Stage 1

RECOMMENDED BACKGROUND: Open to all students but it is recommended that students have undertaken Year 10 Media Arts and Design.

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/design work and media products.

Topics covered in this course may include:

• Manipulating and creating images in Adobe Photoshop and Illustrator.
• 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.

AT1- Creative Product 50%

Students use the Creative Arts process to investigate, develop and create one/ two Arts Products. (Includes a developmental folio, final product and reflection). Students show development and production processes and reflect on their work

AT2- FOLIO: Skills Folio 30%

Students select a practical skills focus that further develops their learning. Students can experiment with or explore media, material, and techniques.

AT2- FOLIO: Inquiry 20 %

This is a research and analysis task about the nature of media arts, practitioners/ companies or careers and pathways.

Music

Duration: Full Year, Semester

Compulsory: No

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.

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.

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

Beginning in 2025, Activating Identities and Futures (AIF) will replace Research Project at Stage 2.   Students who achieve a ‘C’ grade or better in the subject will be awarded 10 SACE credits.  AIF is a compulsory subject and is a requirement for SACE achievement.

Course Description

Activating Identities and Futures is a 10-credit subject at Stage 2. Activating Identities and Futures aims to foster independent learning and the skills of lifelong learning in students. The belief that students have the ability and the will to positively influence their own lives and the world around them is integral to the course. This subject supports students to be more proactive and reflective in their learning and to develop and use a broad set of transferable learning strategies.

Activating Identities and Futures requires students to take greater ownership and agency over their learning as they select, test, and explore relevant strategies and perspectives in the pursuit of a Learning Goal of their choice. They seek feedback on their learning processes, become metacognitive about their thinking, and make informed decisions to enhance their learning.

Course Content

Each student will have a different learning journey that they tailor to their Learning Goal. Approaches, contexts, and strategies will vary to suit the individual student. Students showcase the achievement of their Learning Goal with an Output of Learning. An Output of Learning, for example, could be a plan for future action, a proposal for a service or social enterprise, an oral explanation, a demonstration of a skill, or a completed product such as an artwork, report, academic article, or short video.

Both the Learning Goal and the Output of Learning need to have purpose and value for the student, others, and/or the broader community. Students will develop greater awareness and understanding of their own thought processes, decision making, and organisation in relation to the learning process. These understandings are often enhanced by feedback from peers, mentors, and teachers as coagents, and are critical in the development of metacognition and self-regulation. These skills build upon the capabilities, strategies, and insights developed in Stage 1 Exploring Identities and Futures

Assessment

Stage 2 subjects have a school assessment component and an external assessment component.

The following assessment types enable students to demonstrate their learning in Stage 2 Activating Identities and Futures:

School assessment

· Assessment Type 1 Portfolio 35%

· Assessment Type 2 Progress Checks 35% External assessment

· Assessment Type 3 Appraisal 30%

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 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.

Please note, an additional fee of $25.00 (GST free) per semester is required for student’s participation in this course

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

Please note, an additional fee of $25.00 (GST free) per semester is required for student’s participation in this course

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

Please note, an additional fee of $25.00 (GST free) per semester is required for student’s participation in this course.

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 or Essential English.

ASSESSMENT

Assessment will be according to the SACE subject outline.

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 Stage 2 English.

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 SACE subject outline.

Engineering Futures is a hands-on STEM course designed for students interested in engineering, technology, innovation and problem solving. Through authentic projects and real-world challenges, students investigate how engineers use science, mathematics and technology to design solutions that improve the way we live, work and interact with our environment.

Students engage in practical learning experiences that develop their understanding of engineering principles, systems thinking and the engineering design process. They work collaboratively to research, design, prototype, test and refine solutions while developing valuable skills in critical thinking, communication, creativity and project management.

The course provides opportunities to explore a range of engineering fields including mechanical, maritime and naval, civil, aerospace, renewable energy, manufacturing, robotics and emerging technologies. Students use industry-standard tools and technologies such as Computer Aided Design (CAD), digital fabrication, laser cutting, 3D printing and data analysis to bring their ideas to life.

