Stage 2

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%)
• Assessment Type 3: Practical Skills (30%) – (External Assessment)

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

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.already receiving lessons privately, school based instrumental lessons are not necessary.

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 40%- a Folio documenting visual learning in support of two resolved final artworks.
• Assessment Type 2: Practical 30%- 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.

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%

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%

Please note, an additional fee of $50.00 (GST free) per year is required for student’s participation in this course.

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%

Please note, an additional fee of $50.00 (GST free) per year is required for student’s participation in this course.

Engineering Edge is a unique subject offered through the Flinders University and Le Fevre High School Flinders Aligned Pathway. Le Fevre High School is the only school in South Australia offering this direct engineering pathway through a traditional SACE program, giving students an exciting opportunity to connect their Year 12 studies directly with university engineering.

Co-designed with Flinders University, Engineering Edge focuses on the core mathematics and problem-solving skills that provide a strong foundation for first-year engineering study at Flinders. Students develop the mathematical understanding, confidence and skills needed to make the transition from school to university engineering.

For students who successfully meet the requirements of the Flinders Aligned Pathway, Engineering Edge provides guaranteed entry to eligible Flinders University engineering courses. This creates a clear and supported pathway from Year 12 at Le Fevre High School into an engineering degree at Flinders University.

Engineering Edge is more than a Year 12 subject, it is your pathway to engineering at Flinders.

For full details about the Flinders Aligned Pathway, pathway requirements and eligible courses, please see the Specialist Pathways tab.

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 2 Engineering Futures, students will have developed advanced engineering thinking, design and problem-solving skills through the application of engineering principles to real-world challenges. Students will work with modern engineering technologies and industry-informed practices, developing the independence, technical skills and transferable capabilities required for further study, apprenticeships, traineeships and careers across engineering and STEM industries.

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%

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.

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%)

For more information, please click link below:

The study of Outdoor Education provides students with opportunities to experience personal growth and to develop social skills, self-confidence, initiative, self-reliance, leadership, and collaborative skills. The development of their relationship with natural environments impacts positively on students’ health and wellbeing and fosters a lifelong connection with nature and a commitment to responsible activity in natural environments. In this subject, students will be supported to develop skills in planning and implementing outdoor journeys, demonstrate initiative, self-reliance, leadership, and a sense of responsibility towards others, investigate, critically analyse, and reflect on strategies that achieve sustainable use of natural environments (Aboriginal perspectives) and reflect on the personal, social and environmental outcomes of participation in an outdoor journey.

Students study Outdoor Education topics through three interrelated Focus Areas:

• 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 Performance Standards. Students demonstrate evidence of their learning through the following assessment types:

• Assessment Type 1: About Natural Environments
• Assessment Type 2: Experiences in Natural Environments
• Assessment Type 3: Connections with Natural Environments

Please note, an additional fee of $250.00 (GST free) per student is required for participation in this course, which includes all 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 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

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: Diagnostics (30%)

Assessment Type 2: Self-Improvement Portfolio (40%)

Assessment Type 3: Group Dynamics Task (30%) external For more information, please click link below:

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 Society & Culture, students gain insight into the significance of factors such as gender, ethnicity, racism, class, and power. Students will learn to critically analyse different viewpoints about people, societies, and issues, and gain a better understanding of the diversity within and across societies.

Students learn about the ways in which societies constantly change and are affected by social, political, historical, environmental, economic, and cultural factors.

Students develop the skills and experience to understand how individual and group involvement can influence change, and to consider the consequences of a range of possible social actions. They learn to challenge their own thinking and develop skills in presenting opinions supported by evidence.

Topics cover three broad groups:
• Culture e.g. The Material World
• Contemporary Challenges e.g. People & the Environment
• Global Issues e.g. A question of rights.

Although completing Society & Culture in Stage 1 is not required for taking this subject in Stage 2, it is beneficial. Most Stage 1 Humanities subjects will provide a solid skill foundation for this subject.

ASSESSMENT

The following assessment types enable students to demonstrate their learning in
Stage 2 Society & Culture:

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 Women’s 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. In addition to the many other advantages of learning a second language, students also attract bonus ATAR points. More information here: https://www.sace.sa.edu.au/coordinating/admin/information-sheets/12.

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 40%
• In-depth Study 30%

The folio mark is based on 3 main assessment tasks

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.

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

20 credits of Stage 1 General Mathematics or Mathematical Methods at a C grade or better. A solid understanding of Stage 1 General Mathematics content is vital.

