Courses

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.

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.

Music in Year 8 provides an opportunity to explore and play a variety of musical instruments through practical workshops and equips students with the fundamentals of music theory and history. A range of music technology is used as a part of the composition component of the course and students will enjoy the satisfaction of creating their own pieces. Students will also have the opportunity to rehearse and perform songs as a class and in small groups. This course caters for students of all ability levels and experience.

Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

ASSESSMENT

Participation in group composition tasks, performances, tests and written assignments using IBMYP criteria and aligned with the Australian curriculum.

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.

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

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.

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.

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.

In year 8 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. A strong emphasis will be placed on bringing history alive and examining relevancy of how the past informs the present.

Geography: The course adopts an inquiry-based approach to Landscapes and Personal and Community Geographies. A strong emphasis will be placed on the interactivity of geography and the way we live in and with the world.

ASSESSMENT

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

“Learning another language is not only learning different words for the same things, but learning another way to think about things.” – Flora Lewis (Journalist)

Speaking another language is possible for everyone!  This course provides opportunities for students to further develop their confidence and fluency in Indonesian through a range of topics that build on their previous year’s learning. Prior knowledge of the language is valued but not essential, with a range of language-learner backgrounds and experience being catered for.

Students’ increase their ability to speak, listen, read, and write in Indonesian, as well as their skills in English and problem-solving.  This strengthens and reinforces learning from their other subjects.

A variety of cultural experiences are also provided which, along with their language skills, create inter-cultural competence for our learners – a highly sought-after attribute in the world today.

 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

Students develop their knowledge and understanding in the following areas of mathematics:

• 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.

In semester 1 students will complete a research task on integers and indices and how this relates to units of temperature, represent statistical data using fractions, decimals and percentages, and use algebra to calculate doses of medicine to be administered at different ages. Students will be tested on their knowledge and understanding of integers and indices, fractions, decimals and percentages, and algebra.

In semester 2 students will complete a research investigation into the value of pi. They will also be tested on their knowledge and understanding of measurement, statistics and probability, linear graphs, and ratio and rates.

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.

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

Students will study four main disciplines of science. These are, Biological, Chemical, Earth and Space, and Physical Science. Students will use the scientific method to conduct investigations. Students will explore Scientific concepts and issues and how these ideas link to sustainability and cultural understanding.

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.

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

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.

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.

Music in Year 9 provides students with the opportunity to extend their musical knowledge through workshops, performances, composition tasks and theoretical classes. By the end of Year 9 music, students will be able to read and write music using basic notation and will begin to use this knowledge to form their own original compositions. Students will be taught analytical skills and begin to interpret the different elements of music including aural analysis, pitch, notation, rhythm defining characteristics from different musical styles and cultures.

Students will be asked to focus on their instrument of their choice for practical lessons and performances, both in class and publicly at school assemblies. To assist with this, it is highly advisable that students have their own instrument so they can practice at home. Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

This course caters for students of all ability levels and experience and provides an excellent foundation for further music study in later school years.

ASSESSMENT

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

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.

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.

Students to use entrepreneurial capabilities and the design cycle to create their own small business concept and product.

Student will design, create, brand and market a product. Products could have a social issues focus or recycle/new focus. Products created could come under the headings of jewellery, home solutions/decor, fashion, textiles, wood, metal or mixed materials.

2 Full Design cycles in the semester. 1 for product design – 1 for branding/marketing.

End of semester showcase/ market afternoon of products to school community.

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.

Technologies aims to develop creative and innovative problem solving. Students will analyse problems, design and create solutions and evaluate their outcomes. Students will engage in contemporary and emerging technologies using design thinking strategies.

Students will be given the opportunity to:

• Produce designed solutions using a variety of material options (wood/metal/plastic/paper) within a workshop environment
• Work independently and collaboratively to develop innovative solutions using the Design Cycle.
• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.
• Engage in the product development process using design thinking
• Design products using industry standard 3D modelling software

Assessment:

Students are assessed against the MYP Design Cycle and Australian Curriculum Standard 9/10.

This course will introduce students to aspects of engineering, construction and maritime shipbuilding industry. Students will learn welding, fabrication and machining skills and processes. Students use the design and realisation process to engineer solutions for the development of products or systems.

Students will be given the opportunity to:

• Learn to create a design brief that provides the basis for the development of potential solutions to design problems.
• Review design features, processes, materials and production techniques to assist with the realisation of the solution. A solution in this subject is an outcome of the design and realisation process in relation to the chosen context.
• Analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues.
• Consider the practical implication of these issues on society or design solutions.
• Use new and evolving technologies.
• Apply appropriate skills, processes, procedures and techniques whilst implementing safe work practices in the creation of the solution. Learn to use the industry standard Autodesk Inventor software to design, create, model and assemble 3-dimensional objects.

Assessment:

Students are assessed against the MYP Design Cycle and Australian Curriculum Standard 9/10.

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

In Year 9 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. A strong emphasis will be placed on bringing history alive and examining the relevance of how history informs the present. Issues in present day society that have their roots in these time periods will be analysed.

Geography: The course adopts an inquiry based approach to Biomes and Food Security and Global Connections. A strong emphasis will be placed on interactivity and creative ways of exploring the world around us.

ASSESSMENT

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

“You live a new life for every new language you speak. If you know only one language, you live only once.” ‒ Czech Proverb

Being able to communicate in another language is available to everyone at Le Fevre High School.

Students will leave this course with the ability to communicate in Indonesian on a wide variety of topics which are both relevant and useful to them. Their confidence and ability with speaking, listening, reading, and writing in Indonesian will provide them with intercultural competence and problem-solving skills for the workforce and life.  Their understanding of English will be enhanced through the learning experiences they are provided with.

They will journey further 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

Students continue to develop their knowledge and understanding in the following areas of mathematics:

• 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.

This unit of Physical and Health Education is the second 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 year 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. 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.

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.

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 ($70 in 2021), otherwise individual competition fees will apply.

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. Students engage in a vast range of practical’s 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. 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

Students are assessed through a range of practical activities, assignments and tests, depending on the topic. In semester 1, practical activities include investigating where the colour of fireworks come from and research and come up with their own opinion whether nuclear power should be used in Australia. Students observe different types of chemical reactions, and measure the energy found in different foods.

