physical Education (Sports Focus)

CONTENT:

The Specialist Soccer Program enables students with a passion for soccer to develop knowledge, understanding and skills in all aspects of football including playing, rules, and fitness components and training principles. Students within the program are given the opportunity to receive specialist skills coaching, fitness development and access to quality training facilities. Topics covered in this course include:

  • Skill and performance development
  • Strength & Conditioning
  • Officiating
  • Nutrition
  • Goal setting
  • Competition routines
  • Sports Psychology

 

ASSESSMENT:

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS:

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher. Students wanting to represent the school are also encouraged to pay the addition Sports Program Fee ($80 in 2019), otherwise individual competition fees will apply.

 

Soccer

 

 

 

 

 

Course
Semester Elective

Science

SCIENCE*

Students are introduced to atoms as the basic unit of all matter. From protons, electrons and neutrons at the subatomic level, we move to study the structure of atoms and similarly, students will explore the differences between ions, isotopes and radioactive substances. The structure of the Earth’s surface is studied, as natural events are understood. In our investigation of Movement of the Earths Surfaces we look at tectonic plates, boundaries, the causation of earthquakes and volcanoes. Students engage in a vast range of practicals to understand chemical change. The study of chemical reactions encourages students to identify the changes that occur as molecules undergo a variety of reactions. Core to this focus is the understanding of acids and bases, a variety of oxidisation reactions and the positive use of chemical change and the negative effects on our environment. As students develop their understanding of the differing systems of life, the ecosystems unit takes a new face in 2017. All year 9 students will participate in an interdisciplinary unit; simultaneously undertaking Science and PE units as we investigate the ecosystems within the Port River Estuarine system whilst learning the skills and techniques to paddle a double kayak and navigate the waterways. Students’ progress their learning of energy and understand the ways in which energy moves through a medium. Investigations of thermal energy and heat transfer, interpreting sound energy and the electromagnetic wave spectrum guide this topic. The completion of year 9 science sees our students investigating the way organisms respond to the world around them. This is studied through functioning systems and the response of bodies to foreign organisms.

CONTENT

The following topics provide the framework for learning in Year 9 Science:

  • Inside the Atom
  • Movement on the Earth’s Surfaces
  • Chemical Change
  • Ecosystem
  • Energy on the Move
  • Responding to the world

 

ASSESSMENT

IBMYP science assessment:

  • Criteria A: Knowledge and understanding
  • Criteria B: Inquiring and designing
  • Criteria C: Processing and evaluating
  • Criteria D: Reflection on Impact of science.

 

Course
Full Year
Compulsory
Yes
Print

Subject

Additional Electives

ACTIVE 8

Students have the opportunity to extend their learning in year 10 by choosing to study a 2nd unit of Physical Education Sports Focus. This course is designed to further extend the range of sports/activities that students have covered in the compulsory courses throughout years 8 and 9 and will give them the foundation to progress into senior Physical Education course in year 11 and 12

CONTENT

The Active8 program provides students with a range of engaging and challenging activities that promote self-confidence, self-reliance, a spirit of volunteering, leadership and service to the community. At Le Fevre High School the program also aims to enhance students’ skills and confidence to become actively involved in their local community by developing:

  • individual and group responsibility and resilience
  • the skills of communication, teamwork and leadership
  • the values of trust, honesty, integrity, respect, fairness, courage, enterprise and excellence.

 

Students will be given the opportunity to participate in activities such as Team Building and Leadership Exercises, Adventure Activities (low ropes/ Rock-climbing), Ten Pin Bowling and Kayaking leading into the Canoe SA Team Paddle Challenge 2 Day Camp. Students also have the opportunity to gain qualifications such as their Senior First Aid Certificate, Surf Rescue Certificate and the Duke of Edinburgh Award.

All students will participate in a community services based program including working with an aged care facility and connect with senior citizens of the community and with the Special Education Class providing opportunities for Active 8 participants to develop and better understand the needs of these students.

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

Please be aware, while Le Fevre High School supports the active8 program and allocates funding towards its administration, an additional fee is associated with student’s participation ($200 in 2019).

Course
Semester Elective

HEALTH AND PHYSICAL EDUCATION - SPORTS FOCUS

Students have the opportunity to extend their learning in year 10 by choosing to study a 2nd unit of Physical Education Sports Focus. This course is designed to further extend the range of sports/activities that students have covered in the compulsory courses throughout years 8 and 9 and will give them the foundation to progress into senior Physical Education course in year 11 and 12.

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. Physical Education Sports Focus course will build on knowledge and understanding developed in semester one and include:

  • Exercise Physiology
  • Training Principles and Training Methods
  • Fitness Programming
  • Skills Learning
  • Field Invasion Games
  • Individual Sporting Pursuits

 

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

Course
Semester Elective

INDIVIDUALS AND SOCIETIES - GEOGRAPHY

Students have a choice to study two semesters of Individuals and Societies. The elective component of this course is Geography.

Geography: The course adopts an Inquiry based approach to Environmental Challenges and Geography and Global Well Being.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

Course
Semester Elective

INDONESIAN - CONTINUERS

Students wishing to study Stage 1 Indonesian are encouraged to elect to study this pre-SACE option to support them with developing the appropriate skills and knowledge base to best support this pathway. Similar to the compulsory descriptor for Year 10 Indonesian; students can expect to become practical users of Indonesian. They will cover a variety of themes, which at times will be similar to the Year 10 course but with an added focus on themes touched upon in Stage 1 Indonesian. Such themes could include:

  • The Individual (eg sport and recreation, personal world)
  • The Indonesian-speaking Communities (eg visiting Indonesia, religion, gender)
  • The Changing World (eg environment, youth issues)

Through these themes, the students develop a deeper understanding and confidence in their knowledge and expression of Indonesian, preparing them well for Stage 1 and beyond.

ASSESSMENT

Students will be assessed using the IBMYP Criteria in the following areas:

  • Comprehending spoken and visual text
  • Comprehending written and visual text
  • Communicating in response to spoken, written and visual text
  • Using language in spoken and written form

 

Course
Semester Elective

Arts: Art, Dance, Drama, Music

ART AND DIGITAL MEDIA

Specialise in Digital Art, Illustration and 2D Animation.

Students explore how technology can foster personal expression in art. Students use Photoshop and Illustrator to create artworks exploring and reflecting their world. Work will be based on a range of historical and contemporary styles. Students also develop skills in 2D animation using Flash. Students study the Digital Media industry in relation to illustration, digital art and animation.

ASSESSMENT               

Practical Folios, assignments and homework tasks, use of specialist vocabulary, practical demonstration of skills, self-assessment and evaluation of artworks.

11 art & dm

 

 

 

 

 

Course
Semester Elective

DANCE

By the end of year 10, students will have developed Contemporary and Hip Hop Dance technique and Performance Skills that will provide a foundation for further studies in Dance. The semester long Dance course covers four areas:

Technique: Developing skills in contemporary and hip hop dance styles.

Composition: Students learn skills to create their own dance choreography pieces by exploring movement through a variety of tasks based on themes, ideas and choreographic devices.

Performance: Students have the opportunity to perform at various school and community events, in contemporary, jazz and/or hip hop, as well as ongoing presentations in class.

Appreciation: Students are given research tasks and projects in order to develop their knowledge of dance history and dance in today’s society.

 

ASSESSMENT

Participation in workshops, technique execution, composition tasks, performance or presentation, process journal and written responses using IBMYP criteria aligned with the Australian curriculum

Course
Semester Elective

DESIGN AND DIGITAL MEDIA

Specialise in Graphic Design and Digital Imaging.

Students explore how using the design process is a creative and efficient way of creating a graphic product suited to a particular audience. Students use Photoshop to design products. Students also explore graphic design from a historic, cultural and technological context. They analyse and evaluate works of design.

ASSESSMENT

Practical Folios, assignments and homework tasks, use of specialist vocabulary, practical demonstration of skills, self-assessment and evaluation of design works.

Year 10 D& Digital M

 

 

 

 

 

Course
Semester Elective

DRAMA - PERFORMING ARTS

By the end of Year 10, students will have developed a comprehensive understanding of the Stanislavski method of acting and / or a thorough understanding of Australian Drama. Students will undertake a variety of workshop activities and devised small group activities to develop a practical understanding of these specialised focus areas. Students will develop and sustain different roles and characters employing their knowledge of the Stanislavski method. Students will participate in a group production for a public audience and gain a practical understanding of the ‘page to stage’ process. They will have the opportunity to undertake both on stage and off stage roles. Through the production process students will realise the director’s intention in acting, design and development of all production elements. Students will attend and review live theatre and analyse the various stagecraft and performance elements of a theatrical production. Students will deconstruct a scripted text and select scenes for performance. They will collaborate with others to plan, direct, rehearse, refine and evaluate performances.

ASSESSMENT

Workshops, performance, group production, production report, written reviews, reflective journals and written assignments using IBMYP criteria aligned with the Australian curriculum.

Course
Semester Elective

MUSIC - PERFORMING ARTS

In Year 10, students study:

Theory Grade 3/4: i.e. how to identify, analyse and notate music

History of Western Music: Students produce a research paper on the history of western music such as that from the Medieval; Renaissance; Baroque; Classical or Romantic era

Ensemble: Students interpret, rehearse and perform songs and instrumental pieces in unison and in parts, demonstrating technical and expressive skills

Process Journal: Students reflect on the development of their musical skills and knowledge in written form.

Advice to students: Ideally, students should have their own instrument; have studied music in Year 9 prior to undertaking Year 10 Music and be prepared to perform publicly at events such as school assemblies if required. If possible, students are advised to learn an instrument from a specialist instrumental teacher for half an hour per week in order to enhance their progress

ASSESSMENT

Performances, tests and written assignments using IBMYP criteria aligned with the Australian curriculum

Course
Full Year and Semester Elective

VISUAL ART

In Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others ideas. They identify influences of other artists on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

ASSESSMENT

Finished Art pieces, written and oral responses that demonstrate a student’s specialized vocabulary, IBMYP Process journal.

Course
Semester Elective

Design & Technology : Health & Home Economics

DIGITAL TECHNOLOGY A

Students will complete a number of activities that will utilise the IBMYP Technology design cycle.  The course is available on-line utilising the Le Fevre High School Learner Management System with students being expected to complete tasks on time. They will also need to use feedback and reflection processes constructively.

CONTENT

Students will use the technology design cycle within the following topics:

  • Flash animation (adobe flash)
  • Internet concepts and technologies
  • Programming, visual basic.