CONTENT

Stage 2 General Mathematics is a 20-credit subject. 

Stage 2 General Mathematics offers students the opportunity to develop a strong understanding of the process of mathematical modelling and its application to problem-solving in everyday workplace contexts.

A problem-based approach is integral to the development of both the models and the associated key concepts in the topics. These topics cover a range of mathematical applications, including linear functions, matrices, statistics, finance, and optimisation.

Stage 2 General Mathematics consists of the following five topics:

Topic 1: Modelling with linear relationships

Topic 2: Modelling with matrices

Topic 3: Statistical models

Topic 4: Financial models

Topic 5: Discrete models

Students study all five topics. The topics can be sequenced and structured to suit individual groups of students.

ASSESSMENT

Students are assessed using the SACE Performance Standards.

At Stage 2, 70% of the assessment is school-based and externally moderated by the SACE Board, while the remaining 30% is assessed through an external examination marked by the SACE Board.

Students undertake an external SACE examination (30%) to assess mathematical understanding from Topics 3, 4 and 5. The examination requires students to demonstrate knowledge, routine skills and applications, analysis and interpretation. Students provide explanations and arguments, and use correct mathematical notation, terminology, and representations throughout the examination.

Students provide evidence of their learning through six or seven assessments, as outlined in the Learning and Assessment Plan (LAP):

• four or five skills and application tasks
• one mathematical investigation
• one external examination.

FUTURE PATHWAYS

Successful completion of Stage 2 General Mathematics provides students with the mathematical foundation needed for a wide range of tertiary courses and career options that do not require a highly specialised background in mathematics.

This subject supports pathways into areas such as business, commerce, accounting, architecture, economics, agricultural science, agri-business, nursing, aviation, construction management, information technology, building trades, and design. It is particularly relevant for students pursuing careers that involve practical application of mathematics in real-world contexts, including data interpretation, financial management, and measurement., nursing, science, agricultural science, agri-business, business management, aviation, construction management, information technology, building trades, building design, amongst many others.

Stage 2 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.

A student studying Specialist Mathematics must also study 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

20 credits of Stage 1 Specialist Mathematics and Mathematical Methods at a C grade or better. A solid understanding of Stage 1 Specialist Mathematics and Mathematical Methods content is vital.

CONTENT

Stage 2 Specialist Mathematics is a 20-credit subject. 

The topics in Stage 2 extend students’ mathematical experience and their mathematical flexibility and versatility, in particular, in the areas of complex numbers and vectors. The general theory of functions, differential equations, and dynamic systems provides opportunities to analyse the consequences of more complex laws of interaction.

Specialist Mathematics topics provide different scenarios for incorporating mathematical arguments, proofs, and problem-solving.

Stage 2 Specialist Mathematics consists of the following six topics:

Topic 1: Mathematical induction

Topic 2: Complex numbers

Topic 3: Functions and sketching graphs

Topic 4: Vectors in three dimensions

Topic 5: Integration techniques and applications

Topic 6: Rates of change and differential equations

ASSESSMENT

Students are assessed using the SACE Performance Standards.

At Stage 2, 70% of the assessment is school-based and externally moderated by the SACE Board, while the remaining 30% is assessed through an external examination marked by the SACE Board.

Students undertake an external examination to assess mathematical understanding from all Stage 2 Specialist Mathematics topics studied. The examination requires students to demonstrate knowledge, routine skills and applications, analysis and interpretation. Students provide explanations and arguments, and use correct mathematical notation, terminology, and representations throughout the examination.

Students provide evidence of their learning through seven or eight assessments, as outlined in the Learning and Assessment Plan (LAP):

• five or six skills and application tasks
• one mathematical investigation
• one external examination.

FUTURE PATHWAYS

Successful completion of Stage 2 Specialist Mathematics prepares students for tertiary courses that require a high level of mathematical knowledge or list it as a prerequisite. This subject provides a strong foundation for further study in areas such as mathematical sciences, engineering, computer science, and physical sciences.

Students considering careers in these or related fields will benefit significantly from undertaking Specialist Mathematics.

Stage 2 Mathematical Methods develops an increasingly complex and sophisticated understanding of calculus and statistics. By using functions and their derivatives and integrals, and by mathematically modelling physical processes, students develop a deep understanding of the physical world through a sound knowledge of relationships involving rates of change.

Students use statistics to describe and analyse phenomena that involve uncertainty and variation.