 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.

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 2022).

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.

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

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

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.

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.

In Year 10, students study:

Practical: Students will have the opportunity to interpret, rehearse and perform solo or as an ensemble both to the class and publicly at school assemblies demonstrating technical and expressive practical skills in a range of styles.

Theory and History: Students will identify, analyse and notate music in a variety of different styles with an understanding of the context of society at that time.

Composition: Students will apply their theoretical knowledge to compose their own original pieces writing both melody and harmony. Opportunity will also be given for students to use technology to manipulate sound and make loops and beats.

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

Advice to students: It is highly advisable that students have their own instrument so they can practice at home. Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

ASSESSMENT

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

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.

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.

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.

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.

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.

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

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.

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

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.

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 film,travel and celebrations. 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

In Year 10, students can study one of two levels of Maths, based on performance during Year 9. Students complete either Mathematics or Essential Mathematics. Most students will continue with Mathematics, but Essential Mathematics will be offered to students based on information gathered by the end of Year 9.

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 focused subset of the Mathematics course, teaching important mathematical life skills, rather than mathematics used in work or further study.

In Semester 2, Essential Mathematics students study Stage 1 Essential Mathematics. Students who successfully complete this course at a C grade or higher will receive SACE Numeracy credits and will not have to select a Mathematics course in Year 11.

Requests for changes between the two classes can be negotiated with students, their parents and the 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

Evidence of student achievement in Mathematics is gathered through tests, investigations and assignments.

In standard Mathematics, students developing an understanding of the various ways to calculate probability. This involves a test and an assignment on a multitude of problems from 2-step calculations to Venn diagram representations. The Algebra topic involves patterns and algebra with a test for assessment. There is a lengthy focus on Linear and Non-linear Relationships which has both a test and an assignment which focuses on ‘quadratics and their properties applied to technology’. Money and Financial Matters involves both a test on simple and compound interest as well as an assignment with a focus on ‘bank rates comparisons’ for the summative assessment. students have 7 assessment tasks which is comprised of 4 tests and 3 assignments. The subject topics for this semester focus on Probability, Patterns and Algebra, Linear and Non-linear Relationships, and Money and Financial Matters. In each topic, students develop an understanding of algebraic proofing concepts as well as worked examples for real life mathematical applications. Students further develop their mathematics understanding with the utilisation of graphics calculators and/or other software for mathematical modelling.

This course provides students with a strong foundation for Year 11 General Mathematics and Year 11 Mathematical Methods.

In standard Mathematics, students will be assessed against the IB MYP Criteria for the full year.

• Knowing and understanding,
• Investigating patterns,
• Communicating and
• Applying mathematics in real-life contexts.

In semester 1 of Essential Mathematics students use their Measurement skills to design the ideal package for golf balls and use Pythagoras and Trigonometry to solve real world problems. In semester 2, students complete four folio tasks that are assessed to SACE standards. They create Pythagoras and Trigonometry posters that show their knowledge of the two concepts. Students purchase a house and create a budget in the Financial Maths topic. They complete two tests- one on Fractions, Decimals and Percentages and the second on Statistics.

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

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).

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.

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.

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 ($70 in 2022), 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)

Year 10 Science is divided into four key topics- Biology, Chemistry, Physics and STEM, with each being taught by a specialist teacher.

In the Biology unit, students investigate the structure of DNA relating to the concept of inheritance, mendelian genetics, variation and frequency of traits, mutations and modern biotechnologies. Students then apply their knowledge of the Genetics topic to the topic of Evolution and further explore theories of evolution, adaptations, natural selection, human impact and intervention.

In Chemistry, students investigate the structure and purpose of the periodic table. They discover concepts surrounding chemical reactions and how changes to substances can be used in medical and technical innovations.

In Physics, students learn about Newton’s three laws of motion. They investigate the transfer of energy in various models and establish links with physics and car safety.

In the STEM unit, students investigate Aerospace and the STEM flight principles applied to Rocket and Drone technologies where students discover coordinate systems, GPS technology, Aerodynamics, Rocket Science. Students also try their hand at flying a F/A 18 Super Hornet supersonic fighter jet to understand the effect of control surfaces such as rudder, elevator and ailerons on the trajectory of the aircraft. This is achieved in a Virtual Reality environment using a highly realistic flight simulator system (DCS).

CONTENT

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

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

ASSESSMENT

Students are assessed on a range of tests, practical activities and assignments.

In the Physics unit, practical activities may include measuring the speed and acceleration of moving objects and the relationship between mass and acceleration. Assignments include interpreting distance/time and speed/time graphs; using appropriate formulas to calculate displacement, velocity, and acceleration; and investigating the application of Newton’s Laws of Motion to the woomera (an Aboriginal spear-throwing device).

In the Chemistry unit, students will be assessed through a series of format such as Investigation of Development of the periodic table and making an industrial chemical. There be 2 tests at the end of the 2 topics. On top of that, there are a series of experiments to back up the theory being taught in class.

In the STEM unit, students are assessed through practical activities including the study of spear throwers, rockets, the physics of flying drones and an individual PowerPoint presentation where students research and answer the question “Should governments be allowed to have drones in the air 24/7?”.

In the Biology unit, students investigate the structure of DNA relating to the concept of inheritance, mendelian genetics, variation and frequency of traits, mutations and modern biotechnologies. Students then apply their knowledge of the Genetics topic to the topic of Evolution and further explore theories of evolution, adaptations, natural selection, human impact and intervention.

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.

RECOMMENDED BACKGROUND: Open to all students but it is recommended that students have undertaken Year 10 Design, Digital Media or have an interest in Media Arts.

CONTENT: In Creative Arts students acquire an understanding how to produce arts products using digital media and technology. Students develop skills in communication and investigation of contemporary practitioners and media styles while applying a personal aesthetic. Students use the Creative Arts process to produce completely original pieces of digital art work and media products.

Topics covered in this course may include:

• Manipulating and creating images in Adobe Photoshop
• Manipulating and creating moving image and digital content in Adobe Premiere Pro and After Effects.

ASSESSMENT: Students are assessed against the Creative Arts SACE performance standards.