 

ASSESSMENT

Students will complete tasks that fulfil the Design Cycle process and the Technology assessment criteria for IBMYP.

Course
Semester Elective

DIGITAL TECHNOLOGY B

Students will complete a practical activity which will involve the analysis of an existing game using Game Maker software which will incorporate fundamental data base designs & programming.

There are a number of skill activities involving a series of programming challenges set by the teacher. This will involve a skills test.

Students will also research and develop a written report about a range of social media issues associated with computer game playing.

ASSESSMENT

Students will complete tasks that fulfil the Design Cycle process and the Technology assessment criteria for IBMYP.

Course
Semester Elective

HOME ECONOMICS – MULTI CULTURAL FOOD

This course focusses on developing students’ understanding of the way cultural influences have affected food availability and choices in Australia. It also aims to further develop an understanding related to safe and hygienic work practices, food preparation skills, recipe adaptation, time management, meal planning and creative presentation of food. Students prepare food and use equipment competently to successfully produce the following:

• A variety of native Australian, British, European, South East Asian and North African dishes.
• A main course from a country of their choice
• A variety of breads from around the country
• Creative Baking

 

ASSESSMENT

• Assessment in each area is based on the Design Cycle using IB Criteria- A: Inquiring and analysing, B: Developing Ideas, C: Creating the solution, D: Evaluating
• A major research project on the production, availability and preparation techniques of food of a country of choice.
• Students self-assess their organization and management skills as well as the completed food product. They suggest possible changes for improvements of the practical task completed.
• Participation in a teacher directed free choice practical and catering exercises.
• Participation in the selection, production, packaging and marketing of baked products.

Assessment Types – Assessment tasks, investigations, practical work and evaluations

Course
Semester Elective

MATERIALS TECHNOLOGY - METAL FOCUS

This is a hands on practical based course the promotes the development of Engineering and STEM skills. Practical skill exercises will help develop the knowledge and understanding required to make design solutions to a design brief. The use of composite materials and new technologies will also be explored.

Fabrication skills include gas welding, MIG and Arc welding and the use of hand, power and machine tools.

Machining skills include accurate use of the metal lathe and hand tools.

Planning and organizing a task together with the safe use of tools and equipment are an essential component of the course.

ASSESSMENT

Students are assessed in the areas of design, practical skills, knowledge and understanding of the social implications of technology.

Course
Semester Elective

MATERIALS TECHNOLOGY - TIMBER FOCUS

The focus of this course is the development of skills and competencies in the use of multiple technologies and materials with a focus on timber. Student will produce solutions to design based practical tasks by following the design cycle process.

Technologies such as 3D printing, electronics, systems and control, laser cutting will be incorporated in this course. A strong emphasis is placed on the safety use of equipment and machinery.

ASSESSMENT

Students are assessed in the areas of design, practical skills, knowledge and their understanding of the social implications of technology.

Course
Semester Elective

English

ENGLISH*

At Year 10, English is designed to prepare students for the study of English at SACE Stage 1. Students will be expected to demonstrate much greater control over language features, to have sensitivity to the needs of audiences and contexts and to be able to analyse demanding issues, themes and cultural values.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will:

  • Listening to spoken texts, examining spoken texts and producing spoken texts
  • Reading and viewing texts
  • Composing written and multimedia texts
  • Associated language activities

 

Course
Full Year
Compulsory
Yes

Individuals and Societies

INDIVIDUALS AND SOCIETIES*

Students will study 2 terms of History and can study 2 terms of either Justice, Power and Society or EDGE – Environmental Explorations.

History: The course consists of an overview and 3 in-depth studies. Students will study The Modern World and Australia, including World War 2, Rights and Freedoms and Migration.

Justice, Power and Society: The course develops student understandings of our Justice system, our Legal system and our Political system. It challenges students to explore issues of equity and social justice, and calls students to action to address current issues in Australia and beyond.

EDGE-Environmental Explorations: The course adopts an inquiry based approach to Exploring Demographics, Global Well-being and Environmental Challenges. The course takes us from all the way from our local Port (through a variety of excursions) to the world stage. Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

ASSESSMENT

Students will be assessed according to the International Baccalaureate Assessment Criteria and will complete Source and Data Analyses, Investigative Reports, Imaginative and Analytical Essays, Visual and Oral Presentations.

Course
Full Year and Semester Elective
Compulsory
Yes

Indonesian

LANGUAGE ACQUISITION

By the end of this course, students can expect to become reasonably confident, practical users of Indonesian with an understanding of the way the language works. They will cover a variety of themes with a strong focus on travel and cities in Indonesia. This course will continue to develop skills in speaking, reading, writing and listening in Indonesian. The year is enhanced by other learning experiences allowing the students to enjoy Indonesia’s rich culture.

This course is designed to prepare the students for Stage 1 Indonesian.

ASSESSMENT

Students will be assessed using the IBMYP Criteria in the following areas:

  • Comprehending spoken and visual text
  • Comprehending written and visual text
  • Communicating in response to spoken, written and visual text
  • Using language in spoken and written form

 

thCAQGNGFH

 

 

 

 

 

Course
Full Year

Mathematics

MATHEMATICS, MATHEMATICS A & ESSENTIAL MATHEMATICS*

In Year 10, Maths classes are created based on student’s performance during Year 9. Students complete either Mathematics, Mathematics A or Essential Mathematics. Students can select either Mathematics or Mathematics A. Essential Mathematics will be offered to students based on information gathered by the end of Year 9.

Mathematics A extends the content of Mathematics course and is designed for students planning to study in mathematically rich fields in the future. It provides the necessary background for Mathematical Methods and Specialist Mathematics at Stage 1 and is advantageous for Stage 1 Physics.

Essential Mathematics is offered to students who need to focus in further developing their numeracy skills to ensure that they can meet the compulsory requirements of the SACE. It offers a skills focussed subset of the Mathematics course.

Requests for changes are negotiated with students, their parents and Mathematics Coordinator. The classes are reviewed at the end of Semester 1 to allow for changes and to ensure learners access the Mathematics courses they need to support their chosen pathway.

 All Year 10 Mathematics courses are based around:

  • Money and Financial Mathematics
  • Patterns and Algebra
  • Linear and Non-linear relationships
  • Using units of Measurement
  • Geometric Reasoning
  • Pythagoras and Trigonometry
  • Chance
  • Data Representation and Interpretation

A scientific calculator is essential.

ASSESSMENT

Students will be assessed against the IB MYP Criteria

  • Knowing and understanding,
  • Investigating patterns,
  • Communicating and
  • Applying mathematics in real-life contexts. Evidence of student achievement in these areas will be gathered through tests, investigations and other assignment tasks.

 

Course
Full Year
Compulsory
Yes

Personal Learning Plan

PERSONAL LEARNING PLAN*

Students complete the PLP in Year 10 so that they can plan for successful SACE learning in Years 11 and 12. Students must achieve a C grade or better to successfully complete the PLP, and they have opportunities to add further evidence of learning at any stage during their SACE studies.

The PLP helps students plan for their future by:

  • Helping them to make informed decisions about the subjects they will study in Years 11 and 12, and any course outside of school
  • Exploring possible career choices and ideas for community service
  • Investigating how best to prepare for their career options and other goals.

 

CONTENT

The content includes:

  • Capabilities
  • Specific content.

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:

  • Literacy
  • Numeracy
  • Information and Communication Technology
  • Critical and Creative Thinking
  • Personal and Social
  • Ethical Understanding
  • Intercultural Understanding.

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
  • Thinking Skills and Techniques
  • Planning and Decision-making Skills
  • Communication
  • Work Skills
  • Social Living and Responsibility
  • Personal Characteristics
  • Interpersonal and Relationship Skills
  • Health and Well-being.

 

ASSESSMENT

Assessment at Stage 1 is school based and moderated by the SACE board.

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.

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, including a round table presentation, resume and interview (in chart, table, or map format).

Course
Semester Elective
Compulsory
Yes

Physical Education and Specialist Football - Soccer

HEALTH AND PHYSICAL EDUCATION*

This unit of Physical and Health Education is the third unit students have in engaging with the compulsory Physical and Health Education curriculum. Students have the opportunity to extend their learning by also choosing to study a 2nd unit of Physical Education (Sports Focus).

CONTENT

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Topics covered in this course include:

  • Invasion Games
  • Net/Wall Games
  • Target Games
  • Health Benefits of Physical Activity and Lifelong Physical Activity
  • Mental Health & Wellbeing
  • Relationships & Sexuality (SHine Program)

 

ASSESSMENT

Students are assessed using the MYP assessment criteria and levels of achievement. Students are assessed on the following:

  • Knowledge and Understanding
  • Planning for Performance
  • Applying & Performing
  • Reflecting & Improving

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

 

Course
Semester Elective
Compulsory
Yes

SPECIALIST FOOTBALL - SOCCER*

The specialist soccer program at year 10 can be studied as an elective. The program is designed to be taken as a part of a 2-year program (Year 10 and year 11). Students who successfully complete the 2 unit program are also awarded 20 Stage 1 SACE credits.

CONTENT

The Specialist Sports Program provides high performing and committed student athletes the opportunity to further develop their skills and knowledge within their sport. Students within the program are given the opportunity to receive specialist skills coaching, fitness development and access to high quality facilities. Topics covered in this course include:

  • Skill and performance development
  • Exercise physiology
  • Coaching course
  • Level 1/2 Sports Trainers Course + First Aid (If required)
  • Nutrition
  • Goal setting
  • Motivation and imagery
  • Biomechanics

 

ASSESSMENT

Students are assessed against the Stage 1 SACE Integrated Learning performance standards.

Skills and Application Tasks:

  • Skill checklists
  • Performance presentation
  • Sports psychology

 

Group Project Tasks:

  • Coaching
  • Performance analysis

 

Analysis Tasks:

  • Exercise physiology
  • Technique analysis

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher. Students wanting to represent the school are also encouraged to pay the addition Sports Program Fee ($80 in 2019), otherwise individual competition fees will apply. Additional fees are also required for full accreditation of level 1 & 2 sports trainers course and First Aid Course (Approx. $200)

Course
Semester Elective
Compulsory
Yes

Science

SCIENCE*

In semester 1, students will firstly learn about basic chemistry and investigate the structure and purpose of the periodic table. This topic is followed with DNA and genetics. In this topic students discover the structure and function of DNA and how it contributes to genetic traits and variation. The last topic covered in semester 1 is Road Science, which is essentially the introduction of Newton’s laws and basic physics. In semester 2, students will learn about Charles Darwin and investigate the theory of evolution and natural selection. This topic is followed by an investigation into global systems and the relationship between weather patterns and biodiversity in the environment. Next students will discover concepts surrounding chemical reactions and how changes to substances can be used in medical and technical innovations. Students will then investigate the transfer of energy in various models and establish links with physics and car safety. The final topic for the year is about the universe in which students discover evidence about our ever-changing universe.