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

20 credits of Stage 1 Mathematical Methods at a C grade or better. A solid understanding of Stage 1 Mathematical Methods content is vital.

CONTENT

Stage 2 Mathematical Methods is a 20-credit subject. 

Stage 2 Mathematical Methods focuses on the development of mathematical skills and techniques that enable students to explore, describe, and explain aspects of the world around them in a mathematical way. It places mathematics in relevant contexts and deals with relevant phenomena from the students’ common experiences, as well as from scientific, professional, and social contexts.

The coherence of the subject comes from its focus on the use of mathematics to model practical situations, and on its usefulness in such situations. Modelling, which links the two mathematical areas to be studied, calculus and statistics, is made more practicable by the use of electronic technology.

The ability to solve problems based on a range of applications is a vital part of mathematics in this subject. As both calculus and statistics are widely applicable as models of the world around us, there is ample opportunity for problem-solving throughout this subject.

Stage 2 Mathematical Methods consists of the following six topics:

• Topic 1: Further differentiation and applications
• Topic 2: Discrete random variables
• Topic 3: Integral calculus
• Topic 4: Logarithmic functions
• Topic 5: Continuous random variables
• Topic 6: Sampling and confidence intervals

Students study all six topics. The topics can be sequenced and structured to suit individual groups of students.

ASSESSMENT

Students are assessed using the SACE Performance Standards.

At Stage 2, 70% of the assessment is school-based and externally moderated by the SACE Board, while the remaining 30% is assessed through an external examination marked by the SACE Board.

Students complete one mathematical investigation and six skills and applications tasks.

Students undertake an external examination to assess mathematical understanding from all Stage 2 Mathematical Methods topics studied. The examination requires students to demonstrate knowledge, routine skills and applications, analysis and interpretation. Students provide explanations and arguments, and use correct mathematical notation, terminology, and representations throughout the examination.

Students provide evidence of their learning through seven or eight assessments, as outlined in the Learning and Assessment Plan (LAP):

• five or six skills and application tasks
• one mathematical investigation
• one external examination.

FUTURE PATHWAYS

Stage 2 Mathematical Methods provides a strong foundation for tertiary study in fields that require a background in mathematics. It is a prerequisite or assumed knowledge for many university courses in mathematics, economics, computer science, and various branches of science.

This subject also supports pathways into health and social sciences, where the understanding and application of statistics is essential. When studied in combination with Specialist Mathematics, Mathematical Methods can open pathways to highly mathematical fields such as engineering, physical sciences, and areas like laser physics, where advanced mathematical skills are essential.

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

10 or 20 credits of Stage 1 Biology at a B grade or better. A solid understanding of Stage 1 Biology content is assumed.

CONTENT

Stage 2 Biology is a 20-credit subject.

Stage 2 Biology consists of the following four topics:

Topic 1: DNA and proteins

Topic 2: Cells As the basis of life

Topic 3: Homeostasis

Topic 4: Evolution

Students study all four topics. The topics will be sequenced and structured to suit individual groups of students.

ASSESSMENT

Students are assessed using the SACE Performance Standards.

At Stage 2, 70% of the assessment is school-based and externally moderated by the SACE Board, while the remaining 30% is assessed through an external examination marked by the SACE Board.

The weightings for the assessment tasks are:

School assessment (70%)

• Investigations Folio (30%)
• Skills and Applications Tasks (40%)

External assessment (30%)

• Electronic examination (30%).

Students provide evidence of their learning through six or seven assessments, as outlined in the Learning and Assessment Plan (LAP):

• one or two practical investigations
• one investigation with a focus on science as a human endeavour
• three or four skills and applications tasks
• one external electronic examination.

FUTURE PATHWAYS

Successful completion of Biology at Stage 2 prepares students for entry to tertiary courses where biological content knowledge is assumed or a prerequisite for enrolment.

Year 12 Biology can open a range of career opportunities, especially in fields related to science and health. Here are some careers where biology is particularly useful:

Veterinary science: working as a veterinarian or in animal care.

Medicine and healthcare: careers such as doctor, nurse, pharmacist, or medical researcher

Environmental Science: roles like environmental scientist, conservationist, or ecologist

Biotechnology: working in genetic engineering, pharmaceuticals, or agricultural science

Education: becoming a biology teacher or lecturer

Research: conducting research in various biological sciences fields

Veterinary science: working as a veterinarian or in animal care.

In their study of Stage 2 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.