Practical assessment: 60%

Completed student practical works

Folio Assessment: 40%

• Skill acquisition assignment
• Research and analysis task on media arts careers and pathways.

Creative Arts Visual presentation

RECOMMENDED BACKGROUND: This is a second semester option for Visual Art Design students and Creative Arts, Media students. It is expected that students have undertaken Visual Art Design or Creative Arts Media in semester 1.

CONTENT: In this course students will build on skills, knowledge and understanding to produce Media Arts and Design Products/solutions leading to Stage 2 Design or Creative Arts. Students develop skills in communication and investigation of contemporary practitioners and media styles while applying a personal aesthetic to create digital solutions, arts products and advertising. Students use the creative process to produce completely original pieces of digital art, visual design and media products.

Topics covered in this course may include:

• Manipulating and creating images and designs in Adobe Photoshop
• Manipulating and creating moving image and digital content in Adobe Premiere Pro and After Effects.
• Using the design process

ASSESSMENT: Students are assessed against the Creative Arts SACE performance standards.

Practical assessment: 60%

Completed student practical works

Folio Assessment: 40%

• Skill acquisition assignment
• Research and analysis task on contemporary practitioners, media arts careers and pathways.

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).

Dance presentation

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.

Drama presentation

This Music Experience program is designed for students with emerging musical skills. It provides opportunities for students to develop their musical understanding and skills in creating and responding to music.

Students explore and develop their practical music making skills through performance as a soloist or in an ensemble and are therefore required to continue or resume instrumental or vocal lessons. This course enables students to develop as practising musicians, and to develop in other areas of music in which they have a particular interest.

 Assessment

• Arrangement/Composition Task
• Performance Task
• Responding to Musical Works Task
• Music Performance Critique

Advice to students: It is highly advisable that students have completed music in Year 10 and that students have their own instrument so they can practice at home. Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

Music presentation

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

Visual Art presentation

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.

Visual Art- Design presentation

RECOMMENDED BACKGROUND: This is a second semester option for Visual Art Design students and Creative Arts, Media students. It is expected that students have undertaken Visual Art Design or Creative Arts Media in semester 1.

CONTENT: In this course students will build on skills, knowledge and understanding to produce Media Arts and Design Products/solutions leading to Stage 2 Design or Creative Arts. Students develop skills in communication and investigation of contemporary practitioners and media styles while applying a personal aesthetic to create digital solutions, arts products and advertising. Students use the creative process to produce completely original pieces of digital art, visual design and media products.

Topics covered in this course may include:

• Manipulating and creating images and designs in Adobe Photoshop
• Manipulating and creating moving image and digital content in Adobe Premiere Pro and After Effects.
• Using the design process

ASSESSMENT: Students are assessed against the Creative Arts SACE performance standards.

Practical assessment: 60%

Completed student practical works

Folio Assessment: 40%

• Skill acquisition assignment
• Research and analysis task on contemporary practitioners, media arts careers and pathways.

In Stage 1 Business Innovation, students begin to develop the knowledge, skills, and understandings to engage in business contexts in the modern world.

In a time when design-led companies outperform other companies, students are immersed in the process of finding and solving customer problems or needs through design thinking and using assumption-based planning tools. Students consider the opportunities and challenges associated with start-up and existing businesses in the modern, connected world. They consider how digital and emerging technologies may present opportunities to enhance business models and analyse the responsibilities and impacts of proposed business models on global and local communities.

This subject would suit students who are interested in starting their own small business.

Learning requirements:

In this subject, students are expected to:

• explore problems and generate possible solutions to meet customer problems or needs using a customer-focused approach
• develop and apply financial awareness and decision-making skills using assumption based planning tools
• respond to and apply business and financial information to develop and communicate business models
• analyse and evaluate the effectiveness of business models
• explore and analyse opportunities presented by digital and emerging technologies in business contexts
• apply communication and collaborative skills in business contexts.

For a semester course, each assessment type should have a weighting of at least 20%.

• Assessment Type 1: Business Skills – Three business skills tasks, one of which is a business model summary.
• Assessment Type 2: Business Pitch– One business pitch.

Business Innovation Presentation

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

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.

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

For more information, please click link below:

LFHS Food and Hospitality subject presentation 2020

Students use of a diverse range of manufacturing technologies such as tools, machines, and/or systems to create a product using appropriate materials. Students produce outcomes that demonstrate the knowledge and skills associated with using systems, processes, and materials such as metals, plastics, wood, composites, ceramics and textiles.

Learning requirements: In this subject, students engage in the design and realisation process and are expected to:

1. review design features, processes, materials, and production techniques and apply creative thinking to the design of a solution
2. plan and develop design concepts, and communicate potential features of — and solutions
   to — a problem or challenge
3. apply knowledge and understanding of skills, engineering procedures, and techniques, using technology to realise the solution
4. evaluate processes used in design development and solution realisation
5. research and discuss ethical, legal, economic, and/or sustainability issues related to technology, materials selected, processes used, and/or solution design.

Material Solutions Presentation

Students use of a diverse range of manufacturing technologies such as tools, machines, and/or systems to create a product using appropriate materials. Students produce outcomes that demonstrate the knowledge and skills associated with using systems, processes, and materials such as metals, plastics, wood, composites, ceramics and textiles.

Learning requirements: In this subject, students engage in the design and realisation process and are expected to:

1. review design features, processes, materials, and production techniques and apply creative thinking to the design of a solution
2. plan and develop design concepts, and communicate potential features of — and solutions
   to — a problem or challenge
3. apply knowledge and understanding of skills, engineering procedures, and techniques, using technology to realise the solution
4. evaluate processes used in design development and solution realisation

research and discuss ethical, legal, economic, and/or sustainability issues related to technology, materials selected, processes used, and/or solution design

Material Solutions Presentation

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 English will focus on all the basic English skills around responding to texts and creating texts. Each semester will also have a special intertextual study that will build students skills in comparing texts. Students critically and creatively engage with a variety of text types including novels, film, media, poetry and drama texts.

Stage 1 English can lead to continued study in any of the Stage 2 English subjects; English Literary Studies, English or Essential English.

Essential English is an option for students to complete their literacy requirement as an alternative to English. This subject should not be chosen without consultation with a students Year 10 English Teacher and the English Coordinator as it will only lead to the Stage 2 Essential English course and not the other Stage 2 English classes.