Course Objectives

• Develop an understanding of engineering concepts through authentic, hands-on learning experiences.
• Apply science, mathematics and technology to solve real-world engineering challenges.
• Design, prototype, test and evaluate innovative solutions using the engineering design process.
• Develop collaboration, communication and project management skills through individual and team projects.
• Explore engineering career pathways and emerging technologies shaping the future workforce.
• Build confidence, resilience and creativity through iterative design and problem solving.

Learning Experiences

Students may engage in a variety of engineering-focused projects, including:

• Marine / Naval Systems

• Renewable Energy Systems and Sustainable Design
• Robotics, Automation and Autonomous Technologies
• Aerospace and Flight Engineering
• Forces, Motion and Structural Engineering
• Materials Testing and Manufacturing Processes
• CAD Modelling, Laser Cutting and 3D Printing
• Mechanical Systems and Product Design
• Environmental and Community-Based Engineering Challenges
• Industry Engagement and Engineering Case Studies

Throughout the course students are encouraged to:

• Think critically and creatively when solving complex problems.
• Use evidence and data to inform engineering decisions.
• Collaborate effectively and communicate technical ideas.
• Test, evaluate and refine designs through ongoing improvement.
• Consider environmental, social and economic impacts of engineering solutions.

Assessment

Students demonstrate their learning through practical investigations, design projects, collaborative tasks and research activities, within the SACE Integrated Learning framework.

Assessment may include:

• Practical Engineering Investigations
• Design and Prototype Projects
• Group Collaboration and Presentations
• Research and Personal Venture Tasks
• Reflection and Evaluation of Engineering Solutions

There is no examination required for successful completion of this course.

Outcomes

By the end of Stage 1 Engineering Futures, students will have developed a strong foundation in engineering thinking, design processes and practical problem solving. They will gain experience using modern engineering technologies while developing transferable skills highly valued in further study, apprenticeships, traineeships and future careers within STEM industries.

Child Studies is a SACE subject offered at Le Fevre High School at Stage 1 for full 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:

Outdoor Education gives students the opportunity to extend their learning outside of the classroom by engaging in a range of learning experiences that challenge them. The Stage 1 Outdoor Education program is designed to provide you with both individual and group responsibility and resilience in the outdoor setting.  The aims of the course are to develop group dynamics, teamwork, communication, leadership skills and to develop necessary knowledge and understanding around planning adventurous journeys.

The course is offered in two semesters, but students can elect to do full year course or select the semester that best suits their interest.

Semester 1 – Bushwalking focus with an aquatics excursion

Semester 2 – Aquatics Focus with Bushwalking excursion

Three interrelated Focus Areas provide the subject content:

• Focus Area 1 – Environment and conservation
• Focus Area 2 – Planning and management
• Focus Area 3 – Personal and social growth and development

Students are assessed using the SACE assessment criteria on the following:

• Assessment Task 1 – About Natural Environments – 1600 words. Students explore human interactions with natural environments and the balance between human use, potential risks, and conservation and sustainability of the environment.
• Assessment Task 2 – Experiences in Natural Environments – 1600 words. Students will understand the requirement of experiences in natural environments. Students plan and undertake outdoor activities as a group and develop team work and practical outdoor skills

Please note, an additional fee of $200.00 (GST free) per semester is required for student’s participation in this course, which includes students’ camp fees and excursions.

For more information, please click link below:

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 educational framework that promotes deep learning ‘in, through and about’ physical activity. Physical activities can include sports, theme-based games, fitness and recreational 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

The focus areas provide the narrative for the knowledge, skills and capabilities that students develop. Learning is delivered through an integrated approach in which opportunities are provided for students to undertake and learn through a wide range of authentic physical activities (e.g. sports, theme-based games, laboratories and fitness and recreational activities). Students explore movement concepts and strategies through these activities to promote participation and performance outcomes. The use of technology is integral to the collection of data such as video footage, heart rates, fitness batteries, and game statistics. Students apply their understanding of movement concepts to evaluate the data and reflect on ways in which performance can be achieved.