CONTENT

The following topics provide the framework for learning in Year 10 Science:

  • Chemistry and the Periodic Table
  • Genetics and DNA
  • Road Science
  • Evolution
  • Global Systems
  • Chemical Reactions
  • Energy Transfers
  • The Universe

 

ASSESSMENT

IBMYP science assessment:

  • Criteria A: Knowledge and understanding
  • Criteria B: Inquiring and designing
  • Criteria C: Processing and evaluating
  • Criteria D: Reflection on Impact of science.

 

on-the-fast-track-do-the-evolution-1090x614

 

 

 

 

 

 

 

Course
Full Year
Compulsory
Yes
Print

Subject

Arts : Art and Digital Media

ART AND DIGITAL MEDIA

Specialise in Digital Art, Illustration and 2D Animation. Completion of Year 10 Art and Digital Media is recommended.

CONTENT                                                    

Students work as Digital Artists. Students use Photoshop and Illustrator to create artworks, illustrations for commercial use, character design, or animation/ game environments. Students also develop skills in 2D animation using Flash. This course includes exploring and using creative thinking techniques.

Students gain an understanding of the Digital Media Industry, workflow and techniques by working with industry mentors.

ASSESSMENT

 Practical Folios, assignments and homework tasks, practical demonstration of skills, self-assessment.

11 art

 

 

 

 

 

Course
Semester Elective

Arts : Dance

DANCE

In Stage 1 Dance students develop aesthetic and kinesthetic intelligence, using the body as an instrument for the expression and communication of ideas. Through the development of practical movement skills and choreographic and performance skills as an artist and experiencing performance as part of an audience, students explore and celebrate the human condition. They develop an appreciation of dance as an art form as well as a life enrichment opportunity connected to mental and physical wellbeing.

Dance prepares young people for participation in the 21st century by equipping them with transferrable skills, including critical and creative thinking skills, personal and social skills and intercultural understanding. Dance develops individuals who are reflective thinkers who can pose and solve problems and work both independently and collaboratively. The study of Stage 1 Dance establishes a basis for continuing to study Stage 2 Dance and for further education and employment across many fields, including the art and culture industries. It also provides opportunities to develop and pursue lifelong social and recreational activities.

ASSESSMENT CRITERIA (3 STRANDS)

In this subject, students are expected to:

  • develop knowledge and understanding of the body, dance skills, dance elements, structural devices, production elements, and safe dance practice (Understanding dance)
  • apply technical and expressive dance skills in performance (Creating Dance)
  • communicate choreographic intent to an audience through composition & performance (Creating dance)
  • reflect on their own creative works as an artist and that of others as an audience (Responding to dance)
  • investigate dance in global contexts (Responding to dance).

 

 

 

 

 

 

Course
Semester Elective

Arts : Design and Digital Media

DESIGN AND DIGITAL MEDIA

Specialise in Graphic Design, Digital Photography and the Digital Media Industry. Completion of Year 10 Design and Digital Media is recommended.

CONTENT

Students work as Designers. Students use software (Photoshop) to complete two major practical designs. They study photography and incorporate their work into a graphic design product. They use the Design Process and record all developmental work in folios. Students study the Digital Media Industry, including researching roles, jobs, and training.

Students gain an understanding of the Digital Media Industry by working with industry mentors.

ASSESSMENT

 Practical Folios, assignments and homework tasks, practical demonstration of skills, self-assessment.

11 design

 

 

 

 

 

 

Course
Semester Elective

Arts : Drama - Performing Arts

DRAMA - PERFORMING ARTS

In Drama, students engage in learning as authentic dramatic artists. Drama is active and participatory, involving the process of imagining, developing and creating original narratives, viewpoints and artistic products. Previous experience in Drama is preferable but not essential.

The following three areas of dramatic study are undertaken:

Assessment Type 1: Responding to Drama (30 %) Students attend a range of professional theatre experiences at the Adelaide Fringe, Adelaide Festival, State Theatre. They analyse, and reflect on the ideas, techniques, skills, choices, and artistic impact of a professional theatre on them as the audience and on their own individual development as an actor, designer or director.

Assessment Type 2: Company and Performance (40%) This is the performance component of the course and it involves working collaboratively to either devise creative works or develop performance work from established scripts. In creating a dramatic product, you will develop the skills and understandings to realise yourself as authentic artists – in on stage (actor) or off stage (director or designer) roles.

Assessment Type 3: Creative Synthesis; Drama and Technology (30%) Students choose to be either the director or designer of a hypothetical production and explore and experiment with possibilities for how they would use new technologies in their production.

 

Course
Full Year

Arts : Music

MUSIC

Ideally, students should have their own instrument; have studied music previously in years 8, 9 & 10, and be prepared to perform publicly at school assemblies if required.

CONTENT

  • Ensemble rehearsal and performance.
  • Theory notation and Aural training.
  • Written tasks: Concert Review,  Research Project and two Essays.

 

ASSESSMENT

Skills Presentation: Ensemble public performance once per term.

Skills Development: Theory notation and aural training tests once per term.

Folio: Two written task per term.

IMG_0010 (Medium)

 

 

 

 

 

Course
Full Year and Semester Elective

Arts : Visual Arts - Art

VISUAL ARTS - ART

This course focuses on developing the student’s skills in a range of methods and materials. Students will have the opportunity to discuss and analyse works of Australian and International practitioners both past and present and use this as a foundation for their own major work. There is an emphasis on visual thinking and how students communicate their ideas, thought processes and responses throughout their learning.

This subject includes 3 areas of study:

  • Visual Thinking, developing the ability to view, understand, analyse and record ideas and thoughts.
  • Practical Resolution, students resolve, create, make and present finished art works.
  • Visual Art in Context, students learn to understand the historical, cultural and social circumstances which produce art in a community.

 

ASSESSMENT

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

  • Assessment type 1: Folio
  • Assessment type 2: Practical
  • Assessment type 3: Visual Study

 

Course
Full Year and Semester Elective

Design & Technology : Advanced Manufacturing - Materials Technology

ADVANCED MANUFACTURING - MATERIALS TECHNOLOGY

Through the study of Design and Technology students develop the ability to identify, create, initiate, and develop products, processes, or systems. Students will learn to use a range of traditional and computer controlled machines, hand held power tools and equipment, 3D printers and a laser cutter to design and produce products. The students will have access to a broad range of materials which may be combined to produce practical solutions. The use of these machines and manufacturing methods reflects modern manufacturing processes in contemporary industries.

This subject is recommended preparation for Stage 2 Advanced Manufacturing.

CONTENT

Students use images or other data to design and make products that communicate information. Contexts include computer-aided programs and graphics, plus use of fixed machines and computer controlled machines for practical outcome.

ASSESSMENT

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

  • Skills and Applications Tasks
  • Folio
  • Product

 

Course
Semester Elective

Design & Technology : Engineering Trades Training - VET

ENGINEERING TRADES TRAINING - VET

This course will introduce students to aspects of engineering in the maritime shipbuilding industry. Students will learn welding, fabrication and machining skills and processes, as well as required theory. Oxy/Acetylene, MMA and GMA welding techniques are used. Projects, design work and testing are integral components of the course. Students will be supported by local industry partnerships for visits and workplace learning.

Course
Full Year

Design & Technology : Information Technology

INFORMATION TECHNOLOGY

Students investigate existing information technology systems to discover their nature and components. They develop a range of information technology skills and techniques while creating their own systems that can be tested and evaluated. They develop and apply specialised skills and techniques in the use of software in a number of information technology areas.

CONTENT

Stage 1 Information Technology includes five topics from the following:

  • Topic 1: Computer Systems
  • Topic 2: Relational Databases
  • Topic 3: Multimedia Programming
  • Topic 4: Website Programming
  • Topic 5: Dynamic Websites

A 10-credit subject consists of two topics.

A 20-credit subject consists of four topics

ASSESSMENT

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

  • Folio
  • Skills and Applications Tasks
  • Project

 

Course
Full Year and Semester Elective

English (Compulsory) : English

ENGLISH*

Stage 1 English is a compulsory subject and students must complete 20 credits or 2 semesters of either Stage 1 English or Stage 1 Essential English. Students who complete 20 credits of either of these subjects at C grade level will meet the Literacy requirements of the SACE. Stage 1 Essential English should be chosen only after consultation with the students’ Year 10 English teacher as it does not lead to the study of English at Stage 2. Students should be placed in this subject if they have difficulty with English. All other students should choose Stage 1 English.

This subject leads to both English Studies and English Communications at Stage 2. There is an emphasis on responding to texts, creating texts and intertextual study. Students critically and creatively engage with a variety of text types including novels, film, media, poetry and drama texts.

Course
Full Year and Semester Elective
Compulsory
Yes

English (Compulsory) : Essential English

ESSENTIAL ENGLISH*

This subject is designed for

  • Students who are seeking to meet the SACE literacy requirements
  • An English language development focus for students who are new arrivals in Australia
  • Students who are planning to pursue a career in a range of trades or vocational pathways. There is an emphasis on communication, comprehension, analysis and text creation.

 

ASSESSMENT

Assessment will be according to the new SACE subject outline and aligned with the Australian Curriculum.

Course
Full Year and Semester Elective
Compulsory
Yes

Health & PE : Family Well Being

FAMILY WELL BEING - INTEGRATED LEARNING

Integrated Learning is a subject framework that enables students to make links between aspects of their lives and their learning.

Schools design Integrated Learning programs for a specific purpose, product, or outcome according to the interests and needs of students in their local context.

In doing this, schools determine an Integrated Learning program focus. The program focus is designed around a theme, community, or context that has meaning to the students; for example, innovation and enterprise initiatives, STEM activities, Aboriginal knowledge and cultures, global citizenship outlooks, art and cultural influences, health and wellbeing initiatives, leadership development, vocational pathways, and literacy and/or numeracy development and enhancement.

Through the lens of the program focus students develop their learning about a real-world situation, task, event, or other learning opportunity, while also growing their knowledge about themselves as learners, and their capabilities.