This subject is designed for:

• Students who are seeking to meet the SACE literacy requirements but are struggling with mainstream English
• 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 practical communication, comprehension, analysis and text creation.

 ASSESSMENT

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

Child Studies is a SACE subject offered at Le Fevre High School at Stage 1 next year. Within this course there are opportunities to develop a range of employability skills related to the care and development of children and it is highly linked to careers in Early Childhood.

The course focuses on children and their development from conception to 8 years of age and incorporates practical and theoretical activities, working individually and in groups. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative, and practical learning.

They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and care-givers. Students have opportunities to build their understanding of the range of attitudes, values, and beliefs of people in the wider community in relation to children and child-rearing practices. They also consider the importance of behaviour management, child nutrition, and the health and well-being of children.

In a semester course, students provide evidence of their learning through 4 assessment tasks, which can be either a Practical Activity, Group Activity or Investigation.

• Assessment Type 1: Practical Activity (50%)
• Assessment Type 2: Group Activity (30%)
• Assessment Type 3: Investigation (20%)

This course leads into Year 12 study of Stage 2 Child Studies (20 credits).

For more information, please click link below:

Child Studies Presentation

Having good health and wellbeing is crucial to quality of life and is a fundamental human right. Even though it is one of the most talked about topics, and is currently trending worldwide, our Health is too often not treated as a priority. Students develop the knowledge, skills and understandings required to explore and understand influences and make decisions regarding health and wellbeing. They consider the role of health and wellbeing in different contexts and explore ways of promoting positive outcomes for individuals, communities and global society.

Students learn strategies to improve their own mental/physical/emotional wellbeing and the community around them (practical and theory lessons). This course leads into Year 12 study of Stage 2 Health and Wellbeing (20 credits).

Health and Wellbeing covers four main concepts, and there are two types of assessments that students undertake, which include:

• Practical Action (70%)
• Issue Inquiry (30%)

Examples of practical activities could involve students developing exercise programs, exploring mental health benefits of meditation, and creating domestic violence action plans. Examples of the issue inquiry topics include homelessness, obesity, illicit drugs, racism, body image, addiction, and mental health.

There are many areas of interest that Health and Wellbeing explores, and possible career pathways from this course could lead to health services, research, psychology, teaching or sport science.

For more information, please click link below:

LFHS Health & Wellbeing subject presentation 2020

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.

For more information, please click link below:

LFHS Physical Education subject presentation 2020

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.

Students who complete Aboriginal Studies in Stage 1 will develop skills that can lead them to study any of the Humanities subjects in Stage 2 such as: Aboriginal Studies, Modern History, Legal Studies, Society & Culture and Women’s Studies.  

ASSESSMENT

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

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.

Students will consider the environmental, social, economic, religious, cultural, and aesthetic aspects of societies. They will also then look at their impact on history, the present day and the lessons that can be learnt from these ancient cultures.

This subject has one compulsory topic and five additional topics to choose from.

Compulsory topic

• Topic 1: Understanding ancient history. 
  • In this topic students will learn about the practicalities of being an ancient historian and the processes and practices of examining the ancient past.

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.

Students who complete Ancient Studies in Stage 1 will develop skills that can lead them to study any of the Humanities subjects in Stage 2 such as: Modern History, Aboriginal Studies, Legal Studies, Society & Culture and Women’s Studies.  

ASSESSMENT

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

Stage 1 Gender Studies offers a way of identifying and describing aspects of women’s lives, and critically assessing the institutions and ideas of societies and cultures from a gender perspective. The basic Women’s Studies concepts are gender and identity. These two concepts enable students to understand and analyse femininity and masculinity and the relationship between women’s identity and men’s identity. 

Gender identity is discussed as a broad and dynamic theme with both personal and political implications and can be understood as:

• a personal and a group experience
• constructed in social institutions
• existing in a diversity of contexts
• a citizenship issue.

This subject challenge the social and cultural constructions of femininity and masculinity that extend beyond biological capacity, and then move beyond these stereotypes to develop strategies for recognising women and women’s experiences as significant and as distinct from men’s experiences. You will also explore women’s historical and, in some contexts, continuing exclusion from the entitlements of citizenship, and the strategies, campaigns, and programs developed to promote inclusion.

 ASSESSMENT

• at least one text analysis assessment
• at least one group presentation
• one issues analysis assessment.

Students who complete Gender Studies in Stage 1 will develop skills that can lead them to study any of the Humanities subjects in Stage 2 such as: Women’s Studies, Modern History, Legal Studies, Aboriginal Studies and Society & Culture.  

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

Students who complete Legal Studies in Stage 1 will develop skills that can lead them to study any of the Humanities subjects in Stage 2 such as: Legal Studies, Modern History, Aboriginal Studies, Society & Culture and Women’s Studies.  

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

Students who complete Modern History in Stage 1 will develop skills that can lead them to study any of the Humanities subjects in Stage 2 such as: Modern History, Legal Studies, Aboriginal Studies, Society & Culture and Women’s Studies.  

This subject allows students to explore and analyse the interactions of people, societies, cultures, and environments. Using an interdisciplinary approach, they analyse the structures and systems of contemporary societies and cultures.

The course is always changing, as the world is always changing. In the past students have explored the following:

• Youth Culture- film study, which looked at the changing nature of youth culture in Australia
• Investigation of the Port River dolphins and management strategies surrounding them. Included an excursion to Garden Island and heard from a member of the Australasian Whale and Dolphin Conservation (WDC) Board
• Group investigation of a global issue

Students will develop the following skills in this course:

• Research
• Exploring different perspectives
• Report writing
• Referencing
• Conducting surveys and interviews

ASSESSMENT

• at least one sources analysis assessment
• at least one group activity
• at least one investigation.

Students who complete Society & Culture in Stage 1 will develop skills that can lead them to study any of the Humanities subjects in Stage 2 such as: Society & Culture, Modern History, Legal Studies, Aboriginal Studies and Women’s Studies.  

(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)

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. Students who study Essential Mathematics in Stage 1 are unable to study a Mathematics course in Stage 2, without consultation with the Maths/Science Coordinator.

 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. Assessment is through in-class tasks and tests, depending on the topics selected to be taught.