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 For more information, please click link below:

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)

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. 

In Society & Culture, students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic and cultural factors. They investigate the ways in which people function in groups and communicate within and across cultural groups.

Through their study of Society and Culture, students develop the ability to influence their own future by acquiring skills, values, and understanding that enable them to participate effectively in contemporary society.

Society and Culture gives students critical insight into the significance of factors such as gender, ethnicity, racism, class, and power structures that affect the lives and identities of individuals and groups. They develop the skills to critically analyse a range of viewpoints about peoples, societies, and issues; understand the diversity within and across societies; and extend their awareness of the connections between, and the interdependence of, societies and cultures.

The course continuously evolves in response to the ever-changing world. The following topics have been explored in the past:

• A current social or cultural issue
• Forces for social change or continuity
• Popular culture
• Power and authority in society
• Prejudice and discrimination
• Cultures and subcultures in Australian society
• Refugee and migrant experiences and contributions
• Australia’s global connections
• Australians as global citizens
• World-shaping phenomena
• Peace and conflict

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, Legal Studies, and Women’s Studies.  

Stage 1 Women’s 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 challenges 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 Women’s 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.  

This subject gives students the opportunity to use Bahasa Indonesia freely and creatively. To ensure success in this subject, a passing grade in Year 10 Indonesian is required. The 10-credit option should not be selected without a discussion with the language teacher or coordinator.

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)

Stage 1 Specialist Mathematics provides the foundation for further study in mathematics in Stage 2 Specialist Mathematics.

Specialist Mathematics can be a pathway to mathematical sciences, engineering, and physical sciences. Specialist Mathematics is designed to be studied in conjunction with Mathematical Methods. A student studying Specialist Mathematics must also select Mathematical Methods.

A graphics calculator (preferably the CASIO fx-CG50 AU) is required for this course. It can be purchased from local retailers, or a compatible model may be borrowed from the school if needed.

RECOMMENDED BACKGROUND

An average of a “B” grade or better in Year 10 Mathematics plus teacher recommendation.

CONTENT

The following topics provide the framework for learning in Stage 1 Specialist Mathematics.

Semester 1

• Arithmetic and geometric sequences
• Geometry
• Vectors on the Plane

Semester 2

• Further trigonometry
• Matrices
• Real and complex numbers

ASSESSMENT

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school-based and may be subject to moderation by the SACE Board.

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

• Mathematical Folios (investigations and research tasks)
• Skills and Application Tasks (topic tests)

Students complete three or four assessment tasks per semester in Stage 1 Specialist Mathematics, as outlined in the Learning and Assessment Plan (LAP).

SACE NUMERACY REQUIREMENT AND SUBJECT PATHWAY

Successful completion of this subject, achieving a C grade or higher in at least one semester, meets the SACE Numeracy requirement.

Students who successfully meet this requirement in the first semester may choose to either continue with a second semester of Specialist Mathematics or select an alternative elective. Students who do not achieve a C grade or higher in the first semester will be required to undertake a second semester of Mathematics to achieve a C grade or higher to meet the SACE Numeracy requirement.

Students intending to study Stage 2 Specialist Mathematics must complete 20 credits (a full year) of Stage 1 Specialist Mathematics. Students should investigate whether tertiary study requires Stage 2 Specialist Mathematics as a prerequisite or assumed knowledge.

Essential Mathematics is designed for a range of students, including those who are seeking to meet the SACE numeracy requirement, and students who are planning to pursue a career in a range of trades or vocational pathways. There is an emphasis on extending students' mathematical skills in ways that apply to practical problem-solving in everyday and workplace contexts, in flexible and resourceful ways.

Students who study Essential Mathematics at Stage 1 are not eligible to enrol in a Stage 2 Mathematics subject. To study Stage 2 General Mathematics, students must complete 20 credits of Stage 1 General Mathematics.