In Integrated Learning, students develop, extend, and apply critical thinking skills through inquiry about aspects of the program focus that are of interest to them.

Students develop an awareness of the context within which they are learning, and are encouraged to contribute to collaborative thinking and ways of working. Students share ideas and informed opinions and extend their social communication skills though contribution to groups, family, and/or community.

Students extend their self-awareness, personal identity, and values through collaborative processes that build from peer- and self-assessment.

Underpinning the design of Integrated Learning is an emphasis on students making links between their learning and their capabilities. They make meaning from experiences in order to recognize themselves as confident and creative individuals, and critical and evaluative thinkers with the necessary life skills to contribute to society as active and informed citizens.

At Le Fevre the subject has a Personal Development focus covering the following topics;

Positive psychology, caring for ourselves, healthy and unhealthy relationships, grief and loss, Addressing challenging behavior and counselling.

ASSESSMENT

  • Assessment Type 1: Practical Exploration 30% (1 task)
  • Assessment Type 2: Connections 40% (2 tasks)
  • Assessment Type 3: Personal Venture 30% (1 task)

 

Course
Semester Elective

Health & PE : Food and Hospitality

FOOD AND HOSPITALITY

In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry. 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.
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 five 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 Industry

ASSESSMENT
Assessment of Stage 1 is school based. Students demonstrate evidence of their learning through the following assessment types:
• Practical Activity
• Group Activity
• Investigation

 

 

 

 

 

 

 

Course
Semester Elective

Health & PE : Physical Education

PHYSICAL EDUCATION

Physical Education can be studied as an elective at Stage 1. Physical Education can be taken as either a 1 semester course (10 credits) or for a full year (2 semesters at 10 credits each). Stage 1 aims to continue to build on knowledge, understanding and movement skills developed through years 8-10 and prepare students for further study at year 12 (Stage 2).

CONTENT

Through Physical Education, students explore the participation in and performance of human physical activities. It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence. An integrated approach to learning in Physical Education supports an Arnoldian1 educational framework that promotes deep learning ‘in, through and about’ physical activity. Physical activities can include sports, theme-based games, fitness and recreational activities. Classes can undertake a learning and assessment program using a single focus approach (e.g. single sport) or can undertake multiple sports, games and/or activities. Topics that are undertaken include:

Focus Area 1: In movement

  • Skill Acquisition
  • Movement concepts and strategies
  • Energy Sources Affecting Performance
  • Effects of training on physical performance

 

Focus Area 2: Through movement

  • Barriers and enablers to participation
  • Social strategies to manipulate equity in participation
  • Personal influences.

 

Focus Area 3: About movement

  • The body’s response to physical activity
  • The effect of training on the body
  • Learning and refining skills

 

ASSESSMENT

Students are assessed using the SACE assessment criteria based on the learning requirements and performance standards describing their level of achievement. Students are assessed on the following:

  • Assessment Type 1: Improvement Analysis
  • Assessment Type 2: Physical Activity Investigation

 

SPECIAL REQUIREMENTS

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

Course
Full Year and Semester Elective

Health & PE : Specialist Football - Soccer

SPECIALIST FOOTBALL - SOCCER

The specialist soccer program at year 11 can be studied as an elective at stage 1. The program is designed to be taken as a part of a 2-year program (Year 10 and year 11). Students who successfully complete each unit are also awarded 20 Stage 1 SACE credits. The specialist soccer program at year 11 can be studied as an elective at stage 1.

CONTENT:

The Specialist Sports Program provides high performing and committed student athletes the opportunity to further develop their skills and knowledge within their sport. Students within the program are given the opportunity to receive specialist skills coaching, fitness development and access to high quality facilities. Topics covered in this course include:

  • Skill and performance development
  • Exercise physiology
  • Coaching course
  • Level 1/2 Sports Trainers Course + First Aid (If required)
  • Nutrition
  • Goal setting
  • Motivation and imagery
  • Biomechanics

 

ASSESSMENT:

Students are assessed against the Stage 1 SACE Integrated Learning performance standards.

Skills and Application Tasks:

  • Skill checklists
  • Performance presentation
  • Sports psychology

 

Group Project Tasks:

  • Coaching
  • Performance analysis

 

Analysis Tasks:

  • Exercise physiology
  • Technique analysis

 

SPECIAL REQUIREMENTS:

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher. Students wanting to represent the school are also encouraged to pay the addition Sports Program Fee ($80 in 2019), otherwise individual competition fees will apply. Additional fees are also required for full accreditation of level 1 & 2 sports trainers course and First Aid Course (Approx. $200).

Course
Semester Elective

Humanities : Aboriginal Studies

ABORIGINAL STUDIES

In Aboriginal Studies, students learn from and with Aboriginal peoples, communities, and other sources of Aboriginal voice. Learning from and with Aboriginal peoples and communities is integral to students developing and extending respectful ways of thinking, communicating, understanding, and acting. Through their learning in this subject, students draw on elements of history, sociology, politics, arts, and literature.

Students acknowledge and extend their understanding of the narratives and accomplishments as told by Aboriginal peoples, and reflect on the impact of past events on the present. They develop respect for what narratives and accomplishments mean to different Aboriginal peoples and communities.

Students analyse the historical and contemporary experiences that are of significance to Aboriginal peoples and communities. They examine the intergenerational influence and impact of government policies, past and present, on the health and wellbeing of Aboriginal peoples and communities today. Students investigate experiences of ongoing resistance and survival, and learn about initiatives and accomplishments developed in response to these experiences.

Diversity is at the heart of learning in Aboriginal Studies. Students develop their understanding of the diversity of Aboriginal peoples’ identities and experiences, including cultural, political, linguistic, and contextual diversity. They acknowledge and extend their understanding of the diversity and the historical, social, and political importance of Aboriginal cultural expressions, and learn from a wide range of cultural expressions including painting, music, performance, literature, and oral traditions.

Students engage in learning from and with Aboriginal peoples and communities to develop respect for and awareness of the diversity of the experiences of Aboriginal peoples and communities. They develop and extend their respect for, and understanding of cultural protocols, and reflect on the diversity of cultures. They develop respectful ways of thinking, listening, communicating, and acting.

In this subject, ‘Aboriginal peoples’ refers to all Indigenous peoples of Australia.

 

ASSESSMENT

  • Assessment Type 1: Learning Journey   (3 Tasks)
  • Assessment Type 2: Creative Presentation. (1 Task)

 

 

 

Course
Semester Elective

Humanities : Ancient Studies

ANCIENT STUDIES

Students learn about the history, literature, society and culture of ancient civilisations, which may include Asia-Australia, the Americas, Europe and Western Asia, and the classical civilisations of Greece and Rome.

They consider the environmental, social, economic, religious, cultural, and aesthetic aspects of societies.

Topics This subject has one compulsory topic and five additional topics.

Compulsory topic

  • Topic 1: Understanding ancient history.

 

Additional topics

  • Topic 2: Art, architecture, and technology
  • Topic 3: Warfare and conquest
  • Topic 4: Social structures, slavery, and everyday life
  • Topic 5: Beliefs, rituals, and mythology
  • Topic 6: Creative representations.

 

ASSESSMENT

  • Assessment Type 1: Skills and Applications (3 tasks)
  • Assessment Type 2: Inquiry (1 task)

 

Course
Semester Elective

Humanities : Legal Studies

LEGAL STUDIES

Legal Studies explores Australia’s legal heritage and the dynamic nature of the Australian legal system within a global context. Students are provided with an understanding of the structures of the Australian legal system and how that system responds and contributes to social change while acknowledging tradition.

The study of Legal Studies provides insight into law-making and the processes of dispute resolution and the administration of justice. Students investigate legal perspectives on contemporary issues in society. They reflect on, and make informed judgments about, strengths and weaknesses of the Australian legal system. Students consider how, and to what degree, these weaknesses may be remedied.

CONTENT

  • Topic 1: Law and Society

Plus a minimum of two other topics from below:

  • Topic 1:    People, Structures and Processes
  • Topic 2:    Law-making
  • Topic 3:    Justice and Society
  • Topic 4:    Young People and the Law
  • Topic 5:    Victims and the Law
  • Topic 6:    Motorists and the Law
  • Topic 7:    Young Workers and the Law
  • Topic 8:    Relationships and the Law

Alternative topics can also be developed

ASSESSMENT

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

  • Folio
  • Issues Study
  • Presentation

 

law 1

 

 

 

 

 

Course
Semester Elective

Humanities : Modern History

MODERN HISTORY

In the study of Modern History, at Stage1, students explore changes within the world since 1750, examining developments and movements of significance, the ideas that inspired them, and their short and long term consequences on societies, systems and individuals.

Students explore the impact that these developments and movements had on people’s ideas, perspectives, and circumstances. They investigate ways in which people, groups and institutions challenge structures, social organisations and economic models to transform societies.

Topics that could be covered [2 will be selected]

  • Imperialism
  • Decolonisation
  • Indigenous peoples
  • Social Movements
  • Revolution
  • Elective

 

ASSESSMENT

  • 3 Assignments tasks examining historical skills
  • 1 Independent Historical Study

 

 

Course
Semester Elective

Indonesian

INDONESIAN

(The 10 credit option should not be selected without a discussion with the Language Coordinator) NB: re: eligibility. To ensure student success in this subject a passing grade in Yr. 10 Indonesian is required.

CONTENT

Stage 1 Indonesian consists of three themes each with a number of topics and sub-topics. Themes:

  • The Individual (eg sport and recreation, personal world)
  • The Indonesian-speaking Communities (eg visiting Indonesia, religion, gender)
  • The Changing World (eg environment, youth issues)

Through these themes, the students develop a deeper understanding and confidence in their knowledge and expression of Indonesian, preparing them well for Stage 2 and beyond.

ASSESSMENT

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

  • Interaction (both written and oral interaction)
  • Text Production (both written and spoken pieces are produced)
  • Text Analysis (both written and oral texts are checked for comprehension)
  • Investigation (researching then presenting on a topic)

 

thCAYVM17U

 

 

 

 

 

Course
Full Year

Mathematics (Compulsory) : Essential Mathematics

ESSENTIAL MATHEMATICS*

Essential Mathematics is designed to support students who have Numeracy as an area for development. It focusses on the mathematics of daily life rather than in the context of work or further study. Students intending to study Stage 2 General Mathematics should undertake 20 credits of General Mathematics at Stage 1.

CONTENT

  •   Calculations, Time and Ratio
  •   Earning and Spending
  •   Geometry
  •   Data in Context
  •   Measurement
  •   Investing

A scientific calculator is required.