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

•  Skills and Applications Tasks
•  Mathematical Investigations

Students must achieve a C grade or higher in one semester of a Mathematics course in Stage 1. This can be in any of the three levels of Mathematics offered. Students who do not meet this requirement must study a second semester of Mathematics. Successful students may continue with a second semester also.

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. The course introduces students to a personal financial management, the statistical investigation process, and modelling of the real world using lines, networks and matrices.

 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

FUTURE PATHWAYS

Successful completion allows further study of mathematics in Stage 2 General Mathematics. Post-secondary Education could include Accounting, Architecture, Commerce, Economics, Nursing, Science, Agricultural Science, Agri-business, Business Management, Aviation, Construction Management, Information Technology, Building Trades, Building Design, etc

Students must achieve a C grade or higher in one semester of a Mathematics course in Stage 1. This can be in any of the three levels of Mathematics offered. Students who do not meet this requirement must study a second semester of Mathematics. Successful students may continue with a second semester also.

Successful completion of this subject leads to: Stage 2 General Mathematical

Students who intend to study General Mathematics at Stage 2: would benefit from completing 20 credits of Stage 1 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 school- based and subject to moderation. Students demonstrate evidence of their learning through the following assessment types:

• Skills and Applications Tasks
• Mathematical Investigations

Successful completion of this subject leads to: Stage 2 Mathematical Methods

Students who intend to study Mathematics Methods at Stage 2: would benefit from completing 20 credits of Stage 1 Mathematical Methods

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%

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.

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.

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

The study of Biology is constructed around inquiry into and application of understanding the diversity of life as it has evolved, the structure and function of living things, and how they interact with their own and other species and their environments. 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.

Recommended background: IBMYP level 5 or higher in Year 10 Science

CONTENT

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

ASSESSMENT

Assessment at Stage 1 is school based. Four assessment pieces are completed in each semester of Stage 1 Biology.

There are two assessment types:

• Investigations Folios (essays and practical reports)
• Skills and Application Tasks (topic tests)

Stage 1 Biology is assessed using two criteria:

• Investigation, Analysis and Evaluation

This criteria assesses students ability to research relevant information, to deconstruct problems, design investigations, test hypotheses, identify variables, consider possible risks, create tables and graphs, analyse data and evaluate results.

• Knowledge and Understanding

This criteria assesses students ability to understand science as a human endeavour, to recall Biological information, to use Biological terminology and use their knowledge in unfamiliar situations.

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.

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

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

• Investigations folio
• Skills and Applications Tasks.

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.

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

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

• Science as a Human Endeavour (SHE) inquiry: Essay (Identifying and examining issues such as Trial by Media, Is Forensic evidence reliable and Portrayal of TV forensics.)
• Science Inquiry Skills (SIS) task: Case Study (Choosing a solved or unsolved case and investigate forensic techniques used).
• SIS Task: Test
• Collaborative Investigation– Practical investigation group design (Comparing different fingerprinting methods and writing a report)

This hands-on STEM course (Science, Technology, Engineering and Mathematics) split in Semester 1 and Semester 2, 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 primarily a Maritime environment. Through these two Semesters, 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, construction and use of models to test theories, by using Mathematics, Science and CNC Laser cutting technology.

Although it is possible to choose only one semester, this choice will give students only 10 SACE credits/points. To get the full complement of 20 SACE Credits (10+10), and if students intend to choose Advanced Naval Engineering at a Stage 2 Level (year 12), it is highly recommended that students choose to do semester 1 and 2 (full year) at Stage 1 (year 11) level to get the full knowledge of the Curriculum in preparation for Advanced Naval Engineering at a Stage 2 level.

CONTENT ( 10 + 10 SACE credits )

Semester 1 ( 10 SACE Credits )

• Density – Mass, Volume and applications of Density
• Archimedes Principle applied to Submarines and Submersible structures
• Displacement and waterlines
• The STEM of Marine Propellers (Cavitation) and of Aviation propellers, Aircraft, Helicopters and Drones. Students will learn how to fly a helicopter (Huey) in a VR (Virtual Reality) environment by using DCS software and a VR headset.
• STEM and Cultural Study of Boomerangs
• 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 study Submarines, Buoyancy, Density, Strobe lights and Synchronicity, Rotational and Linear Speeds of Propellers, Boomerangs (students make their own), Rotors, Helicopters and Drones.

 ASSESSMENT

Practicals Inquiries: Density, Archimedes Principle and Buoyancy in Submarines – STEM of propellers and Boomerangs, cavitation, helicopters and drones.

Connections task – Group activity: Students research an aspect of submarine technology relating to the course and present their findings to the rest of the class as a group presentation where they showcase evidence of communication skills needed in Industries.

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 course.

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

Semester 2 ( 10 SACE Credits )

• Aerodynamic and Hydrodynamic principles
• Theory of lift and drag applied to wings and sails
• Surface to mass ratio of aircraft and its influence on the gliding ratio of planes
• Hydrodynamics principles applied to hydrofoil technology
• Application to control surfaces found in submarines and aircrafts. Students will learn how to fly an F/A 18 Super Hornet fighter plane in a VR (Virtual Reality) environment by using DCS software and a VR headset.
• Physics of sail boats: Hull Stability and Aerodynamics in sails
• Past, Current and Future Techniques used to harness the wind to propel marine vessels
• Aerodynamics and stability of land yachts applied to building a full-scale land yacht.

Engineering Activities: The exploration of Engineering Principles is used in conjunction with Mathematics, Physics and Science to study the Physics of Sail boats, Aircraft and Wing physics, as well as  Foil riding powered and sailing vessels. Students will also have the opportunity to design and build gliders to test their knowledge of Aerodynamics as well as testing remote land-yacht models. Time permitting, student will also design and build a full-scale land-yacht and test it on the basketball court to illustrate sail navigation principles. In the process, they will study the Physics Principles of Forces, Pulleys and Winch technology.

ASSESSMENT

Practicals Inquiries: Aerodynamic principles applied to glider design, Hydrodynamic principles applied to hydrofoil technology, wing surface to mass ratio relating to aircraft performance, Physics of Control Surfaces applied to VR F/A 18 flying, multiplication of forces and pulley technology. Land-yachts Technology.

