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

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

 ASSESSMENT

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

School-based Assessment

External Assessment                        

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.

RECOMMENDED BACKGROUND: C grade or higher in Stage 1 Physics

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

 CONTENT

Areas covered within the Stage 2 course include:

ASSESSMENT

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

FUTURE PATHWAYS

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

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

N.B: This subject has an externally assessed component (Personal Endeavour) and therefore can be used towards an ATAR. Worthy of note is the fact that if students do their work properly, it is very easy to get a very high ATAR score in this subject, which could significantly boost their overall ATAR score.

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

CONTENT ( 20 SACE credits )

Engineering Activities: The exploration of Engineering Principles is used in conjunction with Mathematics, Physics and Science to test a remote-controlled working ship model. Students will also have the opportunity, time permitting, to build from A to Z, a full-scale wooden Sailing and Rowing Dingy and test it in a safe location. In the process, they will study the Physics, Science and Engineering Principles relating to Forces, Buoyancy, Displacement, Stability, Aerodynamics, Science of Materials, and Navigation.

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

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

ASSESSMENT

Practicals Inquiries: Scale calculations, Archimedes Principle and Displacement Curves – STEM of projectiles, Replenishment at sea from ship to ship, Physics of Ballistics and Woomera/Midla – Applications of Snell’s law in Optics and in the direction of Ocean waves.

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

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

There is no examination required to successfully complete this full year course.

RECOMMENDED BACKGROUND: C grade or higher in Stage 1 Chemistry

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

 CONTENT

ASSESSMENT

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

FUTURE PATHWAYS

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

RECOMMENDED BACKGROUND: C grade or higher in Stage 1 Biology

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

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

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

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

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

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

ASSESSMENT

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

FUTURE PATHWAYS

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

RECOMMENDED BACKGROUND:

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

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

 CONTENT

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

ASSESSMENT

FUTURE PATHWAYS

The subject leads to study in a range of tertiary courses such as mathematical sciences, engineering, computer science, and physical sciences. Students envisaging careers in related fields will benefit from studying this subject.

RECOMMENDED BACKGROUND:

A C grade or better in Stage 1 Mathematical Methods.

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

 CONTENT

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

ASSESSMENT

FUTURE PATHWAYS

This subject can be used for University and TAFE entrance.

RECOMMENDED BACKGROUND:

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

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

 CONTENT

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

ASSESSMENT

FUTURE PATHWAYS

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

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

CONTENT

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

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:

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

CARE • COMMITMENT • CO-OPERATION • RESPECT

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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