ASSESSMENT

Assessment at Stage 1 is school-based and subject to moderation, includes assessment types:

  •   Skills and Applications Tasks
  •   Mathematical Investigations

 

Course
Semester Elective
Compulsory
Yes

Mathematics (Compulsory) : General Mathematics

GENERAL MATHEMATICS*

General mathematics is designed for students to develop a broad range of quantitative skills to support them in fields such as business, commerce or the trades. Students intending to study Stage 2 General Mathematics should undertake 20 credits of General Mathematics at Stage 1.

CONTENT

  • Investing and Borrowing
  • Measurement
  • Statistical Investigation
  • Applications of Trigonometry
  • Linear and Exponential Functions
  • Matrices and Networks

A Scientific Calculator is essential or, if possible, a Graphics Calculator (CASIO 9860 series)

ASSESSMENT

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

  • Skills and Applications Tasks
  • Folio

 

Course
Full Year and Semester Elective
Compulsory
Yes

Mathematics (Compulsory) : Mathematical Methods

MATHEMATICAL METHODS*

Mathematical Methods provides the necessary background for students wishing study tertiary courses with significant mathematical content like Aviation, Architecture, Engineering or the Physical Sciences. Mathematical Methods is the prerequisite subject for all tertiary Engineering courses and many other scientific fields of study (in conjunction with Specialist Mathematics in some cases). Consult tertiary course publications for more information. Students intending to study Stage 2 Mathematical Methods need to successfully complete 20 credits of Mathematical Methods at Stage 1.

A Scientific Calculator is essential or, if possible, a Graphics Calculator (CASIO 9860 series)

CONTENT

  • Functions and Graphs
  • Polynomials
  • Trigonometry
  • Counting and Statistics.
  • Growth and Decay
  • Introduction to Differential Calculus

 

ASSESSMENT

Assessment at Stage 1 is subject to moderation. Students demonstrate evidence of their learning through the following assessment types:

  • Skills and Applications Tasks
  • Mathematical Investigations

 

Course
Full Year and Semester Elective
Compulsory
Yes

Research Project (Compulsory)

RESEARCH PROJECT*

The Research Project is a compulsory subject of the South Australian Certificate of Education (SACE). This is a Stage 2 subject, studied in Year 11 at Le Fevre High School. The term ‘research’ is used broadly and may include practical or technical investigations, formal research, or exploratory enquiries. Students choose a topic of interest – it may be linked to a SACE subject or course, or to a workplace or community context. It could be an idea or issue, a technical or practical challenge, an artefact, a problem, or a research question. They work independently and with others to initiate an idea, and to plan and manage a research project. Students learn and apply research processes and the knowledge and skills specific to their research topic. They analyse information and explore ideas to develop their research and record, communicate and evaluate their research outcome. Students will be enrolled in Research Project A or B after consultation with the learning area coordinator.

CONTENT

Capabilities:In their Research Project students must demonstrate one or more capability relevant to their research from the following list: Literacy, Numeracy, ICT capability, creative and critical thinking, personal and social capability, ethical understanding and intercultural understanding. They show how this capability is developed through their research.

Research framework: Students follow the research framework below as a guide in completing the work.

  • Initiating, planning, and managing the research
  • Carrying out the research
  • Communicating the research outcome
  • Evaluating the research.

 

ASSESSMENT

School-based assessment:                                     

  • Folio (preliminary ideas and research proposal, research development, discussion) 30%
  • Research outcome 40%

 

External assessment:

  • Evaluation (including written summary) 30%

 

Course
Semester Elective
Compulsory
Yes

SAASTA

SAASTA POWER CUP – ABORIGINAL STUDIES

Open to both male and female SAASTA students, the Aboriginal Power Cup subject has been developed using the SACE Aboriginal Studies framework and culminates in the annual Aboriginal Power Cup carnival, a three-day sporting event focusing on cultural activities, career pathways and the much anticipated nine-a-side round-robin AFL competition.

Each academy is represented at the carnival by both male and female teams who compete in football games, attend workshops and undertake cultural activities. Leading up the to the carnival students are required to work both individually and as part of their team to complete a series of curriculum tasks including designing their team guernsey, improving their football skills and learning about their culture.

Students undertake:

  • Creative Presentation      25%
  • Learning Journey              75% (total)
  • 1x Community Enterprise 20%
  • 2 x Community Experiences 55%

 

A majority of each team’s points are gained through strong attendance at school and successfully completing their curriculum tasks. The two highest-ranked male and female teams earn the right to play off in the Grand Final on day three as a curtain raiser to a scheduled Port Adelaide Football Club AFL game at Adelaide Oval.

 

 

 

 

 

 

Course
Semester Elective

SAASTA SHIELD - INTEGRATED LEARNING/CROSS DISCIPLINARY STUDIES/SCIENTIFIC STUDIES

The semester 2 course rotates between these three subjects to ensure students’ SACE patterns include some variety. Similar to the Aboriginal Power Cup, semester 2 culminates in a two-day multi-sport event with teams competing to claim the annual SAASTA Shield. Feedback from students is used to select which sports will be offered each year, while teacher and community voice is used to guide the subject’s lifestyle, cultural and health content.

Students undertake tasks focussing on:

  • Sport
  • Health/Healthy Lifestyles
  • Culture

 

A key component of the course is learning how to use and interpret data from exercise physiology equipment such as Heart Rate Monitors, Activity Trackers and VX Trackers.

 

 

 

 

 

 

Course
Semester Elective

SAASTA VET OFFERINGS

NB:For further information refer to the special features and programs page

Science : Biology

BIOLOGY

RECOMMENDED BACKGROUND: IBMYP level 4 or higher in Year 10 Science

By investigating 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, students extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues, 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.

CONTENT

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

  • Cells and Microorganisms
  • Infectious Disease
  • Multicellular Organisms
  • Biodiversity and Ecosystem Dynamics

 

ASSESSMENT

The following assessment types enable students to demonstrate their learning:

  • Investigations Folio (practical & ‘Science as a Human Endeavour’ investigation)
  • Skills and Applications Tasks (test and examination)

Assessment at Stage 1 is school based.

Successful completion of this subject leads to:      Stage 2 Biology

Students who intend to study Biology at Stage 2:            would benefit from completing 20 credits of Stage 1 Biology.

Course
Full Year and Semester Elective

Science : Chemistry

CHEMISTRY

RECOMMENDED BACKGROUND: IBMYP level 4 or higher in Year 10 Science

In their study of Chemistry, students develop and extend their understanding of the physical world, the interaction of human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies.

CONTENT

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

  • Materials and their Atoms
  • Combinations of Atoms
  • Molecules
  • Mixtures and Solutions
  • Acid and Bases
  • Redox Reactions

 

ASSESSMENT

The following assessment types enable students to demonstrate their learning:

  • Investigations folio
  • Skills and Applications Tasks.

Assessment at Stage 1 is school based.

Successful completion of this subject leads to:                  Stage 2 Chemistry

Students who intend to study Chemistry at Stage 2:        Must complete 20 credits of Stage 1 Chemistry.

Course
Full Year and Semester Elective

Science : Forensic Science

SCIENTIFIC STUDIES - FORENSIC SCIENCE

Students develop their knowledge of scientific principles and concepts, the ability to use that knowledge to identify questions, issues, opportunities and challenges, and the capacity to acquire new knowledge through their own investigations.

They develop the skills and abilities to explain scientific phenomena, and to draw evidence-based conclusions from the investigation of science-related issues. In this way, students develop scientific knowledge and skills to support them in their future career pathways, including those that are science-related, and everyday life in a world shaped by science and technology.

CONTENT

The following topics provide the framework for learning in Stage 1 Scientific Studies (Forensic Science)

  • Introduction to Forensics
  • Physical evidence
  • Hair and Fibres
  • Fingerprints
  • Blood/DNA
  • Blood Spatter

 

ASSESSMENT

The following assessment types enable students to demonstrate their learning:

  • Investigations Folio (Practical, Issues investigation and TV forensics analysis essay.)
  • Skills and Applications Tasks. (Test)

Assessment at Stage 1 is school based.

Scientific Studies (Forensic Science) is only offered at Stage 1.

Course
Semester Elective

Science : Naval Engineering - Integrated Learning

NAVAL ENGINEERING - INTEGRATED LEARNING

This full year STEM course – Science, Technology, Engineering and Mathematics – is suitable for students who are interested in Applied Science, Engineering and Technology. In this course, Applied Physics, Chemistry and Mathematics are used to explore and explain current scientific issues in a primarily Maritime environment. Students become aware of the significance of Mathematics and Science to address a range of Engineering challenges. The Science and Mathematics studied also relate to many vocational pathways.

This course centres on personal and group research activities as well as practical exercises of design and construction of models to test theories, by using Mathematics, Science and the latest CNC Laser cutting and 3D Printing technology.

CONTENT ( 20 SACE credits )                                   

  • History of Submarine Technology
  • Density and Volumes
  • Archimedes Principle applied to Submarines and Submersible structures
  • Displacement and waterlines
  • Hydrostatic and Hydrodynamic – Buoyancy, Righting Moments and Forces
  • Propulsion Systems – The STEM of propellers: Study of Hydrodynamic and Aerodynamic Principles
  • The STEM of Marine Propellers (Cavitation) and of Aviation propellers, Aircraft, Helicopters and Drones
  • STEM and Cultural Study of Boomerangs
  • Mathematics and Science of Navigation
  • Current Applications of Submarine Technology
  • Future designs for Deep Sea exploration

 

Engineering Activities: The exploration of Engineering Principles is used in conjunction with Mathematics, Physics and Science to design and build remote controlled working Submarines. Excursions will include visits to the ASC to research Design and Engineering specifications relating to submarine technologies. This will also include the visit to a Collins Class submarine, depending on ASC maintenance schedules.

Le Fevre High School, as the Maritime School of South Australia is privileged to have Industry links and contacts, which ensure the direct relevance of the Naval Engineering courses (Stage 1 and 2). This prepares students for industry pathways which include Tafe courses but also Engineering studies at Flinders University and beyond this, the Australian Maritime College Engineering courses (University of Tasmania).

This Naval Engineering course also provides students with the opportunity to take part as a class, in a Coxswain course delivered by AMFA – the Australian Maritime Fisheries Academy – based in Port Adelaide. The AMFA course, which gives students 60 SACE credits on completion on top of the 20 credits of our Naval Engineering course, is delivered in one week blocks, each during the last week of each term.