Connections task – Group activity: Students research an aspect of Sail/Aviation 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.

Personal Venture – Research:  Students produce an essay about a chosen topic relating to the course and are invited to reflect on their learning experience.

There is no examination required to successfully complete this course.

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

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 macro cosmos, 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            

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

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

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

South Australia is the national centre of naval shipbuilding and submarine sustainment, and the confirmed location for Australia’s next generation Future Submarines and Future Frigates. This course aims to provide students with skills and competencies required in Engineering Trades that will be in high demand. Students will learn skills that are applicable to a range of engineering trades, as well as required theory. Oxy/Acetylene and MMA 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.

This course may lead to an Engineering Trades, Fabrication, Mechanical Fitter, Automotive, Diesel, Ship Building, Plumbing or Electrical Apprenticeship. It may also lead to Diploma or Advanced Diploma in Engineering or Bachelor Degree in Engineering. The maritime content will highlight the history of both the school and the region in providing a highly skilled workforce for the maritime and allied industries.

Students can then progress to studying a Certificate 3 Engineering as a part school based apprenticeship, gaining recognition towards their SACE. For more information on school based apprenticeships please visit https://www.australianapprenticeships.gov.au/school-based-apprenticeships

This qualification reflects the role of individuals working in kitchens who use a defined and limited range of food preparation and cookery skills to prepare food and menu items. They are involved in mainly routine and repetitive tasks and work under direct supervision. This qualification does not provide the skills required by commercial cooks, which are covered in SIT30816 Certificate III in Commercial Cookery.

This qualification provides a pathway to work in kitchen operations in organisations such as restaurants, hotels, catering operations, clubs, pubs, cafés, and coffee shops; and institutions such as aged care facilities, hospitals, prisons, and schools.

Possible job titles include:

•          breakfast cook
•          catering assistant
•          fast food cook
•          sandwich hand
•          takeaway cook

Students can then progress to studying a Certificate 3 Kitchen Operations as a part of their year 12 studies and/or move into a school based apprenticeship. For more information on school based apprenticeships please visit https://www.australianapprenticeships.gov.au/school-based-apprenticeships

This is an entry level course that will provide students with maritime skills and knowledge to enable them to be immediately employable as Deck Hands as well as giving them significant credit in a Coxswain course. This will be able to be completed once students have gained sufficient documented time at sea.

This qualification will assist students to fast track their maritime career in either marine engineering or as a deck officer. The units of competency completed during this course will gain credit toward a Coxswain qualification. This can be completed when students reach the age of 18 and have spent sufficient time at sea.

Workplace Practices at Stage 1 allows learners to demonstrate knowledge and understanding of industry and work.  Students develop and apply relevant work skills, identify, and investigate processes and issues related to work, industry, and the workplace.  They may work independently or with others and review, reflect and report on their experiences, abilities, interests, and aspirations in relation to planning for work and future pathways.

Students who select to do a VET Flexible Industry Pathway course will automatically be enrolled in this course to support their vocational learning and identified career pathway.

Content

Workplace Practices is a 10‑credit subject at Stage 1. It has three areas of study:

Industry and Work Knowledge, Vocational learning and/or VET

Industry and Work Knowledge

Students develop knowledge and understanding of the nature, type, and structure of the workplace. Specific areas include the changing nature of work; industrial relations and legislation; safe and sustainable workplace practices; technical and industry-related skills; and issues in industry and workplace contexts.

For a 10‑credit subject, students undertake two or more topics.

Vocational Learning

Vocational learning is general learning that has a vocational perspective. It includes any formal learning in a work-related context outside Australian Qualifications Framework (AQF) qualifications. Students undertake learning in the workplace to develop and reflect on their capabilities, interests, and aspirations and to reflect on the knowledge, skills, and attributes valued in the workplace.

Vocational Education and Training (VET)

VET includes any ‘training and assessment delivered by a registered training organisation which meets the requirements specified in national industry/enterprise Training Packages or in accredited courses’ (training.gov.au).

ASSESSMENT

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

School-based Assessment

• Folio 40%
• Performance 40%
• Reflection 20%

Students undertake a specialised study within or across one or more Arts disciplines.

Students actively participate in the development and presentation of Creative Arts products. These may take the form of, for example, musicals, plays, concerts, visual art, craft and design works, digital media, film and video, public arts projects, community performances, presentations and installations, and vocal groups or other ensembles.

• Creative Arts is not precluded by students studying Visual Art and Visual Art Design in Stage 2.
• In a nutshell, Creative Arts is about learning what practitioners do in their Arts practice. Then students master those skills to achieve polished creative products.
• It’s driven by learning the craft of making/creating in a way reflective of current contemporary arts practice.
• Students can work on collaborative Arts products.
• The written work is very processed based. Students can be highly creative, conceptual and out the box but they don’t have to achieve the same level of synthesis and highly sophisticated understanding to be in the A band as with Visual Arts.
• Leads directly to Creative Arts tertiary pathways.

ASSESSMENT

School Based Assessment (70%)

• Assessment Type 1: Product (50%)
• Assessment Type 2: Inquiry (20%)

External Assessment (30%)

• Assessment Type 3: Practical Skills (30%)

Not precluded. For students who want a strong Arts pathway. Need to be good independent learners.

Creative Arts Presentation

Students develop their critical and creative thinking, and their aesthetic appreciation of music, through exploring and responding to the music of others, and refining and presenting performances and/or compositions. These performances and/or compositions may include original works and/or presentations or arrangements of existing compositions.

Students experiment with, explore, and manipulate musical elements to learn the art of constructing and deconstructing music. They develop and extend their musical literacy and skills through understanding the structural and stylistic features and conventions of music, expressing their musical ideas, and reflecting on and critiquing their learning in music.

ASSESSMENT

• three musical literacy tasks
• one portfolio of explorations
• one creative connections task.

Advice to students: It is highly advisable that students have completed music in Year 11 and that students have their own instrument so they can practice at home. Instrumental lessons are provided to all music students for a variety of instruments free of charge. These lessons will take place within school hours and are required to support students with the practical component of the course. If a student is already receiving lessons privately, school based instrumental lessons are not necessary.