RECOMMENDED BACKGROUND

This course is intended for students who have not satisfactorily completed the Year 10 Mathematics course and have been recommended by their teacher.

CONTENT

The following topics provide the framework for learning in Stage 1 Essential Mathematics.

Semester 1

• Calculations, Time and Ratio
• Earning and Spending
• Geometry

Semester 2

• Data in Context
• Measurement
• Investing

ASSESSMENT

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school-based and may be subject to moderation by the SACE Board.

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

• Mathematical Folios (investigations and research tasks)
• Skills and Applications Tasks (topic tests)

Students complete three or four assessment tasks each semester in Stage 1 Essential Mathematics, as outlined in the Learning and Assessment Plan (LAP).

SACE NUMERACY REQUIREMENT AND SUBJECT PATHWAY

Successful completion of this subject, achieving a C grade or higher in at least one semester, meets the SACE Numeracy requirement.

Students who successfully meet this requirement in the first semester may choose to either continue with a second semester of Mathematics or select an alternative elective. Students who do not achieve a C grade or higher in the first semester will be required to undertake a second semester of Essential Mathematics to achieve a C grade or higher to meet the SACE Numeracy requirement.

Students who study Essential Mathematics at Stage 1 are not eligible to enrol in any Mathematics subjects at Stage 2.

General Mathematics extends students' mathematical skills in ways that apply to practical problem solving. Topics cover a diverse range of applications of mathematics, including personal financial management, the statistical investigation process, modelling using linear and non-linear functions, networks and matrices, and discrete models.

Successful completion of General Mathematics at Stage 2 prepares students for entry to tertiary courses requiring a non-specialised background in mathematics.

RECOMMENDED BACKGROUND

An average of a “C” grade or better in Year 10 Mathematics plus teacher recommendation.

CONTENT

The following topics provide the framework for learning in Stage 1 General Mathematics.

Semester 1

• Investing and Borrowing
• Measurement
• Statistical Investigation

Semester 2

• Applications of Trigonometry
• Linear and Exponential Functions
• Matrices and Networks

ASSESSMENT

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school-based and may be subject to moderation by the SACE Board.

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

• Mathematical Folios (investigations and research tasks)
• Skills and Applications Tasks (topic tests)

Students complete three or four assessment tasks per semester in Stage 1 General Mathematics, as outlined in the Learning and Assessment Plan (LAP).

SACE NUMERACY REQUIREMENT AND SUBJECT PATHWAY

Successful completion of this subject, achieving a C grade or higher in at least one semester, meets the SACE Numeracy requirement.

Students who successfully meet this requirement in the first semester may choose to either continue with a second semester of Mathematics or select an alternative elective. Students who do not achieve a C grade or higher in the first semester will be required to undertake a second semester of Mathematics to achieve a C grade or higher to meet the SACE Numeracy requirement.

Students intending to study Stage 2 General Mathematics must complete 20 credits (a full year) of Stage 1 General Mathematics or Mathematical Methods.

Stage 1 Mathematical Methods provides the foundation for further study in mathematics in Stage 2 Mathematical Methods.

Mathematical Methods can lead to tertiary studies of, for example, 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.

A student studying Specialist Mathematics must also select Mathematical Methods.

A graphics calculator (preferably the CASIO fx-CG50 AU) is required for this course. It can be purchased from local retailers, or a compatible model may be borrowed from the school if needed.

RECOMMENDED BACKGROUND

An average of a “B” grade or better in Year 10 Mathematics plus teacher recommendation.

CONTENT

The following topics provide the framework for learning in Stage 1 Mathematical Methods.

Semester 1

• Functions and graphs
• Polynomials and quadratics
• Trigonometry

Semester 2

• Counting and statistics
• Growth and decay
• Introduction to differential calculus

ASSESSMENT

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school-based and may be subject to moderation by the SACE Board.

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

• Mathematical Folios (investigations and research tasks)
• Skills and Application Tasks (topic tests)

Students complete three or four assessment tasks per semester in Stage 1 Mathematical Methods, as outlined in the Learning and Assessment Plan (LAP).