RECOMMENDED BACKGROUND

20 credits of Stage 1 Chemistry at a B grade or better. A solid understanding of Stage 1 Chemistry content is assumed knowledge for this course.

CONTENT
Stage 2 Chemistry is a 20-credit subject.

Stage 2 Chemistry consists of the following four topics:

Topic 1: Monitoring the environment
Topic 2: Managing chemical processes
Topic 3: Organic and biological chemistry
Topic 4: Managing resources

Students study all four topics. The topics can be sequenced and structured to suit individual groups of students.

ASSESSMENT

Students are assessed using the SACE Performance Standards.

At Stage 2, 70% of the assessment is school-based and externally moderated by the SACE Board, while the remaining 30% is assessed through an external examination marked by the SACE Board.

The weightings for the assessment tasks are:

School assessment (70%)

• Investigations Folio (30%)
• Skills and Applications Tasks (40%)

External assessment (30%)

• Examination (30%).

Students provide evidence of their learning through six or seven assessments, as outlined in the Learning and Assessment Plan (LAP):

• one or two practical investigations
• one investigation with a focus on science as a human endeavour
• three or four skills and applications tasks
• one external examination.

FUTURE PATHWAYS

Successful completion of Chemistry at Stage 2 prepares students for entry to tertiary courses where chemistry content knowledge is assumed or a prerequisite for enrolment.

Year 12 Chemistry is a valuable subject that can lead to a variety of career paths, particularly in science and technology fields. Here are some careers where chemistry is particularly useful:

• Pharmacy: becoming a pharmacist or working in pharmaceutical research and development
• Chemical engineering: designing and developing chemical processes for manufacturing
• Medicine and healthcare: roles such as doctor, dentist, or medical researcher
• Environmental science: working as an environmental chemist or in pollution control
• Forensic science: applying chemistry in criminal investigations and laboratory analysis
• Biotechnology: engaging in research and development in genetics, agriculture, or food science
• Education: teaching chemistry at a secondary or tertiary level
• Materials Science: developing new materials, such as polymers or nanomaterials.

The study of Stage 2 Physics is constructed around using qualitative and quantitative models, laws, and theories to better understand matter, forces, energy, and the interaction among them. Physics seeks to explain natural phenomena, from the subatomic world to the macrocosmos, and to make predictions about them. The models, laws, and theories in physics are based on evidence obtained from observations, measurements, and active experimentation over thousands of years.

RECOMMENDED BACKGROUND:

20 credits of Stage 1 Physics at a B grade or better.

Students enrolling in this course are expected to have a sound understanding of both Stage 1 Physics units, along with strong mathematical skills in geometry, trigonometry, and mathematical functions developed during Stage 1.

 CONTENT

Stage 2 is a 20-credit subject.

Stage 2 Physics consists of the following three topics:

Topic 1: Motion and relativity

Topic 2: Electricity and magnetism

Topic 3: Light and atoms

Students study all three areas.

ASSESSMENT

Students are assessed using the SACE Performance Standards.

At Stage 2, 70% of the assessment is school-based and externally moderated by the SACE Board, while the remaining 30% is assessed through an external examination marked by the SACE Board.

The weightings for the assessment tasks are:

School assessment (70%)

• Investigations Folio (30%)
• Skills and Applications Tasks (40%)

External assessment (30%)

• Examination (30%).
•  

Students provide evidence of their learning through six or seven assessments, as outlined in the Learning and Assessment Plan (LAP):

• one or two practical investigations
• one investigation with a focus on science as a human endeavour
• three or four skills and applications tasks
• one external examination.

FUTURE PATHWAYS

Successful completion of Physics at Stage 2 prepares students for entry to tertiary courses where physical content knowledge is assumed or a prerequisite for enrolment.

Year 12 Physics is a subject that can lead to a wide range of career opportunities, especially in fields related to science, engineering, and technology. Here are some careers where physics is particularly useful:

• Engineering: roles in mechanical, electrical, civil, or aerospace engineering
• Astrophysics and astronomy: working as an astrophysicist or astronomer
• Medicine and healthcare careers such as medical physicist or radiologist
• Research and Development: conducting research in various physics-related fields
• Education: teaching physics at a secondary or tertiary level
• Computer Science and IT: roles in software development, data analysis, or IT consulting
• Energy sector: working in renewable energy, nuclear energy, or energy efficiency
• Telecommunications: engaging in the development and maintenance of communication systems.

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.