Music Presentation

ASSUMED KNOWLEDGE: It is highly recommended that students have had prior experience in one or more Visual Art/ Design subjects.

COURSE DESCRIPTION: Students work as Artists, demonstrating their learning through individually chosen learning projects in any genre of Visual Art.

 LEARNING  REQUIREMENTS: In this subject, students are expected to:

1. conceive, develop, and make work(s) of art or design that reflect individuality and the development and communication of a personal visual aesthetic
2. demonstrate visual thinking through the development and evaluation of ideas and explorations in technical skills with media, materials, and technologies
3. apply technical skills in using media, materials, technologies, and processes to solve problems and resolve work(s) of art or design
4. communicate knowledge and understanding of their own works and the connections between their own and other practitioners’ works of art or design
5. analyse, interpret, and respond to visual arts in cultural, social, and/or historical contexts
6. develop inquiry skills to explore visual arts issues, ideas, concepts, processes, techniques, and questions.

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%- a Folio documenting visual learning in support of two resolved final artworks.
• Assessment Type 2: Practical 40%- two resolved Artworks along with two Practitioner’s Statements.

External Assessment                                             

• Assessment Type 3: Visual Study 30%- an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, technologies, or processes.

Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills.

They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Visual Art Presentation

ASSUMED KNOWLEDGE: It is highly recommended that students have had prior experience in one or more Design/ Visual Art subjects.

COURSE DESCRIPTION: Students work as Designers, demonstrating their learning through individually chosen learning projects from Design areas such as Graphic and Communication design, Product design and Environmental design.

 LEARNING  REQUIREMENTS: In this subject, students are expected to:

1. conceive, develop, and make work(s) of art or design that reflect individuality and the development and communication of a personal visual aesthetic
2. demonstrate visual thinking through the development and evaluation of ideas and explorations in technical skills with media, materials, and technologies
3. apply technical skills in using media, materials, technologies, and processes to solve problems and resolve work(s) of art or design
4. communicate knowledge and understanding of their own works and the connections between their own and other practitioners’ works of art or design
5. analyse, interpret, and respond to visual arts in cultural, social, and/or historical contexts
6. develop inquiry skills to explore visual arts issues, ideas, concepts, processes, techniques, and questions.

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%- a Folio documenting visual learning in support of two resolved final design works.
• Assessment Type 2: Practical 40%- two resolved Design Works along with two Practitioner’s Statements.

External Assessment                                            

• Assessment Type 3: Visual Study 30%- an exploration of, and/or experimentation with, one or more styles, ideas, concepts, media, materials, methods, techniques, technologies, or processes.

Students base their exploration and/or experimentation on critical analysis of the work of other practitioners, individual research, and the development of visual thinking and/or technical skills.

They present the findings of their visual study as well as their conclusions, insights, and personal opinions about aesthetics.

Design Presentation

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%

For more information, please click link below:

LFHS Food and Hospitality subject presentation 2020

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%

Material Solutions Presentation

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.

This course is designed to be a traditional English course with a significant amount of flexibility in text choice and assignment direction. Students who want a balance of text analysis and text creation should choose this subject.

Students who did Essential English in Stage 1 should not choose this subject and should instead look at Stage 2 Essential English if they wish to study English in year 12.

Note: Only one of the English offerings may be attempted as a standard Stage 2 load.

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%

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.
Note: Only one of the English offerings may be attempted as a standard Stage 2 load.

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%

Essential English is a 20-credit subject at Stage 2. In Essential English students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts.

Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.

Essential English is a 20-credit subject at Stage 2. In Essential English students respond to and create texts in and for a range of personal, social, cultural, community, and/or workplace contexts.
Students understand and interpret information, ideas, and perspectives in texts and consider ways in which language choices are used to create meaning.
The focus of Essential English is on the practical application of the English language and how language can be explored in real life contexts.
Students who completed Essential English in Stage 1 may choose this subject if they wish to continue with English in Stage 2. However, Students who did English in Stage 1 may also choose this subject as an option.
Note: Only one of the English offerings may be attempted as a standard Stage 2 load.

School assessment (70%)
• Assessment Type 1: Responding to Texts (30%)
• Assessment Type 2: Creating Texts (40%)

External assessment (30%)
• Assessment Type 3: Language Study (30%)

Students provide evidence of their learning through seven assessments, including the external assessment component. Students complete:
• three assessments for responding to texts
• three assessments for creating texts
• one language study.

Child Studies is a SACE subject currently running at Le Fevre High School at Stage 1, and will be offered as a Stage 2 subject next year. Within this course there are opportunities to develop a range of employability skills related to the care and development of children and it is highly linked to careers in Early Childhood.

The course focuses on children and their development from conception to 8 years of age and incorporates practical and theoretical activities, working individually and in groups. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative, and practical learning.

They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and care-givers. Students have opportunities to build their understanding of the range of attitudes, values, and beliefs of people in the wider community in relation to children and child-rearing practices. They also consider the importance of behaviour management, child nutrition, and the health and well-being of children.

There are five areas of study in Stage 2 Child Studies, as listed below:

• Contemporary and Future Issues
• Economic and Environmental Influences
• Political and Legal Influences
• Sociocultural Influences
• Technological Influences

For a 20-credit subject, students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake:

• four practical activities (50%)
• two group activities (20%)
• one investigation (30%)

Child Studies Presentation

Health and Wellbeing is a SACE subject currently running at Le Fevre High School at Stage 1, and will be offered as a Stage 2 subject next year. Having good health and wellbeing is crucial to quality of life and is a fundamental human right. Even though it is one of the most talked about topics, and is currently trending worldwide, our Health is too often not treated as a priority. Students develop the knowledge, skills and understandings required to explore and understand influences and make decisions regarding health and wellbeing. They consider the role of health and wellbeing in different contexts and explore ways of promoting positive outcomes for individuals, communities and global society.

There are many areas of interest that Health and Wellbeing explores, and possible career pathways from this course could lead to health services, research, psychology, teaching or sport science.

Students learn strategies to improve their own mental/physical/emotional wellbeing and the community around them. Health and Wellbeing is a 20-credit subject at Stage 2 that consists of the following concepts:

• Health literacy
• Health determinants
• Social equity
• Health promotion

For a 20-credit subject, students complete five assessments the external assessment component. Students undertake:

• Two Initiative Tasks (40%)
• Two Folio Tasks (30%)
• One Inquiry (30%)

 Health & Wellbeing Presentation

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

For more information, please click link below:

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.