SACE NUMERACY REQUIREMENT AND SUBJECT PATHWAY

Successful completion of this subject, achieving a C grade or higher in at least one semester, meets the SACE Numeracy requirement.

Students who successfully meet this requirement in the first semester may choose to either continue with a second semester of Mathematical Methods or select an alternative elective. Students who do not achieve a C grade or higher in the first semester will be required to undertake a second semester of Mathematics to achieve a C grade or higher to meet the SACE Numeracy requirement.

Students intending to study Stage 2 Mathematics Methods must complete 20 credits (a full year) of Stage 1 Mathematical Methods. Students should investigate whether tertiary study requires Stage 2 Mathematical Methods as a prerequisite or assumed knowledge.

Scientific Studies allow students to apply inquiry-based approaches to design, plan, and undertake investigations, responding to local or global situations in forensic science. Both collaboratively, and individually, they employ a scientific approach to collecting, representing, and analysing data using technological tools effectively. After critically evaluating their procedures or models, students communicate scientifically to draw evidence-based conclusions that may lead to further testing, exploring more effective methods or solutions, or new questions.

One of the primary objectives of studying forensic science is to enhance students' understanding of diverse scientific concepts. Through techniques such as DNA analysis, ballistics, and toxicology, learners engage with fundamental areas of study, including biology, chemistry, and physics. This comprehensive approach encourages an active learning experience where informed decision-making is paramount. Forensic science challenges students to ask questions, identify issues, and explore opportunities and challenges through hands-on investigations.

RECOMMENDED BACKGROUND

Working at or above standard (a C grade or better) in the Year 10 Science. Scientific Studies is an excellent choice for students who have enjoyed their science courses in high school but do not intend to specialise in a specific science subject at the SACE level.

CONTENT

The following topics provide the framework for learning in Forensic Science.

Semester 1

• Introduction to Forensics
• Physical Evidence (hair, fibres, fingerprints)
• Forensic Anthropology
• Blood and DNA evidence, including blood spatter analysis
• Trace Evidence

Semester 2

• Introduction to Forensics
• Crime Scene and Evidence basics
• Impression Evidence
• DNA Analysis
• Forensic Anthropology
• Handwriting Analysis
• Arson Investigation

Topics may vary based on student interests and course circumstances.

ASSESSMENT

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school based.

There are two assessment types:

• Inquiry Folios (Science as a Human Endeavour investigation and Science Inquiry Skills tasks)
• Collaborative Inquiry (Investigation Design and Evaluation)

Students complete three or four assessment tasks per semester of Stage 1 Forensic Science, as outlined in the Learning and Assessment Plan (LAP).

SUBJECT PATHWAY

Successful completion of this subject does not lead to any Stage 2 Science subjects.

Stage 1 Biology is offered as a 10-credit subject in each semester of Year 11. Students are encouraged to complete both semesters (20 credits) to continue into Year 12 Biology (Stage 2).

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

Students investigate biological systems and their interactions, from the perspectives of energy, control, structure and function, change, and exchange in microscopic cellular structures and processes, through to macroscopic ecosystem dynamics. These investigations allow students to extend the skills, knowledge, and understanding that enable them to explore and explain everyday observations, find solutions to biological issues and problems, and understand how biological science impacts on their lives, society, and the environment. They apply their understanding of the interconnectedness of biological systems to evaluate the impact of human activity on the natural world.

RECOMMENDED BACKGROUND: 

Working at or above standard (a C grade or better) in the Year 10 Science.

CONTENT

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

Semester 1

• Cells and microorganisms
• Infectious disease

Semester 2

• Multicellular organisms
• Biodiversity and ecosystem dynamics

ASSESSMENT

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school based.

There are two assessment types:

• Investigations Folios (practical investigations and Science as a Human Endeavour investigations)
• Skills and Application Tasks (topic tests and/or examination)

Students complete three or four assessment tasks per semester in Stage 1 Biology, as outlined in the Learning and Assessment Plan (LAP).