It features Elements of Shipboard Safety including Firefighting, Survival skills at sea, Navigation, True to Magnetic bearing conversions, Tides and weather patterns, Elements of Mechanical Engineering – outboard engines maintenance – as well as the opportunity to spend three days on the Sailing Training Vessel (STV) ONE and ALL to accrue Sea-time going towards the completion of a Coxswain Certificate, which can open doors for students to get a job in the very lucrative maritime industry branches in South Australia and indeed the world.

ASSESSMENT

 Practicals Inquiries (Archimedes Principle and buoyancy in Submarines – STEM of propellers, cavitation, helicopters and drones, Boomerangs), Connections task – Group activity (Students research an aspect of submarine technology and present their findings to the rest of the class as a group presentation where they showcase evidence of communication skills needed in industries) and Personal Venture – Research ( Students produce an essay about a chosen topic and are invited to reflect on their learning experience).  There is no examination required to successfully complete this full year course.

  • Practical Inquiries 40 %
  • Connections Task – Group Activity 30 %
  • Personal Venture 30 %

 

naval 2 naval naval 3

Naval Engineering 3.jpg

 

 

 

 

 

Course
Full Year

Science : Physics

PHYSICS

RECOMMENDED BACKGROUND: IBMYP level 4 or higher in Year 10 science

The study of Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.

CONTENT

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

  • Linear Motion and Forces
  • Electric Circuits
  • Heat
  • Energy and Momentum
  • Waves
  • Nuclear Models and Radioactivity

 

ASSESSMENT             

The following assessment types enable students to demonstrate their learning:

  • Investigations Folio (practical & ‘Science as a Human Endeavour’ investigation)
  • Skills and Applications Tasks (tests and examination)

Assessment at Stage 1 is school-based.

Successful completion of this subject leads to:                Stage 2 Physics

Students who intend to study Physics at Stage 2:             Must complete 20 credits of Stage 1 Physics

Course
Full Year and Semester Elective
Print

Subject

Arts : Drama - Performing Arts

DRAMA - PERFORMING ARTS

Drama is the art of enriching our understanding of human relationships, from the personal to the global. It engages others through the creation of original connections between presenters, audiences, ideas and narratives. Drama asks us to question – as individuals, societies and as a species – not only how and what we do, but also why we choose to think and do things the way we do. In asking these questions and creating dramatic ways of considering these ideas, Drama students develop their unique gifts as creative, informed, wise, productive and inter-personally skilled artists and collaborators.  This course involves a combination of practical and theory (although most theory can be presented in multi modal forms).

Note: Previous experience in Drama is preferable.

  • Group presentation: study of a dramatic innovator and practical application of knowledge via performance in roles such as actor, director, designer. 20%
  • Folio: review live theatre performances and group production report in which, students review and analyse their own involvement in a dramatic performance or presentation. 30%
  • Performance:(external assessment) students participate in a group production either as a performer or in an off stage design role (lighting design, sound design, set design, costume design, make – up design etc). This task requires some out of hours’ rehearsal commitment. 30%
  • Interpretative study: investigate and respond to a dramatic innovator such as Tim Burton or Baz Luhmann etc 20%

 

 

 

 

 

 

Course
Full Year

Arts : Visual Arts - Art

VISUAL ARTS - ART

At stage 2, there is an emphasis on the student’s ability to compare and contrast works of art within a context or from different contexts. The different assessment types will enable students to further develop skills in analysing and interpreting the works of relevant practitioners. There is a strong focus on exploration and experimentation leading to major works. Previous Art experience is strongly encouraged.

ASSESSMENT

Assessment at stage 2 is both school-based and external. Students demonstrate evidence of their learning through the following assessment types:

School based Assessment

  • Assessment Type 1: Folio 30%
  • Assessment Type 2: Practical 40%

 

External Assessment                                                  

  • Assessment Type 3: Visual Study 30%

 

 

Course
Full Year

Arts : Visual Arts - Design

VISUAL ARTS - DESIGN

At Stage 2, there is an emphasis on the student’s ability to compare and contrast works of design within a context or from different contexts. The different assessment types will enable students to furtherdevelop skills in analysing and interpreting the works of relevant practitioners. There is a strong focus on exploration and experimentation leading to major works.Previous Art experience is strongly encouraged.

ASSESSMENT

Assessment at Stage 2 is both school-based and external. Students demonstrate evidence of their learning through the following assessment types: School based Assessment

  • Folio 30%
  • Practical 40%

External Assessment

  • Visual Study 30%

 

Course
Full Year

Design & Technology : Advanced Manufacturing - Materials Technology

ADVANCED MANUFACTURING – MATERIALS TECHNOLOGY

This course is centred around the use of advanced manufacturing concepts, techniques and equipment.

Students will have access to a range of traditional and computer controlled machines, hand held power tools and equipment, 3D printers and a laser cutter to design and produce products. Utilising a broad range of materials students will use machines and manufacturing methods that reflect modern manufacturing processes in contemporary industries.

CONTENT

The course will develop skills in design, problem solving and teamwork with practical work including some traditional timber skilling and projects incorporating the use of contemporary and advanced manufacturing technologies and techniques.

ASSESSMENT

Practical skills in use of machines form a major component of the assessment.

  • Skills and Applications Tasks 20%
  • Product 50%
  • Folio (external assessment) 30%

 

Course
Full Year

English : English

ENGLISH

In English students analyse the interrelationship of author, text and audience with an emphasis on how language and stylistic features shape ideas and perspectives in arrange of contexts. they consider social, cultural, economic, historical and/or political perspectives in texts and their representation of human experience and the world.

Students explore how the purpose of a text is achieved through application of text conventions and stylistic choices to position the reader to respond to ideas and perspectives. Students then create their own imaginative, interpretive, analytical and persuasive texts that may be written, oral and/or multimodal.

School Assessment 70%

  • Assessment type 1: Responding to text 30%
  • Assessment type 2: Creating texts and Writer’s Statement 40%

 

External Assessment

  • Assessment type 3: Comparative Analysis 30%

 

Course
Full Year

English : English Literary Studies

ENGLISH LITERARY STUDIES

Stage 2 English Literary Studies focuses on the skills and strategies of critical thinking needed to interpret texts. Through shared and individual study of texts, students encounter different opinions about texts, have opportunities to exchange and develop ideas, find evidence to support a personal view, learn to construct logical and convincing arguments, and consider a range of critical interpretations of texts.

English Literary Studies focuses on ways in which literary texts represent culture and identity, and on the dynamic relationship between authors, texts, audiences and contexts. Students develop an understanding of the power of language to represent ideas, events, and people in particular ways and of how texts challenge or support cultural perceptions.

By focusing on the creativity and craft of the authors, students develop strategies to enhance their own skills in creating texts and put into practice the techniques they have observed.

School Based Assessment

  • Assessment type 1: Responding to texts 50%
  • Assessment type 2: Creating texts 20%

 

External Assessment

  • Assessment type 3: Text study 30%

 

The external assessment is divided into 2 sections, part A and part B.

Part A: Comparative text study – Individual study submitted electronically  15%

Part B: Critical reading  – 90 minute exam 15%

 

Course
Full Year

Health & PE : Food and Hospitality

FOOD AND HOSPITALITY

In the first semester this subject develops skills in selecting, planning and preparing food for catering events. Students gain an understanding of the processes used in a catering enterprise. The nature and scope of the Food and Hospitality Industry is explored, as is legislation and other factors that impact on the industry. In the second semester students develop an understanding of the processes used in a catering enterprise. Students examine the decision-making, interpersonal, management and group skills desired in the Food and Hospitality Industry. Students are involved in several catering functions. Assessment is based on assignments involving both theoretical and practical components.

ASSESSMENT

School based Assessment:

  • Practical activities (5)                                 50%
  • Group activities (1)                                     20%

 

External Assessment

  • Independent Investigation                       30%

 

food

 

 

 

 

 

Course
Full Year

Health & PE : Physical Education

PHYSICAL EDUCATION

Physical Education can be studied as an elective at Stage 2.

CONTENT:

Through Physical Education, students explore the participation in and performance of human physical activities. It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence. An integrated approach to learning in Physical Education supports an Arnoldian1 educational framework that promotes deep learning ‘in, through and about’ physical activity. Physical activities can include sports, theme-based games, fitness and recreational activities. Classes can undertake a learning and assessment program using a single focus approach (e.g. single sport) or can undertake multiple sports, games and/or activities. Topics that are undertaken include:

Focus Area 1: In movement

  • Application of Energy Sources affecting physical performance
  • Application of the effects of training on physical performance
  • How does biomechanics affect physical activity and movement?
  • Practical application of learning theories
  • Psychology of sporting performance
  • Movement concepts and performance

 

Focus Area 2: Through movement

  • Social psychology
  • Psychology of sporting performance
  • Barriers and enablers to physical activity
  • Social strategies to manipulate equity in participation
  • Personal influences.

 

Focus Area 3: About movement

  • Energy Sources affecting human performance
  • Physiological factors affecting performance
  • The effects of training on physical performance
  • Technological developments in biomechanics
  • The learning process
  • The learning journey

 

ASSESSMENT:

Students are assessed using the SACE assessment criteria based on the learning requirements and performance standards describing their level of achievement. Students are assessed on the following:

School Assessment

  • Assessment Type 1: Diagnostics (30%)
  • Assessment Type 2: Improvement Analysis (40%)

 

External Assessment

  • Assessment Type 3: Group Dynamics Task (30%) external

 

SPECIAL REQUIREMENTS:

It is expected that students change into the PE uniform for all practical lessons and wear appropriate footwear, as directed by their PE teacher.

Course
Full Year

Humanities : Aboriginal Studies

ABORIGINAL STUDIES

In Aboriginal Studies, students learn from and with Aboriginal peoples, communities, and other sources of Aboriginal voice. Learning from and with Aboriginal peoples and communities is integral to students developing and extending respectful ways of thinking, communicating, understanding, and acting. Through their learning in this subject, students draw on elements of history, sociology, politics, arts, and literature. Students acknowledge and extend their understanding of the narratives and accomplishments as told by Aboriginal peoples, and reflect on the impact of past events on the present and the future. They develop respect for what narratives and accomplishments mean to different Aboriginal peoples and communities.

Students analyse the historical and contemporary experiences that are of significance to Aboriginal peoples and communities. They examine the intergenerational influence and impact of government policies, past and present, on the health and wellbeing of Aboriginal peoples and communities today. Students investigate experiences of ongoing resistance and survival, and learn about initiatives and accomplishments developed in response to these experiences.

