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.

The Year 8 Voyage Through Engineering builds on students' Year 7 experiences by challenging them to apply engineering principles to complex, real-world problems. Through an extended aquaponics project, students investigate sustainable food production and design integrated systems that support both plant and aquatic life.

Combining science, technologies, mathematics and sustainability concepts, students work collaboratively to design, build, test and refine functioning aquaponics systems while developing a deeper understanding of environmental stewardship and systems thinking.

Course Objectives

Learning Experiences

Throughout the year, students engage in a range of experiences connected to aquaponics and sustainable engineering, including:

Throughout the project, students are encouraged to:

Outcomes

By the end of Year 8, students will have developed a deeper understanding of sustainable engineering practices and systems thinking. They will be confident in applying the engineering design process, using digital technologies and working collaboratively to solve complex problems. Students will leave the course equipped with the skills and mindset needed to continue their learning within the Engineering Futures Pathway and future STEM opportunities.

In Year 9, The Arts is one learning area made up of different strands: Drama, Music, Media Art & Design and Visual Art. Students have the opportunity to personalise their learning by selecting which strands they want to study, giving you greater agency and ownership of your education. These subjects can be taken as an elective for one semester or a full year, allowing you to explore your interests or specialise in an area you’re passionate about. Within each strand, students also have input into the themes, projects and styles explored. Your voice helps shape the learning experience. Whether you want to perform on stage, create music, produce media or develop visual art, the choice is yours.

ARTS CREW: VOYAGE THROUGH THE ARTS

We believe students learn best when they have a voice in their education. Our Arts curriculum is designed to offer choice and flexibility, allowing students to explore the creative areas that interest them most. Whether you enjoy performing on stage, creating music, designing visually or telling stories through media, you will have the opportunity to shape your learning experience. The Arts is compulsory for one semester. Students can select from the different strands to suit their passions and goals. The content within these classes is also influenced by student interests. Your ideas help guide what we create and learn together.

The course develops student understandings of our Justice system, our Legal system and our Political system. It challenges students to explore issues of equity and social justice, and calls students to action to address current issues in Australia and beyond. This course is based on the Australian Curriculum Civics and Citizenship curriculum.

ASSESSMENT

Students will be assessed according to the distinct Achievement Standard for each of the subjects represented in the Australian HAAS Curriculum.

The Year 10 Engineering Futures Pathway program at Le Fevre High School continues the learning from the Year 9 Engineering Futures Pathway program where students develop their understanding of the engineering process through hands-on experiences and interdisciplinary learning. This course continues their work with coding, Robotics, CAD and 3D printing with a greater focus on innovative solutions.

Course Objectives

· Voyage Learning: Emphasising interdisciplinary connections, students will engage in deep, purposeful learning experiences that encourage exploration and innovation.

· Hands-On Experience: Through coding, computer-aided design, and 3D printing, students will gain practical skills and insights into the engineering process.

· Innovation and Creativity: Encouraging students to think creatively and develop innovative solutions to authentic real-world problems.

· STEM Competitions: Projects will focus on designing solutions or develop STEM thinking to participate in STEM specific competitions.

Learning Experiences

· Test Ideas: Experimenting with different concepts and approaches to solve engineering problems.

· Take Risks: Encouraging a mindset that embraces challenges and learns from failures.

· Listen to and Think About Alternative Ideas: Fostering an environment where diverse perspectives are valued and considered.

· Build Knowledge Applicable in Real Life: Ensuring that learning is relevant and can be applied to real-world situations.

· Engineering: Designing solutions to real world problems, such as designing more efficient eco-friendly housing in rural areas, aerodynamically efficient rockets, robots that have specific functions to assist the mobility impaired or working on an industry challenge.

Outcomes

By the end of the course, students will have developed a comprehensive understanding of the engineering process. They will be more confident with coding, robotics, CAD and 3D printing and come up with innovative solutions for a range of engineering problems.

The Engineering Futures Pathway program at Le Fevre High School continues the learning from the Voyage through Engineering program where students develop their understanding of the engineering process through hands-on experiences and interdisciplinary learning. This course continues their work with coding, Robotics, CAD and 3D printing with a greater focus on autonomous design solutions.

Course Objectives

· Voyage Learning: Emphasising interdisciplinary connections, students will engage in deep, purposeful learning experiences that encourage exploration and innovation.

· Hands-On Experience: Through coding, computer-aided design, and 3D printing, students will gain practical skills and insights into the engineering process.

· Innovation and Creativity: Encouraging students to think creatively and develop innovative solutions to authentic real-world problems.

· STEM Competitions: Projects will focus on designing solutions or develop STEM thinking to participate in STEM specific competitions.

Learning Experiences

· Test Ideas: Experimenting with different concepts and approaches to solve engineering problems.

· Take Risks: Encouraging a mindset that embraces challenges and learns from failures.

· Listen to and Think About Alternative Ideas: Fostering an environment where diverse perspectives are valued and considered.

· Build Knowledge Applicable in Real Life: Ensuring that learning is relevant and can be applied to real-world situations.

· Design Technologies: Centred around Naval architecture, students design a buoyant, stable and hydrodynamically efficient prototype hull with an autonomous electronic rudder control system.

· Computer-Aided Design (CAD): Learners will use CAD software to create detailed drawings and models to support their naval designs.

· 3D Printing: This module will allow students to bring their designs to life, understanding the principles of additive manufacturing and material properties.

Outcomes

By the end of the course, students will have developed strong connections between robotics and autonomous systems. They will be more confident in the use of CAD and 3D printing and have further developed problem solving skills that are necessary to pursue further studies or careers in engineering and related fields.

The Year 7 Voyage through Engineering program at Le Fevre High School introduces students to engineering thinking through authentic, hands-on learning experiences. Working across science, technologies, mathematics, humanities and the arts, students investigate real-world problems and design innovative solutions through a series of interdisciplinary voyages.

Students develop their understanding of the engineering design process by exploring how ideas move from concept to prototype. Throughout the year, they learn to collaborate effectively, think critically, communicate their ideas and apply creativity to solve complex challenges.

Course Objectives

Learning Experiences

Students participate in a range of voyages that connect engineering with real-world contexts, including:

Throughout each voyage, students are encouraged to:

Outcomes By the end of Year 7, students will have developed foundational engineering knowledge and transferable skills including teamwork, communication, critical thinking, creativity and resilience. They will understand how engineering can be used to solve problems and improve communities while building confidence to pursue further studies in STEM and the Engineering Futures Pathway.

THE YEAR 7 ARTS CREW: VOYAGE THROUGH THE ARTS

Key Benefits:

· Creative Exploration: Discover your passions and talents in a vibrant, supportive Crew environment.

· Skill Development: Master essential artistic techniques and digital tools used in today's creative industries.

· Community Engagement and Identity: Showcase your work to the community and connect with local artists and organisations.

· Student Wellbeing: Reduce stress, express emotions, and build confidence through artistic outlets and create tribe through working together.

· Confidence Building: Mastering skills and collaborating on projects builds confidence and a sense of achievement. Public presentations further enhance self-esteem and communication skills.

· Future Pathways: Prepare for specialised Arts curriculum pathways in Year 8 and beyond.

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%

THRIVE • RESPECT • INTEGRITY

We acknowledge the Kaurna people as the traditional custodians of the Adelaide region and pay our respects to the Elders past, present and future for they hold the memories, the traditions, the culture and hopes of Aboriginal and Torres Strait Islander people.

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