For more information, please click link below:

Physical Education Presentation

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.

Whilst it is not necessary to complete Aboriginal Studies in Stage 1 to do this subject in Stage 2 it is advantageous. Note: that most of the humanities subjects in Stage 1 will give you a reasonable skill foundation to do this subject.

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.

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.
Whilst it is not necessary to complete Legal Studies in Stage 1 to do this subject in Stage 2 it is advantageous. Note: that most of the humanities subjects in Stage 1 will give you a reasonable skill foundation to do this subject.

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%

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:

Whilst it is not necessary to complete Modern History or Ancient Studies in Stage 1 to do this subject in Stage 2 it is advantageous. Note: that most of the humanities subjects in Stage 1 will give you a reasonable skill foundation to do this subject.

  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%)

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.

Whilst it is not necessary to complete Society & Culture in Stage 1 to do this subject in Stage 2 it is advantageous. Note: that most of the humanities subjects in Stage 1 will give you a reasonable skill foundation to do this subject.

ASSESSMENT

School-based assessment
• Folio 50%
• Interaction 20%

External Assessment
• Investigation 30%

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.

Whilst it is not necessary to complete Gender Studies in Stage 1 to do this subject in Stage 2 it is advantageous. Note: that most of the humanities subjects in Stage 1 will give you a reasonable skill foundation to do this subject.

 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)

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

RECOMMENDED BACKGROUND:

A C grade or better in Stage 1 General Mathematics or Mathematical Methods.

General Mathematics extends students’ mathematical skills in ways that apply to practical problem solving. A problem-based approach is integral to the development of mathematical models and the associated key concepts in the topics. Topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions, and discrete modelling using networks and matrices. Successful completion of General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics and for careers in the more technical trades.

 CONTENT

The following topics provide the framework for learning in Stage 2 General Mathematics:

• Modelling with Linear Relationships
• Modelling with Matrices (may be replaced with an Open Topic)
• Statistical Models
• Financial Models
• Discrete Models

ASSESSMENT

• Investigations Folio (two Mathematical Investigations: 30%)
• Skill and Applications Tasks (five SATs: 40%)
• External Examination (2 hours, covering topics 3,4, and 5: 30%)

FUTURE PATHWAYS

This subject can be used for University and TAFE entrance in courses such as Accounting, Architecture, Commerce, Economics, Nursing, Science, Agricultural Science, Agri-business, Business Management, Aviation, Construction Management, Information Technology, Building Trades, Building Design, etc

RECOMMENDED BACKGROUND:

A C grade or better in Stage 1 Mathematical Methods.

Mathematical Methods focuses 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%)

FUTURE PATHWAYS

This subject can be used for University and TAFE entrance.

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%)

FUTURE PATHWAYS

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.

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.

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

RECOMMENDED BACKGROUND: C grade or higher in Stage 1 Biology

Students complete one Science as a Human Endeavour (SHE) Investigation report. Students research a contemporary example of how science interacts with society. Students select and explore a recent discovery, innovation, issue, or advance linked to one of the topics in Stage 2 Biology, analyse and synthesise information from different sources to explain the science relevant to the focus of their investigation, show its connections to science as a human endeavour, and develop a conclusion relevant to their research.

Students undertake two practical investigations, one investigation with a focus on Science as a Human Endeavour (SHE). The focus of the SHE practical investigation is determined by individual students with guidance from the classroom teacher.

Students undertake skills and applications tasks (SATs) for each topic in the form of topic tests, completed under supervision.

Students undertake an external examination to assess inquiry skills and science understanding from all Stage 2 Biology topics studied. The examination requires students to demonstrate understanding of science as a human endeavour and apply science understanding from all four topics.

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%): 130 minutes, assessed externally – online examination
• Investigations Folio (30%): Consists of a Science as a Human Endeavour investigation report and two practical investigations
• Skills and Applications Tasks (40%): Consists of 4 topic tests, one for each topic studied

FUTURE PATHWAYS

This subject can be used for University and TAFE entrance. Careers linked with this course include medical research, veterinary science, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation, and ecotourism.

RECOMMENDED BACKGROUND: C grade or higher in Stage 1 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%

FUTURE PATHWAYS

This subject can be used for University and TAFE entrance. Careers linked with this course include medical or pharmaceutical research, pharmacy, chemical engineering, food science and technologies materials innovation and scientific research.

Although desirable, it is not necessary to have undertaken Stage 1 Naval Engineering to enrol in Advanced Stage 2 Naval Engineering. This full year hands-on 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 primarily a 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. Worthy of note is the fact that if students do their work properly, it is very easy to get a very high ATAR score in this subject, which could significantly boost their overall ATAR score.

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 technology.

CONTENT ( 20 SACE credits )

• Relationship between 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 and Spears ( Spear Throwers are called Midla in Kaurna )
• 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 test a remote-controlled working ship model. Students will also have the opportunity, time permitting, to build from A to Z, a full-scale wooden Sailing and Rowing Dingy and test it in a safe location. In the process, they will study the Physics, Science and Engineering Principles relating to Forces, Buoyancy, Displacement, Stability, Aerodynamics, Science of Materials, and Navigation.

Excursions may include if available, visits to the Osborne Shipyards to research Design and Engineering specifications relating to ship building techniques and the Engineering Department of Flinders University at Tonsley Park.

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/Midla – 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.

Personal Endeavour – Research: Students produce an essay about a chosen Maritime topic and are invited to reflect on their learning experience. This is an externally assessed task, yielding an ATAR score.

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 %

RECOMMENDED BACKGROUND: C grade or higher in Stage 1 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%)

FUTURE PATHWAYS

This subject can be used for University and TAFE entrance. Careers linked with this course include engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe.

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.

Workplace Practices at Stage 2 involves the development of knowledge, skills and understanding of the nature, type, and structure of the workplace. Students learn the relationship between work-related issues and practices, the changing nature of work, industrial relations and workplace issues that may be local, national, 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

Workplace Practices is a 20‑credit subject at Stage 2. 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%

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.

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.

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.

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