Diversity is at the heart of learning in Aboriginal Studies. Students develop their understanding of the diversity of Aboriginal peoples’ identities and experiences, including cultural, political, linguistic, and contextual diversity. They acknowledge and extend their understanding of the diversity and the historical, social, and political importance of Aboriginal cultural expressions, and learn from a wide range of cultural expressions including painting, music, performance, literature, and oral traditions.

Students engage in learning from and with Aboriginal peoples and communities to develop respect for and awareness of the diversity of the experiences of Aboriginal peoples and communities. They develop and extend their respect for and understanding of cultural protocols, and reflect on the diversity of cultures. They develop respectful ways of thinking, listening, communicating, and acting, and the skills that will enable them to take action to promote social justice.

In this subject, ‘Aboriginal peoples’ refers to all Indigenous peoples of Australia.

ASSESSMENT

 The following assessment types enable students to demonstrate their learning in Stage 2 Aboriginal Studies.

 School assessment (70%)

  •  Assessment Type 1: Learning Journey (40%)
  • Assessment Type 2: Social Action (30%)

 

External assessment (30%)

  • • Assessment Type 3: Acknowledgment (30%).

 

Students provide evidence of their learning through five assessments, including the external assessment component. Students complete                              

  • three responses in the learning journey
  • one social action
  • one acknowledgment.

 

Course
Full Year

Humanities : Legal Studies

LEGAL STUDIES

A study of four topics provides an exploration of the Australian legal system from the local level to its global connections. Students examine the key concepts of parliamentary democracy, constitutional government, and participation. Central to this understanding is the concept that law-making and dispute resolution are social forces that can affect individuals or groups; generate social, economic, or technological change; and cause conflict or inequity within society.

Topics cover four broad groups:

  • The Australian Legal System
  • Constitutional Government
  • Law-making
  • Justice Systems

 

ASSESSMENT

School Based Assessment

  • Folio 50%
  • Inquiry 20%

 

External Assessment

  • Exam 30%

 

thCA4QBZVN

 

 

 

 

 

Course
Full Year

Humanities : Modern History

MODERN HISTORY

Students study:

In the study of Modern History at Stage 2, students investigate the growth of modern nations at a time of rapid global change. They engage in a study of one nation, and of interactions between or among nations. They explore relationships among nations and groups, examine some significant and distinctive features of the world since 1945, and consider their impact on the contemporary world.

Students study one topic from ‘Modern nations’ and one topic from ‘The world since 1945’, selected from the following list of topics:

Modern nations The world since 1945
Topic 1: Australia (1901–56) Topic 7: The changing world order (1945– )
Topic 2: United States of America (1914–45) Topic 8: Australia’s relationship with Asia and the South Pacific Region (1945– )
Topic 3: Germany (1918–48) Topic 9: National self-determination in South-East Asia (1945– )
Topic 4: The Soviet Union and Russia (1945–c.2004) Topic 10: The struggle for peace in the Middle East (1945– )
Topic 5: Indonesia (1942–2005) Topic 11: Challenges to peace and security (1945– )
Topic 6: China (1949–c.2012) Topic 12: The United Nations and establishment of a global perspective (1945–)

ASSESSMENT

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

School assessment (70%)

  • Assessment Type 1: Historical Skills (50% – 5 tasks)
  • Assessment Type 2: Historical Study (20% – 1 task)

External assessment (30%)

  • Assessment Type 3: Examination (30%)

 

Course
Full Year

Humanities : Society and Culture

SOCIETY AND CULTURE

The social inquiry approach to learning forms the core of the study of Society and Culture. Students develop skills in various approaches to, and methods of, investigating and analysing contemporary social issues. Students are encouraged to ask their own questions, explore possible sources of information, to develop solutions and carry out appropriate social action. It is possible for students to negotiate particular topics of study that are relevant to their own positions and practices.

Topics cover three broad groups:

  • Culture e.g. Cultural Diversity
  • Contemporary Challenges e.g. Social Ethics
  • Global Issues e.g. a question of rights.

 

ASSESSMENT

School-based assessment

  • Folio 50%
  • Interaction 20%

 

External Assessment

  • Investigation 30%

 

Course
Full Year

Humanities : Womens Studies

WOMEN’S STUDIES

Women’s Studies will interest and inspire both female and male students. It offers students an opportunity to explore the construction of gender, of femininity and masculinity within different cultures and to consider how this affects the position of women within society. The approach adopted in Women’s Studies is interdisciplinary so students can explore areas as diverse as History, Media and Film, Literature, Religion, Legal Studies, Politics, Art and Health.

Students use their understanding of gender identity (femininity/masculinity), gender relations (gender stereotypes, public/private distinction), and identity as difference (identity politics) to work through four to six of the following key issues:

  • Issue 1: Representations of Women in Cultural Texts
  • Issue 2: Women and Work
  • Issue 3: Family Life and Caring
  • Issue 4: Health and Well-being
  • Issue 5: Women and the Law
  • Issue 6: Women’s Struggles, Achievements, and Empowerment
  • Issue 7: Women, Culture, and Society
  • Issue 8: Lifestyle and Choice
  • Issue 9: Communication and Technology
  • Issue 10: Development and Globalisation
  • Issue 11: Negotiated Issue.

 

ASSESSMENT

The following assessment types enable students to demonstrate their learning in
Stage 2 Women’s Studies:

School Based Assessment (70%)

  • Assessment Type 1: Text Analysis (20% – 1-2 tasks)
  • Assessment Type 2: Essay (20% – 1 task)
  • Assessment Type 3: Folio (30% – 3 tasks)

 

External Assessment (30%)

  • Assessment Type 4: Issues Analysis (30% – 1 task)

 

 

Course
Full Year

Indonesian

INDONESIAN

This course is available to students who have passed and completed 20 credits of stage 1 Indonesian.

CONTENT

Stage 2 Indonesian continues the study of the following three themes each with a number of topics and sub-topics:

  • The individual (eg sport and recreation, personal world)
  • The Indonesian-speaking Communities (eg visiting Indonesia, religion, gender)
  • The changing world (eg environment, youth issues)

Through these themes, course work and an in-depth study, the students develop a deeper understanding and confidence in their knowledge and expression of Indonesian.

ASSESSMENT

There are 3 major components:

  • Exam 30%
  • Folio 50%
  • In-depth Study 20%

The folio mark is based on 3-5 main assessment tasks

 

 

 

 

 

Course
Full Year

Mathematics : Mathematical Methods

MATHEMATICS - MATHEMATICAL METHODS

RECOMMENDED BACKGROUND:

A C grade or better in Stage 1 Mathematical Methods.

Mathematical Methods focusses on developing sophisticated understanding of calculus and statistics. By using functions and their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change. Students use statistics to describe and analyse phenomena that involve uncertainty and variation. Mathematical Methods provides the foundation for further study in mathematics, economics, computer sciences, and the sciences. It prepares students for courses and careers that may involve the use of statistics, such as health or social sciences. When studied together with Specialist Mathematics, this subject can be a pathway to engineering, physical science, and laser physics

CONTENT

The following topics provide the framework for learning in Stage 2 Mathematical Methods:

  • Further Differentiation and Applications
  • Discrete Random Variables
  • Integral Calculus
  • Logarithmic Functions
  • Continuous Random Variables and the Normal Distribution
  • Sampling and Confidence Intervals

 

ASSESSMENT

  • Mathematical Investigation (20%)
  • Skill and Applications Tasks (six SATs: 50%)
  • External Examination (3 hours: 30%)

 

Course
Full Year

Mathematics : Specialist Mathematics

MATHEMATICS - SPECIALIST MATHEMATICS

RECOMMENDED BACKGROUND:

A C grade or better in 10 or 20 credits of Stage 1 Specialist Mathematics.

Specialist Mathematics draws on and deepens students’ mathematical knowledge, skills, and understanding, and provides opportunities for students to develop their skills in using rigorous mathematical arguments and proofs, and using mathematical models. It includes the study of functions and calculus. The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject.

CONTENT

The following topics provide the framework for learning in Stage 2 Mathematical Specialist:

  • Mathematical Induction
  • Complex Numbers
  • Functions and Sketching Graphs
  • Vectors in Three Dimensions
  • Integration Techniques and Applications
  • Rates of Change and Differential Equations.

 

ASSESSMENT

  • Mathematical Investigation (20%)
  • Skill and Applications Tasks (six SATs: 50%)
  • External Examination (3 hours: 30%)

 

Course
Full Year

SAASTA

SAASTA INTEGRATED LEARNING - DEVELOPMENT OF PERSONAL & PHYSICAL PERFORMANCE

This subject has been developed for Year 12 students as an extension to the Aboriginal Power Cup and SAASTA Shield.

Students undertake a series of tasks aimed at developing their leadership skills and cultural knowledge.

The Practical Enquiry (40%) tasks are related to:

  • Physical Performance 15%
  • Culture 10%
  • Healthy Lifestyle 15%

 

In the Connections Activities students undertake cultural activities that engage the community – 30%.

For their Personal Endeavour students choose a sporting, health, personal development or cultural topic to investigate and report on – 30%.

Academy students enrolled in this subject are eligible to participate as competitors, coaches or event officials at both the Aboriginal Power Cup and SAASTA Shield carnivals.

Course
Full Year

SAASTA VET OFFERINGS

NB: For further information refer to the special features and programs page.

Science : Biology

BIOLOGY

Students need to be aware that some knowledge of chemistry is assumed.

There are 4 themes covered in this full year course. They are:

  • DNA and Proteins
  • Cells as the Basis of Life
  • Homeostasis
  • Evolution

 

ASSESSMENT

Assessment in Stage 2 Biology consists of the following components, weighted as shown:

  • Examination 30%
  • Investigations Folio 30%
  • Skills and Applications Tasks 40%

 

imagesCA1PR1P6

 

 

 

 

Course
Full Year

Science : Chemistry

CHEMISTRY

Good passes in both units of Stage 1 Chemistry are assumed for this course. There is a significant overlap with Stage 2 Biology.

