Le Fevre High School Arts: Ignite Your Creative Journey

Embark on an immersive year-long Arts adventure in Year 7, where you'll explore dance, drama, media arts, music, and visual arts, all while integrating cutting-edge digital technologies and contemporary creative industries. This hands-on experience will empower you to create high-quality, mixed-discipline works that will be showcased at our spectacular Arts Showcase, end-of-year graduation, and various community events.

Key Benefits:

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

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

· Community Engagement: 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.

· Community and Identity: Foster school pride, strengthen community bonds, and create opportunities through impactful art showcases.

· 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%

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%

Beginning in 2024, Exploring Identities and Futures (EIF) will replace Personal Learning Plan at Stage 1.   Students who achieve a ‘C’ grade or better in the subject will be awarded 10 SACE credits.  EIF is a compulsory subject and is a requirement for SACE achievement.

Course description

Exploring Identities and Futures (EIF) supports students to explore their aspirations. They are given the space and opportunity to extend their thinking beyond what they want to do, to also consider who they want to be in the future. The subject supports students to learn more about themselves, their place in the world, and enables them to explore and deepen their sense of belonging, identity, and connections to the world around them.

EIF prepares students for their SACE journey and the knowledge, skills, and capabilities required to be thriving learners. As an introduction to the SACE, students will be empowered to take ownership of where their pathway leads, exploring interests, work, travel and/or further learning.

Course content

EIF represents a shift away from viewing students as participants in learning, to empowered co-designers of their own learning. Students will be responsible for exploring learning opportunities, exercising their agency, and building connections with others.

In this subject, students:

Assessment

Specialist Mathematics provides the necessary background for students wishing study tertiary courses with significant mathematical content like Aviation, Architecture, Engineering or the Physical Sciences.

A student studying Specialist Mathematics must also select Mathematical Methods.

A Graphics Calculator (ideally CASIO 9860 series) is required. These are available for loan through the school.

Recommended background

Students in Stage 1 study one of four levels of Mathematics. A students Year 10 results and teachers recommendation should be considered when deciding which level to select.

A student working below standard (a D or E grade) in Year 10 Mathematics should select Essential Mathematics. Students working at standard (a C grade) may select General Mathematics or Essential Mathematics. Students working above standard (an A or B grade) can select General Mathematics, though should select Mathematical Methods and/or Specialist Mathematics if they have career aspirations that requires high level Mathematical knowledge.

Content

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

Semester 1

Semester 2

Assessment

Assessment at Stage 1 is school- based and subject to moderation.

There are two assessment types:

Four assessment pieces are completed in each semester of Stage 1 Specialist Mathematics.

Semester 1

Semester 2

Stage 1 Specialist Mathematics is assessed using two criteria:

A Course Overview, outlining the specific criteria assessed for each task, can be provided upon request.

Successful completion of this subject leads to: Stage 2 Specialist Mathematics.

Students who intend to study Specialist Mathematics at Stage 2: must complete 20 credits of Stage 1 Specialist Mathematics. Students should investigate whether tertiary study requires Stage 2 Specialist Mathematics as a prerequisite or assumed knowledge.

SACE requires all students to achieve a C grade or higher in one semester of any Mathematics course in Stage 1. Students who are successful have the option to choose to select an alternative elective in semester 2 or continue with a second semester of Mathematics. Students who are not successful must study a second semester of Mathematics.

Humanities and Social Sciences (HASS) is a subject that combines History, Geography, Civics and Citizenship and Economics and Business. Each of these subjects is taught throughout the year within their own distinct units.

In Year 8 Students will engage in the following topics:

History: Students will study history from the end of the ancient period to the beginning of the modern period c.650– 1750 CE. They will explore Medieval Europe (c.590 – 1500 CE), The Polynesian expansion across the Pacific (c.700 – 1756 CE) and The Black Death (14th century plague).

Geography: Students will study two core units of Landforms and Landscapes and Changing Nations. They will investigate the processes that shape landforms and the importance cultural groups put on both landforms and landscapes. Students will also learn about the hazards associated with landscapes. Then in Changing Nations students will investigate the changing human geography of countries and the spatial distribution of populations. Heavy emphasis in these units is placed on geographical skills.

Civics and Citizenship: Students in the unit will explore the responsibilities and the freedoms of citizens and how Australians can actively participate in democracy. Students will also investigate how laws are made and used in Australia. Students will also grapple with the concept of national identity and what it means to be Australian.

Economics and Business: Students will explore the ways markets work within Australia, including the participants in the market system and the way they influence its operation. The focus in year 8 is on national and regional market issues.

ASSESSMENT

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

Humanities and Social Sciences (HASS) is a subject that combines History, Geography, Civics and Citizenship and Economics and Business. Each of these subjects is taught throughout the year within their own distinct units.

In Year 7 Students will engage in the following topics:

History: Students will study history from the time of the earliest human communities to the end of the ancient period, approximately 60 000 BCE – c.650 CE. They will explore the ways we investigate the ancient past, Ancient Egypt as well as touching on Ancient China and Ancient Aboriginal Culture.

Geography: The course adopts an inquiry-based approach to the importance of Water and the place it has in our world as well as the concepts of Place and Liveability. A strong emphasis will be placed on global thinking with local action.

Civics and Citizenship: This course will explore the diversity of Australia, the role of The Constitution and the ways that we safeguard the rights and responsibilities of our people. A strong focus will be placed on action and active engagement in being part of a community.

Economics and Business: This unit will have students explore the concept and value of work, how we can be entrepreneurs and the relationship between customer and producers. A strong focus will be put on practical application of these concepts.

ASSESSMENT

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

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:

Students are assessed using the SACE Performance Standards. Students demonstrate evidence of their learning through the following assessment types:

Please note, an additional fee of $300.00 (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:

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.

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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