SUBJECT PATHWAY

Biology is offered as a 10-credit subject in each semester of Year 11, giving students the option to study it for one or both semesters.

Successful completion of this subject leads to: Stage 2 Biology

Students intending to study Stage 2 Biology are strongly encouraged to complete both semesters of Stage 1, particularly Semester 2, as it builds essential background knowledge and skills. A full year (20 credits) of Stage 1 Biology with a B grade or higher is recommended for success at Stage 2.

Students should investigate whether tertiary study requires Stage 2 Biology as a prerequisite or assumed knowledge.

Stage 1 Chemistry is offered as a 10-credit subject in each semester of Year 11. Students must complete a full year (20 credits) to progress to Year 12 Chemistry (Stage 2).

In their study of Chemistry, students develop and extend their understanding of how the physical world is chemically constructed, the interaction between human activities and the environment, and the use that human beings make of the planet’s resources. They explore examples of how scientific understanding is dynamic and develops with new evidence, which may involve the application of new technologies. Students consider examples of benefits and risks of chemical knowledge to the wider community, along with the capacity of chemical knowledge to inform public debate on social and environmental issues. The study of Chemistry helps students to make informed decisions about interacting with and modifying nature, and explore options such as green or sustainable chemistry, which seeks to reduce the environmental impact of chemical products and processes.

Recommended background

Working at or above standard (a C grade or better) in the Year 10 Science. Strong mathematical skills are expected.

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

Semester 1

• Materials and their atoms
• Combinations of atoms
• Acids and bases

Semester 2

• Molecules
• Mixtures and solutions
• Redox reaction

ASSESSMENT
Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school based.

There are two assessment types:

• Investigations Folios (practical investigations and Science as a Human Endeavour investigations)
• Skills and Application Tasks (topic tests)

Students complete three or four assessment tasks per semester of Stage 1 Chemistry, as outlined in the Learning and Assessment Plan (LAP).

SUBJECT PATHWAY

Successful completion of this subject leads to: Stage 2 Chemistry

Students intending to study Stage 2 Chemistry are expected to complete both semesters (full year) of Stage 1 as it builds essential background knowledge and skills. A full year (20 credits) of Stage 1 Chemistry with a B grade or higher is recommended for success at Stage 2.

Students should investigate whether tertiary study requires Stage 2 Chemistry as a prerequisite or assumed knowledge.

Stage 1 Physics is offered as a 10-credit subject in each semester of Year 11. Students must complete a full year (20 credits) to progress to Stage 2 Physics (Stage 2).

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. In Physics, students integrate and apply a range of understanding, inquiry, and scientific thinking skills that encourage and inspire them to contribute their own solutions to current and future problems and challenges. Students also pursue scientific pathways, for example, in engineering, renewable energy generation, communications, materials innovation, transport and vehicle safety, medical science, scientific research, and the exploration of the universe.

RECOMMENDED BACKGROUND

Working at or above standard (a C grade or better) in the Year 10 Science.

CONTENT

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

Semester 1

• Linear motion and forces
• Electricity
• Heat

Semester 2

• Energy and momentum
• Waves
• Nuclear models and radioactivity

ASSESSMENT           

Students are assessed using the SACE Performance Standards.

Assessment at Stage 1 is school based.

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

• Investigations Folio (practical investigations and Science as a Human Endeavour investigations)
• Skills and Applications Tasks (topic tests)

Students complete three or four assessment tasks per semester of Stage 1 Physics, as outlined in the Learning and Assessment Plan (LAP).

SUBJECT PATHWAY

Successful completion of this subject leads to: Stage 2 Physics

Students intending to study Stage 2 Physics are expected to complete both semesters (full year) of Stage 1 as it builds essential background knowledge and skills. A full year (20 credits) of Stage 1 Physics with a B grade or higher is recommended for success at Stage 2.

Students should investigate whether tertiary study requires Stage 2 Physics as a prerequisite or assumed knowledge.