CONTENT

  • Monitoring the Environment
  • Managing Chemical Processes
  • Organic and Biological Chemistry
  • Managing Resources

 

ASSESSMENT

Assessment in Stage 2 Chemistry consists of the following components, weighted as shown:

  • Examination 30%
  • Investigations Folio 30%
  • Skills and Applications Tasks 40%

 

imagesCAS8SP1I

 

 

 

 

 

 

Course
Full Year

Science : Naval Engineering (Advanced) Integrated Learning

NAVAL ENGINEERING (ADVANCED) INTEGRATED LEARNING

Although desirable, it is not necessary to have undertaken Stage 1 Naval Engineering to enrol in Advanced Stage 2 Naval Engineering. This full year STEM course – Science, Technology, Engineering and Mathematics – is suitable for students who are interested in Applied Science, Engineering and Technology. In this course, Applied Physics, Chemistry and Mathematics are used to explore and explain current scientific issues in a primarily Maritime environment. Students become aware of the significance of Mathematics and Science to address a range of Engineering challenges. The Science and Mathematics studied also relate to many vocational pathways.

N.B: This subject has an externally assessed component (Personal Endeavour) and therefore can be used towards an ATAR.

This course centres on personal and group research activities as well as practical exercises of design and construction of models to test theories, by using Mathematics, Science and the latest CNC Laser cutting and 3D Printing technology.

CONTENT ( 20 SACE credits )                                                                                                                                                                                   

  • Relationship between the shape and function of hulls
  • Scale Calculations of the volumes of hulls. Simpson’s Method. Displacement and Displacement curves
  • Archimedes Principle applied to ship and floating structures
  • Study of Stability and Stability curves
  • Study of traditional and modern building materials and their applications in engineering designs
  • The STEM of RAS (Replenishment at Sea) and ballistics applied to the flight trajectory of projectiles in the Earth’s gravitational field.
  • STEM and Cultural Study of Woomeras
  • Mathematics and Science of Optics. SNELL’s law: Effect on the path of Electromagnetic and Oceanic Waves
  • Elements of Electronics: Speed regulator for electric motors, Remote control technology and control systems
  • Current Applications of Electromagnetic spectrum and radio waves. Applications in Radar, GPS and Navigation Technologies
  • Sea vessels future developments – Sea exploration

 

Engineering Activities: The exploration of Engineering Principles is used in conjunction with Mathematics, Physics and Science to design and build a remote controlled working ship. Excursions may include visits to the Osborne Shipyards to research Design and Engineering specifications relating to ship building techniques.

Le Fevre High School, as the Maritime School of South Australia is privileged to have Industry links and contacts, which ensure the direct relevance of this Naval Engineering course. This prepares students for industry pathways which include Tafe courses but also Engineering studies at Flinders University and beyond this, the Australian Maritime College Engineering courses (University of Tasmania), which can open doors for students to get a job in the very lucrative maritime industry branches in South Australia and indeed the world.

 

ASSESSMENT

 Practicals Inquiries: (Scale calculations, Archimedes Principle and Displacement Curves – STEM of projectiles, Replenishment at sea from ship to ship, Physics of Ballistics and Woomera – Applications of Snell’s law in Optics and in the direction of Ocean waves), Connections task – Group activity: (Students research an aspect of marine technology and present their findings to the rest of the class as a group presentation where they showcase evidence of communication skills needed in industries) and Personal Endeavour – Research: (Students produce an essay about a chosen maritime topic and are invited to reflect on their learning experience).  There is no examination required to successfully complete this full year course.

  • Practical Inquiries 40 %
  • Connections Task – Group Activity 30 %
  • Personal Endeavour (Externally assessed – ATAR) 30 %

 

1 4 3 2

 

 

 

 

 

Course
Full Year

Science : Physics

PHYSICS

The course assumes mathematical abilities commensurate with having done geometry, trigonometry and mathematical functions in Stage 1. It is also assumed that students have a sound knowledge of both Stage 1 Physics units.

CONTENT

Areas covered within the Stage 2 course include:

  • Motion and Relativity
  • Electricity and Magnetism
  • Light and Atoms

 

ASSESSMENT

Assessment in Stage 2 Physics consists of the following components, weighted as shown:

  • Examination 30%
  • Investigations Folio 30%
  • Skills and Applications Tasks  40%

 

Course
Full Year

Stage 2 Non Tertiary Admission Subjects

COMMUNITY STUDIES A & B

At our school students may do Community Studies within the mainstream subject after consultation with the subject teacher. Students do not choose the subject during Course Counselling day. The subject teacher manages the contract or plan.

Students learn in a community context and interact with teachers, peers, and community members. They decide the focus of their community activity/community application activity, which begins from a point of personal interest, skill, or knowledge.

By setting challenging and achievable goals in their community activity/community application activity, students enhance their knowledge and understanding in a guided and supported learning program. They develop their capacity to work independently and to apply their skills and knowledge in practical ways in their community.

As a non Tertiary Admission Subject (non TAS), Stage 2 Community Studies may contribute to SACE completion but cannot be counted towards an ATAR.

Course
Full Year and Semester Elective

Workplace Practices

WORKPLACE PRACTICES

Workplace Practices is studied as a 20-credit subject. In Workplace Practices students develop knowledge, skills and understanding of the nature, type and structure of the workplace. They learn the relationships between work-related issues and practices, the changing nature of work, industrial relations influences and workplace issues that may be local, national or global, or industry specific. Students can undertake learning in the workplace and reflect on and evaluate their experiences in relation to their capabilities, interests and aspirations.  The subject may include the undertaking of vocational education and training (VET) as provided under the Australian Qualifications Framework (AQF).

CONTENT

For the 20 credit subject, the teaching program includes the following areas of study:

  • Industry and Work Knowledge

Topic 1: Work in Australian Society

Topic 2: The Changing Nature of Work

Topic 3: Industrial Relations

Topic 4: Finding Employment

Topic 5: Negotiated Topic.

  • Vocational Learning and/or Vocational Education and Training (VET).

 

ASSESSMENT

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

School-based Assessment

  • Folio 25%
  • Performance 25%
  • Reflection 20%

 

External Assessment                        

  • Investigation 30%

 

 

Course
Full Year
Print

Subject

Special Features and Programs

FOUNDATION SKILLS CERTIFICATES I AND II

This qualification is designed for students who are preparing for a vocational pathway qualifications and/or further foundation skills development such as literacy, numeracy, communication and digital technology skills for employment.

The course consists of 7 core units and 4 elective units.

Practical skills and Application are covered by the following Core units

FSKDIGO1 Use of digital technology for basic workplace tasks

FSKLRGO4 Use basic strategies/problem solving for work related learning

FSKNUM03 Use whole numbers and money for work

FSKNUM04 Locate, compare and use measurements for work

FSKOCMO2 Engage in basic oral communication for work

FSKRDGO4 Read, interpret and respond to basic workplace information

FSKTGO3 Record and disseminate basic workplace information

Assessment

 Assessment is ongoing and consists of demonstration of application of knowledge and skills.

A completed Certificate I is equivalent to 15 SACE credits

A completed Certificate II is equivalent to 25 SACE credits

Course

Learning for this course is self – paced, but students are expected to complete the whole Certificate over one academic year.

 

Course
Full Year

LE FEVRE LIGHTNING ‘KARNDO’ ICE HOCKEY TEAM

The Ice Factor program is about creating an opportunity for students to be involved in a team sport and to learn ice hockey skills as well as life skills. In being a part of a team, students learn to communicate, respect themselves and each other and learn to work as a team.

To date, the students have been involved with selecting a jersey design, creating a logo and selecting a team name. The students came up with the name ‘Le Fevre Lightning – Karndo’. To be able to use the Kaurna word for lightning – Karndo -we requested and received permission from the Kaurna Warra Pintyandi (KYP) group. The majority of students involved with the program agreed it was an important acknowledgement of the Kaurna people.

Le Fevre is the tenth school to be involved with the program. Currently the team is a combination of Year 8, 9, 10 and 11 students. Once a week the students participate in skill work and practice on the ice and team meetings. At the end of the term all ten schools compete in a tournament at the Ice Arena.

Course
Full Year

SAASTA VET OFFERINGS

The courses are delivered using both in-class and out-of-school block release training methods. Students can study the Certificate courses in Year 11 or Year 12.

The out-of-school block release training requires academy students from all over South Australia to come together for three one-week intensive training blocks delivered by expert lecturers at the end of each term.

Further to this student s have the opportunity through a selection process to apply for elite sports academies and academic academy. Here students will partake in either a certificate 3 or stage 2 SACE subjects relevant to area of interest.

These subjects equip students with the skills, knowledge and qualifications to enter into further study and gain valuable life skills for their future.

SIS30513 / Certificate III in Sport and Recreation (TAFE SA) – 55 Stage 2 Credits

This qualification reflects the multi-skilled role of individuals to work in operational and customer support positions in the sport or community recreation industry. These individuals are competent across a range of activities and functions requiring autonomous work within a range of situations and environments.

 CHC32015 / Certificate III in Community Services (TAFE SA) – 50 Stage 2 Credits

This course will increase employment options within the community services industry. It will also provide pathways to further studies in community services, aged care, disability work, mental health, drug education, nursing, youth work and more.

SIS30315 / Certificate III in Fitness (Foundation Education/Pushing Performance) – 100 Stage 2 Credits

By completing this course, students will be taught to plan and deliver a variety of gym and fitness programs along with advising on healthy eating guidelines in a sports and recreation environment. Graduates will be able to assist new gym members to use equipment and lead small group classes through basic programming.

SIT30616 / Certificate III in Hospitality (Complete Hospitality Training Skills) – 5 Stage 1 & 45 Stage 2 Credits

This training will provide students with general knowledge/skills to work within the hospitality industry whilst gaining practical experience in the service of food and beverages through tailored work placements (paid) in a range of settings, including: cafés, restaurants, clubs, functions and other catering venues.

Course
Full Year

SPECIALIST FOOTBALL - SOCCER

For further information, please refer to the subject descriptors in each year level.

YOUTH OPPORTUNITIES

The Youth Opportunities program has been successfully delivered at Le Fevre High School for several years. Youth Opportunities is a non-profit organisation working within schools to help young people realise their potential. They provide a unique Personal Leadership Program for selected Year 10 students, as well as ongoing support and mentoring for graduates until they leave school. Over a ten week period young people from all backgrounds learn how to be the very best they can be and gain more direction, improve relationships, increase motivation and confidence in all areas of their lives. The intensive motivational program is delivered outside of the school environment for one day a week and trains the ‘rules of life’ with a power formula and how-to strategies. The program comprises 14 lessons that provide a thinking framework to help create a positive, happy and successful life. Through their involvement, students can gain credits towards the South Australian Certificate of Education (SACE).

  • Upcoming Events

    1. Last Day of Term

      December 13
    2. School Holidays

      December 14, 2019 - January 28, 2020